Embracing mindfulness to facilitate active learning
Embracing mindfulness to facilitate active learning
Amy Edwards-Smith
What is the idea?
Mindfulness is often described as being present, an awareness achieved through curiosity, an open-minded approach, and embracing perspective. Such skills are beneficial for students to be active in their own learning. This chapter will explore the theoretical concept of mindful teaching and ultimately mindful learning with suggestions on how this can be implemented in teaching practice. By embracing mindfulness concepts, educators will promote a safe learning environment that fully encourages students to participate in active learning opportunities. Kisfalvi & Oliver (2015) explains that a safe space, one in which there is no judgement, mutual respect and trust, results in deeper learning as there is no fear, participation is encouraged, and students explore their own thoughts.
Why this idea?
Mindfulness embraces the present moment without judgement and purpose; it is a conscious effort to focus on the now rather than the past or future (Ludwig & Kabat-Zimm, 2008). Epstein (2020) explains the opposite of mindfulness as being mindless or on ‘autopilot’. Langer (2000) describes ‘mindful learning’ as a cognitive process with a sense of openness to experiences and possibilities. Her research shows that students’ skills in problem solving and flexibility are increased and contrasts with ‘mindless learning’ which is learning through repetition in a manner devoid of critical thinking or reflection. From a neurobiological perspective, practising mindfulness has been beneficial for metacognitive processes such as awareness and the ability to pay attention and emotional regulation. This occurs by enhancing the frontal lobe activity whilst disengaging primitive and stress responses (Tang et al., 2015).
How could others implement this idea?
Create a safe learning environment
For a learning environment to be effective, students need to feel safe (Caverzagie et al., 2019). Any concerns students hold about being judged, or indeed humiliated, will negatively affect their ability to learn due to stress hormones (Bynum & Haque, 2016). Mindful educators pay attention to their students in the moment and respond to promote trust and supportive relationships. Through observation of engagement and reflection in action (Schön, 1987), educators can be intuitive and responsive to students’ needs. To create a safe space one needs to be reflexive to students needs through observation of contribution and body language, and modelling positive behaviour (Kisfalvi & Oliver, 2015)
Being ready to learn
Students and educators are not immune to outside influences on their classroom experiences. Starting the lesson with a mindful exercise serves two purposes; it assists in displacing any emotional energy and prepares them to be fully present in their learning. Mindfulness activities that would be suitable include breathing exercises (inhale for 4, hold for 4, and exhale for 8), tuning into our fi