Mindful Qualities in Teacher Recollections of Classroom Interactions

• In Event: The Bigger Picture Impact of Social-Emotional Learning in Schools

Abstract

Mindfulness trainings are effective in promoting teacher well-being and responsive teaching. However, mindfulness trainings are resource intensive. One constraint to developing more efficient mindfulness trainings is our limited understanding of mindful teaching. This paper describes the findings from the qualitative phase of the development of the Objective Awareness and Mindfulness Measure for teachers. We inductively coded teacher recollections (recalls) of classroom interactions in collaboration with a panel of contemplative practitioners with diverse classroom, contemplative, and identity backgrounds. We identified evidence of eight mindful qualities in the teacher recall data: self-awareness, observation, presence, responsivity, curiosity, discernment, wisdom, and compassion. We describe each of these mindful qualities, how some of them reflect dialectics, and how they inform future research and practice.

Authors

• Almut K. Zieher, Yale University

• Corissa Mazurkiewicz, Pacific University Oregon

• Kylie Anglin, University of Connecticut