Through participating in a practitioner enquiry and engaging in professional literature it has been proven that mindful pausing within the classroom could be effective. Research from Broderick (2019) suggests that using mindfulness in the classroom can enhance the learning experience but also can “stimulate curiosity and add deeper dimension to academic work”. Gehart (2018) produced an 8-week mindfulness lesson inputs. The feedback from the learners showed that they felt their learning has improved and that they are more focused. Mindfulness approaches was introduced into an S1 Music class and at the beginning of each lesson the learners had to complete a diary log on how having a mindful pause during the lesson can impact their readiness to learn. Generally, the results, from the learners, showed that they are more likely to be ready to work after having a mindful pause. The first week introducing mindfulness, the learners had to complete a questionnaire focusing on analysing how people feel within the class and estimate their own understanding of mindfulness and the impact it has on their own learning.
Choosing this area of focus was reached as a result of issues faced regarding the learner’s engagement within primary and secondary classrooms. Working collaboratively with the primary sector, S1 participation was selected as it is a year group that has recently only transition into secondary and the evidence that will be gathered could link better with the primary school learners. Therefore, mindfulness approaches have been implemented into an S1 class to assess the outcome it will have on the learner’s engagement during a lesson.
The aim of this enquiry was to find out the effects of using mindful pausing in the classroom on pupil engagement and standard of work throughout each lesson.