Eileen Graham

Primary Teacher

Tolbrae Primary

  • Health & Wellbeing

Using Mindful Pausing in the Classroom (Group 4B)

Rationale

As a class teacher in a mainstream Primary 5 class I am interested in any strategy that will help my pupils will feel calmer, happy and as a result of this, ready to learn. All pupils come from a variety of backgrounds. In every mainstream class there may be pupils who are accommodated within the care system, pupils who feel unsafe or unheard at home. Pupils can come to school with a myriad of different emotions coming form their experiences before school. It is my job as a teacher to provide equity in my classroom from the very first moment that the pupils enter the school and are in my care. How can a pupil who has come from a home where mum and dad may have been arguing that morning be as ready to learn as the pupils who has had nurturing conversation with parents over the breakfast table? In short, they cannot be as ready to learn and are immediately at a disadvantage.

I was interested in approaching mindful pausing as I thought this might be an effective way to bring everyone together in the morning before any teaching starts. I toyed with the idea of using mindful pausing at different times of the day. This seemed like too much of a break from the usual routine for the pupils in my class as they already have an established routine

The desire to carry out this investigation not only stems from the desire to see young people learn well, but from the desire to find an effective method of helping pupils engage better in the learning and prepare themselves for learning before the teaching and learning begins.

Aims

To investigate wither the use of mindful pausing techniques used as a proactive measure, can have a positive effect of pupils’ feelings of happiness, calmness and readiness to learn.

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