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Instructional Skill of the Week: Brain Breaks

During classroom instruction, scholars are expected to complete several learning tasks, which could sometimes lead to mental fatigue for the learner, or sometimes result in displays of negative behaviors. Teachers are, often times, so focused on teaching a concept and students mastering skills and understanding the concepts taught until they forget to check in with scholars to see how they are doing, or even consider the fact that they may need a break.

Brain breaks are extremely effective during the last five minutes of class. When students know that the last five minutes is dedicated to a break, and that the break can be used to talk to one another and just relax, they become more eager to complete assignments. However, there is one stipulation that students must meet to get a brain break , they must complete all learning activities successfully. Sometimes when students work exceptionally well the Brain break can be extended to 10 minutes. Brain breaks show scholars that the the teacher cares and in return they will put forth their best effort. Try giving a Brain Break during the last five minutes of your class and see how scholars respond.

Social Skill of the Week: Asking for Help

Asking for help seems to be a difficult task for middle level scholars. On the other hand, elementary school scholars are more prone to ask questions when they do not understand something. In addition, elementary level scholars are not as judgmental of each other as scholars in the middle level. Young teens become extremely judgmental of one another and peer pressure takes center stage and middle level scholars become more concerned about what their peers think than what they, themselves, think.

Encouraging young teens to ask questions when unclear about something requires teachers to ask scholars, individually, what questions they may have about a topic or directions. For example, after directions are given to the class, teachers should move throughout the classroom to each scholar or each group of scholars and ask scholars, “how are they coming along? or what questions do you have about…” Asking these questions usually opens the door for scholars to ask questions when they are in doubt. This strategy prevents scholars from having to ask questions within the whole group and seems to be one-on-one with the teacher; one-on-one with the teacher seems less intimidating, which makes scholars feel more comfortable with asking questions. The more students ask questions the more they learn; if students are not asking questions, they may not be learning.

…if students are not asking questions, they may not be learning.

In conclusion, if scholars develop a habit of asking questions when they are in doubt about something, then hopefully they will become more comfortable with asking questions in a whole group setting. Questions render answers, and answers can increase knowledge. So, encourage your scholars to ask questions

Resurrection Sunday

Believe that Jesus Christ was crucified for our sins and defeated death on the third day.

Instructional Strategy of the Week: Kinesthetic Learners

Some scholars need to move to focus on learning tasks in the classroom. Sitting still can be exhausting for young learners, so I have found a way to rejuvenate the kinesthetic learners in the classroom and get them focused. “Silent Speed Ball” is the name of the instructional strategy. Yes, it is a game that involves a ball; however, the ball can be a soft foam ball or a rubber squeaker ball (size of a grapefruit). The strategy of the game is to remain quiet, throw the ball appropriately (in the catch-zone), and catch the ball. Most often, scholars are eliminated for talking; scholars have to focus on not speaking or making a sound and catching the ball, which helps students quiet their minds and focus. After playing a game of “Silent Speed Ball” students seem more settled and focused on either a learning task, or transitioning to the next class; this strategy can be used at the beginning of class or at the end. A game of Silent Speed Ball should be played for five to 10 minutes; no more than 10 minutes because then scholars will sometimes lose focus and rules become blurred. Try it and see for yourself.

Silent Speed Ball Rules

Find a ball that is the size of a grape fruit or as big as a basketball or soccer ball. Depending on the size of the classroom; the smaller the classroom the smaller the ball.
Players should remain quiet at all times during the game.
The ball should be thrown in the “catch zone” (between under the chin and above the waist; in front of the person). The ball should not be thrown to a person’s knees, head, above the head, far left, or far right; directly in front of the person. (Students have to focus on throwing the ball correctly.)
If the thrower throws the ball outside of the “catch zone” and the receiver does not catch the ball, the thrower is out; it does not matter if the receiver touched the ball. (Students like adding in the fact that the receiving person touched the ball). However, if the receiver does catch the ball, then no one is out.
If the ball is thrown in the “catch zone” and the receiver drops the ball, then the receiver is out.
Players should not have the ball for more than three seconds (hence the name Silent SPEED Ball).
Balls should not be thrown hard, only fast.

Try this game during the last five minutes or first five minutes of class. This game definitely helps scholars focus their minds. The students will love this game and teachers can bribe scholars with this game by suggesting to them if a particular learning task is complete, then maybe they can play Silent Speed Ball during the last five minutes of class. This game is terrific!