Teachers can bring mindfulness into the classroom by introducing mindful practices as a part of their daily routine.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Daley, B. J. (1999). Novice to expert: An exploration of how professionals learn. Adult Education Quarterly, 49(4), 133–147.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Setting up the classroom so students can move together in small groups helps learners link the cognitive benefits of movement with the social and emotional benefits of peer-assisted learning.
A classroom library can provide a wealth of stories for modeling and reflecting on SEL skills and behaviors.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
Allen, D., & Kidd, D. (2022). Civic learning for the 21st century: Disentangling the “thin” and “thick” elements of civic identity to support civic education. In Handbook of Philosophy of Education (pp. 27-41). Routledge.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Bock, A., Cartwright, K. B., Gonzalez, C., O'Brien, S., Robinson, M. F., Schmerold, K., & Pasnak, R. (2015). The role of cognitive flexibility in pattern understanding. Journal of Education and Human Development, 4(1), 19-25.
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