ERIC Number: EJ1132706
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 13
From Teaching to Being: The Qualities of a Mindful Teacher
Grant, Kirsten C.
Childhood Education, v93 n2 p147-152 2017
The relationship between mindfulness, attention, and well-being is well established. In the field of education, mindfulness programs often focus on teaching children ways of coping with attentional and emotional difficulties. Mindfulness practices are also valued for teachers, and being a mindful teacher impacts the classroom environment. The nature of mindfulness and teaching is complex, involving individuals and relationships, and highly subjective. This article shares the voices of two teachers with established mindfulness practices. Through their mindfulness practice, they showed high levels of social and emotional competence and responsive, dialectical, non-judgmental, and self-regulating qualities.
Descriptors: Metacognition, Perception, Attention Control, Teacher Characteristics, Teaching Methods, Teacher Attitudes, Social Development, Emotional Development, Interviews, Foreign Countries, Elementary School Teachers, Responses, Altruism, Reflection, Student Behavior
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada