Self-realization Mindfulness Theory (SRMT)

Self-realization Mindfulness Theory (SRMT)

Joseph Jimenez

Directed Research in Higher Education, Saint Peters University

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The importance of mindfulness training for teachers and students is a vital piece

of my Self-realization Mindfulness Theory (SRMT). The reason why this access point is

so vital is because it is the underlying foundation to not only the success of a

mindfulness program, but ultimately it is the bedrock for future educators to experience

their own self-realization and the monumental value of applying mindfulness within the

structure and art of teaching. Holding training for teachers to properly teach and inform

students about mindfulness will organically shift the perspective of the educators and

thus, enhance the importance of mindfulness in the classroom because the educator is

directly interacting with trained professionals to have a greater holistic understanding of

mindfulness’ to then educate their students about the importance of their wellbeing.

Research is supporting the concept that teachers training in the practice of

mindfulness is positive, especially in the area of teacher burnout. The paper written by

Kyte D. (2016), analyzed the results and positive effects that the application of

mindfulness practice can bring to the next generation of teachers in inner city schools

when it becomes a part of their educational teaching structure and foundation.

The mindfulness practices that were done during these studies where practices

of pranayama (breathe mastery), hatha yoga, and meditation. The research has

demonstrated that this mindfulness process allowed the teachers who participated in

the experiment to achieve a different level of serenity, peace, and well-being that was

not present when they first started. One monumental piece that I personally took from

this article was the staggering effects that occurred in the awareness of these teachers.

With their newly developed state of awareness, these teachers gained a vast benefit; to

go beyond the personal identity of the ego and achieved sustainable happiness, greater
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comprehension, and greater awareness of the value within themselves and their

students.

We live in a fast-paced world and confront an array of distractions daily, even by

the minute. Just mapping the complexity of various kinds of information and navigating

new digital technologies requires accelerated focus and attention to fully comprehend.

As adult educators, we can observe numerous adult learners juggling jobs, family

obligations, community, and professional services, with their learning activities, as we

do the same. Multitasking has become a norm absorbing our level intent and

attentiveness, which may potentially take a toll, impacting our success or even our

physical and mental well-being. So, what can help us as adult educators and co-

learners better manage such situations? How can both faculty and students become

more relaxed, focused, attentive, confident, and fully present with each other while

teaching and learning? This can be done by meditation relaxation activities entailed for

adult and higher education settings.

Beginning with the context of developing relaxation activities, the implementation

of a first-year seminar within higher education called Eastern Thoughts and Western

Practice is presented along with its effects via a narrative of my own teaching practice in

education. Second, is a review of Eastern ancient meditation called Kriya methods and

some consideration of the research related to these and similar Eastern meditation

techniques. Finally, conclusions, implications, and resources for more effective

teaching, learning, and well-being are presented.

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The need and the effects of yoga programs to continue, expand and be more

widespread throughout the educational systems. Yoga is now being researched and

practiced more around the world. However, many lacks researching the extensive

benefits it brings to an educator’s peace of mind, those who are specifically leading

students towards academic achievement. When the research is absorbed and applied,

educators are thus capable of showcasing first hand active teaching to their students

because they create a settling where the students are fully responsive to the teaching

and learning.

We can conclude that the benefits of using a mindfulness practice program in

schools is only valuable to teachers and students and it was observed students go

through a yearlong yoga program in substitute of PE, and the results were astonishing.

Along with a higher GPA, student results showed a significant increase in confidence,

social interaction skills, and class participation. The different variables and correlations

that yoga brings to students for higher academic achievements through the

development of self-control, time management, well-being, and mindfulness is only

going to expand to highlight its tremendous value.

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Reference

Erbe, R., & Lohrmann, D. (2015). Mindfulness Meditation for Adolescent Stress and Well-Being:
A Systematic Review of the Literature with Implications for School Health Programs. Health
Educator, 47(2), 12–19. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ115
3619&site=ehost-live&scope=site

Sun, Q. (2019). Eastern Thoughts, Western Practices: Meditation and Mindfulness Relaxation Activities
for Learning and Well-Being in Adult and Higher Education. New Directions for Adult and Continuing
Education, (161), 45–55. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ1207683&site
=ehost-live&scope=site

Ennis, H. (2018). Credibility in Mindfulness Training for Young People. Psychology Teaching
Review, 24(1), 59–62. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ118
0344&site=ehost-live&scope=site

Seney, R. W., & Mishou, M. A. (2018). The Importance of Mindfulness Training for Teachers.
Gifted Education International, 34(2), 155–161. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ117
6458&site=ehost-live&scope=site

Kyte, D. (2016). Toward a Sustainable Sense of Self in Teaching and Teacher Education: Sustainable
Happiness and Well-Being through Mindfulness. McGill Journal of Education, 51(3), 1143–1162.
Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ1143177&
site=ehost-live&scope=site

Hagins, M., & Rundle, A. (2016). Yoga Improves Academic Performance in Urban High School
Students Compared to Physical Education: A Randomized Controlled Trial. Mind, Brain, and Education,
10(2), 105–116. Retrieved from
http://search.ebscohost.com.library.saintpeters.edu/login.aspx?direct=true&db=eric&AN=EJ1108479&
site=ehost-live&scope=site