Teachers can bring mindfulness into the classroom by introducing mindful practices as a part of their daily routine.
Berry, R. Q., III. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 464-488.
Learners can refer to word walls in their classrooms or personal word walls on their desks as visual support during class activities.
Alexander, P., Kulikowich, J., & Schulze, S. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31(2), 313-337.
Donica, D. K. (2015). Handwriting without Tears®: General education effectiveness through a consultative approach. American Journal of Occupational Therapy, 69(6).
Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.
Altares, A., Sobel, D., Hobbs, S., Nelson, T., Serpa, M., & Bellows, L. (2020). P54 Youth Can: Cultivating community change through youth-driven health initiatives. Journal of Nutrition Education and Behavior, 52(7), S41.
Sustained Attention, the ability to maintain focus, is an important component for literacy success because it can help students attend to classroom instruction and to the material they are reading or writing.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), _Caring classrooms/intelligent schools: The social emotional education of young children _(Chapter 1). New York: Teachers College Press.
Teachers can bring mindfulness into the classroom by introducing mindful practices as a part of their daily routine.
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