Mindfulness Breaks and Teaching Strategies in Early Urban Education by Kimberly Smith https://padlet.com/smithka14/n6tbv4lijemj How to help lagging skills with mindfulness en-us 2019-11-25 16:12:56 UTC 2024-11-28 13:41:47 UTC hello@padlet.com https://i2.wp.com/www.mindfulmazing.com/wp-content/uploads/2018/08/Mindful-Kids-1.png?ssl=1 Purpose of The Study: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/416238849
- Personal Background of frustration.
- Success In my own classroom implementing mindfulness breaks.
- I want to help other teachers that are feeling frustrated and want more tools to help their students.
- More information on this can be found in my research paper on pages 3-4.
Research Question:
Can Mindfulness Teaching strategies and breaks help academic achievement in early education in a urban setting?

Let's Try one! https://www.youtube.com/watch?v=bRkILioT_NA
]]> 2019-11-25 16:18:31 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/416238849 About the Researcher: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/416242715 My name Kimberly Smith. I have my initial bachelors degree in Social Science Education from Saint Mary's University of Winona Minnesota. I came to Alverno looking to add my elementary license and expand my teaching practice with a Master's degree I have been teaching for 7 years in Milwaukee's Urban community as a kindergarten teacher. I became interested in social emotional education after seeing the benefits it brought to my classroom. I hope that this research can help other educators implement and see the benefits of mindfulness for their students. ]]> 2019-11-25 16:24:12 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/416242715 Methods and Population: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/416251428  Methodology:
- To measure whether the mindful teaching strategies are helping students in their overall academic success I used observation, Dynamic Indicator of Basic Early Literacy Skills (DIBELS), and Core Knowledge Language Arts (CKLA) reading assessment to trach the progress
-. This action research study used non-experimental design, using qualitative data collection method to observe the overall regulation and academic achievement of a group of kindergarteners. 
 
Population :The population of College Bound Academy Star Campus is a k4-8th grade school with currently 477 students. It is 97% African American, 2% Hispanic, and 1% Caucasian. Currently all the 477 students are eligible for free and reduced lunch. 
]]> 2019-11-25 16:38:10 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/416251428 Participants: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418127147 -  For the purpose of this action research study I utilized one kindergarten classroom. 
- 26 kindergarten students ages five to six years old. There are 14 boys and 12 girls in this sample. 26/26 of the population is African American. 
- The sample of this group is five scholars that have been targeted due to issues they have regulating emotions.  
- This sample was chosen by non-random judgment sampling, which is selecting a sample from a population for specific purpose of the research. 
  • Student A addressing lagging skills in appropriate peer relationship skills: This student shows typical behavior of aggression towards their peers. 
  • Student B Addressing lagging skills in focus. This student has a very difficult time focusing and following.
  • Student C Addressing lagging skills in cooperation and compliance.: This student shows defiant behavior toward the teacher and classmates. 
  • Student D Addressing lagging skills in appropriate use of classroom materials: This student shows off-task and destructive behavior. 
  • Student E Addressing lagging skills in impulse control: This student has impulse control issues. He is constantly very excited to share so will blurt out answers on carpet or at desk.  
]]> 2019-12-01 12:41:17 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418127147 How We Implemented Mindfulness Daily. smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418129019
Whole Group Strategies:
- Daily Schedule

]]> 2019-12-01 12:58:33 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418129019 Self-Soothing Techniques: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418130776 Hoberman Sphere:

]]> 2019-12-01 13:13:27 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418130776 Self-Soothing Continued... smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418130965 Glitter Bottle Calm Down:  

]]> 2019-12-01 13:15:02 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418130965 Self-Soothing Continued... smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418131582 Take a Deep Breath and Count To Four:]]> 2019-12-01 13:20:07 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418131582 Self-Soothing Continued... smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418131894 Belly Breathe:

]]> 2019-12-01 13:22:50 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418131894 Individual Findings. smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418132072 - I found a correlation in all participants between length on time in study and a drop in minutes lost and daily tantrums. 
- Each participant made significant growth in their DIEBELS and CKLA assessments as shown in graphs. 
-All participants showed improvement, but still have tantrums as these are developing skills. I can hypothesis with continued practice they will continue to see progress. ]]> 2019-12-01 13:24:16 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418132072 Participant A: Lagging Skills in Appropriate Peer Relationship Skills: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418132378 2019-12-01 13:27:05 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418132378 CKLA Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418134234 2019-12-01 13:42:26 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418134234 Observational Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418134351 2019-12-01 13:43:28 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418134351 DIEBELS Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418134585 2019-12-01 13:45:19 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418134585 Participant B: Lagging Skills in Focus: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418135164 Findings:

]]> 2019-12-01 13:50:01 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418135164 CKLA Findings: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418135500 2019-12-01 13:52:42 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418135500 Observational Findings: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418135554 2019-12-01 13:53:05 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418135554 DIBELS Findings: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418135644 2019-12-01 13:53:46 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418135644 Participant C: Lagging skills Cooperation and Compliance: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418136214 Findings:



]]> 2019-12-01 13:55:43 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418136214 CKLA Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418136722 2019-12-01 13:57:58 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418136722 Observational Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418136788 2019-12-01 13:58:28 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418136788 DIBELS Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418137193 2019-12-01 14:01:39 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418137193 Participant D: Lagging Skills in Appropriate Use of Classroom Materials: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418137340  ]]> 2019-12-01 14:02:53 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418137340 CKLA Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418137742 2019-12-01 14:05:43 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418137742 Observational Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418137945 2019-12-01 14:07:17 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418137945 DIEBELS Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418138161 2019-12-01 14:08:52 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418138161 Participant E: Lagging Skills in Impulse Control. smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418138292 Findings: 
 

]]> 2019-12-01 14:10:02 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418138292 CKLA Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418138676 2019-12-01 14:13:08 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418138676 Observational Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418138721 2019-12-01 14:13:27 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418138721 DIEBELS Findings smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/418138865 2019-12-01 14:14:42 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/418138865 Action Research Paper smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/419974555 For more information on the research. Please refer to full paper below. ]]> 2019-12-04 22:45:20 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/419974555 Whole Group Strategies: smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/419978372 2019-12-04 22:59:28 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/419978372 Whole Group Continued... smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/419978755 2019-12-04 23:00:51 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/419978755 Whole Group Continued... smithka14 https://padlet.com/smithka14/n6tbv4lijemj/wish/419991198 Community Circles ]]> 2019-12-04 23:43:22 UTC https://padlet.com/smithka14/n6tbv4lijemj/wish/419991198