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Here people can add resources that might help you.  Give title and author's name and any other relevant info. Put your name at end of this

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Here people can add resources that might help you.  Give title and author's name and any other relevant info. Put your name at end of this

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Onward-cultivating emotional resilience. Great Resources for daily activities for self care/building resiliency (the work book)

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Onward-cultivating emotional resilience. Great Resources for daily activities for self care/building resiliency (the work book)

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Not very academic/scholarly but a good start (Lesley)

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Not very academic/scholarly but a good start (Lesley)

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https://nativegov.org/a-guide-to-indigenous-land-acknowledgment/

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A guide to Indigenous land acknowledgment

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After hosting an Indigenous land acknowledgment event, we put together this written guide to based on our panelists' responses.

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not sure what your scope is for anti-oppressive. but "this book is anti racist" has lots of activities for students and discussions.

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not sure what your scope is for anti-oppressive. but "this book is anti racist" has lots of activities for students and discussions.

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https://www.chapters.indigo.ca/en-ca/books/why-im-no-longer-talking/9781635572957-item.html?ikwid=why+im+no+longer+talking+to+white+people+about+race&ikwsec=Home&ikwidx=0#algoliaQueryId=ba69f187226ef8e5abb388956b33980f

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NEW YORK TIMES BESTSELLER

"This is a book that was begging to be written. This is the kind of book that demands a future where we''ll no longer need such a book. Essential." --Marlon James

"The most important book for me this year." --Emma Watson

Selected by Emma Watson as the Our Shared Shelf Book Club Pick for January/February 2018
Sunday Times Bestseller
Winner of the British Book Awards Nonfiction Narrative Book of the Year
Winner of the Jhalak Prize
Foyles Nonfiction Book of the Year
Blackwell''s Nonfiction Book of the Year

Named One of the Best Books of 2017 by:
NPR
The Guardian
The Observer
The Brooklyn Rail
Cultured Vultures

Award-winning journalist Reni Eddo-Lodge was frustrated with the way that discussions of race and racism are so often led by those blind to it, by those willfully ignorant of its legacy. Her response, Why I''m No Longer Talking to White People About Race, has transformed the conversation both in Britain and around the world. Examining everything from eradicated black history to the political purpose of white dominance, from whitewashed feminism to the inextricable link between class and race, Eddo-Lodge offers a timely and essential new framework for how to see, acknowledge, and counter racism. Including a new afterword by the author, this is a searing, illuminating, absolutely necessary exploration of what it is to be a person of color in Britain today, and an essential handbook for anyone looking to understand how structural racism works.

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why i'm no longer talking to white people about race

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Why I'm No Longer Talking To White People About Race

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NEW YORK TIMES BESTSELLER "This is a book that was begging to be written. This is the kind of book that demands a future where we''ll no longer need such a book. Essential." --Marlon James "The most important book for me this year."

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Onward: Cultivating Emotional Resilience in Educators

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Up to 90% off Textbooks at Amazon Canada. Plus, free two-day shipping for six months when you sign up for Amazon Prime for Students.

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Romano, L., Tang, X., Hietajärvi, L., Salmela-Aro, K., & Fiorilli, C. (2020). Students’ Trait            Emotional Intelligence and Perceived Teacher Emotional Support      in Preventing             Burnout: The Moderating Role of Academic Anxiety.

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​SEL BC (Social Emotional Learning British Columbia) is a network of educators, researchers, and community organizations committed to the promotion of social-emotional learning, social responsibility, and collaborative learning within school and community settings across the Lower Mainland of British Columbia.
We meet once a month to network with colleagues and leaders in SEL, learn about SEL by connecting practice and research, advocate for SEL, and share leadership in the SEL field in BC.
Our Mission
Our mission is to advance and connect research and practice in order to establish and sustaining social-emotional learning and social responsibility within safe, caring, collaborative, and inclusive learning communities.
Our Vision
Collaboration and co-creation are the foundation of SEL BC. We work together to discover, create, and promote SEL practices that are grounded in research. We offer, support and promote professional development in SEL skills and knowledge within and across out learning communities.

Guiding Principles and Values

​We support and encourage inclusion, collaboration, capacity building, sharing resources, integration of SEL from K-12 in BC schools, consensus decision making, and accountability.

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​SEL BC (Social Emotional Learning British Columbia) is a network of educators, researchers, and community organizations committed to the promotion of social-emotional learning, social responsibility, and collaborative learning within school and community settings across the Lower Mainland of British Columbia.

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Don't know if you district has any guidance- but our district just put this out toe beyond today. Interesting to analyze the language used/not used
https://www.surreyschools.ca/ProgramsAndServices/ABRG/Documents/Land%20pdf.pdf

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We collaborated with Anishinaabe educator Christine M'lot to develop lessons that serve to teach students about the land they are learning on by viewing and creating original land acknowledgements and being introduced to complex topics concepts such as who Indigenous people are, what the term settler refers to and notions such as broken promises and renewed commitments to share the land.

They've been broken down into three grade levels, and depending on their age, students will either create a class or personal land acknowledgement using Whose.land as a resource.

Professional Learning / Workplaces

This workshop series will introduce participants to Indigenous topics such as Indigenous naming terminology, history of Indigenous and settler relationships in Canada and the importance of land acknowledgements. First, to assess prior knowledge, participants will engage in small group discussions centering around the theme of culture, land and place. Next, participants will be tasked with learning one aspect of Indigenous history. Participants will rotate groups to share their knowledge with others. Finally, participants will collaborate on a suitable workplace or individual Indigenous land acknowledgement.

This workshop is designed to be an easily implementable lunch-and-learn series facilitated by a fellow co-worker volunteer or group of volunteers.
Explore the PD/Workplace Activity

Grades K-5

Sharing personal experiences and connections to land and place

Recognizing Indigenous perspectives and connections to land and place

Using language to demonstrate respect and further reconciliation.

Explore the Grades K-5 Lesson Plan

Big ideas:

Students will participate in a grounding mediation and then discuss the importance of land and place

Students will engage in guided research about Indigenous Peoples and land acknowledgements using the Whose Land website as a resource

Students will co-create the Indigenous Land Acknowledgement rubric based on the information they learned from the Whose Land website

Students will engage in the editing process in order to strengthen their writing.

Grades 6-9

Big ideas:

Students will participate in small group discussions to tap into prior knowledge and discuss prior learning as well as personal opinions and experiences relating to land and place

Students will engage in inquiry research about Indigenous Peoples and land acknowledgements using the Whose Land website

Groups will present their projects to the class and individual students will evaluate their feelings during each stage of the process, reflecting on their metacognition

Explore the Grades 10-12 Lesson Plan

These resources are available for educators to use, share, and build upon through a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 license (CC BY-NC-SA2.0)
Grades 10-12

Big ideas:

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From education plans for students to a workshop series for professionals and workplaces. Learn or educate about the land you are on.

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In her current work, she is exploring meditation's effects on the brains of clinically depressed patients, a group for whom studies have shown meditation to be effective. Working with patients selected and screened by Shapero, Desbordes is performing functional magnetic resonance imaging scans before and after an eight-week course in mindfulness-based cognitive therapy, or MBCT.

During the scans, participants complete two tests, one that encourages them to become more aware of their bodies by focusing on their heartbeats (an exercise related to mindfulness meditation), and the other asking them to reflect on phrases common in the self-chatter of depressed patients, such as "I am such a loser," or "I can't go on." After a series of such comments, the participants are asked to stop ruminating on the phrases and the thoughts they trigger. Researchers will measure how quickly subjects can disengage from negative thoughts, typically a difficult task for the depressed.

The process will be repeated for a control group that undergoes muscle relaxation training and depression education instead of MBCT. While it's possible that patients in the control part of the study also will have reduced depressive symptoms, Desbordes said it should occur via different mechanisms in the brain, a difference that may be revealed by the scans. The work, which received funding from the National Center for Complementary and Integrative Health, has been underway since 2014 and is expected to last into 2019.

Desbordes said she wants to test one prevalent hypothesis about how MBCT works in depressed patients: that the training boosts body awareness in the moment, called interoception, which, by focusing their attention on the here and now, arms participants to break the cycle of self-rumination.

"We know those brain systems involved with interoception, and we know those involved with rumination and depression. I want to test, after taking MBCT, whether we see changes in these networks, particularly in tasks specifically engaging them," Desbordes said.

Desbordes is part of a community of researchers at Harvard and its affiliated institutions that in recent decades has been teasing out whether and how meditation works.

In the 1970s, when transcendental meditation surged in popularity, Herbert Benson, a professor at Harvard Medical School and what was then Beth Israel Hospital, explored what he called "The Relaxation Response," identifying it as the common, functional attribute of transcendental meditation, yoga, and other forms of meditation, including deep religious prayer. Benson described this response - which recent investigators say is not as common as he originally thought - as the opposite of the body's adrenalin-charged "fight or flight" response, which was also identified at Harvard, by physiologist Walter Cannon Bradford in 1915.

Other MGH researchers also are studying the effects of meditation on the body, including Sara Lazar, who in 2012 used fMRI to show that the brains of subjects thickened after an eight-week meditation course. Work is ongoing at MGH's Benson-Henry Institute; at HMS and Brigham and Women's Hospital's Osher Center for Integrative Medicine; at the Harvard-affiliated Cambridge Health Alliance, where Zev Schuman-Olivier directs the Center for Mindfulness and Compassion; and among a group of nearly a dozen investigators at Harvard and other Northeastern institutions, including Desbordes and Lazar, who are collaborating through the Mindfulness Research Collaborative.

Among the challenges researchers face is defining mindfulness itself. The word has come to describe a meditation-based practice whose aim is to increase one's sense of being in the present, but it has also been used to describe a nonmeditative state in which subjects set aside their mental distractions to pay greater attention to the here and now, as in the work of Harvard psychologist Ellen Langer.

Another challenge involves sorting through the many variations of meditative practice.

Recent scientific exploration has largely focused on the secular practice of mindful meditation, but meditation is also a component of several ancient religious traditions, with variations. Even within the community practicing secular mindful meditation, there are variations that may be scientifically meaningful, such as how often one meditates and how long the sessions are. Desbordes herself has an interest in a variation called compassion meditation, whose aim is to increase caring for those around us.

Amid this variation, an eight-week mindfulness-based stress reduction course developed in the 1970s by Jon Kabat-Zinn at the University of Massachusetts Medical Center has become something of a clinical and scientific standard. The course involves weekly two- or 2½-hour group training sessions, 45 minutes of daily work on one's own, and a daylong retreat. The mindfulness-based cognitive therapy used in Desbordes' current work is a variation on that program and incorporates elements of cognitive behavioral therapy, which involves talk therapy effective in treating depression.

Ultimately, Desbordes said she's interested in teasing out just what in mindful meditation can work against depression. If researchers can identify what elements are effective, the therapy may be refined to be more successful. Shapero is also interested in using the study to refine treatment. Since some patients benefit from mindfulness meditation and some do not, he'd like to better understand how to differentiate between the two.

"Once we know which ingredients are successful, we can do more of that and less, maybe, of the parts that are less effective," Desbordes said.
Research funding includes the National Center for Complementary and Integrative Health. For more information about the Mindfulness & Meditation program at Harvard University, visit its website.

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Harvard researchers study how mindfulness may change the brain in depressed patients

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Researchers at Massachusetts General Hospital and Harvard Medical School are examining how mindfulness meditation may change the brain in depressed patients.

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Meghan B- so hard to find things that don't feel performative!

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Meghan B- so hard to find things that don't feel performative!

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https://displaymyart.com/top-12-diverse-artists-to-teach-in-your-art-classroom/

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Like many art teachers, growing up, art class was always my favorite part about school. I loved creating art, but I also loved looking at art. I remember being fascinated by Van Gogh and Degas. I thought Jackson Pollock's splatter paintings were the coolest and I loved the bright colors in Andy Warhol's prints. I learned a lot of things looking at art in art class: different artistic styles, new mediums I hadn't heard of, fascinating stories behind each work of art. But I also learned something that I didn't fully realize until I was older: that professional artists didn't look anything like me. As a young latina student, I learned from an early age that "real artists" were almost always white men. Of course, my art teachers never explicitly said this; but by leaving diverse artists out of our curriculum, I didn't think that someone like me could be a "real artist."

By choosing to include artists of different races, genders, and ethnicities in our curriculum, we show our students that artists can look like anyone. We give our Black, Hispanic, Asian and indigenous students an opportunity to see themselves as artists and tell them that everyone can be an artist. By including diverse artists in our curriculum we not only provide diverse role models for our students, but we also enrich our curriculum with artists working in a variety of methods, mediums, and styles.

Don't know where to begin diversifying your curriculum? Check out these twelve diverse artists to teach in your art classroom:
1. Kehinde Wiley
Kehinde Wiley is a Black painter who was born in Los Angeles, California. His father is from Nigeria and his mother is African American. He is most well-known for his portraits of Black people against colorful and patterned backgrounds. In 2017, he was commissioned to paint a portrait of Barack Obama for the National Portrait Gallery in Washington D.C. Wiley is inspired by European Old Master portraiture, and has the subjects of his paintings pose in similar poses to Old Master style portraiture. Wiley combines this style of portraiture with inspiration from French Rococo design, African Textiles, Islamic Architecture and Urban Hip-Hop. Wiley's fresh take on an old style of portraiture is meant to include Black people in the narrative, who were left out of traditional European paintings. Many of Wiley's portraits are of people Wiley met while walking around his neighborhood in New York and Los Angeles. He would ask the subjects of his paintings to assume the poses in Old Master portraits and paint them in these poses while wearing their street clothes. Many of the poses Wiley chooses exude power and are reminiscent of portraits of European royalty. In doing so, Wiley makes a statement by placing the Black members of his neighborhood in a position of power. Click for the FREE art lesson plan. Find out more about Kehinde at: kehindewiley.com
2. Alma Woodsey Thomas 3. Tyeb Mehta 4. Tyree Guyton
Tyree Guyton is a Black artist from Detroit, Michigan. After seeing the street he grew up on, Heidelberg Street on Detroit's east side fall to disrepair and be neglected by the city, Guyton decided to use art to rejuvenate his street. At first, Guyton started by painting a few houses on the street with bright, multi-colored polka dots. Over time, the project grew and as Guyton added more art to his street, his community started to take pride in where they lived and even welcomed visitors from near and far to view the artwork on their street. Guyton worked on the Heidelberg Project with children and neighbors from his street, working together to beautify their community with art. Since the start of the project, Guyton's Heidelberg project has added an indoor/outdoor museum, artist's colony, creative arts center, community garden and amphitheatre to the neighborhood. Guyton's Heidelberg Project is recognized around the world as a demonstration of the power of art to create hope and transform communities. Find out more at:
https://www.heidelberg.org
5. Takashi Murakami 6. Angel Otero 7. Jessi Raulet 8. Yayoi Kusama
Yayoi Kusama is a contemporary Japanese artist who is most well known for her colorful and playful sculptural installations. She is also a painter, filmmaker, poet and performance artist. Her style is influenced by the abstract impressionism and pop-art styles. She is widely recognized for her vibrant polka dot designs which she brings to life in installations called "Infinity Rooms." When she was younger, Kusama claimed to have hallucinations and visions, often of polka dots. These hallucinations have influenced the patterns visible in her art work. Kusama has lived in New York and Japan and has had sculptural installations all over the world. Her "Infinity Room" installations have attracted hundreds of thousands of visitors. Find out more at: http://yayoi-kusama.jp/e/information/
9. Marcus Cadman
Marcus Cadman is a Native American painter and mixed media artist of Navajo and Kickapoo heritage. Cadman grew up on a Navajo reservation in New Mexico and was introduced to art at a very early age. His father, who was also an artist, taught him to draw while growing up and Cadman knew he wanted to be an artist by the time he was in high school. Cadman's work is inspired by elements from the modern world and the tribal world. He uses his work as a medium to depict and chronicle contemporary Native American life. The subject of his work is often informed by his experience growing up between American and Native culture. Cadman uses objects such as old photographs, money, bingo sheets, and pages from the bible in Navajo and English in his mixed media paintings to incorporate elements of the modern world and tribal world. Find out more at:
https://www.marcuscadman.com/home 10. El Anatsui
El Anatsui is an African sculptor from Ghana who has become well known for his aluminum sculptures that use repurposed bottle caps. His large scale sculptures use thousands of aluminium bottle caps that are sourced from recycling stations and sewn together using copper wire to create cloth-like flexible sculptures. His work is inspired by the African tradition of textiles, and many of his sculptures are reminiscent of Kente cloth, which is a textile native to Ghana. By using recycled materials, Anatsui used his artwork to draw attention to consumption, waste and the environment. Anatsui's artwork has been displayed in museums and art shows all around the world. Find out more at:
https://art21.org/artist/el-anatsui/ 11. Victoria Villasana

12. Helen Zughaib

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Top 12 Contemporary Artist To Teach In Your Art Classroom

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Like many art teachers, growing up, art class was always my favorite part about school. I loved creating art, but I also loved looking at art. I remember being fascinated by Van Gogh and Degas. I thought Jackson Pollock's splatter paintings were the coolest and I loved the bright colors in Andy Warhol's prints.

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In her current work, she is exploring meditation's effects on the brains of clinically depressed patients, a group for whom studies have shown meditation to be effective. Working with patients selected and screened by Shapero, Desbordes is performing functional magnetic resonance imaging scans before and after an eight-week course in mindfulness-based cognitive therapy, or MBCT.

During the scans, participants complete two tests, one that encourages them to become more aware of their bodies by focusing on their heartbeats (an exercise related to mindfulness meditation), and the other asking them to reflect on phrases common in the self-chatter of depressed patients, such as "I am such a loser," or "I can't go on." After a series of such comments, the participants are asked to stop ruminating on the phrases and the thoughts they trigger. Researchers will measure how quickly subjects can disengage from negative thoughts, typically a difficult task for the depressed.

The process will be repeated for a control group that undergoes muscle relaxation training and depression education instead of MBCT. While it's possible that patients in the control part of the study also will have reduced depressive symptoms, Desbordes said it should occur via different mechanisms in the brain, a difference that may be revealed by the scans. The work, which received funding from the National Center for Complementary and Integrative Health, has been underway since 2014 and is expected to last into 2019.

Desbordes said she wants to test one prevalent hypothesis about how MBCT works in depressed patients: that the training boosts body awareness in the moment, called interoception, which, by focusing their attention on the here and now, arms participants to break the cycle of self-rumination.

"We know those brain systems involved with interoception, and we know those involved with rumination and depression. I want to test, after taking MBCT, whether we see changes in these networks, particularly in tasks specifically engaging them," Desbordes said.

Desbordes is part of a community of researchers at Harvard and its affiliated institutions that in recent decades has been teasing out whether and how meditation works.

In the 1970s, when transcendental meditation surged in popularity, Herbert Benson, a professor at Harvard Medical School and what was then Beth Israel Hospital, explored what he called "The Relaxation Response," identifying it as the common, functional attribute of transcendental meditation, yoga, and other forms of meditation, including deep religious prayer. Benson described this response - which recent investigators say is not as common as he originally thought - as the opposite of the body's adrenalin-charged "fight or flight" response, which was also identified at Harvard, by physiologist Walter Cannon Bradford in 1915.

Other MGH researchers also are studying the effects of meditation on the body, including Sara Lazar, who in 2012 used fMRI to show that the brains of subjects thickened after an eight-week meditation course. Work is ongoing at MGH's Benson-Henry Institute; at HMS and Brigham and Women's Hospital's Osher Center for Integrative Medicine; at the Harvard-affiliated Cambridge Health Alliance, where Zev Schuman-Olivier directs the Center for Mindfulness and Compassion; and among a group of nearly a dozen investigators at Harvard and other Northeastern institutions, including Desbordes and Lazar, who are collaborating through the Mindfulness Research Collaborative.

Among the challenges researchers face is defining mindfulness itself. The word has come to describe a meditation-based practice whose aim is to increase one's sense of being in the present, but it has also been used to describe a nonmeditative state in which subjects set aside their mental distractions to pay greater attention to the here and now, as in the work of Harvard psychologist Ellen Langer.

Another challenge involves sorting through the many variations of meditative practice.

Recent scientific exploration has largely focused on the secular practice of mindful meditation, but meditation is also a component of several ancient religious traditions, with variations. Even within the community practicing secular mindful meditation, there are variations that may be scientifically meaningful, such as how often one meditates and how long the sessions are. Desbordes herself has an interest in a variation called compassion meditation, whose aim is to increase caring for those around us.

Amid this variation, an eight-week mindfulness-based stress reduction course developed in the 1970s by Jon Kabat-Zinn at the University of Massachusetts Medical Center has become something of a clinical and scientific standard. The course involves weekly two- or 2½-hour group training sessions, 45 minutes of daily work on one's own, and a daylong retreat. The mindfulness-based cognitive therapy used in Desbordes' current work is a variation on that program and incorporates elements of cognitive behavioral therapy, which involves talk therapy effective in treating depression.

Ultimately, Desbordes said she's interested in teasing out just what in mindful meditation can work against depression. If researchers can identify what elements are effective, the therapy may be refined to be more successful. Shapero is also interested in using the study to refine treatment. Since some patients benefit from mindfulness meditation and some do not, he'd like to better understand how to differentiate between the two.

"Once we know which ingredients are successful, we can do more of that and less, maybe, of the parts that are less effective," Desbordes said.
Research funding includes the National Center for Complementary and Integrative Health. For more information about the Mindfulness & Meditation program at Harvard University, visit its website.

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Harvard researchers study how mindfulness may change the brain in depressed patients

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Researchers at Massachusetts General Hospital and Harvard Medical School are examining how mindfulness meditation may change the brain in depressed patients.

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Shaya- joe dispenza the biology of belief audio book and he has other audio books on YouTube about re wiring the brain via meditation etc. I am also listening to Tolle’s power of now audio book. Spotify listening to psychedelic podcast with Alan watts and Terrence McKenna talks. Sahdgurus book called inner engineering, the yogis guide to joy 

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Shaya- joe dispenza the biology of belief audio book and he has other audio books on YouTube about re wiring the brain via meditation etc. I am also listening to Tolle’s power of now audio book. Spotify listening to psychedelic podcast with Alan watts and Terrence McKenna talks. Sahdgurus book called inner engineering, the yogis guide to joy 

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I keep meaning to read this - I hear it is good! Valerie

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https://www.cbc.ca/listen/cbc-podcasts/906-telling-our-twisted-histories

Would be great to listen to for your commute :P

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Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds- one word, one concept, one story at a time.

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Telling Our Twisted Histories | CBC Podcasts | CBC Listen

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Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds- one word, one concept, one story at a time.

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These are more high school based but I feel it could work!:

Durlak, J., Weissberg, R., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development

Harding, J. (2020). Unearthing the Problem: Social Emotional Learning in the High School English Classroom.

Lowe, C., & Wuthrich, V.M.. (2021). Randomised Controlled Trial of Study Without Stress: A       Cognitive Behavioural Therapy Program to Reduce Stress in Students in the Final Year   of High School. Child Psychiatry and Human Development,

Philibert, C. (2017). Everyday SEL in High School. Taylor and Francis.

Romano, L., Tang, X., Hietajärvi, L., Salmela-Aro, K., & Fiorilli, C. (2020). Students’ Trait            Emotional Intelligence and Perceived Teacher Emotional Support      in Preventing             Burnout: The Moderating Role of Academic Anxiety. International Journal of             Environmental Research and Public Health, 17(13), 4771.        https://doi.org/10.3390/ijerph17134771

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I've just started this one and it has some great practical tips. https://www.heinemann.com/products/e11864.aspx

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Most educators want to cultivate an antibias and antiracist classroom and school community, but they often struggle with where and how to get started. Liz helps us set ourselves up for success and prepare for the mistakes we'll make along the way.

Each chapter in Start Here, Start Now addresses many of the questions and challenges educators have about getting started, using a framework for tackling perceived barriers from a proactive stance. Liz answers the questions with personal stories, sample lessons, anchor charts, resources, conversation starters, extensive teacher and activist accounts, and more. We can break the habits that are holding us back from this work and be empowered to take the first step towards reimagining the possibilities of how antibias antiracist work can transform schools and the world at large.

We must remind ourselves that what is right is often not what is easy, and we must continue to dream. Amidst the chaos, our path ahead is clear. This is our chance to dream big and build something better.

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Start Here, Start Now addresses many of the questions and challenges educators have about getting started with antibias and antiracist work, using a framework

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Uncomfortable Conversations with a Black Man- Emmanuel Acho. There's also a great Unlocking Us podcast with the author. 

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Uncomfortable Conversations with a Black Man- Emmanuel Acho. There's also a great Unlocking Us podcast with the author. 

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Brené with Emmanuel Acho on Uncomfortable Conversations with a Black Man

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Listen to this episode from Unlocking Us with Brené Brown on Spotify. In this episode, I talk with Emmanuel Acho, creator, host, and producer of Uncomfortable Conversations with a Black Man, a web series about racism to drive open and uncomfortable dialogue.

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The COVID 19 pandemic has changed the way we live, work, and travel. As we make decisions that affect ourselves and our communities, access to high-quality information is crucial. But verified information can easily get buried under an avalanche of myths, conspiracy theories, false cures, phoney experts and more. Trustworthy information is out there. You just need to know how and where to look. That's what this site is all about. Keep scrolling to learn more.

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The COVID 19 pandemic has changed the way we live, work, and travel. As we make decisions that affect ourselves and our communities, access to high-quality information is crucial. But verified information can easily get buried under an avalanche of myths, conspiracy theories, false cures, phoney experts and more.

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Rachel Ricketts' book - Do Better: Spiritual Activism for Fighting and Healing from White Supremacy (focus is on race here, but there might be some overlap in terms of approaches for other topics; note that Ricketts writes the book TO White women FOR Black women... still, a powerful read) - Lisa

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Rachel Ricketts' book - Do Better: Spiritual Activism for Fighting and Healing from White Supremacy (focus is on race here, but there might be some overlap in terms of approaches for other topics; note that Ricketts writes the book TO White women FOR Black women... still, a powerful read) - Lisa

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https://www.amazon.ca/What-All-Kids-White-Multicultural/dp/0807752126

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What If All the Kids Are White?: Anti-Bias Multicultural Education with Young Children and Families

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What If All the Kids Are White?: Anti-Bias Multicultural Education with Young Children and Families: Derman-Sparks, Louise, Ramsey, Patricia G., Day, Carol, Olsen Edwards, Julie, Ryan, Sharon: 0884831869513: Books - Amazon.ca

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2 presentation I created (mostly cited) on the meaning of unceded territory for students and teachers

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https://app.nearpod.com/?pin=B9A15F4014CEC4C143D09F1D65DAA0AB-1

https://app.nearpod.com/?pin=3BD8FAAC6429829225102A18170BFC03-1

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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https://mediasmarts.ca/teacher-resources/find-lesson?field_grade_value_i18n=All&field_categories_tid_i18n%5B%5D=467

Lots of options for supporting "reading' media.
Emily

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Imagining violent criminals: an experimental investigation
of music stereotypes and character judgments - Dunbar (article

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https://www.cbc.ca/listen/cbc-podcasts/906-telling-our-twisted-histories
This is really interesting, relevant, and can be listened to with students or on your own. Can have students create some cool activism art along with it

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Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds- one word, one concept, one story at a time.

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Telling Our Twisted Histories | CBC Podcasts | CBC Listen

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Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds- one word, one concept, one story at a time.

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Ruth King's book - Mindful of Race is powerful.  Focus is on race, but the use of meditation and spiritual practice is central to the text - Lisa

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Ruth King's book - Mindful of Race is powerful.  Focus is on race, but the use of meditation and spiritual practice is central to the text - Lisa

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Imagining violent criminals: an experimental investigation
of music stereotypes and character judgments - Dunbar; article

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Imagining violent criminals: an experimental investigation
of music stereotypes and character judgments

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https://mediasmarts.ca/teacher-resources/find-lesson?field_grade_value_i18n=All&field_categories_tid_i18n%5B%5D=467

Emily

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This article describes an exercise in which students analyze architectural barriers in campus buildings to understand that people with disabilities are excluded from everyday social interaction. Sociological concepts such as deviance and discrimination prove elusive to students when merely studied from a textbook. Through this active learning exercise, students link their experiential understanding of environmental obstacles with theories and concepts about conformity and non-conformity. In their written work, students report about access in public spaces, an understanding of obstacles imposed on people with disabilities, a connection between the physical and social environments, and deviance as a failure to meet the demands of an environment built for able bodies.

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Teaching Sociology publishes articles, notes, and reviews intended to be helpful to the discipline's teachers. Articles range from experimental studies of teaching and learning to broad, synthetic essays on pedagogically important issues. Notes focus on specific teaching issues or techniques. The general intent is to share theoretically stimulating and practically useful information and advice with teachers. Formats include full-length articles; notes of ten pages or less; interviews, review essays; reviews of books, films, videos, and software; and conversations.

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When Architecture Disables: Teaching Undergraduates to Perceive Ableism in the Built Environment on JSTOR

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Imagining violent criminals: an experimental investigation
of music stereotypes and character judgments

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Abstract

COVID-19 causes a pandemic situation that increased the paid or unpaid responsibilities (home and job) on women and brought significant changes in their lifestyle, resulting in psychological and emotional stress. This paper draws attention to the triple burden on the women during this time when certain roles are supposed to be performed by the women regardless she is employed or homemaker. The paper highlights the challenges faced by women educationists in making themselves comfortable with the work-life balance with emerging challenges such as new technology-based innovative teaching methods and various learning software's, apps, platforms, etc.. The paper employs in-depth interviews of teachers belonging to three categories i.e. primary, secondary, and higher education. The findings reported that female teachers agreed that pandemic had affected their daily life schedule. This leaves a deep effect on their mental and psychological health due to multiple attentions they pay towards home management, child & elders extra care, challenges due to work from home pattern of organizations, increased attention to students due to online teaching, etc. The paper presents the implications for the society and government to understand the women's pressure so that a happy and satisfied life is there for all with no gender discrimination.

Introduction

The paper discussed the extra burden faced by women in their personal and professional life due to roles defined and expected by society. The study analyzed the female teacher's burden from three perspectives that need to be taken care of for the well-being of female teachers during pandemic times, so that satisfaction, prosperity, and happiness can be enhanced in their professional future. The first domain includes social and personal life that is affected due to increased household tasks due to multiple reasons including lockdown, house helper's suspension of services, increased expectations of family members, more focus on hygiene and sanitation conditions, and many more. The second domain includes the effect on professional life i.e. the employer expectation, increased work pressure due to online classes, challenges involved in the adoption of ICT techniques, etc. Further the effect on the financial component that is affected due to salary deduction, job layoffs, delay in salary payment, etc. The last perspective is the psychological and emotional effects on mental wellbeing due to critical time and the heartbreaking news due to the coronavirus and increased engagement with the organization and family affairs.

Our study contributes to the discipline of policymaking. This study delivers the psychological, social, financial, professional stress factors underlying female educationists who are coping with difficult and challenging times. This study is useful to the government bodies in understanding the stress level faced by women educationists during the time of novel COVID-19 so that they can plan to reduce stress and increase women's happiness and wellbeing.

Literature review

Environment and social changes

Personal life changes: Increased family obligations

Government across the globe, impose various Lockdowns to minimize the risk of infection but it has affected the life of a woman to a great extent (Biroli et al., 2020). These lockdowns brought the children and parents at home which have short and long-run effects on the women's daily routines. This involves reducing the working women's chances to work efficiently, which increases family tension and family instability (Ruppanner et al., 2018; Buddhapriya, 2009). Biroli et al. ( 2020) found gender discrepancies in the responsibility of sharing household tasks. Carlson et al. ( 2020) found that parents felt in the increase of childcare pressure (from 50%-60%) and household tasks (38% to 53%). Division of the household work affects the women's wellbeing and tensions which results in the overall dissatisfaction towards a prosperous life. WHO found issued various guidelines in the European countries and the USA, to help the women who are stuck at home and faces various problems due to pandemic's and lockdown (Gautam et al. 2020).

Changes in professional life: Virtual teaching and its effects

The sudden shift to the "online portal" due to pandemic situation impose more stress and workloads on the teachers and staff members who try to maintain a work-life balance in addition to teaching, research, and service obligations (Rapanta et al., 2020; Houlden and Veletsianos, 2020). This immediate situation impacts the teacher with all backgrounds and ages because they had to prepare for virtual teaching which entails technical challenges and the absence of technical support (Hodges et al., 2020). The highest affected domain is higher education which suffers from the shortage of pedagogical content knowledge (Shulman, 1987) including online platforms, tools, and organizing workflows that enrich the online teaching impact. Around the world, teachers had been reported an increase in the level of stress and anxiety due to the shifting of teaching to the online mode (ibid. 2020).

Mental and psychological wellbeing

Psychological well-being refers to the extent to which individuals experience positive emotions in life affected due to relationships with personal growth, the objective in life, social pressures, etc. Situational factors such as stressful events, traumatic experiences affect the individual's mood and anxiety disorders (Gladstone et al., 2012). The spread of Pandemic diseases such as the COVID-19 crisis made the people confined to their homes with uncertain effects and tension related to the financial, health, and economic insecurity resulting in the scare and grief period for everyone. This crisis scenario leads to domestic violence, women's reproductive health care, maternal and child health (Bahn et al., 2020). Biroli et al. ( 2020) found that couples who quarrel over the household distribution and childcare responsibilities have a strong effect on their mental wellbeing. Life satisfaction is negatively related to the changes in the childcare division. Women take more tensions as compared to men in the context of managing household activities such as grocery duties, risk-seeking behavior, and cooperation.

In addition to this, working on virtual platforms affects the psychological wellbeing of the employees (Mulki & Jaramillo, 2011). Workplace interactions among the employees help them to share their problems, enable coordination and cooperation (Cooper & Kurland, 2002). In the present scenario when organizations force the academicians to adopt WFH which commences the psychological impact of the virtual work environments. This stress leads to unfavorable effects on the learning and psychological health of the students and teachers (Sahu, 2020). A female teacher who has various other responsibilities and higher expectations from the employer regarding the effectiveness of the online teaching patterns develops a sense of dissatisfaction among themselves. Online classes that involve various ICT tools and new portals or apps are not so easy to learn and so handy that everyone feels comfortable while using these tools. This brings anxiety, consciousness, and depression among female teachers. Henceforth, in such a male dominating society, it becomes crucial for the females either to create a work-life balance or they are required to leave the job.

Methods

Instrument: Semi-structured interview

Data collection procedure

A qualitative research method is employed in this study to explore the triple bottom burden on women due to COVID-19 changes that happened in personal and professional life. To understand the homogenous population thought's, opinions, beliefs, and attitudes for a particular topic, qualitative studies such as focused group discussions and in-depth interviews are generally used (Vindrola-Padros et al. 2020). The psychological responses of the respondents depend upon the social and cultural factors of society that keep on changing with time (Sorokin, 2017). To examine the problem in-depth, participants selected for the study consist of a total of 17 teachers including 5 primary teachers and 4 Secondary teachers employed with schools. Also, 8 assistant professors working with private universities and colleges were included for structured interviews. All the participants have a minimum of 10 years of teaching experience. Participants were employed with educational institutions spread across the state of Uttar Pradesh such as Noida, Varanasi, Mathura, Agra, Lucknow, and Kanpur.

Lockdown in India was announced in four phases i.e. phase 1- (24 March - 14 April), Phase 2 (15 April - 3 May), Phase 3 (4-17 May), and Phase 4 (18-31 May). Data collected started during phase 4 i.e. 11-17 may, 2020. This period is perfect for data collection as Indians have already experienced 47 days of complete lockdown. Females set up their daily routine by incorporating environmental and social changes. They were not allowed to go out, maids were not coming, all family members were staying at home, and virtual learning had already started. Thus, this period is appropriate for understanding the experience of the working females how they maintain work-life balance along with personal and professional challenges. The respondents included in the study were contacted on telephone or zoom app meeting where they were asked questions for approximately 25-30 min. Face-to-face or personal interviews are not possible at this period due to lockdown. Further, permission was also to record the conversations but some participants did not permit to record, so information was written in those cases.

The systematic procedure for the qualitative data analysis was obtained from the in-depth interviews; the data was reduced into the codes by refining it (Corbin & Strauss, 1990). In the initial set, the data set obtained from the three categories of teachers was separated into primary, secondary, and higher education teachers. Next, the obtained data was read again and again to understand the impact of the burden on the women's life. MAXQDA version 20, computer-assisted software program (Kuckartz & Rädiker, 2019), distinct thoughts had been analyzed and reduced into informative short paragraphs. The data had been coded into various segments and these were named based on the content they contain. Table 2, provides the details about the code system including open code, subcode, and code segments from the transcript.

Ethical issues & participants details

In qualitative research, respondents feel concerned about their identity and want to make it confidential so that they can freely express their views, feelings, and opinions. Therefore, respondents' identity is maintained private and they are categorized according to the teaching segment they belong to (Malhotra & Das, 2008). The demographic details are presented in Table 1. All the respondents are females of which 5 teachers belong to the age group of 25-34 years and the other 6 teachers belong to the age group of 35-44 years and above 45 years. Eight females have completed their Ph.D., 4 completed their post-graduation, and the remaining have completed their graduation.

Table 1 Characteristics details

Reliability and validity

To check the reliability and validity, Lincoln and Guba ( 1991) establish four benchmarks which are truth value, applicability, consistency, and neutrality. The combination of case studies, audio-video recordings, document analysis enhances the reliability and validity of a study (Patton, 2002; Yin, 2009). Johnson ( 1997) defines various methods to promote the research validity and reliability for the qualitative research, one of which method is "Participant Feedback". Lo ( 2014) and Kornbluh ( 2015) recommended participant's feedback and check method for assessing and enhancing validity and credibility in qualitative research. Therefore, concluded data and interpretation were discussed and send to the actual participants during October-2020- November 2020.

Results

The results of the in depth interview are presented in Table 2 along with the major factors, their major codes and sub codes.

Table 2 Description of codes

Environment and social changes

Modification in daily task management

A clear-cut difference in the working hours has been found from the data, where higher education teachers felt that they were experienced extended and long working hours. The time extension might be due to learning the new teaching platforms, making the notes according to virtual platforms, taking the lectures online along managing other household chores. They also agreed that higher education offered some flexibility in working by taking or schedule the lectures according to your convenience. Moreover, some teachers told me that they were asked to make the video and upload it on the college or university portals so that students can do self-study. On the contrary primary and secondary school teachers felt that the temporary closure of schools had reduced their working hours.

Productivity

All the primary school teachers felt that locking at home and increased home burden had reduced their creativity and affected their productivity. Primary teaching requires a lot of creativity and new methods by which they can involve kids with them. For creative thinking, they had no time to think about that. The same opinion was given by the primary and higher education teachers who felt that their productivity towards jobs gets reduced and they were feeling irritated. This brought a negative feeling and reluctance to work for career advancement. Many teachers reported that they felt no motivation towards working.

Changes in personal & professional life

Advantages of virtual teaching

All the female teachers agreed that COVID 19 and its effect such as lockdown make a dynamic change in their daily routines. Shifting teaching from offline to online portals makes the teachers to "work from home" mode that allows them to spend more time with their family. The maid was not coming but this increase the value of time spends by teachers with their families which was absent when everyone was going to college or office. Moreover, flexibility had come to their life, they don't have to wake up early and reach college or school on time. This also saves the little cost that was spent on transportation and all.

Technology negative effects

Though virtual teaching has facilitated the teachers, still, it has a dark shade that affects the teachers as well as students. Teachers agreed that online teaching has less student participation and sometimes they felt like they are teaching to themselves. Teachers discussed that virtual teaching along with involvement with other household tasks makes them feel like robots. Some university teachers told that when they tried to investigate the reasons for less student participation. The students explained that they found the online class boring and less interesting. Whereas some students mentioned that they felt fatigued when sitting on the computer for 4-5 h a day. They told that offline classes involve the personal touch which is absent in online classes.

Changes in roles

Nearly, all the teachers belonging to any teaching department agreed that virtual teaching and lockdown had brought various changes in their lifestyle and role played by them in their daily lifestyle. All the teachers had to devote extra time in their home for extra care and necessary precautions required for their children and elders due to fear of infections. The change in professional lifestyle brought major changes in their teaching pedagogy in which their effectiveness towards teaching is dependent upon the internet and other platforms involved in taking online classes.

Mental and psychological wellbeing

Psychological effects

Secondary school teachers and assistant professors mentioned that due to unplanned and sudden arrival of tasks make them confused and nervous. Teachers mentioned that due to over pressure, management of various things become difficult and cumbersome. As teachers were busy in managing their daily lives that has increased responsibilities, more work life challenges creates more confusions and emerged as a source of stress. Nearly, all the teachers reported that due to the stress, mismanagement of things happens that results in more problems. This mismanagement becomes a major hurdle in managing their work life balance.

Emotional effects

Teachers agreed that they express their irritation and anger on their family members. Straus et al.( 1998) reported that parent displays their physically or psychologically aggressive behavior toward their children. Due to challenging times of pandemic, behavioral and psychosocial changes are reported by teachers that include aggression and irritation. Teachers reported that sometimes, when situation becomes out of control, they feel pissed off. These findings are aligned with Petrakova et al. ( 2021) that discussed; cause of the stress among the teachers is due to new work-from-home setup and changes in the work-life balance. Liu and Doan ( 2020) expressed that empathy should be present among family members and cooperate with each other so that difficult time can be passed with support of each other.

Discussion

The covid-19 pandemic has introduced an exceptional global survival challenge for mankind. This pandemic brought a significant change in society, environment, economy, political that is affecting the daily routines and work-life balance (Petrakova et al., 2021). The present paper explores the triple burden effect on the female teachers due to the COVID-19 pandemic. The study is an extension of the previous studies undergoing the investigation of pandemic and epidemic effects on women's mental, psychological, health, and stress levels. Dos Santos et al. ( 2016) reported that in cases of previous epidemic and chronic diseases such as Zika, pregnant women in Brazil and Puerto Rico expressed high levels of stress, anxiety, and depression whether they are infected with Zika or not. Hanson et al. ( 2016) found that Liberian women may be at high infection risk of Ebola due to traditional gender roles such as taking care of sick people, washing and cleaning household items like clothing and dishes, which may be contaminated by the virus. Brooks et al. ( 2015) found that a high workload and long working hours when resources are limited due to disaster leaves a negative psychological impact.

The findings of the study identified the prominent reasons for psychological and mental stress for female teachers. The study found that increased family obligations and responsibilities brought important changes in social and environmental setup. In a country such as India, where household tasks are meant to be associated with the "females only" has increased due to the absence of home-maids and family members staying at home. It has become a social stigma and gender roles are defined by "stereotypes" that portray women as weak contenders. This means men meant to stay away from the kitchen and do not helping in raising their children. Biroli et al. ( 2020) reported that the absence of childcare facilities imposes more pressure on working mothers when responsibility is not shared by fathers. Besides, domestic violence has reached new heights, and data obtained worldwide clearly explained that women are meant to be a soft target (Beland et al., 2020). This means that changes should be brought in home culture and work culture, focusing on creating a balance between work done by women (Folbre, 2017; Grossbard-Schectman and Grossbard-Shechtman, 2019).

Findings reveal that stress was exacerbated due to the introduction of online teaching, technology anxiety due to unawareness of the use of online teaching applications such as zoom, lack of technical and informational resources, varying working hours, and resistance from the student's side. UNESCO ( 2020) found that inexperience and lack of preparation of teachers and parents to support children in online teaching impacted the learning needs of the students. Countries worldwide are adopting innovative online platforms for online teaching methods and knowledge sharing has brought various concerns such as increased stress and anxiety among the teaching community (UNESCO, March 2020). The study highlighted that female teacher agreed that new teaching platforms are challenging and learning about these new platforms is difficult in such a negative atmosphere. COVID- 19 impacted the daily schedule and difficulty increases when learning of ICT blended techniques for virtual teaching becomes necessitate. This finding is similar to previous studies. Teachers felt a lot of challenges to become adaptable to new methods of teaching which involves technological complexity, literacy, and competency (Rahman & Abdullah, 2018). These emerging challenges reduced the teacher's and students' attention toward effective learning. Talidong and Toquero ( 2020) found that the teaching community by adhering to the work from home guidelines is experiencing anxiety in this pandemic situation.

Implications of research

COVID-19 has brought drastic changes in the lifestyle and working patterns of the people worldwide and impacted them worldwide. It created fear, anxiety, and depression; stress among the people especially those who lost their loved ones in this pandemic. People of every professional are worried about their safety and future. In this time due to the shifting of offline teaching to the online teaching mode, new challenges emerge along with creating work-life balance. The study has social implications where the study is providing insights about the life of female teachers that how she manage his home. Teachers devote long hours to learning the new platforms and making the videos, reading material, and presentations ready for their students. The study provides important insights into educational institutes that how teachers are getting themselves more acquainted with the latest teaching pedagogy and getting well versed with it. The study also provides some output to the government that how in such an educated society, social stigma regarding home management and gender roles are still defined. The women still meant to manage and tolerate everything. Therefore, the government should devise some policies or awareness programs that can change the mindset of modern society so that they can understand the real meaning of being educated and modernization.

Limitation and future directions

The present research suffers from some limitations. Future research can be carried out on the females belonging to a different profession such as doctors, managers, bank officials, etc. to access their life and how they are handling the work-life balance and burden of daily life. A comparative study can be done to found the difference in the way of living of men and women when everyone's life is affected by the pandemic. Adoption of WFH affected the productivity of the employees; therefore, smart techniques should be invented which helps them to become more flexible towards the teaching methods which is easy to learn.

Conclusion

A drastic and non-reversible consequence has been observed on the economic, psychological, and social, due to lockdown imposed as safety measured during the pandemic. Pandemic brought magnanimous physical and economic outcomes on human lives that obtain higher attention. Still, the impacts of COVID-19 on the psychological and emotional well-being of working females are often less gratified. Although, psychological and emotional health is equally important along with physical health, thus there exists a rift in understanding the pandemic effects on psychological and emotional health. Henceforth, the present study addresses this research gap and attempted to link the association between environment and social changes; Changes in Personal & professional life & the Mental and Psychological wellbeing of a female in the education sector. India, as an important emerging economy seems to be comprised of a population that requires attention because women's distress adds fuel to Mental and Psychological wellbeing. Findings reported that female teachers are suffering from work-life balance problems, where covid-19 and lockdown added more problems to their fortune. This outcome is significant for the Indian government that how proper counseling cells could help the women educationists in apprehending the psychological repercussions. The government can use study findings in formulating a future proper strategy for handling the violence and reducing the gender gap which is still deeply rooted in the country's various regions.

Author information

Affiliations

Lovely Professional University, Phagwara, India

Pallavi Dogra & Arun Kaushal

Corresponding author

Correspondence to Pallavi Dogra.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

Questionnaire

Part A

Q1. As a result of COVID-19, has the number of hours devoted to household activities changed?

Q2. Since the spread of COVID-19, in which activity do you spend the most time?

1. 1.
Cooking and serving meals

2. 2.
Cleaning (e.g. clothes, household)

3. 3.
Minding children while doing other tasks (e.g. paid work)

4. 4.
Playing with, talking to, and reading to children

5. 5.
Instructing, teaching, training children

6. 6.
Caring for children, including feeding, cleaning, physical care

7. 7.
Assisting older/sick/disabled adults with medical care, feeding, cleaning, physical care

8. 8.
Assisting older/sick/disabled adults with administration and accounts

9. 9.
Affective/emotional support for adult family members

Q3. Does your partner help you with household chores and caring for your family?

Q4. Does your child help you with household chores and caring for your family?

Q5. Does your other family member help you with household chores and caring for your family?

Q6. Do you allow your domestic worker/babysitter/nurse to stay with you?

Q7. Do you feel your work schedule extended to longer working hours?

Q8. Do you feel your work is reduced to shorter working hours?

Q9. Do you think lockdown results in Flexible working hours?

Q10. Do you felt difficulty in meeting both the end meet?

Part B

Q1. Do you feel like coming of COVID-19 brought maximum changes in your roles?

Q2. Do you feel shifting to virtual learning mode changed your working style?

Q3. Do you feel getting involved in multiple tasks reduced your efficiency?

Q4. Do you feel motivated to work from home mode?

Q5. Do you think opting for "work from home mode" is an easy method?

Q6. Do you feel by doing work from home it is easy to manage home and family?

Q7. Do you feel by doing work from home saves cost and time?

Q8. Do you feel virtual teaching is not an effective method of teaching?

Q9. Do you think in online teaching student participation is reduced?

Q10. What do you think you work like Robert in work from home mode?

Part C

Q1. During covid-19, how often have you been upset because of something that happened unexpectedly?

Q2. Do you feel you are unable to control things?

Q3. Managing work, home, and new technology challenges how much you felt nervous and "stressed"?

Q4. How much you felt confident in managing personal and professional things?

Q5. Do you felt things are going out of your way?

Q6. Do you felt you cannot cope up and manage things effectively?

Q7. During covid-19 do you felt irritated?

Q8. Do you felt pissed off?

Q9. Do you express your anger to your family members or friends?

Q10. Do you felt that difficulties are increasing and can't be managed?

Part D

About this article

Cite this article

Dogra, P., Kaushal, A. Underlying the triple burden effects on women educationists due to COVID-19. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10645-6
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Keywords

Pandemic

COVID-19

Teachers

Education

Virtual platform

Gender biasness

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Underlying the triple burden effects on women educationists due to COVID-19 - Education and Information Technologies

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COVID-19 causes a pandemic situation that increased the paid or unpaid responsibilities (home and job) on women and brought significant changes in their lifestyle, resulting in psychological and emotional stress. This paper draws attention to the triple burden on the women during this time when certain roles are supposed to be performed by the women regardless she is employed or homemaker.

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Each grade level includes 3-8 lessons, a full year of instruction for K-8, in non-sequential order so it fits nicely into your school schedule or current technology curriculum, with a project for each topic. It can take the entire 45-minute class if you have time or multiple pieces of various classes. Here's a schedule of what topics are covered at which grade level. Some start in kindergarten and are reinforced each year. Others, we wait until students have the maturity to understand the concepts

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This book is your guide to what must our children know at what age to thrive in the community called the internet. It's a roadmap for blending all the pieces into a cohesive, effective student-directed cyber-learning experience that accomplishes ISTE's general goals to: * Advocate and practic...

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https://www.hindawi.com/journals/edri/2019/7349135/

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This study aims to investigate the burnout levels of the educators with respect to gender, teaching experience, and educational level. The subjects of the study are 31 educators. A survey design using a questionnaire was utilized to collect data within three burnout dimensions, i.e., emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA). The study has found that the educators are emotionally exhausted and experience reduced personal accomplishment levels with high levels of depersonalization. Both genders regardless of years of experience with Bachelor, Master, and PhD degrees demonstrated high levels of emotional exhaustion. The educators who are troubled by depersonalization are mainly Bachelor degree holders with less than 5 years of experience. This indicates that these educators have negative attitudes towards the people they are working with including students and parents. This may be attributed to their lack of working experience. Nevertheless, female educators with Master degrees and 6 to 10 years of experience are highly affected by reduced personal accomplishment levels. The lack of fulfillment felt by these educators can lead to weak performance in class. The findings from this study are essential to give an overview on the burnout levels among educators and identify alternative solutions to overcome this situation. In addition, school authorities and administrators can take these factors into account when making recruitment decisions.

1. Introduction

The increase of globalization affects the education system by causing changes in structural transformation with rapid advancements in the information and communication field [ 1]. These rapid changes result in teachers having increased responsibilities apart from their teaching roles. According to Subon and Sigie [ 2], teaching is one of the most stressful occupations as the education system encompasses all the factors that are associated with stress, such as bureaucratic structures, continuous evaluation of its processes and outcomes, and increased interaction with students, parents, colleagues, principals, and the community.

Issues like the increase in student bad behaviour, student apathy, overcrowding in class, increasing administrative loads, lack of infrastructural support, and public's negative opinion have led to job stresses when working as a teacher, and this often leads to burnout [ 2]. This forces teachers to work past their schedule and also deal with role conflicts [ 3]. According to [ 4], the stress among teachers has been increasing from year to year because of the introduction of various new teaching programmes and also the use of the electronic system, also known as the e-system, to record all the activities at school.

Freudenberger [ 5] defined burnout as being worn down and depleted in energy with feelings of failure and exhaustion. Pines and Maslach [ 6] have identified burnout as a syndrome of physical and emotional exhaustion, including development of poor professional job attitudes. Moreover, the study identified the three dimensions of burnout as emotional exhaustion, depersonalization, and reduced personal accomplishment. Emotional exhaustion refers to feelings of exhaustion due to daily conflicts in the working environment, for example, the stress feeling in handling student misbehaviour. Depersonalization indicates negative attitudes towards people who are related to the profession, such as students and parents. Personal accomplishment is the sense of personal fulfillment. It is negatively related to burnout, i.e., the more a person suffers from burnout, the worse they feel about their own accomplishments. This will indirectly affect the educator's capabilities in classroom.

In recent years, research in this area has tremendously grown (see Hakanen et al. [ 7], Kokkinos [ 8], Mukundan and Khandehroo [ 9, 10], Mukundan and Ahour [ 11], and Subon and Sigie [ 2]). Burnout has been correlated with a negative impact on daily work performance. Educators play an important role in students' learning process [ 12]. In view of this, burnout among educators will immediately affect the students due to weak performance following the burnout. Moreover, demographic factors have been found to be important factors that affect burnout. In this study, gender, years of teaching experience, and educational levels have been taken into account to access the burnout levels among the educators.

Few studies have been conducted to investigate the stress among teachers (see Subon and Sigie [ 2], Jamaludin and Ghazali [ 13], and Mukundan and Khandehroo [ 10], to name a few). Hence, it is crucial to study the burnout level among the educators. This has motivated the current research, i.e., to study the level of burnout among the educators. This can be studied by investigating the significance levels between burnout dimensions and the respondents' gender, years of experience, and educational levels. The findings from this study would assist school authorities and administrators considering such factors in enhancing the effectiveness of educators.

This paper is structured as follows. The method of the study is discussed in the next section. The results and discussion are presented in Section 3. Finally, Section 4 contains the concluding statements.

2. Materials and Methods

The purpose of this research is to investigate the level of burnout with respect to years of experience, educational level, and gender among educators. Few researchers believed that years of experience is one of the factors that influence the burnout level among educators (see Subon and Sigie [ 2] and Mukundan and Khandehroo [ 10]). Moreover, educational level and gender have been viewed as the demographic factors that affect the burnout level [ 14]. Meanwhile, this has been suggested by Subon and Sigie [ 2] in their study to include gender in the future research to investigate the burnout level.

The sample of the study was the 31 educators out of the 46 educators. The school name is kept anonymous. The response rate was 68.89%. Among the respondents, 39% of them were males and 61% were females. From the sample collected, about 67.7% had teaching experience ranging from 6 to 15 years, whereas 19.4% and 12.9% were below and above this range, respectively. For the educational level, the majority of them at 45.2% were Masters Degree holders while 25.8% were PhD holders, followed by 22.6% of Bachelor degree holders and 6.5% of Diploma holders.

In this study, two questionnaires were distributed to the respondents. The questionnaires are the demographic questionnaire and the Maslach Burnout Inventory: The Dutch Educators Survey (MBI-NL-ES) is adapted from Horn and Schaufeli [ 15] to assess educator burnout levels. This questionnaire is the modified version of the Maslach Burnout Inventory-Human Services Survey (MBI-HSS) and the Maslach Burnout Inventory-Educator Survey (MBI-ES) [ 16]. The MBI-NL-ES contains 22 items [ 16]. These items are divided into the three dimensions of burnout which are emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA). For example, the emotional exhaustion dimension determined the feeling of being emotionally exhausted by including 8 items in the questionnaire. The depersonalization was determined by the feeling of impersonal response towards people as assessed by 7 items in the questionnaire, while the feeling of successful achievement for oneself was assessed by 7 items in the questionnaire as an example of personal accomplishment. The questions in the MBI-NL-ES employed a Likert scale, i.e., 0 as never and 6 as always.

3. Results and Discussion

The collected data were analyzed using SPSS version 23. Here, one-sample t-test was the statistical procedure employed to investigate the three dimensions of burnout levels, i.e., emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA) with regards to gender, years of experience, and educational level among educators. There are three different levels of burnout which are high, moderate, and low [ 16]. In this study, we only considered the high level of three burnout dimensions. To be considered a high level of burnout, emotional exhaustion scores must exceed 27, depersonalization scores need to be above 13, and reduced personal accomplishment scores need to be below 31.

As shown in Table 1, the two burnout dimensions which are emotional exhaustion and reduced personal accomplishment are significantly high with a value < 0.05 among the participants. Nevertheless, as the significant value for depersonalization is value = 0.064 > 0.05, it cannot be identified as significantly high. This indicates that the educators are facing emotional exhaustion and reduced personal accomplishment.

In view of this, factors such as gender, years of teaching experience, and educational levels among the educators were taken into account to assess the burnout dimensions. To determine whether gender, years of experience, and educational levels indicate high levels of significance in emotional exhaustion, depersonalization, and reduced personal accomplishment, one sample t-test was utilized in this study. Tables 2- 4 present the one sample t-test results for the three dimensions with reference to gender. Both males and females experienced significant emotional exhaustion. This portrays that the symptoms showed by the educators were due to work-related factors, for example, heavy workload which could lead to emotional exhaustion, which is congruent with the previous study [ 17]. However, both males and females did not show high levels of depersonalization. This shows that the educators have a positive attitude towards the people they are working with, for example, students and parents. Finally, female educators indicate high levels of reduced personal accomplishment but this is not found among male educators. This indicates that female educators were seriously affected in terms of commitment towards their job in comparison with male educators.

Table 5 shows that educators face emotional exhaustion regardless of the years of experience. This indicates that all educators are emotionally fatigued due to overexhaustion from daily conflicts in the working environment. This results are in line with those of [ 2, 10]. From Table 6, depersonalization only happened among educators with 5 and fewer years of experience. Interestingly, those with 6 years and above of experience did not suffer from depersonalization. This phenomenon demonstrates that the educators with 5 and fewer years of experience were more depersonalised compared to those with 6 years and above of experience. Previous research findings in [ 2] stated that the longer the teaching experience the educators have, the more depersonalised they become. This is contradicted with the outcome of this study, which revealed that the educators with 5 and fewer years of experience in this study probably caused by lack of professional experience which could lead to depersonalization. For reduced personal accomplishment, as represented in Table 7, the evidence shows that educators with 6-10 years of experience are affected by reduced personal accomplishment. However, the educators with below and above this range of teaching experience cannot be identified to have high levels of reduced personal accomplishment. This significantly shows that majority of educators still showed positive attitude by being committed to work despite the heavy responsibilities they were facing.

Significance levels relating to the educational levels of educators are represented by Tables 8- 10. Educators with Bachelors, Masters, and PhDs showed higher tendencies towards emotional exhaustion, whereas Diploma holders do not have any sign of emotional exhaustion. Bachelor degree holders are affected by depersonalization while the educators with Diploma, Master, and PhD are not. Nevertheless, Master degree holders suffer from reduced personal accomplishment even though this does not affect the Diploma, Bachelor, and PhD holders. The Master degree holders are viewed as being troubled by reduced personal accomplishment, i.e., they feel worse about their sense of personal fulfillment. Moreover, from Tables 8 to 10, it shows that educators with Diploma were not facing burnout dimensions, which indirectly indicates that educators with Diploma do not portray the symptom of emotional exhaustion, depersonalization, and reduced personal accomplishment.

On the findings presented, a high level of burnout is identified among educators. In other words, the educators are emotionally exhausted and encountered reduced personal accomplishment while experiencing depersonalization. Hence, it is recommended for the school authorities and administrators to propose activities or professional development programs to overcome the high levels of burnout.

4. Conclusions

This study investigated the effects of gender, years of experience, and educational level on the presence of burnout dimensions. The results show that regardless of years of experience, both genders with Bachelors, Masters, and PhDs were experiencing emotional exhaustion. This suggested that Diploma holders were not affected by such exhaustion. This indirectly indicates that the teaching profession is a challenging career that requires emotional strength. Depersonalization occurred among educators with Bachelor degrees with less than 5 years of experience. This implies that less-experienced educators are less responsive to their students than the experienced ones. This might be due to the lack of experience in teaching and handling students. Reduced personal accomplishments appear in women with Master Degrees and 6-10 years of experience. Thus, it can be deduced that the educators' lack of teaching efficacy will lead to a deterioration of performance in their career. This phenomenon can be overcome if school authorities and administrators provide professional development programs where they can increase their self-esteem by being teachers.

Burnout among educators will result in negative effects in the educational system. This will indirectly lead to an unproductive learning environment. As indicated from the findings in this study, it is necessary for the school authorities and administrators to take action and guide the educators to overcome the high levels of burnout. Further research can be conducted to include educators from public and private schools to compare the burnout levels across different institutions.

Data Availability

The data used to support the findings of this study are available from the corresponding author upon request.

Conflicts of Interest

The authors declare that there are no conflicts of interest regarding the publication of this paper.

Acknowledgments

The authors would like to convey appreciation to all participants for giving invaluable responses in this study.

References

1. Kementerian Pendidikan Malaysia, Pelan Induk Pembangunan Pendidikan 2006-2010, Kementerian Pendidikan Malaysia, Putrajaya, Malaysia, 2006.

2. F. Z. F. Khan and S. N. A. Bakar, Sistem Digital, Guru Terseksa, Sinar Harian, Shah Alam, Malaysia, 2015, http://www.sinarharian.com.my/wawancara/sistem-digital-guru-terseksa-1.381496.

3. A. M. Pines and C. Maslach, Experiencing Social Psychology: Readings and Projects, Alfred A. Knopf, Inc., New York, NY, USA, 1984.

4. J. Mukundan and K. Khandehroo, "Burnout in relation to gender, educational attainment and experience among Malaysian ELT practitioners," View at: Journal of Human Resource and Adult Learning, vol. 5, no. 2, pp. 93-98, 2009. Google Scholar

5. J. Jamaludin and G. M. Ghazali, "Job satisfaction and stress among secondary school music teachers in Malaysia," View at: Malaysian Music Journal, vol. 1, no. 2, pp. 72-86, 2013. Google Scholar

6. J. E. van Horn and W. B. Schaufeli, Chapter 1: Maslach Burnout Inventory: The Dutch Educators Survey (MBI-NL-ES) Psychometric Evaluations, Utrecht University, Utrecht, Netherlands, 1998, https://dspace.library.uu.nl/bitstream/handle/1874/818/c1.pdf.

7. C. Maslach and S. E. Jackson, MBI: Maslach Burnout Inventory: Manual Research Edition, Consulting Psychological Press, Palo Alto, CA, USA, 2nd edition, 1986.

8. A. Anbar and M. Eker, "Work related factors that affect burnout among accounting and finance academicians," View at: Journal of Industrial Relations and Human Resources, vol. 10, no. 4, pp. 110-137, 2008. Google Scholar

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Burnout in relation to Gender, Teaching Experience, and Educational Level among Educators

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This study aims to investigate the burnout levels of the educators with respect to gender, teaching experience, and educational level. The subjects of the study are 31 educators. A survey design using a questionnaire was utilized to collect data within three burnout dimensions, i.e., emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA).

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https://www.chapters.indigo.ca/en-ca/books/how-to-be-less-stupid/9780807039847-item.html?ikwid=how+to+be+less+stupid+about+race&ikwsec=Home&ikwidx=0#algoliaQueryId=8d84639b2ec58d8f8f2f6f68b5da1cc0

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A unique and irreverent take on everything that''s wrong with our "national conversation about race"-and what to do about it

How to Be Less Stupid About Race is your essential guide to breaking through the half-truths and ridiculous misconceptions that have thoroughly corrupted the way race is represented in the classroom, pop culture, media, and politics. Centuries after our nation was founded on genocide, settler colonialism, and slavery, many Americans are kinda-sorta-maybe waking up to the reality that our racial politics are (still) garbage. But in the midst of this reckoning, widespread denial and misunderstandings about race persist, even as white supremacy and racial injustice are more visible than ever before.

Combining no-holds-barred social critique, humorous personal anecdotes, and analysis of the latest interdisciplinary scholarship on systemic racism, sociologist Crystal M. Fleming provides a fresh, accessible, and irreverent take on everything that's wrong with our "national conversation about race." Drawing upon critical race theory, as well as her own experiences as a queer black millennial college professor and researcher, Fleming unveils how systemic racism exposes us all to racial ignorance-and provides a road map for transforming our knowledge into concrete social change.

Searing, sobering, and urgently needed, How to Be Less Stupid About Race is a truth bomb for your racist relative, friend, or boss, and a call to action for everyone who wants to challenge white supremacy and intersectional oppression. If you like Issa Rae, Justin Simien, Angela Davis, and Morgan Jerkins, then this deeply relevant, bold, and incisive book is for you.

This book was published with two different color covers. Customers will be shipped one of the two colors at random.

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how to be less stupid about race: on racism

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How To Be Less Stupid About Race: On Racism, White Supremacy, And The Racial Divide

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A unique and irreverent take on everything that''s wrong with our “national conversation about race”-and what to do about it How to Be Less Stupid About Race is your essential guide to breaking through the half-truths and ridiculous misconceptions that have thoroughly corrupted the way race is represented in the classroom, pop culture, media, and politics.

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Tale of two hoodies - article

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Tuck and Yang's "Decolonization is not a Metaphor" (2012) article, with a follow up from Garba & Sorentino "Slavery is a Metaphor: A Critical Commentary on Eve Tuck and K. Wayne Yang's 'Decolonization is Not a Metaphor" (2020).  Lots to dig into here! - Lisa

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Tuck and Yang's "Decolonization is not a Metaphor" (2012) article, with a follow up from Garba & Sorentino "Slavery is a Metaphor: A Critical Commentary on Eve Tuck and K. Wayne Yang's 'Decolonization is Not a Metaphor" (2020).  Lots to dig into here! - Lisa

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Maybe this will help?  Book ReviewEngagement through partnership: students as partners in learning andteaching in higher educationColin BrysonInternational Journal for Academic DevelopmentVolume 21, 2016 - Issue 1Published online: 18 Jan 2016

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Maybe this will help?  Book ReviewEngagement through partnership: students as partners in learning andteaching in higher educationColin BrysonInternational Journal for Academic DevelopmentVolume 21, 2016 - Issue 1Published online: 18 Jan 2016

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I have the book if you want to borrow.
-Carnell

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ArticleDefining Student EngagementRick D. Axelson et al.Change: The Magazine of Higher LearningVolume 43, 2010 - Issue 1Published online: 13 Jan 2011

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ArticleDefining Student EngagementRick D. Axelson et al.Change: The Magazine of Higher LearningVolume 43, 2010 - Issue 1Published online: 13 Jan 2011

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I haven't read these - they were resources used from a previous teacher who was sort of doing something along the lines of your question

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https://www.amazon.ca/Rise-Up-Art-Protest-Rippon/dp/1623541506/ref=sr_1_3?dchild=1&keywords=the+art+of+protest&qid=1634177163&sr=8-3

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Rise Up! The Art of Protest: Rippon, Jo, Copeny, Mari: 9781623541507: Books - Amazon.ca

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What about critically analyzing something like Disney... what does this massive cooperation teach youth/children?

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The Good, the Bad, and the Ugly: Teaching Critical Media Literacy with Disney

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https://www.amazon.ca/Art-Protest-History-Dissent-Resistance/dp/1623545056/ref=pd_bxgy_img_1/140-9988105-8399661?pd_rd_w=qlq0i&pf_rd_p=8c482a45-7c0f-409b-937c-741a67b11a67&pf_rd_r=47VZF9GX0F1R72CKCY4R&pd_rd_r=3344ae90-e8d6-46c2-85a9-532c1e03c944&pd_rd_wg=TN8HV&pd_rd_i=1623545056&psc=1

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The Art of Protest: A Visual History of Dissent and Resistance

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The Art of Protest: A Visual History of Dissent and Resistance: Rippon, Jo: 9781623545055: Books - Amazon.ca

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AN OVERVIEW OF About CAL SIOP Services Digital Badging Program Evaluations Professional Development CAL SIOP Resources Lesson Plans Handouts What Is CAL SIOP? The original Sheltered Instruction Observation Protocol (SIOP) Model was developed by researchers Jana Echevarria, Mary Ellen Vogt, and Deborah J. Short under the auspices of the CAL and Center for Research on

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Looking Paul Freire

Freire gave us seven indispensable qualities that teachers who embody radical love should possess:

a commitment to humility

Dialectical ability

Courage

Tolerance

Decisiveness

the ability to recognize the tension between patience and impatience

joy of living

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CHAPTER 9: Teaching as an Act of Love: Reflections on Paulo Freire and His Contributions to Our Lives and Our Work on JSTOR

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ANTONIA DARDER, CHAPTER 9: Teaching as an Act of Love: Reflections on Paulo Freire and His Contributions to Our Lives and Our Work, Counterpoints, Vol. 418, A DISSIDENT VOICE: Essays on Culture, Pedagogy, and Power (2011), pp. 179-194

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bell hooks - especially "Teaching Community" and "all about love: new visions" (for your compassionate systems thoughts) - Lisa

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bell hooks - especially "Teaching Community" and "all about love: new visions" (for your compassionate systems thoughts) - Lisa

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A Social Justice Lens: A Teaching Resource Guide

This 12-page guide provides a lens that applies social justice and critical theory to all aspects of an educators professional life. The tool provides a framework for unions and schools to help guide policy, plan actions, and evaluate resources for social change. Social justice theory focuses on equity for all and critical theory requires action and systemic change. These two concepts form the basis of the British Columbia Teachers Federation social justice lens.

The lens has four distinct interconnecting filters - access, agency, advocacy, and solidarity action. Each represents an aspect of social justice work, and, while we may focus on one filter at a time, the true potential of these filters lies in engaging with all four simultaneously. Participatory democracy, civil society, transformative practice, and systemic change found on the rotating outer ring of the lens are necessary to achieve the ultimate goal of equity found at the centre of the lens.

Format: pdf

Publisher: BC Teachers' Federation

Author: BCTF Committee for Action on Social Justice

Topics:

Subjects:

Direct Access: Click Here

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A Social Justice Lens: A Teaching Resource Guide

# data[].attributes.attachment_link.description
This 12-page guide provides a lens that applies social justice and critical theory to all aspects of an educators professional life. The tool provides a framework for unions and schools to help guide policy, plan actions, and evaluate resources for social change. Social justice theory focuses on equity for all and critical theory requires action and systemic change.

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just curious what topics you are considering reading about first?

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just curious what topics you are considering reading about first?

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This book directly relates to media & kids... some of the ideas might be a bit young for your students what your goal is...

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Available in:

ISBN: 9780942961638

Recipient of a Skipping Stones Honor Award

"Rethinking Popular Culture and Media is full of compelling narratives and accounts of everyday life in classrooms. It offers numerous powerful, critical strategies for students and teachers to engage, in sophisticated ways, with key topics through the use of diverse popular culture and media texts. This is an important book that every teacher should have if they are serious about creating curriculum that contributes to a more socially just world."
American University, Washington DC

"The essays collected here will provide teachers and educators with an invaluable resource to think creatively about their own pedagogical activities in the classroom. Should be required reading for anyone dealing with issues of young people, media and popular culture."
, professor of communication, University of Massachusetts at Amherst, founder and executive director, Media Education Foundation

"A very useful collection of accessible essays that critically analyze the ways in which dominant messages work through the media and everyday life. We need more books like this."
, John Bascom professor of curriculum and instruction and educational policy studies, University of Wisconsin, Madison, in Journal of Education Policy

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Rethinking Popular Culture and Media - 2nd Edition

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ISBN: 9780942961638 "Rethinking Popular Culture and Media is full of compelling narratives and accounts of everyday life in classrooms. It offers numerous powerful, critical strategies for students and teachers to engage, in sophisticated ways, with key topics through the use of diverse popular culture and media texts.

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Aguilar, E. (2018). Onward: Cultivating Emotional Resilience in Educators. Jossey-Bass. Val

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Aguilar, E. (2018). Onward: Cultivating Emotional Resilience in Educators. Jossey-Bass. Val

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Not sure if this is helpful, but I thought about teaching with intent and this popped up.  It's about physical education, but may be applicable to social justice work?https://thephysicaleducator.com/2020/01/13/teaching-with-intention/

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These are the show notes for my latest episode of The #PhysEd Show Podcast. That's right: another episode! The great podcast drought is over and the floodgates are open in 2020! Not one, but TWO podcast episodes this year and we're still in January! 🔥
Subscribe To The #PhysEd Show

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Show Notes

Let's start these notes off with some real talk to get things going here:

There's a lot of talk about how we get physical education to be perceived as being on an equal footing with other subjects that are deemed as being "more academic" than PE. Here's a wild idea: how about we just focus on being great teachers. Not brain boosters, not movement masters, not emotional experts ... just great freaking teachers.

Good teaching is good teaching. The evidence-based principles that serve as the foundation of effective instruction are just as true in a gymnasium as they are in a classroom. By focusing on how to adopt those proven practices in our own teaching, we develop pedagogical skills that put us at the same table as every other teacher in the building.

This whole "my subject is more important than yours" is hot garbage. Unless we adopt a common language, stop working in silos, and recognize that we're all just working on different facets of the same gems (our students) then we'll never be able to say that our schools are truly serving kids.

Anywho, all that to say that as physical educators we need to start thinking and acting as teachers first. Until we establish ourselves as educators at the table, our greatest achievements will forever be seen as the best acts at the sideshow. That's just truth talk. Don't believe me? Tell me why there aren't any math teachers being replaced by Fitbits.

So, that was a rant and a half. How about I stop whining about problems and start focusing on solutions. I agree, onwards!

Let's get into one of those universal best practices in teaching: how to present new learning.

Every teacher has long-term, medium-term, and short-term goals for their students. As a PE teacher, my long-term goal is to help my students continue to develop into good people who have the skills, knowledge, and understandings they'll need to competently and confidently engage in physical activity that brings joy and meaning to their lives.

I have to work towards that goal despite knowing that I may never see it fully realized. As the Greek proverb goes "a society grows great when old citizens plant seeds of trees whose shade they know they'll never sit in". Even though I know I'll never sit under those trees, I still have to spend today planting those seeds. That's where the medium and short-term goals come into play.

My medium-term goal is to help my students develop competency in areas that have been identified as essential to physical literacy. In my case, I've adopted SHAPE America's National Standards and Grade-Level Outcomes and have built my program around those. Each term, what I'm doing is trying to help my students develop proficiency in each of SHAPE's five standards by designing learning experiences that are built around a collection of grade-level outcomes from each one of those standards.

In the short-term - that means at the lesson level - my goal is to help my students learn and make progress towards those essential skills, knowledge, and understandings that are packed into each outcome. My goal is to teach for learning.

To be a teacher is to support another human being as they go from a place where they can't do, don't know, or don't get something to a place where they can do, do know, and definitely understand that same thing. That whole process - from the teacher side to the learner side - requires intentional, purposeful effort. And that effort starts with establishing clear targets for the day's learning.

I spend an unhealthy amount of time on Twitter and I see a lot of things being shared there. One of my biggest pet peeves is instances where it's pretty obvious that - at best - learning is happening collaterally. You ask a teacher "what are your students learning in this game" and they'll respond with "they're learning about X".

Ok... how do you know that? And what specific thing about X are they learning? How has that intention been presented to the students? How do you all - both you as the teacher and them as the learners - know if that learning is actually taking place?

The answer to all of those questions can easily be shared if learning targets were made clear in the lesson.

Learning targets are at the heart of intentional, effective learning experiences. Without them, students can't know where they are going. If they don't know where they are going, they for sure can't evaluate where they are at. And if they don't know where they stand in their journey as learners, how can they figure out how to close the gap?

I've spent the better part of two years exploring learning targets as part of the in-house professional development at my school. I'm still learning a LOT about them, but I'm pretty confident that I'm on the right track.

So what I would like to do now is break down how I make learning targets a central part of every lesson I plan and teach.

What, Why, & How

All of this started when I stumbled upon an amazing video from the even more amazing Terri Drain. A few years back, Terri shared a video in which she broke down how to plan a standards-based lesson.

In her video, she shows us how she starts her lesson off with WWH: the What, Why, and How? In other words,

I adopted this system in my teaching and made some graphics for each component of it. You may have seen those graphics bouncing around on social media in posts from fellow teachers.

Download The What, Why, How Graphics

Listen, I'm super pumped that the graphics helped popularize the system Terri shared. That said, I see a lot of examples showing varying degrees of understanding in regards to how to use WWH in your teaching and my own use of the system has evolved as I've continued to learn and grow as a teacher, so I thought I could go over it again here to share where I'm at.

The What

Ok, let's start with the WHAT.

The "What" represents the main theme of the lesson's learning. It answers the student question " what are we doing today" (which in an ideal world would be " what are the learning today? ")

The focus of the "What" should be on the learning, not the doing. For example, instead of answering the question " What are we learning today" with " We're learning how to play Prairie Dog Pickoff", a properly formulated "What" should answer with " We're learning how to reduce space on defence in invasion games ".

The "What" doesn't need to be super specific, but it should be clear enough that it sets a tone and intention for the learning that will take place in the lesson.

The Why

The "Why" helps students find meaning in the learning that they are about to undertake.

I was recently in a learning targets workshop with Megan Webster (who really needs to get on Twitter) in which she presented the idea of " every lesson having a reason for living ". The "Why" should be what your students perceive as the lesson's reason for living.

Essentially, the "Why" connects today's short-term work to your program's long-term goals. In my teaching, my students know that physical education exists to help them live a life full of adventure. I try to have each lesson's "Why" connect back to that.

Here are some tips that I've learned from experience on how to write "Why" statements that matter:

Make It About Them

First off, your lesson's "Why" should always be written from the students' perspective. How is today's learning going to benefit THEIR lives, not make YOUR job easier. The lesson, just like every lesson, has to be about them.

Not sure how to write that way? Ask the kids! Have them do walks & talks or think-pair-shares. Let them reflect on how the lesson's learning can help them live a healthy, fun, exciting life. Have them come back and share their thoughts as you capture it all on your whiteboard.

Make It Meaningful

Another thing I've been testing out when it comes to writing my lesson's "Why" statements is to keep in mind the features of meaningful experiences in physical education.

I was introduced to these features by Doug Gleddie a few years back while we were hosting a #pechat on meaningful physical education (check out the summary of that chat in the resources section below). If you don't know much about the features, I'd really recommend meaningful.wordpress.com which is the home base of the Learning About Meaningful Physical Education research project.

In a nutshell, the framework breaks meaningful PE experiences down into five key features:

Personally-relevant learning

Fun

Social Interaction

Motor Competence

Challenge

As I write my "Why" statements, I try to think about how I can include elements of this framework into the text. Not just for today's lesson, but for in the long-term. For example, in a target games unit I may say something like " golf is the most played sport in Canada. It's something that can continue to challenge you throughout your lifetime and the game provides you with all kinds of opportunities to spend time with friends ".

I'm still learning about how to use the framework to intentionally design meaningful experiences for my students, but I have found that it has already provided me with both language and guidance when it comes to writing my "Why" statements.

The How

Alright, moving along here, let's talk about the last piece of this system: the "How".

The "How" establishes the lessons learning targets. These targets not only set the learning intention for the lesson, but they also determine what progress will be measured against throughout the lesson. In other words, the learning targets will help determine whether or not a lesson was effective.

Now I did a whole vlog on student learning targets in physical education so I'm not going to go super deep on them here. Watch the video above and check out that episode's show notes for more detailed information on effective learning targets. That said, learning targets have four key features that you'll want to keep in mind as you write them.

First of all, they need to be anchored in the standards and outcomes. As you go through the process of unpacking standards and outcomes, you'll discover the skills, knowledge and understandings that make them up. It's based on that content that you will then be able to write learning targets that are aligned to the standards.

Second, learning targets are written in student-friendly language. Remember that when you are looking at curriculum documents, what your seeing is language that was written for you: the teacher.

Your job is to read through that language, digest it, and then rewrite it in language that will be accessible to your students. To use an expression that you are sure to never forget for the rest of your life: you have to feed them like a bird. You're very welcome. 🐦

The third feature of effective learning targets is that they are focused on learning, not doing. For example, you don't want to write something like " I can complete a self-assessment sheet that focuses on my dribbling". That's not a learning target: that's a to-do item. Instead, the target should be written along the lines of " I can reflect on my dribbling and identify one thing I can do to improve my skill level ". By focusing on the learning side of things you're helping set the tone for learning in your lesson all while keeping students focused on the intention of your lesson.

The fourth and final feature of effective learning targets is that they should be lesson-sized. In other words, the target should be designed to be able to take a student from 0-100% within the timeframe of your lesson.

When we had our faculty PD on this the other day, a lot of teachers were getting hung up on the idea of planning for that 0% side. The reality is that you probably won't get a lot of kids starting at 0% because every kid is coming into your lesson with some degree of experience. However, planning to go from 0-100% within your lesson will encourage you do go so much deeper in your understanding of the content you are about to present. Doing so will give you such a boost in confidence when it comes to delivering your lesson and will prepare you for - almost - anything your students throw at you in terms of their learning. I had a kid accidentally bite another kid in the face the other day, so you never really know what's around the corner in your lesson, but that doesn't mean you shouldn't be trying your best to be ready for it!

The last thing I'll say about the "How" is that my learning targets usually get pulled from my Learning Roadmap.

If you check out my blog post on Meaningful Grades in #PhysEd, you'll see that I create my Learning Roadmaps - the qualitative rubrics at the heart of my assessment efforts - by identifying three student look-fors (i.e. evidence of learning) per unit-level learning goal. I strive to select one look-for that focuses on skill or performance, one that focuses on knowledge, and one that focuses on understanding.

I do this to ensure that my assessment goes beyond the observable skill level and rewards students who may not be able to perform a skill proficiently yet ... but who are definitely deepening their understanding of how or when to perform that skill.

I typically write those look-fors in "I can" statements as I find that:

It makes the roadmap really accessible to the students

It makes it so much easier for me to come up with learning targets that are perfectly aligned to my assessment rubrics.

I'm thinking of doing a whole video on how I design my new Learning Roadmaps, but I figured it was worth mentioning how all of this - the standards, the rubrics, the learning targets - are designed to be aligned with one another.

What, Why, & How In Action

So that's how I prep the What/Why/How of my lessons. In terms of management and delivery, I've developed a few tricks over the years.

Just like I do with the games I use in my lessons, I'll normally layer the WWH introduction to go along with the first couple of activities or builds in my lesson plan. I'll usually drop the What as I pick the kids up in class before we get into our instant activity in the gym. After that, we'll go over and discuss the Why of the lesson. Depending how long that takes, I'll either introduce the How then or have the students experience the first build of the game. If I go that route, I'll frame the why as a solution to challenges students faced while playing. For example, if in the first build students are playing a game where they have to throw a ball to knock over a target, then I might follow that build up with the question "what makes it hard to hit a target when throwing a ball?" From there, I'll introduce the learning targets that are along the lines of "I can follow through as I perform the overhand throw" or "I can turn my body sideways to my target before I throw" which will be presented as solutions for throwing with more accuracy and power.

Now one of the biggest obstacles I had when it came to consistently starting lessons off with a WWH discussion was that I always found myself having to erase one class' WWH and rewrite the next class' which may have a completely different focus. I use my whiteboard a lot for visuals and stuff as I teach, so I didn't have to fill the whole thing up with seven grades' worth of WWH statements.

The solution I eventually landed on was to get three pocket sleeves and hang one up under each of my WWH graphics.

On my computer, I made a simple letter-sized sheet template for each of the WWH components. Then, I created a Keynote document in which I would keep all of my WWH sheets. I organized the document by grouping slides together. Here's what it looks like:

When I open the document, all I see is four slides: one for each grade I teach. Each slide is designed to be letter-sized and slide acts as a folder by having other slides grouped under it. When I expand a grades' parent slide, I'm presented with a whole lot of other slides underneath it. Each of those slides is titled with a unit name, so there's one slide per unit I teach in that grade. The unit slides also have slides grouped within them. By expanding a unit slide, I'll find all of the WWH sheets for each lesson within that unit.

This organization system makes it really easy for me to find my WWH sheets, to edit them if need be, and to leave note (via speaker notes) for next year. Having the slides be designed to be letter-sized also makes it super easy to just print them out and have them look great once printed.

Ok, so back to the pocket sleeves. Once I have my WWH sheets printed for the lessons I'll be teaching that day/week, I just slide them all into the appropriate pocket sleeve. That way, all I have to do between lessons is pull out the sheets from each pocket sleeve find the right WWH for that lesson and then put them back into the pocket sleeves with the appropriate sheets on top. This saves me SO much time by not having to handwrite my WWH only to have to erase them and restart for the next lesson.

Conclusion

So that's how I use the WWH system to bring purpose, meaning, and focus to my lessons. The whole process just brings a sense of clarity to everything we do in class and helps ensure that there is alignment between what we are doing today - in the short-term - and what our long-term goals are.

Making learning targets a core aspect of your teaching may seem simple, but it takes time to get the process right. That being said, there's no better way to learn that to just get doing, so I really hope this episode has given you the boost you need to confidently get going with learning targets in your teaching. I promise you: it will change the way you teach.

As I said before: everybody's always talking about how we raise the public's perception of PE. How about we just try to be excellent teachers. Our content is important, our work is essential: let's not grab onto fads or play other people's games: let's focus on teaching, helping students learn, and be so good that they can't ignore us.

So that's it for the show notes! I hope you enjoyed this episode of The #PhysEd Show Podcast. If you did, I'd so appreciate you taking the time to go rate the show in Apple Podcast or wherever you get your podcasts from. Recommending the show to a colleague also goes a long way in terms of helping this thing grow.

Happy Teaching!

October 5, 2021

May 25, 2021

February 22, 2021

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These are the show notes for my latest episode of The #PhysEd Show Podcast. That's right: another episode! The great podcast drought is over and the floodgates are open in 2020! Not one, but TWO podcast episodes this year and we're still in January!

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 TED. (December 15, 2015). Sarri Gilman: Good Boundaries Free You. Val

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 TED. (December 15, 2015). Sarri Gilman: Good Boundaries Free You. Val

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The richness of Catholic social tradition is exemplified in the countless social injustices addressed within the texts of CST. Explore the social justice topic you are passionate about by selecting a category below.

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The richness of Catholic social tradition is exemplified in the countless social injustices addressed within the texts of CST. Explore the social justice topic you are passionate about by selecting a category below.

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https://www.usf.edu/education/areas-of-study/elementary-education/documents/reflection-tool.pdf

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Again, this one focuses on race, but the mindfulness practices are fantastic:  Menakem, R. (2017). My Grandmother’s Hands: Racialized Trauma and the Pathway to Mending our Hearts and Bodies. Central Recovery Press. - Lisa

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Again, this one focuses on race, but the mindfulness practices are fantastic:  Menakem, R. (2017). My Grandmother’s Hands: Racialized Trauma and the Pathway to Mending our Hearts and Bodies. Central Recovery Press. - Lisa

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bell hooks Teaching Community
Emily

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Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2015). Teacher well-being: Exploringits components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33,744-756. Val

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Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2015). Teacher well-being: Exploringits components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33,744-756. Val

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These are all from another teacher who I mentored last year - their inquiry was kind of similar to yours so thought these might help

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https://www.groupon.com/browse/vancouver?category=beauty-and-spas&subcategory=spa

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Discover and save on 1000s of great deals at nearby restaurants, spas, things to do, shopping, travel and more. Groupon: Own the Experience.

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Ishiyama, F. I. (2011). The anti-discrimination Response Training (A.R.T.) Program: The facilitator’s guide for teaching active witnessing skills. Vancouver: Aurora Pacific. [manual]

This was the program I was talking about that takes students through scenarios to open discussion about what to do when witnessing discrimination

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https://www.amazon.ca/Grit-Passion-Perseverance-Angela-Duckworth/dp/1501111108

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Grit: The Power of Passion and Perseverance

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Grit: The Power of Passion and Perseverance: Angela Duckworth: 9781501111105: Books - Amazon.ca

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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7287297/

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During the global pandemic, we have all had to change how we live and work. Healthcare workers may be overwhelmed, busy, fearful, coping and dividing their lives. Patients with pre-existing anxiety, depression or psychosis may feel overwhelmed by additional worry or fear. People with substance abuse may turn increasingly to whatever they can obtain to manage their own addiction. Carers may have an additional burden of care with loss of any time to themselves and loss of supports. Household units are living in pressured environments, not used to spending so much time in small spaces. Children and adolescents have lost the structure provided by school and may have their own worries and fears, with loss of support external to their own families. Older people have been cocooned away and may have lost not only external support but may have the perception that once you are over 70 you are deemed vulnerable and no longer useful. Add financial and employment instability into the mix and we have a society structure that is challenged. Yet, despite the despair, the fear and the anxiety, there have been glimpses of a world with an increased sense of community and kindness.

Meditation and mindfulness

Meditation and mindfulness are terms that have crept into mainstream culture. These terms are often used interchangeably, but there are subtle differences between the two. Meditation usually refers to a formal practice that can calm the mind and enhance awareness of ourselves, our minds and our environment. Meditation in its many guises has been practised over millennia by diverse groups of people in many different traditions. Previously practised primarily in the Eastern traditions, meditation has spread into Western society and is increasingly being used as a therapeutic modality. 'Mindfulness' as a term has become ubiquitous in recent times. Mindfulness simply means being aware of the present moment. Meditation comes under the umbrella of 'mindfulness' which is a broader concept. Formal meditation practices include mindfulness of breathing, compassion or loving kindness-focused meditation, the use of mantras or phrases as the focus for meditation, amongst many others.

Underlying each of the different meditation techniques is a simple coming to awareness of the present moment. Being aware of what is happening in the present moment allows the individual to observe what is arising and what is falling away. By doing this and by allowing thoughts to come and go without attachment, without trying to hold on to them, we learn that calm and stillness follows. We come to know our own minds over time and to be aware of patterns of thinking that habitually arise. The key is to gently catch a spiral of thoughts, mind flurry or mind chatter, and observe, noting 'worry', 'lists', 'craving', 'fear', and allow the spiral to gently fall away without judgement. Useful techniques in different forms of meditation include mindfulness of breathing (using the breath as an anchor to the present moment), compassion-focused meditation (using loving kindness, and awareness of others' and our own suffering to be in the present moment), the body scan (being aware of each part of the body in turn as an anchor for the present moment and for where we hold tension and stress in our bodies). Other forms include the use of mantras or phrases to focus attention to the present moment, or walking meditation where the entire focus is on awareness of our feet in contact with the earth and grounding to the present moment. Over time, regular practice of mediation allows individuals to react to their environment and anything that arises in the course of their day with more calm and equanimity. Studies of people who have meditated over the long-term show changes in areas of the brain concerned with stress and anxiety (Afonso et al. 2020). The prefrontal cortex, the cingulate cortex and the hippocampus show increased activity, and the amygdala shows decreased activity consistent with improved emotional regulation. Other studies have shown that evidence-based therapies such as MBSR also show similar brain changes to those with traditional meditation practice (Gotink et al. 2016).

As the term 'meditation' is so broad, and its therapeutic uses encompass many conditions including pain, mental health and somatic conditions, research into such heterogenous modalities and outcomes has been difficult to conduct in a systematic scientific manner. Recently, there have been more studies of better quality resulting in randomised controlled trials and systematic reviews. Practices such as MBSR and mindfulness-based cognitive therapy (MBCT) have developed from formal meditation practices. These are modularised practices that are feasible to teach and lend themselves more easily to evidence-based practice research. Both are 8-week-long programmes of 2 hours duration a week, with intensive 1-day teaching midway through the programme, and with home practice. MBSR, originally developed by John Kabat-Zinn in the 1970s, adapts formal meditation practices to give a more generalised approach to mindfulness, and MBCT was subsequently developed with more of a focus on depression using a blend of cognitive and mindfulness approaches.

The predominant symptoms presenting at this time in many of our patients, in society and in ourselves are anxiety, overwhelm and despair. These are natural sequelae of existing in the time of a global pandemic of what will be an uncertain duration. Systematic reviews of meditation-based tools such as meditation using focused attention, MBSR and MBCT have shown reduced anxiety (Montero-Marin et al. 2019), depression and post-traumatic stress disorder (Khusid & Vythilingam, 2016), stress (Juul et al. 2020), blood pressure, cortisol levels and other physiologic markers of stress (Pascoe et al. 2017). Having a regular meditation practice can benefit people working in the health service (Lomas et al. 2018) in addition to the benefits for patients, the general population and those with pre-existing mental illness. Meditation techniques are easy to learn, easy to support online (Krusche et al. 2013; Chadi et al. 2018, 2020; Champion et al. 2018), can be done as an individual and there are benefits from a group practice. Meditation techniques can be adapted for adults, children, teens and those with intellectual disabilities (Chadi et al. 2018; Singh & Hwang, 2020). While MBSR and MBCT are usually taught face to face by a certified professional, there has been increased investigation of the use of meditation apps and online eHealth and Telehealth in delivering such interventions (Champion et al. 2018; Huberty et al. 2019). There are a large number of meditation apps available, such as Calm, Headspace and Insight Timer, that people can use to support their own meditation practice. In such times as the COVID-19 pandemic, these and other techniques may be useful to support people. Preliminary studies show benefit to people in areas such as sleep from having a mindfulness practice (Zheng et al. 2020). There are also a number of organisations offering opportunities to create a pause in our lives such as the Royal College of Physicians (#pauseforapoem), reportedly with some interest and uptake. Places with established traditions of teaching others secular, non-secular and non-healthcare-based meditation and mindfulness such as The Sanctuary and the Dublin Buddhist Centre are offering online learning meditation sessions at reduced cost or free. Anecdotally from these centres, there has been a large increase in uptake of these classes. As this pandemic is early in its infancy, there is little peer-reviewed research to evaluate the effects of these offerings, but they are certainly helpful based on previous studies and could provide fruitful areas of research interest.

Crises such as the COVID-19 pandemic have shown that change is the only constant. Meditation and mindfulness can offer a helpful way to live with this constant change. MBSR programmes already extant within services can be adapted for online delivery. Meditation apps and online classes can be recommended to patients. Both learning and having a regular meditation practice ourselves can only benefit our patients and ourselves. Meditation and mindfulness are useful skills that can help us to sit with our fears and our circumstances and to observe that like our thoughts, this period in our lives too shall pass.

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The benefits of meditation and mindfulness practices during times of crisis such as COVID-19

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During the global pandemic, we have all had to change how we live and work. Healthcare workers may be overwhelmed, busy, fearful, coping and dividing their lives. Patients with pre-existing anxiety, depression or psychosis may feel overwhelmed by additional worry or fear.

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"Rethinking Schools" publications might have some potential directions

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"Rethinking Schools" publications might have some potential directions

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Growing Compassionate Systems leadership: a toolkit  earlylearning.ubc.ca

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Growing Compassionate Systems leadership: a toolkit  earlylearning.ubc.ca

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https://news.harvard.edu/gazette/story/2018/04/less-stress-clearer-thoughts-with-mindfulness-meditation/

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Illustration by Kathleen M.G. Howlett

Second of two parts
On a cold winter evening, six women and two men sat in silence in an office near Harvard Square, practicing mindfulness meditation.

Sitting upright, eyes closed, palms resting on their laps, feet flat on the floor, they listened as course instructor Suzanne Westbrook guided them to focus on the present by paying attention to their bodily sensations, thoughts, emotions, and especially their breath.

"Our mind wanders all the time, either reviewing the past or planning for the future," said Westbrook, who before retiring last June was an internal-medicine doctor caring for Harvard students. "Mindfulness teaches you the skill of paying attention to the present by noticing when your mind wanders off. Come back to your breath. It's a place where we can rest and settle our minds."

The class she taught was part of an eight-week program aimed at reducing stress.

Studies say that eight in 10 Americans experience stress in their daily lives and have a hard time relaxing their bodies and calming their minds, which puts them at high risk of heart disease, stroke, and other illnesses. Of the myriad offerings aimed at fighting stress, from exercise to yoga to meditation, mindfulness meditation has become the hottest commodity in the wellness universe.

Modeled after the Mindfulness-Based Stress Reduction program created in 1979 by Jon Kabat-Zinn to help counter stress, chronic pain, and other ailments, mindfulness courses these days can be found in venues ranging from schools to prisons to sports teams. Even the U.S. Army recently adopted it to "improve military resilience."

Harvard offers several mindfulness and meditation classes, including a spring break retreat held in March for students through the Center for Wellness and Health Promotion. The Office of Work/Life offers programs to managers and staff, as well as weekly drop-in meditation sessions on campus, online guided meditation resources, and even a meditation phone line, 4-CALM (at 617.384.2256).

"We were tasked to find ways for the community to cope with stress. And at the same time, so much research was coming out on the benefits of mindfulness and meditation," said Jeanne Mahon, director of the wellness center. "We keep offering mindfulness and meditation because of the feedback. People appreciate to have the chance for self-reflection and learn about new ways to be in relationships with themselves."

More than 750 students have participated in mindfulness and meditation programs since 2012, said Mahon.

Part of mindfulness' appeal lies in the fact that it's secular. Buddhist monks have used mindfulness exercises as forms of meditation for more than 2,600 years, seeing them as one of the paths to enlightenment. But in the Mindfulness-Based Stress Reduction program, mindfulness is stripped of religious undertones.

Mindfulness' popularity has been bolstered by a growing body of research showing that it reduces stress and anxiety, improves attention and memory, and promotes self-regulation and empathy. A few years ago, a study by Sara Lazar, a neuroscientist and assistant professor of psychology at Harvard Medical School (HMS) and assistant researcher in psychiatry at Massachusetts General Hospital, was the first to document that mindfulness meditation can change the brain's gray matter and brain regions linked with memory, the sense of self, and regulation of emotions. New research by Benjamin Shapero and Gaëlle Desbordes is exploring how mindfulness can help depression.

The pioneer of scientific research on meditation, Herbert Benson, extolled its benefits on the human body - reduced blood pressure, heart rate, and brain activity - as early as 1975. He helped demystify meditation by calling it the "relaxation response." Benson is director emeritus of the Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital and Mind/Body Medicine Distinguished Professor of Medicine at HMS.

In the 1980s, mindfulness had yet to become a buzzword, recalls Paul Fulton, a clinical psychologist who has practiced Zen and insight meditation (vipassana) for more than 40 years. In the mid-1980s, when he was working on his doctoral dissertation on the nature of "self" among Buddhist monks, speaking of mindfulness in a medical context among scientists was "disreputable," he recalled.

"Gradually because of the research, it became chic, no longer disreputable," said Fulton, a lecturer in psychology in the Department of Psychiatry at HMS and co-founder of the Institute for Meditation and Psychotherapy. "And now you can't step a foot out of the house without being barraged by mindfulness."

Melanie Denham, head coach of Harvard women's rugby team, recently attended a mindfulness workshop, intrigued by the idea of incorporating the techniques into her players' training regimen to help them cope with the pressures of "expectation and performance."

"In and out of the classroom, these student-athletes are immersed in a highly competitive culture," said Denham. "This is stressful. This kind of training can develop a more-skillful mind and a sense of focus and well-being that can help them better maintain control and awareness of their thoughts, emotions, and presence in the moment."

The growing interest in the field is reflected in Harvard's course catalog. This spring, Lazar is teaching "Cognitive Neuroscience of Meditation," Ezer Vierba leads an expository freshmen writing course on "Buddhism, Mindfulness, and the Practical Mind," and Metta McGarvey teaches "Mindfulness for Educators" at the Graduate School of Education.

Due to high demand, McGarvey, who holds a doctorate in human development and psychology, teaches a three-day workshop for educators. It offers tools to enhance their work and their focus through breathing practices and self-compassion exercises.

Mindfulness meditation made easy

Settle in

Find a quiet space. Using a cushion or chair, sit up straight but not stiff; allow your head and shoulders to rest comfortably; place your hands on the tops of your legs with upper arms at your side.

Now breathe

Close your eyes, take a deep breath, and relax. Feel the fall and rise of your chest and the expansion and contraction of your belly. With each breath notice the coolness as it enters and the warmth as it exits. Don't control the breath but follow its natural flow.

Stay focused

Thoughts will try to pull your attention away from the breath. Notice them, but don't pass judgment. Gently return your focus to your breath. Some people count their breaths as a way to stay focused.

Take 10

A daily practice will provide the most benefits. It can be 10 minutes per day, however, 20 minutes twice a day is often recommended for maximum benefit.

"A lot of them are working in really tough environments, with all kinds of pressures," said McGarvey. "The rates of burnout in some of the more challenging environments are very high."

Ayesha Hood, a police officer from Baltimore who is interested in running a day care center, attended McGarvey's workshop last fall, and found it helpful. "As a police officer, I live in high stress, and as a public servant, I tend to neglect myself," she said. "I want to calm myself and be conscious about it."

Christine O'Shaughnessy, a former investment bank executive who lead workshops at Harvard, said, "All day we're bombarded with social media, colleagues, work, children, etc. We don't have time to spend it in quiet reflection. But if you practice it at least once a day, you'll have a better day."

To skeptics who still view mindfulness as hippie-dippy poppycock, O'Shaughnessy has four words: "Give it a try." When she first signed up for a mindfulness workshop in 1999, she said she was skeptical too. But once she realized she was becoming calmer and less stressed, she converted. She eventually quit her job and became a mindfulness instructor. (She recently launched a free meditation app.)

"Doing mindfulness is like a fitness routine for your brain," she said. "It keeps your brain healthy."

Mindfulness practitioners admit the practice can offer challenges. It requires consistency because its effects can be better felt over time, and discipline to train the wandering mind to keep coming back to the present, without judgment. A 2014 study said that many people would rather apply electroshocks to themselves than be alone with their thoughts. Another study showed that most people find it hard to focus on the present and that the mind's wandering can lead to stress and even suffering.

Related

Despite the rising acceptance of mindfulness, many people still think the practice involves emptying their minds, taking mini-naps, or going into trances. Beginners often fall asleep, feel uncomfortable, struggle with difficult thoughts or emotions, and become bored or distracted. Adepts recommend practicing the process in a group with an instructor.

After the training session led by Westbrook, one participant said she couldn't stop thinking about what was for dinner during the meditation practice; others nodded in agreement. Westbrook reassured her, saying that mindfulness is not about stopping thoughts or emotions, but instead about noticing them without judgment. Mindfulness builds resilience and awareness to help people learn how to ride life's ups and downs and live happier and healthier lives, said Westbrook, who, after helping heal the bodies of thousands of patients in 36 years as a doctor, plans to devote her second career to caring for people's spirits and souls, maybe as a chaplain.

"Mindfulness is not about being positive all the time or a bubblegum sort of happiness - la, la, la," she said. "It's about noticing what happens moment to moment, the easy and the difficult, and the painful and the joyful. It's about building a muscle to be present and awake in your life."

For more information about the Mindfulness & Meditation program at Harvard University, visit its website. For a list of spring courses for Harvard faculty and staff, visit the Mindfulness at Work Program website.

Health & Medicine

Health & Medicine

Harvard file photos

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Less stress, clearer thoughts with mindfulness meditation

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Rooted in Buddhism, mindfulness meditation has developed a prominent perch in the self-help movement. Its popularity has been fueled by research that indicates mindfulness often reduces stress and promotes emotional well-being.

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https://news.harvard.edu/gazette/story/2018/04/less-stress-clearer-thoughts-with-mindfulness-meditation/

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Illustration by Kathleen M.G. Howlett

Second of two parts
On a cold winter evening, six women and two men sat in silence in an office near Harvard Square, practicing mindfulness meditation.

Sitting upright, eyes closed, palms resting on their laps, feet flat on the floor, they listened as course instructor Suzanne Westbrook guided them to focus on the present by paying attention to their bodily sensations, thoughts, emotions, and especially their breath.

"Our mind wanders all the time, either reviewing the past or planning for the future," said Westbrook, who before retiring last June was an internal-medicine doctor caring for Harvard students. "Mindfulness teaches you the skill of paying attention to the present by noticing when your mind wanders off. Come back to your breath. It's a place where we can rest and settle our minds."

The class she taught was part of an eight-week program aimed at reducing stress.

Studies say that eight in 10 Americans experience stress in their daily lives and have a hard time relaxing their bodies and calming their minds, which puts them at high risk of heart disease, stroke, and other illnesses. Of the myriad offerings aimed at fighting stress, from exercise to yoga to meditation, mindfulness meditation has become the hottest commodity in the wellness universe.

Modeled after the Mindfulness-Based Stress Reduction program created in 1979 by Jon Kabat-Zinn to help counter stress, chronic pain, and other ailments, mindfulness courses these days can be found in venues ranging from schools to prisons to sports teams. Even the U.S. Army recently adopted it to "improve military resilience."

Harvard offers several mindfulness and meditation classes, including a spring break retreat held in March for students through the Center for Wellness and Health Promotion. The Office of Work/Life offers programs to managers and staff, as well as weekly drop-in meditation sessions on campus, online guided meditation resources, and even a meditation phone line, 4-CALM (at 617.384.2256).

"We were tasked to find ways for the community to cope with stress. And at the same time, so much research was coming out on the benefits of mindfulness and meditation," said Jeanne Mahon, director of the wellness center. "We keep offering mindfulness and meditation because of the feedback. People appreciate to have the chance for self-reflection and learn about new ways to be in relationships with themselves."

More than 750 students have participated in mindfulness and meditation programs since 2012, said Mahon.

Part of mindfulness' appeal lies in the fact that it's secular. Buddhist monks have used mindfulness exercises as forms of meditation for more than 2,600 years, seeing them as one of the paths to enlightenment. But in the Mindfulness-Based Stress Reduction program, mindfulness is stripped of religious undertones.

Mindfulness' popularity has been bolstered by a growing body of research showing that it reduces stress and anxiety, improves attention and memory, and promotes self-regulation and empathy. A few years ago, a study by Sara Lazar, a neuroscientist and assistant professor of psychology at Harvard Medical School (HMS) and assistant researcher in psychiatry at Massachusetts General Hospital, was the first to document that mindfulness meditation can change the brain's gray matter and brain regions linked with memory, the sense of self, and regulation of emotions. New research by Benjamin Shapero and Gaëlle Desbordes is exploring how mindfulness can help depression.

The pioneer of scientific research on meditation, Herbert Benson, extolled its benefits on the human body - reduced blood pressure, heart rate, and brain activity - as early as 1975. He helped demystify meditation by calling it the "relaxation response." Benson is director emeritus of the Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital and Mind/Body Medicine Distinguished Professor of Medicine at HMS.

In the 1980s, mindfulness had yet to become a buzzword, recalls Paul Fulton, a clinical psychologist who has practiced Zen and insight meditation (vipassana) for more than 40 years. In the mid-1980s, when he was working on his doctoral dissertation on the nature of "self" among Buddhist monks, speaking of mindfulness in a medical context among scientists was "disreputable," he recalled.

"Gradually because of the research, it became chic, no longer disreputable," said Fulton, a lecturer in psychology in the Department of Psychiatry at HMS and co-founder of the Institute for Meditation and Psychotherapy. "And now you can't step a foot out of the house without being barraged by mindfulness."

Melanie Denham, head coach of Harvard women's rugby team, recently attended a mindfulness workshop, intrigued by the idea of incorporating the techniques into her players' training regimen to help them cope with the pressures of "expectation and performance."

"In and out of the classroom, these student-athletes are immersed in a highly competitive culture," said Denham. "This is stressful. This kind of training can develop a more-skillful mind and a sense of focus and well-being that can help them better maintain control and awareness of their thoughts, emotions, and presence in the moment."

The growing interest in the field is reflected in Harvard's course catalog. This spring, Lazar is teaching "Cognitive Neuroscience of Meditation," Ezer Vierba leads an expository freshmen writing course on "Buddhism, Mindfulness, and the Practical Mind," and Metta McGarvey teaches "Mindfulness for Educators" at the Graduate School of Education.

Due to high demand, McGarvey, who holds a doctorate in human development and psychology, teaches a three-day workshop for educators. It offers tools to enhance their work and their focus through breathing practices and self-compassion exercises.

Mindfulness meditation made easy

Settle in

Find a quiet space. Using a cushion or chair, sit up straight but not stiff; allow your head and shoulders to rest comfortably; place your hands on the tops of your legs with upper arms at your side.

Now breathe

Close your eyes, take a deep breath, and relax. Feel the fall and rise of your chest and the expansion and contraction of your belly. With each breath notice the coolness as it enters and the warmth as it exits. Don't control the breath but follow its natural flow.

Stay focused

Thoughts will try to pull your attention away from the breath. Notice them, but don't pass judgment. Gently return your focus to your breath. Some people count their breaths as a way to stay focused.

Take 10

A daily practice will provide the most benefits. It can be 10 minutes per day, however, 20 minutes twice a day is often recommended for maximum benefit.

"A lot of them are working in really tough environments, with all kinds of pressures," said McGarvey. "The rates of burnout in some of the more challenging environments are very high."

Ayesha Hood, a police officer from Baltimore who is interested in running a day care center, attended McGarvey's workshop last fall, and found it helpful. "As a police officer, I live in high stress, and as a public servant, I tend to neglect myself," she said. "I want to calm myself and be conscious about it."

Christine O'Shaughnessy, a former investment bank executive who lead workshops at Harvard, said, "All day we're bombarded with social media, colleagues, work, children, etc. We don't have time to spend it in quiet reflection. But if you practice it at least once a day, you'll have a better day."

To skeptics who still view mindfulness as hippie-dippy poppycock, O'Shaughnessy has four words: "Give it a try." When she first signed up for a mindfulness workshop in 1999, she said she was skeptical too. But once she realized she was becoming calmer and less stressed, she converted. She eventually quit her job and became a mindfulness instructor. (She recently launched a free meditation app.)

"Doing mindfulness is like a fitness routine for your brain," she said. "It keeps your brain healthy."

Mindfulness practitioners admit the practice can offer challenges. It requires consistency because its effects can be better felt over time, and discipline to train the wandering mind to keep coming back to the present, without judgment. A 2014 study said that many people would rather apply electroshocks to themselves than be alone with their thoughts. Another study showed that most people find it hard to focus on the present and that the mind's wandering can lead to stress and even suffering.

Related

Despite the rising acceptance of mindfulness, many people still think the practice involves emptying their minds, taking mini-naps, or going into trances. Beginners often fall asleep, feel uncomfortable, struggle with difficult thoughts or emotions, and become bored or distracted. Adepts recommend practicing the process in a group with an instructor.

After the training session led by Westbrook, one participant said she couldn't stop thinking about what was for dinner during the meditation practice; others nodded in agreement. Westbrook reassured her, saying that mindfulness is not about stopping thoughts or emotions, but instead about noticing them without judgment. Mindfulness builds resilience and awareness to help people learn how to ride life's ups and downs and live happier and healthier lives, said Westbrook, who, after helping heal the bodies of thousands of patients in 36 years as a doctor, plans to devote her second career to caring for people's spirits and souls, maybe as a chaplain.

"Mindfulness is not about being positive all the time or a bubblegum sort of happiness - la, la, la," she said. "It's about noticing what happens moment to moment, the easy and the difficult, and the painful and the joyful. It's about building a muscle to be present and awake in your life."

For more information about the Mindfulness & Meditation program at Harvard University, visit its website. For a list of spring courses for Harvard faculty and staff, visit the Mindfulness at Work Program website.

Health & Medicine

Health & Medicine

Harvard file photos

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Less stress, clearer thoughts with mindfulness meditation

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Rooted in Buddhism, mindfulness meditation has developed a prominent perch in the self-help movement. Its popularity has been fueled by research that indicates mindfulness often reduces stress and promotes emotional well-being.

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Doane, A. W. (2003). Contested Terrain: Negotiating Racial Understandings in Public 		Discourse. Humanity & Society, 27(4), 554-575.  						https://doi.org/10.1177/0160597603027004 Doane, A. W. (2005). White-Blindness: The Dominant Group Experience. privilege 4th ed. 115-	          130. Retrieved from https://www-taylorfrancis-						com.proxy.lib.sfu.ca/books/edit/10.4324/9780429494802/privilege-michael-kimmel-	abby-ferber  King, J.E. (1991). Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers. 	The Journal of Negro Education, 60(2), 133–146.				 			https://doi.org/10.2307/2295605 

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Doane, A. W. (2003). Contested Terrain: Negotiating Racial Understandings in Public 		Discourse. Humanity & Society, 27(4), 554-575.  						https://doi.org/10.1177/0160597603027004 Doane, A. W. (2005). White-Blindness: The Dominant Group Experience. privilege 4th ed. 115-	          130. Retrieved from https://www-taylorfrancis-						com.proxy.lib.sfu.ca/books/edit/10.4324/9780429494802/privilege-michael-kimmel-	abby-ferber  King, J.E. (1991). Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers. 	The Journal of Negro Education, 60(2), 133–146.				 			https://doi.org/10.2307/2295605 

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Rethinking Schools publication might have some potential directions - Lisa

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Rethinking Schools publication might have some potential directions - Lisa

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Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: a review of empirical studies. Clinical psychology review, 31(6), 1041–1056. https://doi.org/10.1016/j.cpr.2011.04.006

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Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: a review of empirical studies. Clinical psychology review, 31(6), 1041–1056. https://doi.org/10.1016/j.cpr.2011.04.006

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This book has a lot of great resources connected to media... might be able to connect it to your story?

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Available in:

ISBN: 9780942961638

Recipient of a Skipping Stones Honor Award

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American University, Washington DC

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, professor of communication, University of Massachusetts at Amherst, founder and executive director, Media Education Foundation

"A very useful collection of accessible essays that critically analyze the ways in which dominant messages work through the media and everyday life. We need more books like this."
, John Bascom professor of curriculum and instruction and educational policy studies, University of Wisconsin, Madison, in Journal of Education Policy

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Rethinking Popular Culture and Media - 2nd Edition

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ISBN: 9780942961638 "Rethinking Popular Culture and Media is full of compelling narratives and accounts of everyday life in classrooms. It offers numerous powerful, critical strategies for students and teachers to engage, in sophisticated ways, with key topics through the use of diverse popular culture and media texts.

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Val

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