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Synthesis Bib
Synthesis Bib
Joseph Jimenez
The importance of mindfulness training for teachers and students is a vital piece
of my Self-realization Mindfulness Theory (SRMT). The reason why this access point is
mindfulness program, but ultimately it is the bedrock for future educators to experience
their own self-realization and the monumental value of applying mindfulness within the
structure and art of teaching. Holding training for teachers to properly teach and inform
students about mindfulness will organically shift the perspective of the educators and
thus, enhance the importance of mindfulness in the classroom because the educator is
mindfulness’ to then educate their students about the importance of their wellbeing.
mindfulness is positive, especially in the area of teacher burnout. The paper written by
Kyte D. (2016), analyzed the results and positive effects that the application of
mindfulness practice can bring to the next generation of teachers in inner city schools
The mindfulness practices that were done during these studies where practices
of pranayama (breathe mastery), hatha yoga, and meditation. The research has
demonstrated that this mindfulness process allowed the teachers who participated in
the experiment to achieve a different level of serenity, peace, and well-being that was
not present when they first started. One monumental piece that I personally took from
this article was the staggering effects that occurred in the awareness of these teachers.
With their newly developed state of awareness, these teachers gained a vast benefit; to
go beyond the personal identity of the ego and achieved sustainable happiness, greater
Self-realization Mindfulness Theory (SRMT) 3
comprehension, and greater awareness of the value within themselves and their
students.
the minute. Just mapping the complexity of various kinds of information and navigating
new digital technologies requires accelerated focus and attention to fully comprehend.
As adult educators, we can observe numerous adult learners juggling jobs, family
do the same. Multitasking has become a norm absorbing our level intent and
attentiveness, which may potentially take a toll, impacting our success or even our
physical and mental well-being. So, what can help us as adult educators and co-
learners better manage such situations? How can both faculty and students become
more relaxed, focused, attentive, confident, and fully present with each other while
teaching and learning? This can be done by meditation relaxation activities entailed for
of a first-year seminar within higher education called Eastern Thoughts and Western
Practice is presented along with its effects via a narrative of my own teaching practice in
education. Second, is a review of Eastern ancient meditation called Kriya methods and
some consideration of the research related to these and similar Eastern meditation
The need and the effects of yoga programs to continue, expand and be more
widespread throughout the educational systems. Yoga is now being researched and
practiced more around the world. However, many lacks researching the extensive
benefits it brings to an educator’s peace of mind, those who are specifically leading
students towards academic achievement. When the research is absorbed and applied,
educators are thus capable of showcasing first hand active teaching to their students
because they create a settling where the students are fully responsive to the teaching
and learning.
schools is only valuable to teachers and students and it was observed students go
through a yearlong yoga program in substitute of PE, and the results were astonishing.
Along with a higher GPA, student results showed a significant increase in confidence,
social interaction skills, and class participation. The different variables and correlations
that yoga brings to students for higher academic achievements through the
Reference
Erbe, R., & Lohrmann, D. (2015). Mindfulness Meditation for Adolescent Stress and Well-Being:
A Systematic Review of the Literature with Implications for School Health Programs. Health
Educator, 47(2), 12–19. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ115
3619&site=ehost-live&scope=site
Sun, Q. (2019). Eastern Thoughts, Western Practices: Meditation and Mindfulness Relaxation Activities
for Learning and Well-Being in Adult and Higher Education. New Directions for Adult and Continuing
Education, (161), 45–55. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ1207683&site
=ehost-live&scope=site
Ennis, H. (2018). Credibility in Mindfulness Training for Young People. Psychology Teaching
Review, 24(1), 59–62. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ118
0344&site=ehost-live&scope=site
Seney, R. W., & Mishou, M. A. (2018). The Importance of Mindfulness Training for Teachers.
Gifted Education International, 34(2), 155–161. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ117
6458&site=ehost-live&scope=site
Kyte, D. (2016). Toward a Sustainable Sense of Self in Teaching and Teacher Education: Sustainable
Happiness and Well-Being through Mindfulness. McGill Journal of Education, 51(3), 1143–1162.
Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ1143177&
site=ehost-live&scope=site
Hagins, M., & Rundle, A. (2016). Yoga Improves Academic Performance in Urban High School
Students Compared to Physical Education: A Randomized Controlled Trial. Mind, Brain, and Education,
10(2), 105–116. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ1108479&
site=ehost-live&scope=site