Can a Mindfulness-Based Reflective Framework promote a more self-aware English-language teacher?

Ya Chu Lee (Jian Cheng Shih)y.lee16@lancaster.ac.ukDepartment of Politics, Philosophy and Religion, Lancaster University

Outline❖ A brief introduction of teacher reflection and

mindfulness❖ The junctures between mindfulness and

reflection❖ The Mindfulness-Based Reflective Framework

(MBRF)❖ The findings❖ Conclusion

What is mindfulness?

‘Wherever you are, that is where your mind should be’

(Grand Master Wei-Chueh, 2014).

Some problematic issues including:

v Its vague definition (Smyth, 1992, Rodgers, 2002, Korthagen, 2004)

v A lack of reflective ability (Bright, 1996, Gün, 2011, Hyacinth, 2013)

v Teachers’ motional resilience (Stanley, 1998)

Teacher reflection

The intersections between mindfulness and reflection

❖ Adding a dimension to the definition of reflection

❖ Detecting routine practice

❖ Balancing between professional and personal development

❖ Overcoming emotional hindrance in reflection

The Mindfulness-Base Reflective Framework (MBRF)

The elements of the MBRF include:v Schön’s (1983) ‘Reflection-in-action’ and

‘Reflection-on-action’ v The necessity of doubt in reflection

(Dewey, 1933) v Zen mindfulness practice v The element of four foundations of

mindfulness in Buddhism - body, speech, mind, and dharma (Satipatthana Sutta)

BodyAm I mindful of my action/

feeling?

SpeechAm I mindful of what I am saying / how I am saying it

and its impact on my learners?

MindIs my mind focused and

relaxed?Do I endeavour to feel what

my learners feel?

Reflection-in-ActionReflection-in-Action

Mindful Thinking•Concentrate the mind through

the thinking process

Mindful Being•Remain a non-judgemental

awareness in the present•Breathing exercises for 3-5

minutes

Reflection-on-ActionReflection-on-Action

A toolkit of mindfulness exercises

❖ Walking training❖ Eating training❖ Washing hand training❖ Sitting meditation

Methods

❖ Participants❖ Length of the trial❖ Data Collection❖ Data Analysis

Findings – Professional development

v Enhancement of self-awarenessv Productivity of teaching practicev The relationship with learners

Enhancement of self-awareness

❖ ‘I hadn’t noticed how much I use my hands in class.’ (Participant A)

❖ ‘I think it has made me more reflective and noticing ……I was more aware of each student and the detail of what was going on.’ (Participant D)

Findings – Professional development

Findings – Professional development

Productivity of teaching practice

❖ ‘Having the focus on my speech and whether my mind is focused or scattered has been very productive…both have led to me giving students clearer instructions…’ (Participant D)

❖ ‘So using your methods [the MBRF] I did find it helped me to organise things better and relax more…I have not been stressed.’ (Participant F)

Findings – Professional development

The relationship with learners❖ ‘This is something that has only happened after I have slowed down and being mindful of what is happening when I get to the class, how the students look (stressed, happy, etc)….’ (Participant A)

❖ ‘By being more attentive to the present moment, it lead to more chances of ’yes‘ moment.’ MBRF has helped me to feel the importance of being in the present and very present to the students.’ (Participant D)

❖ Being becoming aware of the changes of the atmosphere and my feelings and stepping back…It just creates a detachment.’ (Participant C)

Findings – Personal development

❖The enhancement of a sense of wellbeing

❖Dealing with stress

❖Changes in lifestyles

The enhancement of a sense of wellbeing❖ ‘I find the breathing techniques very calming and it does help to focus the mind.’ (Blog)

❖ ‘It [The MBRF] helped me to regain the energy when I stop them [worrying thoughts] and...became aware of where the tension was...’ (Participant C)

Findings – Personal development

Findings – Personal development

Dealing with stress‘I had just an unannounced lesson observation…The mindful application of ‘being in the moment’ really helped me focus…I stayed very much in the present and this helped me feel relaxed – the lesson was very natural, the students did not get nervous.’ (Participant A)

Findings – Personal development

Changes in lifestyles❖ ‘I am slowing my regular speedy walking space and calming my breath so that I don’t rush.’ (Participant H) ❖ I focused on mindful eating which made me feel calm and still (Participant D)❖ ‘focusing on washing my hands, on walking, but I am soon distracted by thoughts of tasks and to-do list.’ (Participant J)

Barriers to practising the MBRFBusy life

❖‘For me it's the time I don't have.’ (Participant I)

Stress❖‘teaching is…so intense. There is so little time to reflect…to step outside of that experience which is completely taken you is quite a challenging really.’ (Participant C)

Difficult to concentrate❖‘I think it’s a challenge to stop for a moment and really focus on doing on one thing at a time (or just doing nothing)…It takes a bit of learning to focus, like using a new muscle.’ (Participant A)

Conclusion

❖ Mindfulness served as a skill of reflection

❖ Reflection is not just a thinking process.

❖ Each moment could be a golden moment for reflection.

The question for teachers and educators

“To be mindful or not to be”

Thank you

References❖ Bright, B. P. (1996) ‘Reflecting on ‘reflective practice’’, Studies in the

Education of Adults, 28, pp, 162-184.

❖ Dewey, J. (1933) How We Think: A restatement of the Relation of Reflective thinking to the Educative Process. Chicago: Henry Regnery.

❖ Grand Master Wei-Cheuh (2014) Turning the Dharma Wheel. Available at: http://www.chungtai.org.tw/turn/lecture/b064.htm (Accessed 22 April 2014).

❖ Gün, B. (2011) ‘Quality self-reflection through reflection training’. ELT Journal, 65(2), April, pp. 126-135. DOI: 10.1093/elt/ccq040.

❖ Hyacinth, Timi B. (2013) Reflection for specific purposes: the use of reflection by Nigerian English language teachers. PhD thesis, University of Warwick. Available at: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595756(Accessed 12 June 2014).

References❖ Rodgers, C. (2002) ‘Defining Reflection: Another look at John

Dewey and reflective thinking’, Teachers College Record, 104(4), pp.842-866.

❖ Schön, D. A. (1983) The Reflective Practitioner: How professionals think in action. New York: Basic Books.

❖ Smyth, J. (1992) ‘Teachers’ work and the politics of reflection’, American Educational Research Journal, 29(2), pp. 267-300.

❖ Stanley, C. (1998) ‘A framework for teacher reflectivity’, TESOL Quarterly, 32(3), pp. 584-591.

❖ Tarrant, P. (2013) Reflective practice and professional development. UK & USA: SAGE.