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Schools of thought: can mindfulness lessons boost child mental health?
Children are taking 10 minutes out from the hurly burly school day to reflect on their thoughts and their feelings. Some ground themselves by thinking about their feet on the floor, while others concentrate on their breathing.
This is mindfulness, the lessons quickly growing in popularity as an antidote to the stress of being a young person in the 21st century, be it pressure to perform in exams, social media, or the obsession with body image that is reported to even affect primary age children.
Children are learning about their brains and how to deal with unruly thoughts – to control emotions such as anger and fear. It is no longer head, shoulders, knees and toes, but amygdala, hippocampus and pre-frontal cortex.
The most recent NHS survey of young people’s mental health in 2017 shows one-in-eight 5- to 19-year-olds in England has a diagnosable mental health condition. Hospital admissions for anorexia alone more than doubled in the eight years to 2017/18.
Stress is a known barrier to learning and a growing number of schools are targeting the emotional health of pupils through schemes such as meditation, mindfulness and the provision of mental health first aiders and buddies.
The Mental Health Foundation charity wants emotional wellbeing to be at the heart of the school curriculum, and has chosen body image as the key theme of this year’s Mental Health Awareness Week. Dr Antonis Kousoulis, its assistant director, said its survey last year found 47% of people aged 18-24 had experienced stress over their body image to the extent of being overwhelmed or unable to cope. “Social media has certainly played a part,” he says. “Historically, it was the mirror that was the main driver of perception of our image and how we thought others perceived us. Nowadays, young people are exposed almost on a 24/7 basis to manipulated and heavily edited images, whether that’s in advertising or photos of their friends.”
Over the past five years there has been a proliferation of mindfulness organisations and companies selling lesson plans and staff training to schools. But does it work?
Secondary school teacher Richard Burnett, who founded the Mindfulness in Schools Project 10 years ago, warns against “quick fix” approaches. “We are a charity started by teachers who wanted to teach children how best to manage their thoughts and feelings and deal with the rollercoaster of being a young person,” he says.
It has two training courses for teachers – one aimed at secondary students and another for younger classes. “It’s about training your attention to notice what is going on. If you are aware of that, you can choose how to respond, for example to manage the amygdala, the part of the brain that detects fear and prepares a response,” he says.
Emotional disorders are on the rise, and we should instil something in our children and young people about coping with stress, advises Lee Hudson, the Royal College of Paediatrics and Child Health’s mental health lead. But should it be mindfulness? There is evidence that the process can bring benefits to adults, he says. “[But] the evidence for its effectiveness with children is not yet sufficiently robust and we need more research. However, some schools are rolling it out and children seem to enjoy it – and it unlikely to cause harm.”
(Available in: https://www.theguardian.com/society/2019/may/16/mindfulness-lessons-child-mental-health. Accessed on May 17th, 2019. Adapted.)
Schools of thought: can mindfulness lessons boost child mental health?
Children are taking 10 minutes out from the hurly burly school day to reflect on their thoughts and their feelings. Some ground themselves by thinking about their feet on the floor, while others concentrate on their breathing.
This is mindfulness, the lessons quickly growing in popularity as an antidote to the stress of being a young person in the 21st century, be it pressure to perform in exams, social media, or the obsession with body image that is reported to even affect primary age children.
Children are learning about their brains and how to deal with unruly thoughts – to control emotions such as anger and fear. It is no longer head, shoulders, knees and toes, but amygdala, hippocampus and pre-frontal cortex.
The most recent NHS survey of young people’s mental health in 2017 shows one-in-eight 5- to 19-year-olds in England has a diagnosable mental health condition. Hospital admissions for anorexia alone more than doubled in the eight years to 2017/18.
Stress is a known barrier to learning and a growing number of schools are targeting the emotional health of pupils through schemes such as meditation, mindfulness and the provision of mental health first aiders and buddies.
The Mental Health Foundation charity wants emotional wellbeing to be at the heart of the school curriculum, and has chosen body image as the key theme of this year’s Mental Health Awareness Week. Dr Antonis Kousoulis, its assistant director, said its survey last year found 47% of people aged 18-24 had experienced stress over their body image to the extent of being overwhelmed or unable to cope. “Social media has certainly played a part,” he says. “Historically, it was the mirror that was the main driver of perception of our image and how we thought others perceived us. Nowadays, young people are exposed almost on a 24/7 basis to manipulated and heavily edited images, whether that’s in advertising or photos of their friends.”
Over the past five years there has been a proliferation of mindfulness organisations and companies selling lesson plans and staff training to schools. But does it work?
Secondary school teacher Richard Burnett, who founded the Mindfulness in Schools Project 10 years ago, warns against “quick fix” approaches. “We are a charity started by teachers who wanted to teach children how best to manage their thoughts and feelings and deal with the rollercoaster of being a young person,” he says.
It has two training courses for teachers – one aimed at secondary students and another for younger classes. “It’s about training your attention to notice what is going on. If you are aware of that, you can choose how to respond, for example to manage the amygdala, the part of the brain that detects fear and prepares a response,” he says.
Emotional disorders are on the rise, and we should instil something in our children and young people about coping with stress, advises Lee Hudson, the Royal College of Paediatrics and Child Health’s mental health lead. But should it be mindfulness? There is evidence that the process can bring benefits to adults, he says. “[But] the evidence for its effectiveness with children is not yet sufficiently robust and we need more research. However, some schools are rolling it out and children seem to enjoy it – and it unlikely to cause harm.”
(Available in: https://www.theguardian.com/society/2019/may/16/mindfulness-lessons-child-mental-health. Accessed on May 17th, 2019. Adapted.)
Schools of thought: can mindfulness lessons boost child mental health?
Children are taking 10 minutes out from the hurly burly school day to reflect on their thoughts and their feelings. Some ground themselves by thinking about their feet on the floor, while others concentrate on their breathing.
This is mindfulness, the lessons quickly growing in popularity as an antidote to the stress of being a young person in the 21st century, be it pressure to perform in exams, social media, or the obsession with body image that is reported to even affect primary age children.
Children are learning about their brains and how to deal with unruly thoughts – to control emotions such as anger and fear. It is no longer head, shoulders, knees and toes, but amygdala, hippocampus and pre-frontal cortex.
The most recent NHS survey of young people’s mental health in 2017 shows one-in-eight 5- to 19-year-olds in England has a diagnosable mental health condition. Hospital admissions for anorexia alone more than doubled in the eight years to 2017/18.
Stress is a known barrier to learning and a growing number of schools are targeting the emotional health of pupils through schemes such as meditation, mindfulness and the provision of mental health first aiders and buddies.
The Mental Health Foundation charity wants emotional wellbeing to be at the heart of the school curriculum, and has chosen body image as the key theme of this year’s Mental Health Awareness Week. Dr Antonis Kousoulis, its assistant director, said its survey last year found 47% of people aged 18-24 had experienced stress over their body image to the extent of being overwhelmed or unable to cope. “Social media has certainly played a part,” he says. “Historically, it was the mirror that was the main driver of perception of our image and how we thought others perceived us. Nowadays, young people are exposed almost on a 24/7 basis to manipulated and heavily edited images, whether that’s in advertising or photos of their friends.”
Over the past five years there has been a proliferation of mindfulness organisations and companies selling lesson plans and staff training to schools. But does it work?
Secondary school teacher Richard Burnett, who founded the Mindfulness in Schools Project 10 years ago, warns against “quick fix” approaches. “We are a charity started by teachers who wanted to teach children how best to manage their thoughts and feelings and deal with the rollercoaster of being a young person,” he says.
It has two training courses for teachers – one aimed at secondary students and another for younger classes. “It’s about training your attention to notice what is going on. If you are aware of that, you can choose how to respond, for example to manage the amygdala, the part of the brain that detects fear and prepares a response,” he says.
Emotional disorders are on the rise, and we should instil something in our children and young people about coping with stress, advises Lee Hudson, the Royal College of Paediatrics and Child Health’s mental health lead. But should it be mindfulness? There is evidence that the process can bring benefits to adults, he says. “[But] the evidence for its effectiveness with children is not yet sufficiently robust and we need more research. However, some schools are rolling it out and children seem to enjoy it – and it unlikely to cause harm.”
(Available in: https://www.theguardian.com/society/2019/may/16/mindfulness-lessons-child-mental-health. Accessed on May 17th, 2019. Adapted.)
Schools of thought: can mindfulness lessons boost child mental health?
Children are taking 10 minutes out from the hurly burly school day to reflect on their thoughts and their feelings. Some ground themselves by thinking about their feet on the floor, while others concentrate on their breathing.
This is mindfulness, the lessons quickly growing in popularity as an antidote to the stress of being a young person in the 21st century, be it pressure to perform in exams, social media, or the obsession with body image that is reported to even affect primary age children.
Children are learning about their brains and how to deal with unruly thoughts – to control emotions such as anger and fear. It is no longer head, shoulders, knees and toes, but amygdala, hippocampus and pre-frontal cortex.
The most recent NHS survey of young people’s mental health in 2017 shows one-in-eight 5- to 19-year-olds in England has a diagnosable mental health condition. Hospital admissions for anorexia alone more than doubled in the eight years to 2017/18.
Stress is a known barrier to learning and a growing number of schools are targeting the emotional health of pupils through schemes such as meditation, mindfulness and the provision of mental health first aiders and buddies.
The Mental Health Foundation charity wants emotional wellbeing to be at the heart of the school curriculum, and has chosen body image as the key theme of this year’s Mental Health Awareness Week. Dr Antonis Kousoulis, its assistant director, said its survey last year found 47% of people aged 18-24 had experienced stress over their body image to the extent of being overwhelmed or unable to cope. “Social media has certainly played a part,” he says. “Historically, it was the mirror that was the main driver of perception of our image and how we thought others perceived us. Nowadays, young people are exposed almost on a 24/7 basis to manipulated and heavily edited images, whether that’s in advertising or photos of their friends.”
Over the past five years there has been a proliferation of mindfulness organisations and companies selling lesson plans and staff training to schools. But does it work?
Secondary school teacher Richard Burnett, who founded the Mindfulness in Schools Project 10 years ago, warns against “quick fix” approaches. “We are a charity started by teachers who wanted to teach children how best to manage their thoughts and feelings and deal with the rollercoaster of being a young person,” he says.
It has two training courses for teachers – one aimed at secondary students and another for younger classes. “It’s about training your attention to notice what is going on. If you are aware of that, you can choose how to respond, for example to manage the amygdala, the part of the brain that detects fear and prepares a response,” he says.
Emotional disorders are on the rise, and we should instil something in our children and young people about coping with stress, advises Lee Hudson, the Royal College of Paediatrics and Child Health’s mental health lead. But should it be mindfulness? There is evidence that the process can bring benefits to adults, he says. “[But] the evidence for its effectiveness with children is not yet sufficiently robust and we need more research. However, some schools are rolling it out and children seem to enjoy it – and it unlikely to cause harm.”
(Available in: https://www.theguardian.com/society/2019/may/16/mindfulness-lessons-child-mental-health. Accessed on May 17th, 2019. Adapted.)
Schools of thought: can mindfulness lessons boost child mental health?
Children are taking 10 minutes out from the hurly burly school day to reflect on their thoughts and their feelings. Some ground themselves by thinking about their feet on the floor, while others concentrate on their breathing.
This is mindfulness, the lessons quickly growing in popularity as an antidote to the stress of being a young person in the 21st century, be it pressure to perform in exams, social media, or the obsession with body image that is reported to even affect primary age children.
Children are learning about their brains and how to deal with unruly thoughts – to control emotions such as anger and fear. It is no longer head, shoulders, knees and toes, but amygdala, hippocampus and pre-frontal cortex.
The most recent NHS survey of young people’s mental health in 2017 shows one-in-eight 5- to 19-year-olds in England has a diagnosable mental health condition. Hospital admissions for anorexia alone more than doubled in the eight years to 2017/18.
Stress is a known barrier to learning and a growing number of schools are targeting the emotional health of pupils through schemes such as meditation, mindfulness and the provision of mental health first aiders and buddies.
The Mental Health Foundation charity wants emotional wellbeing to be at the heart of the school curriculum, and has chosen body image as the key theme of this year’s Mental Health Awareness Week. Dr Antonis Kousoulis, its assistant director, said its survey last year found 47% of people aged 18-24 had experienced stress over their body image to the extent of being overwhelmed or unable to cope. “Social media has certainly played a part,” he says. “Historically, it was the mirror that was the main driver of perception of our image and how we thought others perceived us. Nowadays, young people are exposed almost on a 24/7 basis to manipulated and heavily edited images, whether that’s in advertising or photos of their friends.”
Over the past five years there has been a proliferation of mindfulness organisations and companies selling lesson plans and staff training to schools. But does it work?
Secondary school teacher Richard Burnett, who founded the Mindfulness in Schools Project 10 years ago, warns against “quick fix” approaches. “We are a charity started by teachers who wanted to teach children how best to manage their thoughts and feelings and deal with the rollercoaster of being a young person,” he says.
It has two training courses for teachers – one aimed at secondary students and another for younger classes. “It’s about training your attention to notice what is going on. If you are aware of that, you can choose how to respond, for example to manage the amygdala, the part of the brain that detects fear and prepares a response,” he says.
Emotional disorders are on the rise, and we should instil something in our children and young people about coping with stress, advises Lee Hudson, the Royal College of Paediatrics and Child Health’s mental health lead. But should it be mindfulness? There is evidence that the process can bring benefits to adults, he says. “[But] the evidence for its effectiveness with children is not yet sufficiently robust and we need more research. However, some schools are rolling it out and children seem to enjoy it – and it unlikely to cause harm.”
(Available in: https://www.theguardian.com/society/2019/may/16/mindfulness-lessons-child-mental-health. Accessed on May 17th, 2019. Adapted.)
Assessing learners’ oral skills are considered as a crucial process in most EFL teaching and learning programs. However, it can be challenging for teachers to make a valid, reliable, and fair assessment. This study aimed to investigate Saudi college students’ and teachers’ point of views toward the effectiveness of oral assessment techniques used to assess learners speaking-skills in the EFL classroom. Two different questionnaires were administered to 12 EFL teachers and forty-two students’ who are majoring in English at the Languages and Translation College at King Saud University. Both quantitative and qualitative data were collected from respondents, treated statistically, analyzed and revealed in the following sections. The findings of the study revealed that EFL teachers are using a variety of communicative oral assessment techniques and are utilizing effective assessment procedures in assessing their students’ speaking skills. For students, the results revealed that students are generally satisfied with the assessment techniques and procedures that, teachers use in assessing their language performance. Recommendations and suggestions are offered for all concerned parties.
(Available in:
http://www.ccsenet.org/journal/index.php/elt/article/view/0/390
Accessed on May 16th, 2019. Adapted.)
Assessing learners’ oral skills are considered as a crucial process in most EFL teaching and learning programs. However, it can be challenging for teachers to make a valid, reliable, and fair assessment. This study aimed to investigate Saudi college students’ and teachers’ point of views toward the effectiveness of oral assessment techniques used to assess learners speaking-skills in the EFL classroom. Two different questionnaires were administered to 12 EFL teachers and forty-two students’ who are majoring in English at the Languages and Translation College at King Saud University. Both quantitative and qualitative data were collected from respondents, treated statistically, analyzed and revealed in the following sections. The findings of the study revealed that EFL teachers are using a variety of communicative oral assessment techniques and are utilizing effective assessment procedures in assessing their students’ speaking skills. For students, the results revealed that students are generally satisfied with the assessment techniques and procedures that, teachers use in assessing their language performance. Recommendations and suggestions are offered for all concerned parties.
(Available in:
http://www.ccsenet.org/journal/index.php/elt/article/view/0/390
Accessed on May 16th, 2019. Adapted.)
Assessing learners’ oral skills are considered as a crucial process in most EFL teaching and learning programs. However, it can be challenging for teachers to make a valid, reliable, and fair assessment. This study aimed to investigate Saudi college students’ and teachers’ point of views toward the effectiveness of oral assessment techniques used to assess learners speaking-skills in the EFL classroom. Two different questionnaires were administered to 12 EFL teachers and forty-two students’ who are majoring in English at the Languages and Translation College at King Saud University. Both quantitative and qualitative data were collected from respondents, treated statistically, analyzed and revealed in the following sections. The findings of the study revealed that EFL teachers are using a variety of communicative oral assessment techniques and are utilizing effective assessment procedures in assessing their students’ speaking skills. For students, the results revealed that students are generally satisfied with the assessment techniques and procedures that, teachers use in assessing their language performance. Recommendations and suggestions are offered for all concerned parties.
(Available in:
http://www.ccsenet.org/journal/index.php/elt/article/view/0/390
Accessed on May 16th, 2019. Adapted.)
Read the excert from HUTCHINSON & WATERS (1987) about the ESP origin:
“As with most developments in human activity, ESP was not a planned and coherent movement, but rather a phenomenon that grew out of a number of converging trends. These trends have operated in a variety of ways around the world, but we can identify three main reasons common to the emerge of all ESP.”
Taking into consideration HUTCHINSON & WATERS assumptions, what are the three main reasons for ESP emergence?
According to BROWN (2007):
“As students work together in pairs and groups, they share information and come to each others’ aid. They are a ‘team’ whose players must work together in order to achieve goals successfully.”
Taking into consideration the above passage it is possible to state that the authors refer to
According to Anthony’s model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; technique is the level at which classroom procedures are described (RICHARDS and RODGERS, 2001).
Richards and Rodgers (2001) criticism concerning Anthony’s (1963) definition of approach, method and technique which resulted in the authors new model resides in:
Read the excerpt from Anthony (1963) apud Richards and Rodgers (2001):
“…An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught… …
... Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural.
Within one approach, there can be many methods…”
Considering the excerpt and the nature of approaches and methods in English teaching, it is correct to say that:
Given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic, and psychomotor. Communicative goals are best achieved by giving due attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and to students’ eventual need to apply classroom learning to previously unrehearsed contexts in the real world (BROWN, 2007).
Considering Communicative Competence as a reference, it is correct to state that:
The aim of this particular model is to provide a coherent framework for the integration of the various aspects of learning, while at the same time allowing enough room for creativity and variety to florish. The model consists of four elements: input, content focus, language focus, task (HUTCHINSON and WATERS,1987).
Hutchinson and Waters (1987) present a material design model based on four elements: input, content, language and task. According to the authors, the primary focus of the unit is:
[this domain] deals with the way in which utterences are interpreted in context, and the ways in which the utterences of a particular sentence in a certain context may convey a message that is not actually expressed in the sentence and in other contexts might not have been conveyed. (HUDDLESTON and PULLUM, 2002).
The previous passage is a definition of:
Regarding to questioning strategies for interactive learning, there are many ways to classify what kind of questions are effective in the classroom, beginning with display questions to highly referential ones. Asking a lot of questions in classroom does not guarantee stimulation of interaction, for that reason, knowing how to apply the appropriate question in order to achieve a previous fixed objective is of great importance (BROWN, 2007).
Considering the statement above, choose the alternative that properly presents: (1) a question category (2) its explanation and (3) a correct example of it.
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