Influence Of Teaching Interpersonal Mindfulness On Classroom Interaction

When teachers bring consciousness into teaching,it usually can result in the improvement of their emotional consciousness and facilitates effective interaction with students.Based on the previous researches,the level of teachers' mindfulness is closely related to the level of interaction between teachers and students.Researches demonstrate that teachers' level of mindfulness can positively predict the level of interaction between teachers and students.However,the mechanism behind this phenomenon is still unclear,and research about mindfulness interventions about teachers is quite infrequent.Therefore,this research carried out two sub-studies.One is to explore the relationship and its action mechanism between teaching interpersonal mindfulness of teachers and interaction between teachers and students.The other is to develop and examine the effectiveness of teaching interpersonal mindfulness intervention courses.The former study is cross-sectional related,which explores the influence and action mechanism of teaching interpersonal mindfulness on classroom interactions.The objects of this research are 313 primary and middle school teachers in Guangdong Province.The average age of teachers interviewed is 33.2 years,and they spent 9.8 years in teaching on average.The results of the questionnaire research,which is based on teacher self-reports show that:(1)Teaching interpersonal mindfulness has significantly positive predictability to emotional intelligence and classroom interactions.(2)Emotional intelligence plays a significant intermediary role in teaching interpersonal mindfulness and classroom interactions.The secondstudy is about intervention,which applies 2*4(group*test types)design research towards 61 primary and secondary school teachers.The average age of teachers is 31.3 years,and the average teaching age is 7.8 years.Participants were randomly divided into the mindfulness intervention group and the waiting control group.The mindfulness intervention group conducted mindfulness training for overall5 weeks(once per week with 1.5 hours duration),and the control group did not accept any relevant training during this period.The participants were tested for the score of teaching interpersonal mindfulness,emotional intelligence and classroom teacher-student interaction score four times before and after the intervention.Theresults indicate that:(1)Intervention on teachers' mindfulness can effectively improve teachers' interpersonal mindfulness,emotional intelligence,and the level of classroom interaction.(2)Emotional intelligence plays an intermediary delay effect in the intervention group and classroom interaction.Overall,the first study mentioned above reveals how teaching interpersonal mindfulness affects the level of classroom interaction.It clarifies the action mechanism of the effect of teaching interpersonal mindfulness on classroom interaction between teachers and students,which further promotes the utility design of intervention programs to improve their relationship,as well as the quality of classroom teaching.Moreover,the second study developed the teaching interpersonal mindfulness intervention course and examined the effectiveness of the intervention.Besides,this research makes a step further to verify the intermediary mechanism of the influence on teaching interpersonal mindfulness on classroom interaction through emotional intelligence.However,several types of research still need to be carried out on broader sample size and adopt active control in experimental researches to verify the conclusions of this research in the future.