Long Term Occasional Teaching and Mindfulness within the Pandemic
Sarah Schouten, Thomas A. Ryan
International Journal of Innovation in Teaching and Learning June 30, 2023 DOI: 10.35993/ijitl.v9i1.2717 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Population | A grade four class in Ontario, Canada, during the COVID-19 pandemic |
| Intervention | Mindfulness |
| Topics | Meditation |
| Citations | 1 |
| Key findings | The author argues that implementing mindfulness into the curriculum during the pandemic supported students' overall well-being and provided continuity and stability, helping them start each day with a clear, calm, and open mindset. The reflection also contends that navigating remote and in-person teaching as a substitute required a flexible and mindful educator, and that the experience shaped a teaching philosophy aligned with Twenty-First Century Learners. |
Abstract
This reflection focuses upon entry into the Ontario (Canada) teaching profession as a Long-Term Occasional (LTO) teacher who is a substitute for a permanent teacher on leave. The experiences within a grade four class during the Coronavirus pandemic are detailed herein. By implementing mindfulness into the curriculum, continuity and stability emerged for students, to reset every day during the Pandemic. In supporting the well-being of the whole student (which was initially sparked by COVID-19), its importance throughout all parts of learning was prominent. Navigating the role as an LTO (substitute) teacher during a Pandemic stimulated teachers and students, as learning how to teach in remote and in-person environments required a flexible and aware educator who was mindful. Support for the whole learner during a time was unprecedented and worrisome for many. As a result, mindfulness sessions supported students’ overall well-being and ensured that they were beginning their day with a clear, calm, and open mindset. This research has been cathartic and further developed a teaching philosophy that aligns itself with the needs for TFCL (Twenty-First Century Learners). Keywords: Long-Term Occasional Teaching, Mindfulness, Pandemic
Comparable studies
Other qualitative studies on meditation, most cited first.