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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