Giving Breaks Enhances the Brain
Brain breaks introduce physical activity into the classrooms from the classroom teachers. It assists in transitioning students between classroom subjects and increases student engagement for further classroom functioning. With the guidance of the PE staff, teachers are given training modules and resources to assist with the brain break activities. These activities assist to increase learning by stimulating cognitive, neurological functioning, which is heavily noted in research (Ratey & Hagerman, 2008).
Issues this Best Practice Addresses:
Teachers recognize when the children are off task. Students will show many signs of checking out and the teacher may recognize when it is time to get them back on track. “If students are not engaged or looking around the room or picking at their nametags, then I know it is time for a brain break” (Mrs. Barrett, 3rd grade teacher).
Major Challenges to Implementation:
Teacher BuyIn! The major challenges is not only to find the time to teach instructors how to incorporate the activity into their classrooms but also to coach each instructor in their brain break classroom management, particularly transitioning into the next curricular activity. Another challenge for classroom teachers is preparing for the brain breaks.
Benefits Derived from Implementing this Best Practice:
Student engagement – Students beg teachers to use brain breaks once they experience them with their teacher. The classroom culture seems to foster an environment of safety amongst the students as they are fostered in empathy and respect for one another as students take risks during their brain break activities.
Evidence Illustrating Success:
Students and teachers look forward to the activity and immediately recognize the benefits. There is a decrease in behavior referrals when teachers can recognize when students are in need of a classroom curricular break. The elementary hopes to see an impact from the brain breaks in a recent student survey regarding student perceptions of school enjoyment.
Submitted by: Bethany Clegg, Burris Laboratory School