Health and wellbeing is an integral part of the Curriculum for Excellence (CfE) and highly promoted within schools in order to support and enhance learning. One way to promote engagement and learning is to consciously create pauses throughout the day. Through mindful pauses we are creating time to tune into ourselves and our students, we can ask ourselves, “How am I feeling right now? How are the students feeling?” (Jennings, 2015). By taking these mindful pauses together we can with our pupils process the information being taught and taken in. The added bonus of these pause punctuations is that they give us as teachers a few moments to practice mindfulness. When this becomes an intentional part of our lessons, we can take the time to notice our body in space, the whole classroom, each student, and the small details that surrounds us, in the present moment. We give ourselves a short break—a micro-vacation from the constant activity of a busy classroom. Ensuring all learners and ourselves can take this time to relax within the classroom is significant in allowing pupils to learn successfully (Scottish Government, 2008). For learners to engage and learn successfully they require a non-disruptive classroom environment so full concentration can be given to the material being learned. Teachers are more likely to implement techniques within their practice when classroom disruptions are already at a minimum, being proactive and implementing these strategies in daily teaching will improve classroom management and student focus leading to better learning (Albrecht et al 2012).
The aim of this professional enquiry was to observe the impact of mindful pausing within the classroom, in order to increase productivity and the focus of all students.