Great bit about meditation in schools. Just when I think I am coming up with something novel, someone writes an article summing up the way meditation has been and is used in schools. It also talks about three pitfalls: training, research, and fads.
http://www.huffingtonpost.com/mobileweb/ramaa-reddy-raghavan/thoughts-on-mindful-aware_b_1165305.html
Tuesday, December 27, 2011
Tuesday, December 13, 2011
Staying Engaged in Local Education
As part of this series I will be posting stories I read or hear about where students, parents, teachers, principals and other members of the community participate in improving the local public school education.
Here is the first awesome story from Teaching Tolerance:
Bringing the Civil Rights Movement to Students
When faculty members at Whitman College in Walla Walla, Wash., saw that their state received a grade of "F" in the Teaching Tolerance report "Teaching the Movement: The State of Civil Rights Education 2011," they decided to take action. With student leaders, they launched a pilot program called Whitman Teaches the Movement. Whitman College students volunteered to teach lessons about the civil rights movement to students from grades 2 to 11—and the Walla Walla School District took them up on it.
Here is the first awesome story from Teaching Tolerance:
Bringing the Civil Rights Movement to Students
When faculty members at Whitman College in Walla Walla, Wash., saw that their state received a grade of "F" in the Teaching Tolerance report "Teaching the Movement: The State of Civil Rights Education 2011," they decided to take action. With student leaders, they launched a pilot program called Whitman Teaches the Movement. Whitman College students volunteered to teach lessons about the civil rights movement to students from grades 2 to 11—and the Walla Walla School District took them up on it.
Subjective Research: Indepth Look at Integration
In an earlier post, I said I would look at the Greene and Mellow Study from 1998 about private schools providing more of an integrated setting than public schools. I have read the study and it has major flaws. First, I don't even want to link to the study because it is ridiculous how they performed the study and how they form their conclusion. But here it is so you too can find it flawed. I am remembering more and more about how ANYTHING can be published on the internet...and it doesn't make the author credible. I remember drilling this into my students' heads as they did their research on Wikipedia! I promise to deliver more sound advice through better research in future posts.
The problems that I see in this study are bulleted here:
The problems that I see in this study are bulleted here:
- The authors don't disclose the location, but they claim it could be Anytown, USA. I find this hard to accept because I know how segregated schools are because of the neighborhood that one lives in. Where they rural, suburban, urban? I am reminded about the Race maps of America graphics.
- The authors only studied two public schools and two private schools.
- The authors looked at the faces of the child to determine what race they were. This is problematic since the authors didn't have actual evidence of ethnic identity.
- They stated that private school student's may be more willing to integrate because of their higher class status.
"We Must Stay Engaged"
"If we want good schools we have to stay engaged."
Sean said this in the post below reminding me that it is important for the community to stay engaged in the local public schools for them to be successful. Based on this study by Lubienski, Lubienski and Crane (2008), local public schools offer the best education because they have more certified teachers and reform-based mathematics programs that require students to think critically about math. They also stress the effect of small class size to achievement for students of the minority. It makes me cringe to think that people's response to the debt crisis in public schools is to increase class size!
In the next few weeks I will be posting some great examples of public schools and their communities working together to create sustainable education for all who attend there. Principals, teachers, parents and students have been in an uproar about the recent school closings, budget cuts, and teacher shortages, among other things. I am so impressed with everyone who fights for their local school.
On another note: Read Sean's warning in his email with the link about the "boondoggled" tax-payer scholarship in Florida called the "McKay Scholarship" - designed for students with learning disabilities to receive support while in private schools. I have posted that private schools do not legally have to support these students and most counsel the family out to public school. But this Florida politician thought it was unfair that his child would have to receive services outside the private school he was paying so much for. I really believe his heart was in the right place! Here we are again with a situation where someone was trying to do some good, but it turned out a huge mess. It is most likely his daughter and all the other students receiving funds from this voucher program would have benefited more in a public school setting where Special Education teachers must be certified to teach these students with research-based strategies. Oh, and they are not allowed to use corporeal punishment unlike these voucher supported teachers.
Sean said this in the post below reminding me that it is important for the community to stay engaged in the local public schools for them to be successful. Based on this study by Lubienski, Lubienski and Crane (2008), local public schools offer the best education because they have more certified teachers and reform-based mathematics programs that require students to think critically about math. They also stress the effect of small class size to achievement for students of the minority. It makes me cringe to think that people's response to the debt crisis in public schools is to increase class size!
In the next few weeks I will be posting some great examples of public schools and their communities working together to create sustainable education for all who attend there. Principals, teachers, parents and students have been in an uproar about the recent school closings, budget cuts, and teacher shortages, among other things. I am so impressed with everyone who fights for their local school.
On another note: Read Sean's warning in his email with the link about the "boondoggled" tax-payer scholarship in Florida called the "McKay Scholarship" - designed for students with learning disabilities to receive support while in private schools. I have posted that private schools do not legally have to support these students and most counsel the family out to public school. But this Florida politician thought it was unfair that his child would have to receive services outside the private school he was paying so much for. I really believe his heart was in the right place! Here we are again with a situation where someone was trying to do some good, but it turned out a huge mess. It is most likely his daughter and all the other students receiving funds from this voucher program would have benefited more in a public school setting where Special Education teachers must be certified to teach these students with research-based strategies. Oh, and they are not allowed to use corporeal punishment unlike these voucher supported teachers.
Comments From an Inspired Reader
I guess I inspired Sean to comment about my recent post on Private vs. Public Schooling. Hereis the email he sent me with some great links to follow up on.
Thank you Sean!
From: Sean Andrews ;sean.johnson.andrews@gmail.com;
Thank you Sean!
From: Sean Andrews ;sean.johnson.andrews@gmail.com;
Date: Thu, Dec 8, 2011 at 9:02 AM
Subject: private schools
http://www.miaminewtimes.com/2011-12-08/news/new-times-mckay-scholarship-expose-prompts-reform-of-a-billion-dollar-educational-catastrophe/
Program above where private company provided services to disabled students. $1 billion boondoggle.
Here's a few GAO reports on public vs. private. Note that the terminology in this one
http://www.gao.gov/products/GAO-04-62
not "private" but "privately managed." Many of our conceptions of private schools are wrapped up in ideas about them being little Ivy league academies, when the reality on the ground at the moment is that many of the schools we refer to as private (and that politicians refer to as private) are more like McDonald's franchises you pay for with tax dollars.
It's been almost ten years since this report was released, but my sense is that, on the whole, there is not a lot more improvement in either the schools themselves or the methods for comparing them with public schools. Since public schools are being starved by this process, it is also not quite a fair fight: comparing insufficiently funded public schools with insufficiently experienced private schools is useful as a metric for making decisions today, but it is not a good index for the path public policy should take in the future.
http://www.gao.gov/products/GAO-03-11
When it comes down to it, the question of public vs. private is a red herring. As in doing things like choosing a doctor or buying investment, we feel uncomfortable making decisions about complicated matters, decisions that require a lot of research and education in order to make an informed choice. It is tiring to have to think about these things, and especially so when they are so politically and culturally charged. It is easier when we can fall back on commonplace stereotypes. In every case, our ultimate decision is made on a particular doctor or school or investment. And in each case--but especially in the case of schools--your job is not (and in some ways cannot) be over once you make that decision. If we want good schools, we have to stay engaged, help teachers, students, and administrators create positive learning environments for everyone, and offer help and support when needed. This will be true whether you spend thousands of extra dollars on private school or opt to find a decent public school in your neighborhood.
The idea that private schools are naturally better than public has been honed by years of class-based propaganda. And now, after years of attacking and defunding the public system (using supposedly objective testing standards as an index), there is a flourishing market that uses public government money - citizen tax dollars - to fund private schools with little oversight in terms of curriculum and without mandates to serve students with disabilities. Putting our eggs in that basket is a perverse form of hubris that assumes our kid will never have learning problems or require special attention; our kid will never be one who gets forced out for having low test scores, behavioral problems, or any of the number of arbitrary reasons the mutant private system declares them invalid. Then you either have to pay even more for some specialized academy (if that's available) or you have to rely on the public system you starved for resources, but which is the only one forced by law to help your kid.
I know you know this, but I see this as the best answer to the question the blog poses. Namely, the issue isn't public vs. private per se, but researching the best forms of teaching and learning and creating institutions with that as their main goal. This means wrenching the system of public education from the thriving industry of testing, giving educators the respect and autonomy they deserve, and creating environments that will actually produce positive results for all students and, thus, for society at large. In the current environment, the draw of private schools and charters (at their best) is that they allow for alternative models. I don't know how to scale this so that you can allow for experimentation without opening the door for dilettante startups merely looking to make a quick buck on the backs of our children. But I think engaged, educated parents and student advocates will be an essential part of the mix.
Subject: private schools
http://www.miaminewtimes.com/2011-12-08/news/new-times-mckay-scholarship-expose-prompts-reform-of-a-billion-dollar-educational-catastrophe/
Program above where private company provided services to disabled students. $1 billion boondoggle.
Here's a few GAO reports on public vs. private. Note that the terminology in this one
http://www.gao.gov/products/GAO-04-62
not "private" but "privately managed." Many of our conceptions of private schools are wrapped up in ideas about them being little Ivy league academies, when the reality on the ground at the moment is that many of the schools we refer to as private (and that politicians refer to as private) are more like McDonald's franchises you pay for with tax dollars.
It's been almost ten years since this report was released, but my sense is that, on the whole, there is not a lot more improvement in either the schools themselves or the methods for comparing them with public schools. Since public schools are being starved by this process, it is also not quite a fair fight: comparing insufficiently funded public schools with insufficiently experienced private schools is useful as a metric for making decisions today, but it is not a good index for the path public policy should take in the future.
http://www.gao.gov/products/GAO-03-11
When it comes down to it, the question of public vs. private is a red herring. As in doing things like choosing a doctor or buying investment, we feel uncomfortable making decisions about complicated matters, decisions that require a lot of research and education in order to make an informed choice. It is tiring to have to think about these things, and especially so when they are so politically and culturally charged. It is easier when we can fall back on commonplace stereotypes. In every case, our ultimate decision is made on a particular doctor or school or investment. And in each case--but especially in the case of schools--your job is not (and in some ways cannot) be over once you make that decision. If we want good schools, we have to stay engaged, help teachers, students, and administrators create positive learning environments for everyone, and offer help and support when needed. This will be true whether you spend thousands of extra dollars on private school or opt to find a decent public school in your neighborhood.
The idea that private schools are naturally better than public has been honed by years of class-based propaganda. And now, after years of attacking and defunding the public system (using supposedly objective testing standards as an index), there is a flourishing market that uses public government money - citizen tax dollars - to fund private schools with little oversight in terms of curriculum and without mandates to serve students with disabilities. Putting our eggs in that basket is a perverse form of hubris that assumes our kid will never have learning problems or require special attention; our kid will never be one who gets forced out for having low test scores, behavioral problems, or any of the number of arbitrary reasons the mutant private system declares them invalid. Then you either have to pay even more for some specialized academy (if that's available) or you have to rely on the public system you starved for resources, but which is the only one forced by law to help your kid.
I know you know this, but I see this as the best answer to the question the blog poses. Namely, the issue isn't public vs. private per se, but researching the best forms of teaching and learning and creating institutions with that as their main goal. This means wrenching the system of public education from the thriving industry of testing, giving educators the respect and autonomy they deserve, and creating environments that will actually produce positive results for all students and, thus, for society at large. In the current environment, the draw of private schools and charters (at their best) is that they allow for alternative models. I don't know how to scale this so that you can allow for experimentation without opening the door for dilettante startups merely looking to make a quick buck on the backs of our children. But I think engaged, educated parents and student advocates will be an essential part of the mix.
Tuesday, December 06, 2011
Public School vs. Private School
The birth of my son in June 2010 brought the public versus private school debate to the forefront in my family. "Where will you put Owen if you had all the money in the world?" "My son will go to a prep school so he can sing in a glee choir and wear a cute uniform!" I get a laugh or a raised eyebrow, but seriously my husband went to public school in the suburbs of Dallas and has attained a PhD in Cultural Studies at George Mason University (his blog is here), and I went to private school in Fort Worth and have attained an MEd in Social Foundations of Education at the University of Virginia. So does the greater level of education that my husband attained mean public schools are better than private schools? And if you count all of our current friends, most went to public schools and they are doing very well and enjoy their lives. (more on this to come!)
I never realized how difficult and emotional the debate can get, although in high school my father threatened I might have to go to public school if I didn't pick up my grades and I literally broke down in tears: I feared the public school students because of the rumors I had heard about them. Similarly for many people, public vs. private is a matter of opinion - they hear "through the grapevine" that public schools as wastelands where children aren't taught cursive handwriting (I found out this is really important to some people) - but there isn't really a great deal of research on the subject because it is hard to quantify the results with actual data.
After reviewing scholarly articles and websites, I have found there really isn't a way to quantify data from public and private schools for many reasons; one being that private schools don't have to report their data. Also, private schools admit only who they deem fit for their school whereas public schools take any and all. Likewise, private schools also can counsel out, or "push out" students whose performance is low or whose behavior is distracting others. In my career teaching in public education, I have seen many parents move their child from private schools once they were found to have a disability because the private school warned they weren't legally required to give the student specialized services.
However, most of the qualitative data comes is from National Assessment of Educational Progress. They look at the scores of students on their 4th and 8th grade reading and mathematics assessments. They also take into account the backgrounds of each student and their socio-economic status (SES). The data in 2000 indicated that public schools out-performed the private school students in mathematics, but in 2006, private schools out-performed the public schools in both areas.
My sister asked me to research the differences in social development, "how well-rounded kids are" at each. The research is just not out there. If you know of any, please send it my way.
So, as of today, here is my bare bones research round-up:
Public schools:
Also stay tuned to a more in depth look at Greene and Mellow's 1998 paper on integration in public and private schools. It struck a nerve...
I never realized how difficult and emotional the debate can get, although in high school my father threatened I might have to go to public school if I didn't pick up my grades and I literally broke down in tears: I feared the public school students because of the rumors I had heard about them. Similarly for many people, public vs. private is a matter of opinion - they hear "through the grapevine" that public schools as wastelands where children aren't taught cursive handwriting (I found out this is really important to some people) - but there isn't really a great deal of research on the subject because it is hard to quantify the results with actual data.
After reviewing scholarly articles and websites, I have found there really isn't a way to quantify data from public and private schools for many reasons; one being that private schools don't have to report their data. Also, private schools admit only who they deem fit for their school whereas public schools take any and all. Likewise, private schools also can counsel out, or "push out" students whose performance is low or whose behavior is distracting others. In my career teaching in public education, I have seen many parents move their child from private schools once they were found to have a disability because the private school warned they weren't legally required to give the student specialized services.
However, most of the qualitative data comes is from National Assessment of Educational Progress. They look at the scores of students on their 4th and 8th grade reading and mathematics assessments. They also take into account the backgrounds of each student and their socio-economic status (SES). The data in 2000 indicated that public schools out-performed the private school students in mathematics, but in 2006, private schools out-performed the public schools in both areas.
My sister asked me to research the differences in social development, "how well-rounded kids are" at each. The research is just not out there. If you know of any, please send it my way.
So, as of today, here is my bare bones research round-up:
Public schools:
- Have become increasingly more segregated (Kozol 2011) especially in the urban areas
- Are seen as a common experience that unites Americans regardless of race, color, ethnicity or religion (Elizabeth from Education Bug 2011)
- Admit all students from the neighborhood who want to come to the school
- Are required to service students with disabilities, therefor other students learn the value of inclusion
- Have more resources to help with interventions and student support
- Offer programs and support for students who speak English as a second language
- Are bound by the mandates of No Child Left Behind or Race to the Top (Do well on the test or we close your school down!)
- Admit who they deem fit (Gardner 2011) and counsel out who aren't conforming to the mold
- Seem to create an class of the elite
- Have more control over class size, school size and curriculum
- Have funds to create a more inviting space architecturally
- Sometimes have a more diverse teaching staff who aren't necessarily certified to teach but might be from other countries
- Are more conducive to integration (Greene, Mellow 1998) (see below)
- Help students develop critical thinking skills, which lend to better scores on SAT (SES factored in) (TIME 2007)
Also stay tuned to a more in depth look at Greene and Mellow's 1998 paper on integration in public and private schools. It struck a nerve...
Friday, December 02, 2011
Reverb 11
To reverb is to reflect. I am reflecting with a writing prompt a day for the next 30 days. My friend and yoga teacher, Michelle, is sending prompts via Facebook. I am keeping a journal and am free writing on each prompt which will assist me in reflecting on 2011 and manifesting thoughts for 2012. I am tweeting a phrase from each journal too! What a fantastic way to end a year that has truly flown by with so many changes. I know it will surely speed up when I go back to teaching next year! Here we go!
Friday, November 18, 2011
More Meditation Research
"The scientists predicted that the square root of 1 percent of the world population (about 7,000 people) meditating together would create a worldwide positive effect."
My research continues to find more recent research about the benefits of meditation. This morning I read a post from Elaine Gavalas discussing the recent use of meditation and yoga at Occupy Wall Street. By the way people, meditation is much quieter than drumming and seems to have a far greater impact on the humanity (Although I enjoy a good drum circle to wake up the spirit!), and Gavalas mentions a few places doing research on this very effect. The Maharishi University of Management asked 2000 volunteers to meditate and noticed that violent crime decreased nationwide. While this might be a coincidence, it is interesting. Similarly, the others have found that large numbers of people meditating can actually prevent acts of terrorism. "Scientists [at Rand Corporation] predicted that the square root of 1 percent of the world population (about 7,000 people) meditating together would create a worldwide positive effect. The researchers found a 72 percent decrease in worldwide terrorism during the combined three assemblies." Fascinating. This reminds me that we are ALL connected.
Lastly, Gavalas reinforces that meditation can positively effect the brain, specifically the limbic brain region which effect emotions, long-term memory, behavior and olfactory sense. Interestingly, in the old days, this was the area of the brain that doctors would surgically cut when people had severe emotional problems. This area is also associated with pleasure. No wonder I see so many smiles from my peers at Dharma yoga after practice that includes a blissful meditation. (I didn't see this much in my yoga experience in Chicago.) Consequently, the researchers found that these seasoned meditators were much more compassionate when listening to sounds that might draw emotional reactions.
I am currently reading an article by Bronwyn Robertson titled "The adaptation and application of mindfulness-based psychotherapeutic practices for individuals with intellectual disabilities" from the journal Advances in Mental Health and Intellectual Disabilities. Robertson says that there is little research on MBPPs for this population however they are the most needy because of the effects meditation can have on the brain and how meditation effects behavior and anxiety.
I want to research these approaches and find out ways to implement in the educational or self-contained setting.
TBC...
Thursday, November 10, 2011
It isn't about the salary!
"Last week, the Education Week Teacher online site reported on a new study
that used federal wage, benefit, and job-security data, along with
measures of cognitive ability, to argue that teachers are overpaid
compared to what they would earn in the private sector." - Fredrick Hess reports and continues to say that teachers are getting paid too much, but that it isn't that simple. He promotes that some teachers get over paid, while some teachers are underpaid. Do I agree with him about this statement? Yes. I have worked with teachers who don't prepare lessons with differentiation and other best practices, but they pay with an unruly class and frustrated parents. Do I feel that I should get paid more than that teacher? Yes...However, that teacher shouldn't be teaching anymore. This is the problem with school districts. While charters can target these teachers and kick them out after a system of warnings and write-ups, school districts can do the same, but with much more paperwork during a longer time frame. Recently, I heard of a teacher finally getting fired for sleeping in the school at night. She was a terrible teacher; no one wanted to work with her or have her at their school. It took 2-3 years to get her out after switching her around to different schools and wasting her students' education forever.
So I wouldn't go as far as supporting merit pay like Hess, but I would like schools to make other things a priority. The teacher pay issue is just an easy issue for the media and public to grasp because people are attracted to comparing salaries. The larger debate right now should be surrounding the lack of money in the districts, especially Texas because of budget cuts. A source from Austin ISD says that her school had good teachers that were cut while others took extra roles within the school to support the lack of teacher or specialist support, i.e. social worker (another disaster to discuss later). The debate should be how to use the money that we have to ensure that students are getting what they need. For instance, Texas teachers are very frustrated that there is a new standardized test (STAAR) this year that cost the district a lot of money rather than decrease the amount of teacher layoffs.
But despite this, I have also heard that what is happening within districts is just what I am suggesting: Administrators are coming down hard with observation protocols to determine if teachers are truly teaching students well and using best practices to provide a sound education. For example, Georgetown ISD has been monitoring their teachers closely and will make decisions based on teaching rather than test scores and seniority. With well developed measurable observation protocols, I hope others public school districts will follow suit.
that used federal wage, benefit, and job-security data, along with
measures of cognitive ability, to argue that teachers are overpaid
compared to what they would earn in the private sector." - Fredrick Hess reports and continues to say that teachers are getting paid too much, but that it isn't that simple. He promotes that some teachers get over paid, while some teachers are underpaid. Do I agree with him about this statement? Yes. I have worked with teachers who don't prepare lessons with differentiation and other best practices, but they pay with an unruly class and frustrated parents. Do I feel that I should get paid more than that teacher? Yes...However, that teacher shouldn't be teaching anymore. This is the problem with school districts. While charters can target these teachers and kick them out after a system of warnings and write-ups, school districts can do the same, but with much more paperwork during a longer time frame. Recently, I heard of a teacher finally getting fired for sleeping in the school at night. She was a terrible teacher; no one wanted to work with her or have her at their school. It took 2-3 years to get her out after switching her around to different schools and wasting her students' education forever.So I wouldn't go as far as supporting merit pay like Hess, but I would like schools to make other things a priority. The teacher pay issue is just an easy issue for the media and public to grasp because people are attracted to comparing salaries. The larger debate right now should be surrounding the lack of money in the districts, especially Texas because of budget cuts. A source from Austin ISD says that her school had good teachers that were cut while others took extra roles within the school to support the lack of teacher or specialist support, i.e. social worker (another disaster to discuss later). The debate should be how to use the money that we have to ensure that students are getting what they need. For instance, Texas teachers are very frustrated that there is a new standardized test (STAAR) this year that cost the district a lot of money rather than decrease the amount of teacher layoffs.
But despite this, I have also heard that what is happening within districts is just what I am suggesting: Administrators are coming down hard with observation protocols to determine if teachers are truly teaching students well and using best practices to provide a sound education. For example, Georgetown ISD has been monitoring their teachers closely and will make decisions based on teaching rather than test scores and seniority. With well developed measurable observation protocols, I hope others public school districts will follow suit.
Tuesday, November 08, 2011
Mindfull Meditation vs. Medication: Treatment for ADHD
I have been forming a deeper relationship with meditation than I ever thought possible (Thanks to Kelly Roadhouse). My interest in sitting on my cushion seems to falter only when I am tired, but I try to find another time when the house is quiet (tough since we all work from home). Knowing how it has helped me, I have begun to research multiple ways to incorporate this ancient practice into the classroom or school setting.
The first article I found was published in Nov of 2007 by the Journal of Attention Disorders titled "Mindfulness Meditation Training in Adults and Adolescents with ADHD". It refers back to studies done in the late 1980s and suggests more research should be conducted. Mindfulness Meditation Training (MMT) continues to help adults and adolescents reduce their symptoms of ADHD and depression. The authors of the study suggest that as people increasingly ask for alternatives to medication, practitioners and teachers should use MMT or Mindful Awareness Practices (MAPs) for ADHD to help patients gain more awareness and control over the effects of ADHD on their day-to-day routine.
But MMT and MAPs aren't just for people with ADHD! Wouldn't we all like to be more observant and cognizant of our present instead of dwelling on the past and becoming anxious about the future? "Meditation practice trains the mind to the present experience with an open, curious and accepting stance." The practice of meditation that most people are aware of is 1) bringing attention to an "attentional anchor" or breath, 2) noting that distraction occurs, 3) refocusing or bringing awareness back to the "attentional anchor". When you are meditating and your mind gets distracted, Pema Chodron, renown teacher of meditation, says to acknowledge that you are thinking but do not judge: Label it "thinking" and move on.
Previous studies indicate that participants of MMT become more open to emotional states with breathing and relation techniques and has even helped prevent relapses into depression. Participants are less likely to shut down and let their emotions take over. The researchers suggest that when people are affected by ADHD they have trouble self-regulating motivation, emotions, and arousal.
If done in the classroom, I suggest it as a whole class activity. This could bring the benefit of social support. Careful screening of the students must be done to ensure that all are willing to participate and be quiet, so as not to ruin others' meditation time. If done as an intervention strategy, I would suggest it be a small group setting like the researchers set up: disabiility symptoms were explained and provided; sitting meditations were shortened and walking meditation was a alternative; mindful awareness in daily living was emphasized; visual aids were used to explain mindful awareness concepts; and loving kindness (meta) meditation was included to support the need to increase self-esteem.
It should also be noted that the study was performed mostly with white females who were between the middle to high socioeconomic status. The researchers state, "Future research is needed to determine efficacy of MAPs in ADHD population and whether this approach may be more appropriate for certain groups within ADHD." When given the chance, I would love to have the opportunity to work with more diverse groups of students and/or adults to determine whether it is helpful as treatment for becoming more aware and attentive.
The first article I found was published in Nov of 2007 by the Journal of Attention Disorders titled "Mindfulness Meditation Training in Adults and Adolescents with ADHD". It refers back to studies done in the late 1980s and suggests more research should be conducted. Mindfulness Meditation Training (MMT) continues to help adults and adolescents reduce their symptoms of ADHD and depression. The authors of the study suggest that as people increasingly ask for alternatives to medication, practitioners and teachers should use MMT or Mindful Awareness Practices (MAPs) for ADHD to help patients gain more awareness and control over the effects of ADHD on their day-to-day routine.
But MMT and MAPs aren't just for people with ADHD! Wouldn't we all like to be more observant and cognizant of our present instead of dwelling on the past and becoming anxious about the future? "Meditation practice trains the mind to the present experience with an open, curious and accepting stance." The practice of meditation that most people are aware of is 1) bringing attention to an "attentional anchor" or breath, 2) noting that distraction occurs, 3) refocusing or bringing awareness back to the "attentional anchor". When you are meditating and your mind gets distracted, Pema Chodron, renown teacher of meditation, says to acknowledge that you are thinking but do not judge: Label it "thinking" and move on.
Previous studies indicate that participants of MMT become more open to emotional states with breathing and relation techniques and has even helped prevent relapses into depression. Participants are less likely to shut down and let their emotions take over. The researchers suggest that when people are affected by ADHD they have trouble self-regulating motivation, emotions, and arousal.
If done in the classroom, I suggest it as a whole class activity. This could bring the benefit of social support. Careful screening of the students must be done to ensure that all are willing to participate and be quiet, so as not to ruin others' meditation time. If done as an intervention strategy, I would suggest it be a small group setting like the researchers set up: disabiility symptoms were explained and provided; sitting meditations were shortened and walking meditation was a alternative; mindful awareness in daily living was emphasized; visual aids were used to explain mindful awareness concepts; and loving kindness (meta) meditation was included to support the need to increase self-esteem.
It should also be noted that the study was performed mostly with white females who were between the middle to high socioeconomic status. The researchers state, "Future research is needed to determine efficacy of MAPs in ADHD population and whether this approach may be more appropriate for certain groups within ADHD." When given the chance, I would love to have the opportunity to work with more diverse groups of students and/or adults to determine whether it is helpful as treatment for becoming more aware and attentive.
Friday, November 04, 2011
English Language Learner Institute 2011
Wednesday I attended an English Language Learner Institute at Region XIII. I love the location of the building; high on a hill overlooking Texas's hill country. A lot of growth has sprung up on the other side of the hills since I was here 3 years ago. This building has a wonderful positive energy and everyone is very friendly. (Noted: The Statesman says that Region XIII is one of the top ten places to work in Austin)
The Keynote speaker was Kathleen Kenfield who walked around to meet the attendees. My table mate and I both noted our surprise at this, as we had never seen the keynote personally introduce herself. Maybe it was the informal atmosphere at Region XIII that facilitated this. I looked around for other teachers I might recognize, but none where there except a parent of a student I had at NYOS. My table mates included two elementary teachers from Liberty Hill, one of which was also the part time ELL coordinator; a middle school teacher from AISD; and an ELL coordinator for Harmony Charter School in San Antonio.
Kathleen began speaking about Sheltered Instruction, which I had some training on from Capital City Public Charter School. I have studied the Sheltered Instruction book Making Content Comprehensible for English Learners: The SIOP Model by Echevarria, Vogt and Short and have learned wonderful strategies to help students learning English as a second language. The Sheltered Instruction Model, or SI model literally helps do exactly what its name says: It is designed as a way to ensure that students at various levels of English acquisition understand a lecture, in short, to shelter them and support them with differentiated lessons to help them comprehend and learn as much as possible, but at their own level. Kathleen called this their "i+1". "i" stands for their individual level as assessed by the TELPAS or what ever assessment you have used to determine their level of listening, speaking, writing and reading in English. Then the "1" is "plus a little stretch." Kathleen stressed, "You only aquire language that is within your reach." She scolded teachers that stretch students to a "+20" which leads, among other things, to wasted instructional time and frustrated students. I would believe that this also leads to frustrated teachers, "Why aren't they getting it?" or "I wish they would just take them out of my class." This develops a sense of lack in confidence as a teacher and spirals out of control. On the other hand, teachers who are confidently applying SI have success with their lessons and this creates a happy, but exhausted teacher ready for summer break! The strategies are common best practice strategies that all teachers should use since the levels vary among all students, even those not learning a new language: Visuals, graphic organizers, gestures, repeated vocabulary, cognates, and modeling. Kathleen gave us a lesson on Hawaii in Spanish, which she is fluent in, and afterwards had us analyze the strategies used to get us to understand what she was saying. It was awesome! But, yes...good teaching does take a lot of energy. I like to compare a good teacher to a masseuse: I always want to be the first massage of the day so that my masseuse isn't tired from giving 4 hour long massages all day, but when I asked about using all her energy up in one session, one reminded me that they know how to spread the wealth and manage. Balance is key.
As I looked around the room, I was surprised by how many attendees there were. At nearly 230, districts from all over Texas had sent teams of teachers to learn about how to use SI. I wondered who was already using these strategies, and who was already exhausted by other pressures in the schools, such as new assessment systems like STARR and an increasing number of schools that have less staff support. I spoke to a middle school teacher who teachers ELL and she was irate at the new expectations of ELL newcomers to take the STARR assessment on their grade-level even though they would likely be too frustrated to complete the test. Who cares that they get to use a dictionary...they will be translating the entire test! I was reminded about the level of work that goes into being a teacher. I looked around and hoped that these teachers were thinking about their students and not about these other pressures. There were breakout sessions for the second half of the day: I learned about some IPad applications that could be fun to use someday, but it wasn't very realistic as most teachers don't have this technology in their classrooms due to district funding; and the strategy called MAP and VOCAB, which I could use in my small groups.
In the end I hope that all of us forget about that one day when our students will be forced to take the STARR (which doesn't "count" this year, but, my peer reminded me that she will most likely will be judged as competent or incompetent based on the scores) and they will forge ahead and use at least three new strategies to teach with better success and less frustration for all.
The Keynote speaker was Kathleen Kenfield who walked around to meet the attendees. My table mate and I both noted our surprise at this, as we had never seen the keynote personally introduce herself. Maybe it was the informal atmosphere at Region XIII that facilitated this. I looked around for other teachers I might recognize, but none where there except a parent of a student I had at NYOS. My table mates included two elementary teachers from Liberty Hill, one of which was also the part time ELL coordinator; a middle school teacher from AISD; and an ELL coordinator for Harmony Charter School in San Antonio.
Kathleen began speaking about Sheltered Instruction, which I had some training on from Capital City Public Charter School. I have studied the Sheltered Instruction book Making Content Comprehensible for English Learners: The SIOP Model by Echevarria, Vogt and Short and have learned wonderful strategies to help students learning English as a second language. The Sheltered Instruction Model, or SI model literally helps do exactly what its name says: It is designed as a way to ensure that students at various levels of English acquisition understand a lecture, in short, to shelter them and support them with differentiated lessons to help them comprehend and learn as much as possible, but at their own level. Kathleen called this their "i+1". "i" stands for their individual level as assessed by the TELPAS or what ever assessment you have used to determine their level of listening, speaking, writing and reading in English. Then the "1" is "plus a little stretch." Kathleen stressed, "You only aquire language that is within your reach." She scolded teachers that stretch students to a "+20" which leads, among other things, to wasted instructional time and frustrated students. I would believe that this also leads to frustrated teachers, "Why aren't they getting it?" or "I wish they would just take them out of my class." This develops a sense of lack in confidence as a teacher and spirals out of control. On the other hand, teachers who are confidently applying SI have success with their lessons and this creates a happy, but exhausted teacher ready for summer break! The strategies are common best practice strategies that all teachers should use since the levels vary among all students, even those not learning a new language: Visuals, graphic organizers, gestures, repeated vocabulary, cognates, and modeling. Kathleen gave us a lesson on Hawaii in Spanish, which she is fluent in, and afterwards had us analyze the strategies used to get us to understand what she was saying. It was awesome! But, yes...good teaching does take a lot of energy. I like to compare a good teacher to a masseuse: I always want to be the first massage of the day so that my masseuse isn't tired from giving 4 hour long massages all day, but when I asked about using all her energy up in one session, one reminded me that they know how to spread the wealth and manage. Balance is key.
As I looked around the room, I was surprised by how many attendees there were. At nearly 230, districts from all over Texas had sent teams of teachers to learn about how to use SI. I wondered who was already using these strategies, and who was already exhausted by other pressures in the schools, such as new assessment systems like STARR and an increasing number of schools that have less staff support. I spoke to a middle school teacher who teachers ELL and she was irate at the new expectations of ELL newcomers to take the STARR assessment on their grade-level even though they would likely be too frustrated to complete the test. Who cares that they get to use a dictionary...they will be translating the entire test! I was reminded about the level of work that goes into being a teacher. I looked around and hoped that these teachers were thinking about their students and not about these other pressures. There were breakout sessions for the second half of the day: I learned about some IPad applications that could be fun to use someday, but it wasn't very realistic as most teachers don't have this technology in their classrooms due to district funding; and the strategy called MAP and VOCAB, which I could use in my small groups.
In the end I hope that all of us forget about that one day when our students will be forced to take the STARR (which doesn't "count" this year, but, my peer reminded me that she will most likely will be judged as competent or incompetent based on the scores) and they will forge ahead and use at least three new strategies to teach with better success and less frustration for all.
I'm Back
Back on with updating on current trends. Please keep posted to read article on Wednesday's ESL institute at region xiii in austin.
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