Date of Award
8-2016
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Allie Brandon
Department/School
Elementary Education, Montessori Elementary Education
Abstract
The purpose of this investigation was to see if mindfulness lessons based on breathing and meditation techniques would be effective with elementary age students in building community and collaborative work skills. This was done in a classroom of 25 students ranging from nine to twelve years old. I used a pre and post survey as well as observational data to determine the relevance of the meditations on community clean up time. The results showed that there was an increase in participation as well as a decrease in the time it took for the children to clean up. There was also a heightened awareness of community responsibility based on the post survey results. The observational data also showed that the children were communicating more effectively and even leading discussions on how to problem solve. Other interesting reflections came to light such as the teacher’s assumptions on what the students believed about the importance of their work in the community and their ideas about self. The action plan shows the importance of continued work in mindfulness meditation in the classroom to help support the children to focus, be aware of their environment, communicate more effectively and have a greater appreciation of themselves.
Recommended Citation
Filkins, Jessie M.. (2016). Mindfulness Intervention: Usefulness In Elementary Classrooms In Regards To Transitions And Collaboration. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/176
Included in
Educational Methods Commons, Educational Psychology Commons, Social and Philosophical Foundations of Education Commons