E U R O P E A N L E A G U E F O R M I D D L E L E V E L E D U C A T I O N
These skills help teachers reappraise emotionally challenging situations. Teachers often respond with greater clarity and sensitivity to both student needs and the emotional climate of the classroom, resulting in more consistent, assertive, and compassionate classroom management.
Mindfulness and Stress Reduction Practices
Today, many teachers are not well prepared for the social and emotional demands of the classroom. Increasing numbers of children are coming to school with unmet needs. Under these stressful conditions, teachers are more likely to burn out and leave the profession at a time when, more than ever, we a need a workforce of calm, supportive and understanding educators. Indeed, recent statistics of teacher attrition are alarming.
During the CARE program, teachers learn how to balance their work and personal lives to continually renew the inner strength they need to do their jobs well. To support emotion and attention regulation, reduce stress and help teachers be more aware, present and engaged when teaching, CARE introduces a series of mindfulness activities beginning with short periods of silent reflection. CARE focuses on helping teachers bring mindfulness into everyday activities such as standing, walking and experiencing a quiet presence in front of a classroom or group.
Listening and Compassion Exercises
To promote compassion and listening, CARE introduces caring practice and mindful listening. Caring practice is a guided reflection during which one mentally offers wellbeing, happiness and peace— first to oneself, then to a loved one, a neutral colleague or acquaintance, and a person one finds challenging( e. g. difficult student, colleague or parent). Fredrickson, Cohn, Coffey, Pek, & Finkel( 2008) found that this practice enhances well-being and strengthens one’ s personal resources, resulting in greater life satisfaction. Mindful listening practice involves listening with full attention, without the need to respond. A common tendency while listening is to think about how to respond in order to provide a helpful suggestion or answer. Through this practice, teachers learn that simply being present and listening fully is supportive in and of itself.
These integrated program components are developed across sessions augmented by individual reflection through writing and other forms of expression, and group discussion. This year at ELMLE, we will:
" Explore what self-care means in our middle years, international context " Learn three mindfulness practices " Relax and enjoy!
Since 2008, careful research has been conducted to examine the efficacy of CARE. The most recent randomized controlled trial was conducted in New York City with 224 teachers from 36 public elementary schools. Teachers were randomly assigned within schools to receive CARE or be in a wait list group. The results provide solid evidence that CARE has significant positive impacts on teacher wellbeing.
CARE reduces personal distress and the stress associated with time pressure. It also improves emotion regulation and self-reported mindfulness. In addition, CARE demonstrated significant effects on improving teaching as rated by researchers who were blind to the teacher’ s assignment.
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