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The article gives eight classroom management tips that promote positive interactions with students. I specifically like this article because it highly promotes creating a positive physical environment as well as emotional environment for students. This article also has resources and research that indicates as to why they claim what they do.

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New teachers-and experienced ones too-can find ideas here on how to stop disruptive behavior before it begins.

In the 1950s, psychologists Jacob Kounin and Paul Gump discovered a curious side effect of discipline: If a student was being disruptive and the teacher responded with strict disciplinary measures, the student might stop-but other students would start exhibiting the same misbehavior. Kounin and Gump called this the " ripple effect," and it demonstrated that efforts to control a classroom can backfire.

"The teacher who is interested in controlling ripple effects can generally do so best by giving clear instructions to the child rather than by exerting pressure on him," Kounin and Gump wrote.

Decades later, classroom management is still a thorny issue for teachers. Nearly half of new teachers report that they feel "not at all prepared" or "only somewhat prepared" to handle disruptive students, in part because the average teacher training program devotes just eight hours to the topic, according to a 2014 report from the National Council on Teacher Quality. This lack of training comes with a cost, as teachers report losing 144 minutes of instructional time on average to behavioral disruptions every week, which comes out to roughly three weeks over the course of a year.

Recent research confirms what Kounin and Gump discovered decades ago. A 2016 study found that while negative attention-reprimands like "Stop chitchatting!"-may temporarily stop misbehavior, students eventually became more likely to engage in disruptive behavior. Students in the study felt disengaged, had difficulty concentrating, and weren't able to effectively regulate their thoughts and emotions-a vicious cycle that "actually amplifies students' inappropriate behavior," the study authors explain.

8 Proactive Classroom Management Strategies

Instead of handling disruptions after they've happened, it can be more effective to set up conditions in which they are less likely to occur. Here are eight classroom strategies that teachers have shared with Edutopia, all backed by research.

1. Greet students at the door: At Van Ness Elementary School in Washington, DC, Falon Turner starts the day by giving each of her students a high-five, handshake, or hug. "During that time, I'm just trying to connect with them.... It's kind of like a pulse check to see where they are," she says.

In a study published last year, greeting students at the door helped teachers set a positive tone for the rest of the day, boosting academic engagement by 20 percentage points while reducing disruptive behavior by 9 percentage points-adding roughly an hour of engagement over the course of the school day.

For older students, give plenty of warning if you need them to follow instructions. Reminders and cues are helpful ways to encourage students to follow instructions without being overtly controlling or forceful. For example, if you can anticipate a disruption-such as students getting out of their seats if they finish an assignment early-give a short reminder of what they should do instead.

Reminders are commonly verbal, but can also be visual (flicking the lights to signal that it's time to be quiet), auditory (ringing a small bell to let students know they should pay attention to the teacher), or physical (using a hand signal to let students know to get back in their seats).
Courtesy of Emily Polak
But that doesn't mean choice is always bad. Giving students a sense of ownership in the room, paired with clear expectations for behavior, can have surprisingly positive effects. A welcoming space can reduce anxiety and boost academic performance. Emily Polak, a ninth-grade teacher in Madison, Alabama, gave her room a cozier feel by adding a couch, a loveseat, rugs, a coffee table, and posters. Her students decide where to sit-but if they can't get their work done, they get moved back to a desk. "Discipline issues have significantly decreased. My students seem to feel more relaxed and more motivated in a setting that honors their choices," Polak says.

It's also helpful to avoid using the word don't, suggests Alyssa Nucaro, a sixth-grade English teacher in Memphis. Students are more likely to listen to instructions that include clear reasons.

6. Set clear expectations: Instead of just displaying rules for behavior, have a discussion with your students about why those rules matter. Bobby Shaddox, a seventh-grade social studies teacher in Portland, Maine, works with his students to create a list of norms-words such as inclusive, focused, and considerate -to build a sense of community. "It helps us own the behavior in the classroom," Shaddox says. "Instead of a top-down list of rules that a teacher gives a class, these are words that we generated together. These are words that we believe in."

A 2017 study found that a teacher's nonverbal cues-such as smiling and making eye contact-can "reduce physical and/or psychological distance" with their students, boosting students' positive feelings toward the teacher and the course material while improving behavior.

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New teachers-and experienced ones too-can find ideas here on how to stop disruptive behavior before it begins.

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A Classroom Where Everyone Feels Welcome

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One of the most important things to me is the importance of creating a welcoming environment for students to learn. I think it is the teachers responsibility to create a welcoming and safe environment for children to flourish. I wanted to include this article because it emphasizes the importance of creating inclusion in the classroom which I believe is one o the fundamental aspects of a safe environment for students.

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A Classroom Where Everyone Feels Welcome

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Six strategies for building the strong relationships with students that are the heart of a culturally inclusive classroom community.

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The Key to Effective Classroom Management

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One of the key points in this article is the importance of teacher-student relationships. I picked this article because I agree that positive teacher-student relationships are one of the most fundamental approaches to creating a positive overall schooling experience for children. The articles also provides resources to support the claims they are making.

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A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

©Shutterstock/Monkey Business Images

It's a daunting but all-too-common sight for many teachers: A classroom full of rowdy students who are unable to focus on the lesson. Classroom management techniques may get things back on track, but valuable time has already been lost.

Many experienced teachers know that making meaningful connections with students is one of the most effective ways to prevent disruptions in the first place, and a new study set out to assess this approach. In classrooms where teachers used a series of techniques centered around establishing, maintaining, and restoring relationships, academic engagement increased by 33 percent and disruptive behavior decreased by 75 percent-making the time students spent in the classroom more worthwhile and productive.

"Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience," explains Clayton Cook, the lead author of the study and a professor at the University of Minnesota. When those relationships are damaged, student well-being may be affected, leading to academic and behavioral problems.

In the study, teachers used an approach called Establish-Maintain-Restore to build positive interactions with students-a total of 220 in fourth and fifth grade-and boost their sense of belonging. (A follow-up study with middle school teachers used the same strategies, with similar results.) Relationship-building was broken down into three phases: the first meeting, maintenance throughout the school year, and points when a relationship may suffer damage, with useful strategies for each phase.

Since it can be easy for some students to fall through the cracks, a relationship reflection form-like the one we share here-can help teachers take notes on each individual student and highlight ones who need the most attention.

Starting on a Positive Note

At the start of the school year, the teachers in the study made time for establishing relationships. "The goal is to ensure all students feel a sense of belonging that is characterized by trust, connection, and understanding," Cook and his colleagues explain. For students with learning or behavioral problems, cultivating positive relationships provided "protective effects" that helped them stay focused on learning.

"Bank time" with students. Schedule one-on-one meetings with students to get to know them better. The goal is to "make deposits into the relationship" to help ease conflict in the future if you have to give constructive feedback or address disruptive behavior.

Encourage student-led activities. Students feel more invested in their learning if given opportunity to share their interests. Teachers can step aside, be supportive, and listen.

Welcome students into the classroom. Activities such as positive greetings at the door and icebreaker questions help create a warm classroom culture.

Use positive communication techniques. Open-ended questions, reflective listening, validation statements, expressions of enthusiasm or interest, and compliments help students-especially shy or introverted ones-ease into classroom discussions.

To establish positive relationships, teachers can:

Maintaining Relationships

Without active maintenance, relationships deteriorate over time, the study authors point out. Teachers may focus too much on academics and not enough on supporting students' emotional well-being, slowly using up the banked time they initially built up with students.

Take note of positive and negative interactions with students. Teachers should aim for a five-to-one ratio.

Regularly check in with students. Ask how they're doing and what support they may need. In an Edutopia article, Todd Finley explains how 5x5 assessment time helped him focus on a handful of students every day.

Acknowledge good behavior. When teachers focus attention on positive conduct, disruptive behavior is stemmed before it becomes an issue.

Teachers can maintain relationships by continuing to implement the strategies above, and in addition they can:

Repairing Harm Before Things Get Worse

Eventually, negative interactions such as misunderstandings, conflict, or criticism can weaken a teacher-student relationship. If these negative interactions are left unaddressed, students may feel disengaged and be less willing to participate in activities. They may also be more likely to misbehave, creating further damage. So it's important for teachers to "intentionally reconnect" with students to restore the relationship to a positive state.

Let go and start fresh. Teachers should avoid holding mistakes over a student's head, instead giving them a chance to start each day with a clean slate.

Take responsibility for their actions. Teachers can avoid blaming students when things go wrong, and think, "What could I have done to avoid the problem in the first place?" They shouldn't be afraid to apologize when that's called for-doing so helps build trust with students.

Show empathy. There are two sides to every story, and a teacher can acknowledge that students may have a different perspective about what happened.

Focus on solutions, not problems. Teachers can work with students to find a solution that everyone feels is fair.

Separate the deed from the doer. It's important to criticize the behavior, not the person. If teachers label children as "problem students," there's a danger that they'll internalize that label, making it more likely that they'll repeat the behavior in the future.

When relationships need repair, teachers can:

The takeaway: Effective classroom management starts with relationship building. When students feel a greater sense of belonging, they're more likely to be academically engaged and demonstrate positive behavior.

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The Key to Effective Classroom Management

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A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

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I chose this article because I think it is important to identify peace in classroom first. It is important that as educators we model peace to our students. We must not only teach them but practice what we teach. We want to model peaceful interactions and problem solving. Without having a good model, it is unlikely students will follow the peaceful ideologies we preach. With as young and impressionable students are, it is vital that those around them practice the same ideas.

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As 2015 draws to a close, we hope for a new year where cooperation and empathy supersede violence and suspicion. For our final article this year, Usable Knowledge asks: Can education foster a more peaceful world?

According to Silvia Diazgranados Ferráns, an instructor and doctoral candidate at the Harvard Graduate School of Education, it can. Her research on peace education reveals a complex field that seeks to help schools build communities that foster peacemaking and citizenship - to encourage students to become empathetic, inclusive, critical thinkers who have the skills to live peaceful lives.

The Goals of Peace Education

The goals of peace education vary widely across the world. In developing countries, where there is no specific enemy or conflict but a general lack of human rights, peace education seeks to elucidate sources of inequality to promote a more equitable, stable future. In areas of intractable conflict between specific groups, as in Israel and the Palestinian territories, peace education seeks to promote alternate narratives of the conflict to encourage mutual understanding, respect, and collaboration.

In areas where there is no active conflict or violation of human rights, peace education seeks to promote individual skills that reject the use violence and create stronger communities.

Peace Education in Action

For U.S. educators, a successful peace education program focuses on helping children develop the skills they'll need to get along with others, solve conflicts in nonviolent ways, contribute positively to their communities, respect intergroup differences, and value diversity. Young children need to learn and practice these skills in relationship to their peers, teachers, and family members, Diazgranados Ferráns says. As they grow older, children need opportunities to practice these skills in the context of their broader community and to reflect on their potential global impact.

Diazgranados Ferráns notes that peace education lessons will only take root if peace education is a schoolwide effort that goes beyond a particular subject, embodied by every adult in the building and demonstrated throughout the school day. She outlines several ways that teachers and school leaders can incorporate peace education into their work, teaching students how to be empathetic, responsible, and active learners and leaders:

Model kindness and empathy
Teachers, principals, and staff throughout the building can model how to love and care for others through their interactions among each other and with students. Adults should get to know students individually, appreciating the unique strengths and needs of each student and member of the school community.

Repair, don't punish
When students commit an offense, use models of restorative justice to help them understand the effects of their actions and how they can repair any damage done. Instead of punishing or excluding offenders, facilitate conversations on what would need to happen to restore balance in the community. The end goal is for children to understand the impact of their actions and to learn to take responsibility for them.

Create a democratic space
Involve student voices in establishing and revising school and class norms. Create classrooms where children are encouraged to share their ideas. Share power with students and give them the space to question authority. Great injustices, inequalities, and atrocities take place when people either are uncritical of authority or aren't given the appropriate space and courage to question and resist it, says Diazgranados Ferráns.

Use experiential learning
Arrange lessons so that students learn by doing. Give students assignments that promote creativity and critical thinking. Whenever possible, instead of lecturing material, allow students to grapple with and debate it, to conduct experiments, or to participate in projects.

Give a voice to the excluded
On a micro level, this means encouraging students who are commonly excluded to speak up in class. On a macro level, this means incorporating into lessons the narratives of people who have been historically discriminated against or excluded. Have students think critically about why the knowledge and experiences of some groups of people are privileged over the knowledge and experiences of others.

Encourage collaboration in diverse groups
Emphasize collaboration and teamwork and deemphasize competition and self-interests. Structure long-term projects that allow children from different social or ethnic groups to work together toward a common goal. Opportunities in which children get to know one another as individuals, says Diazgranados Ferráns, "may help break prejudices and establish caring relationships among members of different groups."

Discuss controversial issues
Facilitate discussions about divisive civic and ethical issues for children of all ages. These debates teach students not only about viewpoints different from their own, but also that it's okay to disagree with authority figures and peers as long as it's done respectfully and in a safe environment.

Integrate service learning
With younger students, this can mean identifying and solving problems within their classroom. With older students, it can mean creating service projects that help their school, community, or people across world. "Children need to practice, from very, very early on, how to take action, to solve the problems in their community, to have a positive effect," says Diazgranados Ferráns. "They don't need to wait until they grow up to change the world."

Additional Resources

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As 2015 draws to a close, we hope for a new year where cooperation and empathy supersede violence and suspicion. For our final article this year, Usable Knowledge asks: Can education foster a more peaceful world? According to Silvia Diazgranados Ferráns, an instructor and doctoral candidate at the Harvard Graduate School of Education, it can.

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I find student reflection extremely important in concept of restoring peace. I think it is important that we learn to manage our feelings and sit with them rather than react or mask them. I think by encouraging self reflection along with peaceful practices with others will be more impactful.

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Regular reflection helps students learn, and some simple strategies can make it a regular and meaningful routine.

We know that reflection increases student learning. It supports growth mindset and encourages students to improve and learn from their mistakes. We may engage our students in reflection in our classrooms, but it's not often habitual-I know I've been guilty of treating reflection as an event rather than as something we do all the time.

With all the challenges of teaching content and assessing learning outcomes, we can fall into the trap of skipping the reflection. And benchmarks in the year such as student-led conferences or mid-semester reflection points may perpetuate the narrative that reflection is an event. But while these benchmarks are important, we need to move away from larger events and make time for frequent reflection as part of the classroom culture and routine.

What can we do to make this a reality in our crowded schedules?

Setting More Frequent Short-Term Goals

Instead of-or in addition to-setting goals a few times a year, have students reflect more regularly about what they're working on. Daily learning targets are a great tool to have students regularly reflect on their goals.

After presenting the daily learning target, ask students to set a goal related to the content or a behavioral focus. At the end of the lesson, have them quickly reflect on that short-term goal-they can experience a quick success and sense of accomplishment, or if they didn't quite meet the goal, they can think about how to change what they did to help ensure a better outcome next time.

Similarly, have students set goals for a unit -they'll reflect more regularly than with a semester- or year-long goal. While this goal setting might seem like an isolated event at first, if you incorporate it into all units, it will become a normal routine. These goals can be monitored throughout the unit as often as needed, and can help foster a sense of growth over time as reflection is a normal way of interacting with the goal.

Checking In Quickly

Quick check-ins can make reflection routine, and they're critical to following up on short-term goals. Questions are key here. Straightforward questions framed around "What?" "So what?" and "Now what?" help students to process their learning, make connections, and set next steps in a safe, low-stakes way.

What did you accomplish today?

What was something you already knew that was reinforced?

What was the most important thing you learned today?

What did you appreciate the most today?

What do you need to learn more about?

What emotions do you need to be aware of next time?

What are you most interested in learning about next?

Ask your students things like:

Portfolios tie in nicely with both short-term goals and quick reflections. While teachers often have students keep portfolios to show their best work, portfolios that show growth and honor the process of learning can support regular reflection.

A process or working portfolio supports a culture of reflection. A process portfolio shouldn't contain only a student's best work. Instead it should have works in progress-students should include images or samples of that work and the corresponding reflections.

I've seen process portfolios go wrong when teachers wait until student conferences, for example, and then rush to have students add work and reflection evidence. This, again, conveys that reflection is a major event. If students instead add to the portfolio regularly and include artifacts that demonstrate learning in progress, when the big moments come along they won't need to do much if anything to prepare.

Making Sure It's Routine

I know I've experienced this scenario as a teacher: I announce, "We're going to do a short reflection today," and the students mutter a collective, "Ugh."

The teacher may perceive this as reflection burnout, but it could be that students perceive the teacher's phrase as raising the stakes and imposing busy work on them, even though our hope is that they will see reflection as something that helps them learn and grow. Instead of making a big announcement about reflection, try telling students simply, "I'd like you to respond to this prompt in your portfolio." Keep it low-key and routine.

Reflection is a powerful practice and mindset to foster in the classroom. Teachers can serve as mentors to students in helping reflection become part of their way of being. Through a variety of quick strategies, use of portfolios, and frequent goal setting, we can make reflection a meaningful and routine norm.

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Treating Reflection as a Habit, Not an Event

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Regular reflection helps students learn, and some simple strategies can make it a regular and meaningful routine.

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Combating the Chaos: 3 Cs for a Well-Managed Classroom

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This article provide 3 basics for creating a managed classroom environment, connection, consistency, and compassion. All of which are important topics I value.

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Combating the Chaos: 3 Cs for a Well-Managed Classroom

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Think about your approach to classroom management through the lens of these three areas: connection, consistency, and compassion.

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Exploring Classroom Management Styles - TeachHUB

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This particular article discusses the different types of teaching styles one can have. I also really liked this article because at the end it provides a resource to decide what teaching style might be best for you. Also, the article explains that it might be difficult for new teachers to find there way, and that it is okay to use trial and error when finding the right teaching style. This article provides other resources and was created by an alliance of teachers.

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Exploring Classroom Management Styles - TeachHUB

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Finding the best way to manage your classroom is a key to ensuring quality instruction and learning. Start exploring classroom management styles here.

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Why a Positive Attitude is Key in Learning - Good Grades Tutoring Center

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This particular article emphasizes the importance of creating a positive attitude toward learning in not only the students but the teacher as well. Students will follow their teacher because we are in a leader role. The article also provides resources for creating and maintaining a positive learning attitude. This article provides ways to contact if readers still have questions as well as other resources to check out.

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If you've ever tried learning anything in school before, then you'll know how hard it can be sometimes. You're always being told that if you just try hard enough then you should do ok. It can be really difficult to keep on trying when the odds are stacked against us and there is no confidence in our ability to succeed. This is why a positive attitude is key in learning.

Importance of Positive Attitude is Key in Learning

A positive attitude plays a critical role in learning anything. If you maintain positively, this will make you more receptive to new ideas and thoughts. This will in turn make it easier for you to learn new things. If you are able, do not allow negative thoughts to disturb your mood and thus interfere with the learning process. This will enable you to keep yourself motivated towards achieving your goals - be it academics or professional goals.

If you feel that your negative thoughts are too overwhelming, take steps that can help change them into positive ones like exercise or meditation. You could also engage in activities that suit an individual's interests like painting or cooking etc.

Positive Attitude Enhances Learning Capabilities

When you have a positive attitude towards learning, it will significantly help you in improving your skills. For example, if you are confident, you will be more likely to look for opportunities to learn new things. This will improve your skills and employability.

Maintaining a positive attitude towards learning can also help reduce stress which is an important aspect of learning because it makes students relaxed and focused. So, the way the age-old saying goes, "The pupil learns when the teacher learns".

When you are able to maintain a positive attitude towards learning, both academic performance and personal growth improve significantly. This is because negative thoughts can disrupt normal thinking patterns leading to distractions - these may be academic or psychological in nature.

How to Have a Positive Attitude?

Generally, maintaining a positive attitude towards learning can be achieved by following some simple steps.

Firstly, you should take the initiative to look for opportunities that will help you learn about new things. If you are able, try taking up new challenges. This will give you the required exposure that will help improve your skills.

Secondly, try to avoid distractions at all costs - both academic and psychological ones. This will make it easier for you to concentrate on your goal or purpose of learning.

It is also important to remember that negative attitudes and negative thoughts cannot easily be changed or suppressed. They will always interfere with your learning process. It is therefore advisable to create an environment where you can learn effectively and grow.

Positive Attitude Helps Develop New Skills

Many students tend to follow the conventional academic approach of studying for their exams and writing assignments during the period of revision days - this helps them learn new skills but at the same time, leaves them little time for other things that may stimulate different areas of interest.

Situations like these are likely to affect your motivation, which in turn can affect your learning process negatively. You can help grow positive attitude in education with some simple ways to encourage learning.

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Why a Positive Attitude is Key in Learning - Good Grades Tutoring Center

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If you've ever tried learning anything in school before, then you'll know how hard it can be sometimes. You're always being told that if you just try hard enough then you should do ok. It can be really difficult to keep on trying when the odds are stacked against us and there is no confidence in our ability to succeed.

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Pause, Refocus, Assess: Meditation in the Classroom | Edutopia

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I believe meditation is a wonderful activity to practice in classrooms. This article explains that meditation can help students to focus on coursework, boost mental health, and create compassion towards others. The article also provides tips to help ease students into meditation. This is important because meditation is not something that comes easy, it is acquired with practice. The article also explains some of the different types of mediation that can be used in the classroom. It also discusses mindfulness which is an important aspect that often goes hand in hand with meditation. This article provides resources that support its claims as well as ways to contact them should questions arise.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The article discusses critical thinking by first defining what critical thinking is. It then goes into different strategies that can be used to support critical thinking in the classroom. The article was written and funded by a university.

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1. Online Bachelor's Programs

2. Bachelor Degree in Elementary Education (Teacher Licensure) Online

3. 7 Ways to Teach Critical Thinking in Elementary Education

Resource Articles //

Teaching critical thinking skills is important for students of all ages.

Critical thinking skills are an increasingly important element of elementary education, but teaching them can often be a challenge for elementary school teachers.

From what critical thinking is to how to incorporate it into everyday lessons, we examine the essentials of this fundamental intellectual skill below.

What is critical thinking?

Critical thinking goes beyond memorization, encouraging students to connect the dots between concepts, solve problems, think creatively, and apply knowledge in new ways. Despite myths that critical thinking skills are only applicable to subjects like science and math, the reality is that these skills-which are based on the evaluation and application of knowledge-are not only vital for success in all subject areas, but everyday life as well.

Critical thinking exercises for elementary education

Ask questions
Asking questions, especially open-ended questions, gives elementary school students a chance to apply what they've learned and build on prior knowledge. It also allows them to problem-solve and think on their feet, and boosts self-esteem by providing an opportunity for students to express themselves in front of their peers.

Encourage decision-making
Since a large part of teaching critical thinking skills revolves around applying knowledge and evaluating solutions, elementary school teachers should encourage decision-making as much as possible. This enables students to apply what they've learned to different situations, weigh the pros and cons of a variety of solutions, then decide which ideas work best.

Work in groups
Group projects and discussions are another excellent way for elementary school teachers to encourage critical thinking skills. Cooperative learning not only exposes students to the thought processes of their classmates, it expands their thinking and worldview by demonstrating that there's no one right way to approach a problem.

Incorporate different points of view
Some of the very best critical thinking exercises for elementary school students involve exploring a concept from multiple perspectives. This tactic not only establishes that an idea should be assessed from different points of view before an opinion is formed, it gives students a chance to share their own viewpoints while listening to and learning from others.

Connect different ideas
Connecting different ideas is key to teaching critical thinking. For example, elementary school teachers can ask students if they know anyone who has to take a bus to work, and if so, why it would be important for that person to also have a train schedule. Questions like these help children consider different situations (delayed buses, for example) and potential solutions (taking the train instead), helping them apply prior knowledge to new contexts.

Inspire creativity
Imagination is key to teaching critical thinking in elementary school. Teachers should seek out new ways for students to use information to create something new. Art projects are an excellent way to do this. Students can also construct inventions, write a story or poem, create a game, sing a song-the sky's the limit.

Brainstorm
Brainstorming, a time-honored tradition in elementary education, is an excellent learning tool. It's also an excellent critical-thinking exercise, especially when paired with visual elements that bring original thinking and classroom discussions to life.

A BS in Elementary Education-Your Key to Reaching Students

Since children learn in different ways and can come from vastly different backgrounds, it's essential that future elementary school teachers receive an education that helps them effectively reach various types of students so they can learn to think critically and meet the challenges of living in a diverse, complex world.

If you're interested helping our children acquire these essential skills, a Bachelor of Science (BS) in Elementary Education can help you prepare to become a certified teacher with the skills and knowledge necessary to be an effective professional educator.

Walden University's online BS in Elementary Education (Teacher Licensure) program not only aligns with national professional standards and licensure requirements, it can be earned completely online, making it ideal for those balancing work and family commitments.
Ready to become a certified elementary school teacher? Learn how Walden's online BS in Elementary Education (Teacher Licensure) program can help you engage with children and families to foster healthy development and learning.
The BS in Elementary Education program leads to initial licensure and is approved by the Minnesota Board of Teaching (MBOT) and the Minnesota Office of Higher Education. This program does not qualify for teacher state licensure in Kentucky or North Carolina. Students who are interested in receiving teaching licensure in these states should not enroll in this program. Walden Enrollment Specialists can provide guidance on licensure issues; however, it remains the individual's responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure or endorsement.

The program learning outcomes are guided by the Minnesota Standards of Effective Practice and Minnesota Teachers of Elementary Education (K-6) Standards.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 or www.alsde.edu to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6400 or [email protected] to determine whether Walden's programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

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Online Bachelor's Programs Bachelor Degree in Elementary Education (Teacher Licensure) Online 7 Ways to Teach Critical Thinking in Elementary Education Resource Articles // Critical thinking skills are an increasingly important element of elementary education, but teaching them can often be a challenge for elementary school teachers.

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5 Ways to Establish Effective Communication in the Classroom

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This article emphasis the importance of communication in the classroom. Also, it identifies the harmfulness lack of communication can have on students. It highlight five main topics: Create a safe environment, encourage teamwork, not standing at the front, utilize active listening exercise, and give positive feedback. The article provides other resources and it also gives way to contact should any questions come up.

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The importance of establishing good communication at a young age is critical in a child's development and future learning. The communication skills that students learn at school are fully transferable and essential across all aspects of life. Furthermore, it has been proven that supportive teacher-student relationships have a positive impact on class participation, engagement, and ultimately a student's achievements.

Communication can be described as the process where people exchange thoughts or ideas with one another. The benefits of fostering such relationships enable students to freely discuss thoughts and ideas and create an open environment in which questions can be asked without the risk of being judged or humiliated.

Poor communication is the main reason why students lack motivation, perform badly, and consequently drop out of school. According to many studies, the success of students is directly related to the effective communication of their teachers. Nurturing this kind of interactive and engaging teaching environment demands regular and effective communication. We have compiled our top techniques to create a positive dialogue between students and teachers.

So let's see what you can do.

1. Create a safe environment

2. Encourage teamwork

3. Don't stand at the front of the classroom

4. Use some active listening exercises

5. Be sure to give positive feedback

1. Create a safe environment

Create a safe, inclusive and supportive environment where students feel comfortable to open up and express their thoughts and ideas. An atmosphere that allows students to ask if they need help is crucial to their academic success. It is important that at all stages of the teaching process you nurture this kind of non-judgemental environment.

Having an open door policy and allowing students to pop in and talk about anything that may occur is a great way to promote good communication. Giving students extra support, tuition, or explanations before and after class helps shy students that don't feel comfortable in class to ask questions to learn. Check out our inclusive teaching course to go in depth.

2. More teamwork

Doing more team activities, and group work is a great way to take the focus off competing with one another and concentrate more on working together to get the best results. It can encourage communication, cooperation, and collaboration and help students talk more and effectively express themselves with their peers.

Teamwork and collaboration are skills that are transferable across all aspects of life and will be particularly important in their future working lives. Consider incorporating some games and even some quizzes into your lesson plan. Split students into pairs or small groups and tell them that they need to work together to play or have a chance at doing well. Pair and group work will also have the added benefit of encouraging students that may not hang out together regularly to interact more; to ask questions, talk about themselves, and listen to others.

We have plenty of classroom games and quizzes you can easily arrange that are sure to get students communicating with you and one another.

3. Positive feedback

Often teachers forget to mention when a student has performed well and instead focus on the negative aspects such as bad behavior. This can have significant effects and demoralize students. Although negative feedback can create positive outcomes by helping students to improve, giving positive feedback is a necessary part of promoting effective communication in the classroom.

It has been shown that students that receive praise are more likely to believe that they can accomplish tasks and be successful. Other benefits are that it can help to build a student's confidence, create a good rapport and supportive environment. Why stop giving feedback to students yourself? Why not teach students how they can provide positive feedback to one another, the importance of showing gratitude, recognition, and appreciation.

Conversely, it can be beneficial to encourage your students to give you feedback. Allowing them to share their feedback on lessons or teaching styles shows that you appreciate and value their opinion as well as helping to improve learning.

If you are looking for an easy way to get started with a lesson on feedback then we have put together a template on that very topic that you can download and use with just a click or two. Here everyone can submit anonymous feedback and give some well-deserved praise to their classmates.

4. Don't stand at the front of the classroom

Moving around the classroom, and getting involved with the students will create less of a student-teacher feel. Moving away from the front of the classroom and joining them either at their desks to discuss ideas and getting involved in small discussions will help them feel more comfortable and more likely to open up.

Moving around the room also has the added effect of changing students' points of focus. By moving towards students who usually don't speak up you can encourage them to participate by simply being in closer proximity. Some may not want to raise their voice around their classmates and simply being close means they can contribute without the added pressure that speaking aloud may bring.

5. Active listening

Listen to hear your students, not just to respond and give an immediate answer. Sometimes just lending an ear can be extremely useful in promoting a supportive and caring environment. Other times, students have a question about homework or need some clarification about a topic that has been discussed where an answer is needed.

Listening to your students enables you to provide better assistance and consequently a better education. Likewise, helping to teach your students both the value and the skills of active listening will both help to improve their ability to understand instructions and lessons as well as their ability to connect with their peers. These are skills that will be invaluable throughout their time in education and throughout their lives.

Improve your classroom communication with Mentimeter

Another important aspect of improving communication in any setting, but especially in the classroom, is to make students feel safe and comfortable contributing. We mentioned earlier about the importance of creating a safe and supportive environment, students will naturally develop communication skills but some will do so more gradually than others as they may have a fear of speaking in front of a group or lack confidence in what they have to say. A tool like Mentimeter can help to alleviate and remove these fears and blockers.

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5 Ways to Establish Effective Communication in the Classroom

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Creating dialogue with your students is a fundamental part of teaching. Effective communication can help to build and foster a safe learning environment where students can thrive.

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The article discusses the importance of dialogues in the classroom. I think dialogue is a vital part of a peaceful classroom. All students must value dialogue with one another and want to hear others input. This is where the teacher comes in to be the facilitator. If we want students to value each others dialogue we can not allow them to over value the teachers. By having the teacher as a just the facilitator to important conversations, the students no longer assume that "important information" only comes from the teacher. They will begin to value others words equally and be more open to share as they realize that their ideas are important too.

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A classroom dialogue is a facilitated conversation within a CU class that provides an opportunity for participants to share their experiences and speak from their own perspectives while also challenging participants to understand why they hold a perspective. A dialogue is both an introspective and sharing process which allows differing viewpoints to be held side-by-side. The goal is for participants to gain a deeper understanding of their own and others' perspectives on a topic or issue. A dialogue does not aim to persuade or push a certain perspective but to help participants understand varying viewpoints. The facilitator helps promote introspection and critical thinking about the perspectives participants hold.

Why Hold a Classroom Dialogue?

In a classroom dialogue a facilitator leads a dialogue on a specific topic planned in collaboration with the faculty member requesting the dialogue. Dialogues are tailored to fit specific course content and curricular goals. A classroom dialogue is yet another tool that faculty can use to support or achieve course objectives. At the same time, a dialogue provides students with a new, experiential way to understand course material.

A facilitated classroom dialogue is an effective way to address complex and/or contentious issues within a classroom setting.

"Every time I participate in a dialogue my teaching improves." F aculty comment after a classroom dialogue.

"I think inviting [students] to share their own stories is an opportunity they wouldn't have otherwise had. I got to know where students are coming from on a deeper level."- Faculty comment after a classroom dialogue.

A dialogue sparks engaged learning through an open exchange of perspectives that deepens students' understanding of an issue or topic.

"[The dialogue] made me understand and connect the issues of oppression and classism...now I have a personal experience with seeing the impact of society's standards and how that affects [real people]." - S tudent comment after a dialogue on the topic of classism in a President's Leadership Class practicum

The dialogue process promotes analysis of course content and encourages reflection.

"I learned that gender issues are attached to or are [contributing] factors to many other injustices and problems our society faces...everything is related somehow." - Student comment after a dialogue on the topic of gender and culture in a Women's Literature course

Dialogues provide a means to encourage inclusive practices in the classroom.

"I just wrote a paper on how in America there is a shyness around race and ethnicity. [The dialogue] allowed us to overcome this shyness and find out about other cultures." - Student comment after a dialogue on the topic of diversity at CU in a Multicultural Rhetorics course

Examples of Classroom Dialogue Topics Across a Range of Disciplines

Hiring and retaining critical human resources in a Business course. For this dialogue, we invited formerly incarcerated citizens to share their experiences in returning to the workforce.

Designing sustainable communities in an Engineering course. In this dialogue students discussed their perspectives and experiences on inclusion as it pertains to design projects.

Gender and ambition in a Women's Literature course. In this dialogue we invited community participants from different age groups. This added a cross-generational perspective to a unit about how gender influences career goals and work ambition

Employer-Employee Relations in a Business course. For this dialogue members of CU's custodial staff participated in a conversation on how employers can foster a sense of community among employees.

Affirmative Action in a Sociology course. In this dialogue students and community participants from a range of racial/ethnic backgrounds exchanged experiences and perspectives related to affirmative action as a social policy.

Diversity and Difference in a Leadership course. For this dialogue we invited community participants from different social and cultural identities joined students for a conversation about their ideas on diversity and difference.

How to Schedule and Prepare for a Classroom Dialogue

1. Identify a topic based on your course content and fill out a Dialogue Request Form.

2. A Dialogues Program facilitator will contact you to arrange a brief consultation in person or by phone. The pre-dialogue consultation gives you an opportunity to discuss your learning objectives with the facilitator and identify specific questions you want the dialogue to address.

3. Prepare your students for the dialogue. Students benefit most when a pre-dialogue reading, class discussion, or assignment connects to the topic/questions the dialogue will address. Plan to share ideas for preparing your students with the facilitator during the pre-dialogue consultation. Facilitators will use this information to help build a "road map" for your dialogue.

4. Keep in mind that the facilitator will guide the conversation during the dialogue. In a dialogue, faculty members drop the "teacher/expert" role. All dialogue community participants act as co-learners/teachers.

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A classroom dialogue is a facilitated conversation within a CU class that provides an opportunity for participants to share their experiences and speak from their own perspectives while also challenging participants to understand why they hold a perspective. A dialogue is both an introspective and sharing process which allows differing viewpoints to be held side-by-side.

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I believe this is a good way to practice peacefulness in the classroom. The teacher can start out with simple topics that students find interesting just to practice respectfulness, and meaningful conversations. By starting out with simple, fun, conversations, it will be easy to practice for more meaningful conversations. The teacher should also work to facilitate these conversations by asking students to further elaborate, or bring in personal experiences. After using these practice rounds, the class can move into more serious topics and educational topics. When more difficult topics arise, the teacher can use the opportunity to model an ally.

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A technique for proactively building the skills and relationships students will need when challenges arise.

Our students come to school with many issues on their minds and in their hearts. As educators, we can help them process their thoughts and feelings so they can better handle their situations and be more present in class.

Restorative circles are a useful practice to do just that. While frequently used to replace punitive forms of discipline, restorative circles are equally important in proactively building the relationships and skills students need to support one another and collectively address the challenges they face.

Restorative circles are most effective when they're an integral part of school culture. After all, you can't "restore" a community that you haven't built or sustained.

7 Steps for Facilitating Meaningful Circles

1. Cocreate a safe, supportive space: Circles work best if teachers invest time up front to build relationships, skills, and practices to draw on throughout the school year-especially if the going gets tough.

Early in the process, teachers and students together explore values-like empathy, patience, kindness, courage, and open-mindedness-that need to be respected for people to be willing to share openly and honestly in circle. They also determine best ways of working together (circle practices). These include honoring the talking piece, which goes around the circle as an invitation to share while everyone else listens (participants may pass if they don't wish to talk). People are encouraged to speak and listen from the heart. And what is shared in circle, stays in circle, though educators should let students know at the outset that we are mandated by law to report when a student threatens to harm themselves or others, or when students divulge abuse.

2. Be prepared: Make sure that you, the facilitator, are well rested, calm, and focused.

To hold the circle space effectively, it's important to be fully present and able to sit with other people's stories and feelings as well as your own. Center yourself. If you're exploring sensitive issues that may require follow up, consider alerting support staff.

3. Plan ahead: Decide together on a topic or theme that sustains students' interest.

Find a relevant opening ceremony to open the circle space, such as a poem, quote, or piece of music. A mindfulness activity can also be used to bring students into the space after a particularly stressful class or noisy hallway experience.

Look for information to ground the conversation, and develop questions and prompts to invite student perspectives into the circle.

Keep in mind that the bigger the circle, the more time you'll need for the talking piece to go around. Think about how things might unfold and be ready to adapt to what comes up.

Make sure to leave time for a closing ceremony, giving students a chance to transition into spaces that may be less conducive to being vulnerable. A closing ceremony can be a commitment to safeguarding the stories shared in circle, or a breathing exercise in which we provide students with prompts and time to put themselves back together again.

4. Invite student experiences into the space: Encourage students to connect with the circle content by sharing stories from their own lives.

Include storytelling rounds by asking students to talk about "a person in your life who..." or "a time when...." Share authentically of yourself. This gives others permission to do the same. Model good listening as the talking piece goes around the circle. Be fully present as others speak. Remind everyone that listening is the key ingredient in circles. True listening can create the kind of welcoming space that encourages even the quietest voices to speak.

5. Acknowledge, paraphrase, summarize, and practice empathy: Listen closely to what students share so that you can build on their experiences.

When the talking piece comes back to you, touch on what you felt, noticed, or heard. If you sense that there's more than surfaced in the first round, send the talking piece around a second or third time, asking students for their connections, reflections, or additions.

If challenging or painful issues come up, model agreed-upon circle practices for students to follow. Listening mindfully and being present with other people's ordeals and hardships can create supportive, healing experiences that strengthen community connections and build empathy.

If needed, let students know you're available to check in with them later in the day or week. You might also have them consider speaking with other supportive adults or students to find solace if they're troubled.

6. Explore what it means to be an effective ally: Beyond creating a supportive listening environment, ask what else, if anything, students need from you and from each other.

Explore how to be better allies in circle so that students know they don't need to face their challenges alone. Invite them to talk about a person in their lives who is a good friend or ally, or a person they'd like to be a better friend or ally. Discuss the qualities these people have (or lack) and how they make us feel. Invite students to talk about a time they've been a good friend or ally themselves, and what gets in the way of being our best selves with one another.

7. Zoom out to promote understanding on the systems level: Explore whether there are larger systemic forces that underlie the challenges students have touched on (such as racism, sexism, or lack of access to resources). Introduce information, stories, and voices that might shed light on how these systems operate. Look for examples of people who took action to interrupt these and other oppressive systems.

Invite students to connect to this information by sharing their thoughts, feelings, and related experiences.

Studying larger, systemic forces in society can help students better understand their situation, and can be a useful starting point for students to become more active themselves. Action and activism can inspire hope, connection, and healing.

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Building Community With Restorative Circles

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A technique for proactively building the skills and relationships students will need when challenges arise.

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In order to actually restore peace, we have to continue these practices. For example, after practicing the restorative circle, the teacher can move onto more meaningful conversations while utilizing the circle. Then use this change to promote allies, respect, and understanding. Furthermore, this can be used to dispute arguments or wrong doings between students.

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Restorative justice gained acceptance in schools as a response to the ineffectiveness of the zero tolerance policies districts often had in place when students brought weapons to schools. Students were expelled, no questions asked, and the "why" of the behavior was never explored. With the advent of the positive behavioral intervention and supports (PBIS) framework in schools, many districts began looking for other ways to help students and staff cope with challenging behaviors in the classroom. Restorative justice, which includes peace circles, was a practice that many districts used to replace traditional, punitive forms of discipline.

The Peace Circle
Peace circles are a proactive way to address situations before they become problems as well as a good way to address incidents after they occur. The peace circle consists of the person who felt harmed, the person who was the offender (sometimes these people seem interchangeable), and community members. A trained facilitator keeps the circle focused on the topic and summarizes the conversation. The facilitator may want to speak with the victim and the offender before the circle to determine the heart of the issue and concern. These conversations can help guide the questions used in the circle.

There are three basic questions that should be addressed in a peace circle:

1. Who has been hurt?

2. What are this person's needs?

3. Who is obligated to address the needs and help restore relationships and community?

Trained community members (usually students and staff) can help the students with problem-solving, making amends, and restoring peace to the community.

Restorative Justice in Action
I recall an incident that involved two students who had gotten into a fight. Parents were called, and the school offered a peace circle in lieu of the usual suspension. However, if students couldn't keep their agreement, the school would suspend the offending student for three days. The parents agreed, and a peace circle was called. As facilitator, I asked a series of questions to help both of the students involved tell their side of the story. It is amazing how often a fight or argument is because of a misunderstanding or miscommunication. We had trained students participate as community members. They told how this incident had affected them (disrupted the classroom, made the hallway feel unsafe).

Everything was put on the table-the victim was able to identify how he felt during and after the fight, and the offender was able to say why he had wanted to fight. The initial misunderstanding was cleared up. The next step was for the community members to determine the apology of action (we did not let kids get off with a shoulder shrug and a "sorry" as an apology). Choices included:

Weekly meetings with the social worker to learn calming strategies

Performing community service around the school

An apology, either written or verbal

Restitution

An act of kindness or generosity performed outside of school

In this situation, the community of students decided that the two students would have weekly meetings with the social worker as well as apologizing to each other. This approach decreased the potential for long-term arguments, power plays, and more fights between the students.

Training and Resources
Peace circles, when done with integrity and purpose, value students and increase feelings of safety. School personnel can use them to help address the underlying cause of a behavior incident rather than just doling out suspensions. Students often leave circle with a sense of responsibility (to be better in their school community), restored relationships (with other members of the community), and respect (both for the community and for themselves).

It should be noted that schools must invest in training for staff before implementing restorative justice and peace circles, and training should be with a reputable organization. I received training through the Minnesota Department of Education and another organization in my area. Proper training is vital to the success of restorative practices. You are asking students to share their deepest feelings and their hurts. You are asking students to honor the confidentiality of the circle. And you are determining consequences for, sometimes, serious offenses.

To learn more about implementing restorative practices in your classroom, I suggest checking out the Center for Restorative Process and the Zehr Institute for Restorative Justice.

Beth Baker, M.S.Ed. , is an independent behavioral consultant and intervention specialist at Minneapolis Public Schools, where she works to create positive behavioral environments for elementary students. She was formerly the lead PBIS coach for a school district in the Minneapolis metropolitan area as well as a special educator working with students who have emotional behavioral disability (EBD) needs. Beth is currently on a two-year leave of absence while she is teaching and living in Caracas, Venezuela.

Beth Baker is the coauthor with Char Ryan of The PBIS Team Handbook: Setting Expectations and Building Positive Behavior.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or All comments will be approved before posting, and are subject to our comment and privacy policies.

© 2018 by Free Spirit Publishing. All rights reserved.

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Restore the Peace: Implementing Restorative Justice in Schools

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By Beth Baker, M.S.Ed., coauthor of The PBIS Team Handbook: Setting Expectations and Building Positive Behavior Restorative justice gained acceptance in schools as a response to the ineffectiveness of the zero tolerance policies districts often had in place when students brought weapons to schools. Students were expelled, no questions asked, and the "why" of the...

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Meditation is something that can also be further practiced to help restore the peace. Students should be encouraged to continue the practice of meditation and its benefits even outside of the classroom. This will ensure to promote many of the qualities discussed in the peace building portion.

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Meditation has been shown to offer many benefits. Although it's well known as a technique to reduce stress and anxiety, research shows that it may also help enhance your mood, promote healthy sleep patterns, and boost cognitive skills.

Meditation is the habitual process of training your mind to focus and redirect your thoughts.

The popularity of meditation is increasing as more people discover its many health benefits.

You can use it to increase awareness of yourself and your surroundings. Many people think of it as a way to reduce stress and develop concentration.

People also use the practice to develop other beneficial habits and feelings, such as a positive mood and outlook, self-discipline, healthy sleep patterns, and even increased pain tolerance.

This article reviews 12 health benefits of meditation.

Stress reduction is one of the most common reasons people try meditation.

One review concluded that meditation lives up to its reputation for stress reduction ().

Normally, mental and physical stress cause increased levels of the stress hormone cortisol. This produces many of the harmful effects of stress, such as the release of inflammatory chemicals called cytokines.

These effects can disrupt sleep, promote depression and anxiety, increase blood pressure, and contribute to fatigue and cloudy thinking.

In an 8-week study, a meditation style called "mindfulness meditation" reduced the inflammation response caused by stress ( 2).

Furthermore, research has shown that meditation may also improve symptoms of stress-related conditions, including irritable bowel syndrome, post-traumatic stress disorder, and fibromyalgia ( 3, , ).

Summary
Many styles of meditation can help reduce stress. Meditation can likewise reduce symptoms in people with stress-triggered medical conditions.

Meditation can reduce stress levels, which translates to less anxiety.

A meta-analysis including nearly 1,300 adults found that meditation may decrease anxiety. Notably, this effect was strongest in those with the highest levels of anxiety ().

Another study in 47 people with chronic pain found that completing an 8-week meditation program led to noticeable improvements in depression, anxiety, and pain over 1 year ().

What's more, some research suggests that a variety of mindfulness and meditation exercises may reduce anxiety levels ().

Meditation may also help control job-related anxiety. One study found that employees who used a mindfulness meditation app for 8 weeks experienced improved feelings of well-being and decreased distress and job strain, compared with those in a control group ().

Summary
Habitual meditation can help reduce anxiety and improve stress reactivity and coping skills.

Some forms of meditation can lead to improved self-image and a more positive outlook on life.

For example, one review of treatments given to more than 3,500 adults found that mindfulness meditation improved symptoms of depression ().

Another study found that people who completed a meditation exercise experienced fewer negative thoughts in response to viewing negative images, compared with those in a control group ().

Furthermore, inflammatory chemicals called cytokines, which are released in response to stress, can affect mood, leading to depression. A review of several studies suggests meditation may also reduce depression by decreasing levels of these inflammatory chemicals ().

Summary
Some forms of meditation can improve depression and reduce negative thoughts. It may also decrease levels of inflammatory cytokines, which could contribute to depression.

Some forms of meditation may help you develop a stronger understanding of yourself, helping you grow into your best self.

For example, self-inquiry meditation explicitly aims to help you develop a greater understanding of yourself and how you relate to those around you.

Other forms teach you to recognize thoughts that may be harmful or self-defeating. The idea is that as you gain greater awareness of your thought habits, you can steer them toward more constructive patterns (, , ).

One review of 27 studies showed that practicing tai chi may be associated with improved self-efficacy, which is a term used to describe a person's belief in their own capacity or ability to overcome challenges ().

In another study, 153 adults who used a mindfulness meditation app for 2 weeks experienced reduced feelings of loneliness and increased social contact compared with those in a control group ().

Additionally, experience in meditation may cultivate more creative problem-solving skills ().

Summary
Self-inquiry and related styles of meditation can help you "know yourself." This can be a starting point for making other positive changes.

Focused-attention meditation is like weight lifting for your attention span. It helps increase the strength and endurance of your attention.

For example, one study found that people who listened to a meditation tape experienced improved attention and accuracy while completing a task, compared with those in a control group ().

A similar study showed that people who regularly practiced meditation performed better on a visual task and had a greater attention span than those without any meditation experience ().

Moreover, one review concluded that meditation may even reverse patterns in the brain that contribute to mind-wandering, worrying, and poor attention ().

Even meditating for a short period each day may benefit you. One study found that meditating for just 13 minutes daily enhanced attention and memory after 8 weeks ().

Summary
Several types of meditation may build your ability to redirect and maintain attention.

Improvements in attention and clarity of thinking may help keep your mind young.

Kirtan Kriya is a method of meditation that combines a mantra or chant with repetitive motion of the fingers to focus your thoughts. Studies in people with age-related memory loss have shown it improves performance on neuropsychological tests ().

Furthermore, a review found preliminary evidence that multiple meditation styles can increase attention, memory, and mental quickness in older volunteers ().

In addition to fighting normal age-related memory loss, meditation can at least partially improve memory in patients with dementia. It can likewise help control stress and improve coping in those caring for family members with dementia (, ).

Summary
The improved focus you can gain through regular meditation may boost your memory and mental clarity. These benefits can help fight age-related memory loss and dementia.

Some types of meditation may particularly increase positive feelings and actions toward yourself and others.

Metta, a type of meditation also known as loving-kindness meditation, begins with developing kind thoughts and feelings toward yourself.

Through practice, people learn to extend this kindness and forgiveness externally, first to friends, then acquaintances, and ultimately enemies.

A meta-analysis of 22 studies on this form of meditation demonstrated its ability to increase peoples' compassion toward themselves and others ().

One study in 100 adults randomly assigned to a program that included loving-kindness meditation found that these benefits were dose-dependent.

In other words, the more time people spent in weekly metta meditation practice, the more positive feelings they experienced ( 31).

Another study in 50 college students showed that practicing metta meditation 3 times per week improved positive emotions, interpersonal interactions, and understanding of others after 4 weeks ().

These benefits also appear to accumulate over time with the practice of loving-kindness meditation ().

Summary
Metta, or loving-kindness meditation, is a practice of developing positive feelings, first toward yourself and then toward others. Metta increases positivity, empathy, and compassionate behavior toward others.

The mental discipline you can develop through meditation may help you break dependencies by increasing your self-control and awareness of triggers for addictive behaviors ().

Research has shown that meditation may help people learn to redirect their attention, manage their emotions and impulses, and increase their understanding of the causes behind their (, ).

One study in 60 people receiving treatment for alcohol use disorder found that practicing transcendental meditation was associated with lower levels of stress, psychological distress, alcohol cravings, and alcohol use after 3 months ().

Summary
Meditation develops mental awareness and can help you manage triggers for unwanted impulses. This can help you recover from addiction, manage unhealthy eating, and redirect other unwanted habits.

Nearly half of the population will struggle with insomnia at some point.

One study compared mindfulness-based meditation programs and found that people who meditated stayed asleep longer and had improved insomnia severity, compared with those who had an unmedicated control condition ( 39).

Becoming skilled in meditation may help you control or redirect the racing or runaway thoughts that often lead to insomnia.

Additionally, it can help relax your body, releasing tension and placing you in a peaceful state in which you're more likely to fall asleep.

Summary
A variety of meditation techniques can help you relax and control runaway thoughts that can interfere with sleep. This can shorten the time it takes to fall asleep and increase sleep quality.

Your perception of pain is connected to your state of mind, and it can be elevated in stressful conditions.

Some research suggests that incorporating meditation into your routine could be beneficial for controlling pain.

A large meta-analysis of studies enrolling nearly 3,500 participants concluded that meditation was associated with decreased pain ().

Meditators and non-meditators experienced the same causes of pain, but meditators showed a greater ability to cope with pain and even experienced a reduced sensation of pain.

Summary
Meditation can diminish the perception of pain in the brain. This may help treat chronic pain when used to supplement medical care or physical therapy.

Meditation can also improve physical health by reducing strain on the heart.

Over time, high blood pressure makes the heart work harder to pump blood, which can lead to poor heart function.

High blood pressure also contributes to atherosclerosis, or a narrowing of the arteries, which can lead to heart attack and stroke.

One review concluded that several types of meditation produced similar improvements in blood pressure ().

In part, meditation appears to control blood pressure by relaxing the nerve signals that coordinate heart function, blood vessel tension, and the "fight-or-flight" response that increases alertness in stressful situations ().

Summary
Blood pressure decreases not only during meditation but also over time in individuals who meditate regularly. This can reduce strain on the heart and arteries, helping prevent heart disease.

People practice many different forms of meditation, most of which don't require specialized equipment or space. You can practice with just a few minutes daily.

If you want to start meditating, try choosing a form of meditation based on what you want to get out of it.

There are two major styles of meditation:

Focused-attention meditation. This style concentrates attention on a single object, thought, sound, or visualization. It emphasizes ridding your mind of distractions. Meditation may focus on breathing, a mantra, or calming sound.

Open-monitoring meditation. This style encourages broadened awareness of all aspects of your environment, train of thought, and sense of self. It may include becoming aware of suppressed thoughts, feelings, or impulses.

To find out which styles you like best, check out the variety of free, guided meditation exercises offered by the University of California Los Angeles. It's an excellent way to try different styles and find one that suits you.

If your regular work and home environments do not allow for consistent, quiet alone time, consider participating in a class. This can also improve your chances of success by providing a supportive community.

Alternatively, consider setting your alarm a few minutes early to take advantage of quiet time in the morning. This may help you develop a consistent habit and allow you to start the day positively.

Summary
If you're interested in incorporating meditation into your routine, try a few different styles and consider guided exercises to get started with one that suits you.

Meditation is something everyone can do to improve their mental and emotional health.

You can do it anywhere, without special equipment or memberships.

Alternatively, meditation courses and support groups are widely available.

There's a great variety of styles too, each with different strengths and benefits.

Trying out a style of meditation suited to your goals is a great way to improve your quality of life, even if you only have a few minutes to do it each day.

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Meditation is the process of redirecting your thoughts to calm your mind. It may also improve your overall quality of life. This is what the research says.