Integrating Yoga In Schools: Article Analysis

This article, tackles the issue of integrating Yoga in classrooms to reduce behavioral problems and improve academic and attentional competency. A study of Chelsea A. Jackson on her students and on a pilot program in Cass Street School (2010- 2011) proved the desired outcomes after a short period of time by practicing some simple yoga poses, stretching and breathing techniques twice a week. Furthermore, the results of classroom fights and disruptions were cut in half. Guber, a yoga expert, claimed that yoga calming and focusing effect, helps students perform better in exams and provides more time and energy in teaching and learning. On the other hand, Williamson asserted that more studies should be done on yoga classroom integration to convince

Jackson’s classroom and how yoga helped her improve her students’ academic and behavioral state. Then she provided a brief definition of yoga and its roots and how studies proves its efficiency in dealing with physical and mental health problems which provides the article with a general view of yoga. Williamson also related to Jackson’s doctorate study on yoga integration in classroom and specified specific learning benefits (better student decision making, fewer fights among students, more efficient use of class time, improved concentration and retention). This article also shows statistically the effects of yoga, which shows a credible point in advocating for yoga integration (before the yoga program: 225 classroom disruptions, 320 disorderly conducts and 150 fights. But after the program, 110 classroom disruptions, 40 disorderly conducts and 52 fights). This provides the article with a credible back up for her theory. However, Williamson’s demanded more studies and results to convince educators and parents in its beneficial effects and its relation to religion shows her concern on spreading out the program which shows its benefits. Finally, she related to a yoga expert to prove her point. Nevertheless, the conclusion did not summarize her point and was not conclusive, she only related to the opinion of Guber. The Title “Yoga in Public Schools” did not effectively relate to the issue, since public schools were

For example In a study for Dr. Buckenmeyer J. and Freltas D. (2007) when teachers, parents/guardians and students were asked about the effect of yoga instruction on academic achievement, general health, personal attributes and relationships, “Teacher responders unanimously (100%) agreed on the positive effects of yoga. Parents/guardians responders, while not unanimous, were also overwhelmingly positive. Positive effect responses across all categories were over 90%. Their reflections are impressive. Responses by students were similar. Positive effect responses were in a range between 75% and 93% across all categories. Again these overwhelming positive reactions are noteworthy.”

Likewise, in another study by by Slovacek S. , Tucker S. and Pantoja L. (2003), statistically showed the positive effect of yoga classes (K-8) on students self- esteem, positive behavior, physical fitness, GPA and body acceptance. As for the secret behind yoga, Dr. Henningsen explained, “Yoga works by engaging the whole body and mind, providing activities that incorporate learning styles such as visual, kinesthetic, musical, intuitive, and naturalist (the awareness of one’s personal environment and interaction with