Mindful Solution
“Why do you want to be a teacher?”
I asked hundreds of graduate candidates that question. The responses varied, but there was a constant theme. Each and every one shared a story about a life event or an individual that had deeply touched their lives. They all had been drawn into this profession by a compelling commitment to make a difference with children.
Yet, how many teachers are living that dream? When I visit classrooms, it’s painful to experience the stressful culture that has evolved from our overly intense focus on raising test scores and student achievement. I see frantic, urgent activity by teachers. In some classrooms students comply and press themselves to cooperate. In others, students exhibit hopeless listlessness or defiant behavior. There’s something very wrong with this picture. Teachers are burning out. Where is their opportunity to make a difference in children’s lives?
Thomas Hoerr (2017) wrote, “We must teach students to read, write, and calculate, but that’s only the beginning; those goals should form the floor, not the ceiling, of their education. Our timeline is too short and our aspirations are too low if we limit our curriculum and pedagogical focus to tests, grades, and diplomas. We must step back and look at what’s needed to achieve success in the real world, not just in school.”
It’s time to create a culture of caring for the human beings who don’t have time to breathe in our schools. Mindfulness may be the missing piece. The more I learn about mindful practice and related research in secondary schools, the more potential I see in using mindfulness, especially for students who struggle. In the last month, I have fortunately been immersed in three mindfulness experiences:
I participated in a refreshing weekend mindfulness retreat at the Omega Institute (my husband’s birthday surprise for me).
I visited New York University’s Mindfulness Lab, a life-changing summer experience for inner city at-risk teenagers.
I am partnering with a team of Maryland teachers to integrate mindfulness into their self-determination curriculum.
Can you imagine the possibilities for schools if students regularly practiced mindfulness? (reduced office referrals, bullying, absentees, increased cooperation with teachers and focus on personal goals). What if teachers and administrators also practiced mindfulness? (strengthened relationships and aligned purposes for what really matters in education). What if families learned mindfulness too? (supporting their children, increasing peaceful practices at home). What do you think? Am I just a dreamer?
