Mindfulness in the Classroom and its Potential Benefits
For this assignment, you will write a 3-page summary-response essay.
Your essay should include a title that identifies the issue.
Should follow the summary/response essay format: Introduction that contextualizes the issue, summary of the article, a thesis with your take on the author's point of view on the issue, and 3 paragraphs addressing a key point in each paragraph, and close with 2-3 sentence conclusion.
You may either respond to the mindfulness pro/con article we have been working with, Mindfulness in the Classroom.pdf Download Mindfulness in the Classroom.pdf
Should be in MLA format.
¨I. Introduction that contextualizes the topic/issue and why it has meaning for you
¨II. Summary of author's article (3-4 sentences)
¨III. The thesis that establishes your take/angle on the author's main ideas (2-3 main ideas)
IV - VI Body paragraphs addressing your angle on each of those points
Body paragraphs should have clear assertions as the topic sentences (think AXES strategy), explain the author's point of view with support to show their point, then your response with examples, personal observation and/or other support for your "take" on the idea.
¨Conclusion
Issues & Controversies
Mindfulness in the Classroom
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Mindfulness in the Classroom
Introduction
Mindfulness practices, which encompass meditation and yoga, have grown in popularity in the United States. From inmates, armed forces, law enforcement officers, and firefighters, they have become standard practices in secular settings due to their immense benefits, such as cultivating an individual’s awareness and appreciation of the present moment. Through meditating and yoga, individuals can process stress better, control their emotions and be slow to react when facing day-to-day challenges. These immense benefits have led to the proposal to introduce yoga and meditation in schools. While researchers have documented these practices to have positive benefits to students, opposition intensifies as to why they should not be practiced in school (“Mindfulness in the Classroom”). The presentation of both the supporting and opposing viewpoints highlights the value of mindfulness in helping an individual relax, concentrate on the present and focus on a particular task; advantages that I believe would be of significant value to students thus should be introduced in schools without objections.
Summary of the article
The article discusses the potential benefits mindfulness practices of yoga and meditation can have on students if they are introduced into the classroom. From the numerous benefits the course offers to adult brains, its impacts on children and adolescents are expected to be higher, surpassing the various objections raised by the opposition to the practice in school.
Thesis: Scientific research illustrates that mindfulness has a place in schools as it can help students improve their concentration capabilities, control their emotions and reduce stress.
Discussion
One of the primary reasons that mindfulness should be introduced in school is it helps students improve their concentration. According to the author, incorporating meditation exercises before school starts helps students settle down, clear their minds from worries and the activities they have to complete, and focus on one thing, such as their breathing. Learning how to have a narrow focus instills in a student the ability to concentrate on their learning, improving their performance. The perspective is accurate as, according to Lutz, Slagter, Rawlings, Francis, Greischar, & Davidson (13424-13427), engaging in regular meditation exercises such as breathing in and out can increase a student’s concentration. 47% of the time, a person’s brain is lost in numerous thoughts. Students’ thoughts are about their past and future, including the next class, assignments, and what to do after school, which can lead to sadness or stress. However, meditation alters the brain’s functioning by quieting all the activities down and concentrating on simple activities such as counting one’s breaths (Lutz et al. 13424-13427). C...