Integrating mindfulness and connection practices into preservice teacher education improves classroom practices

Hirshberg, Matthew J.; Flook, Lisa; Enright, Robert; Davidson, Richard J.

doi:10.1016/j.learninstruc.2019.101298

Cited by 44 publications

(39 citation statements)

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“…Findings regarding the effects of the program on a small subsample of teachers’ classroom behaviors are also promising as they indicate an increase, from pretest to posttest, in the behavioral interactions of the teachers and students, which facilitated their engagement in the classroom (a classroom management dimension). This result is in keeping with Jennings and Greenberg’s ( 2009 ) model, and also with the findings of several previous studies (e.g., Flook et al, 2013 ; Hirshberg et al, 2020 ; Hwang et al, 2019b ; Jennings et al, 2017 ). Additionally, the observation results showed a reduction from pretest to posttest in the CG teachers’ interactive behaviors focused on students’ needs, namely a reduction in instructions and task adaptation.…”

Section: Discussionsupporting

confidence: 93%

“…Additionally, teacher mindfulness-based interventions appear to have a positive impact on teachers’ perceived skills to cope with students and to manage the classroom effectively (e.g., Rupprecht et al, 2018 ). Other studies have also observed significant improvements in effective teaching practices, such as instructional support, emotional support, and classroom organization (e.g., Flook et al, 2013 ; Hirshberg et al, 2020 ; Hwang et al, 2019b ; Jennings et al, 2017 ). Furthermore, some studies have extended the scope of inquiry to the effects of mindfulness-based interventions for teachers on students’ variables.…”

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confidence: 96%

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Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

et al. 2021

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Objectives Teachers’ stress can affect their occupational health and negatively impact classroom climate and students’ well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers’ social-emotional competencies (SEC), across teachers, classroom climates, and students’ outcomes. Methods The study followed a randomized trial design with two data collection points (pretest and posttest). Participants in the experimental group (EG) included 123 elementary school teachers, their 1503 students, and these students’ parents (1494), while the control group (CG) comprised 105 elementary school teachers, their 947 students, and these students’ parents (913). A mixed data collection strategy was used that included teachers’ and students’ (self-) report, observational ratings of teachers’ classroom behaviors, and parents’ reports on students. Results After the intervention, EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation competencies, self-efficacy, and well-being and a decrease in burnout symptoms. Similarly, a significant improvement was found in EG teachers’ classroom behaviors related to students’ engagement. Additionally, significant improvements were also found in EG students’ perceptions of the quality of their teachers’ involvement in classroom relationships, self-reported effect, and social competencies perceived by their parents. Conclusions These findings further the knowledge on the role played by mindfulness-based SEC interventions in reducing teachers’ burnout symptoms and cultivating their SEC and well-being, in promoting a nurturing classroom climate and also in promoting the SEC and well-being of students. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-021-01635-3.

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Section: Discussionsupporting

confidence: 93%

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confidence: 96%

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

et al. 2021

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“…Furthermore, the teacher's classroom management practices critically affect his supervisory and corrective approaches (Lopes, Silva, Oliveira, Sass, & Martin, 2017;Landrum & Kauffman, 2013). There are many practices but when implemented, each must be comfortable to the end-user and must match with the teacher's distinct and specialized characteristics (Hirshberg, Flook, Enright, & Davidson, 2020;Scrivener, 2012). Such instructional practices must support the teacher not only in encouraging meaningful student's learning and discipline but also in accomplishing an effective teaching routine ( In this framework, the researchers undertook this study to validate the relationship between classroom management practices of teachers and the academic performance of college students of the Nueva Vizcaya State University, Philippines.…”

Section: Introductionmentioning

confidence: 99%

Sustaining Academic Success Through Effective Classroom Management

Afalla

Fabelico

2020

HSSR

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Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines. Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management. Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.

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“…Social competence has already been shown as a valuable predictor for job performance (Guill en Ramo, Saris, & Boyatzis, 2009;Hochwarter, Witt, Treadway, & Ferris, 2006) and occupational well-being (Segrin, Hanzal, Donnerstein, Taylor, & Domschke, 2007; in several working contexts. However, in the occupational context of teaching, the majority of studies have focused on relations between emotional competencies and teaching performance as well as indicators of well-being (Hirshberg, Flook, Enright, & Davidson, 2020;Jennings et al, 2017;M erida-L opez & Extremera, 2017;Yin, Huang, & Chen, 2019).…”

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confidence: 99%

“…The promotion of emotion awareness led to decreases in teachers' psychological distress and perceptions of time urgency (Jennings et al, 2017), provoked better sleep quantity and quality (Crain, Schonert-Reichl, & Roeser, 2017), and resulted in lower levels of burnout (Roeser et al, 2013). Further, a recently published article showed that the targeted promotion of mindfulness and emotion knowledge leads to improvements in instructional quality (Hirshberg et al, 2020).…”

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Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being

Carstensen

Klusmann

2020

Brit J of Edu Psychol

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Background. Difficult social interactions with students are reported to be among the main stressors of beginning teachers, and although social competence has been suggested to represent a vital resource for their transition into practice and early-career adaptation, this assumption has rarely been empirically studied. Aim. We conducted two studies to investigate the predictive validity and development of prospective and beginning teachers' social competence. In Study 1, we examined, whether social competence predicts beginning teachers' emotional exhaustion. Study 2 investigated whether university teacher training contributes to social competence development among prospective teachers. Sample. The samples of both studies are based on large-scale assessments. Participants in Study 1 were 1,758 beginning teachers who had been tracked since their entry into university teacher training. Study 2 included 831 prospective teachers who were surveyed over a total period of two years. Methods. Data were analysed utilizing a structural equation modelling approach (Study 1) and latent change score modelling (Study 2). Results. The results of Study 1 revealed that social competence negatively predicts emotional exhaustion. Further, beginning teachers' reports of classroom management functioned as a mediator within that relationship. According to the findings in Study 2, prospective teachers showed no significant enhancements of social competence within one year of university teacher training. However, there was a significant change considering the two-year interval. Conclusions. Social competence, as a predictor of occupational well-being, may constitute one important resource for the early-career adaptation of beginning teachers. However, efforts to promote social competence within university teacher training should be increased. According to Doyle (2006), teacher-student interactions in the classroom are inherently characterized by multidimensionality and simultaneity, unpredictability and immediacy of This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Integrating mindfulness and connection practices into preservice teacher education improves classroom practices

Cited by 44 publications

References 54 publications

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

Sustaining Academic Success Through Effective Classroom Management

Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being

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