HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Effective Classroom Management
After reading and hearing about the physical and mental benefits of meditation, I decided to take up the practice several years ago. This led to some discussions with colleagues at work, which eventually morphed into the idea of using mindfulness in the classroom. Mindfulness is a way to pause and reflect on the here and now. To be fully present in what is happening in the present, without worry about the future or past. The idea is that teaching this philosophy and using activities and practices in the classroom should allow students to release tension and anxiety so they can focus on the material in the classroom. Rather than coming to my biology class lamenting over the test they just took in another class, worrying about the homework, or making a check-list of “to dos”, the student can release that tension become present with my biology course.
When we consider the multiple life challenges and wellness issues faced by college students, it is safe to assume that the impact of trauma is manifest in every classroom. Trauma, whether experienced as a singular event or as a chronically unsafe environment, shapes how survivors perceive their vulnerability in the world and challenges their ability to cope. When we pursue greater understanding of the effects of trauma on individuals and the systems in which they operate, there is also a growing awareness that trauma is far more prevalent than we might have imagined. In fact, recent studies indicate that exposure to trauma is a widespread experience.
It is no longer news that the 2016 U.S. Presidential election revealed and exacerbated a political polarization that has been growing in and beyond the United States. The heated nature of modern news reporting and political discourse both reflects and feeds such polarization. It also presents significant challenges to teachers who hope to foster critical and reflective thinking.
In August, Ashton Black and I began a new school year at Piedmont College, he for the first time, and I for the Nth time. I have been teaching since I was 21, and now, as the French say, I am a woman of a certain age. This is only important because there’s no male equivalent in discussions of being middle aged. Identity is so firmly rooted in gender stereotypes that we can hardly free ourselves from invisible habits. That was until Generation Z made those of us simply going through the motions look up from our college-ruled notebooks and take note.
There’s a mental health crisis on today’s college campuses. According to research conducted by the National Alliance on Mental Illness: one in four college students have a diagnosable illness, 40 percent do not seek help, 80 percent feel overwhelmed by their responsibilities, and 50 percent have become so anxious that they struggle in school.