Using Our Brains

I am a big believer in Whole Brain Teaching (WBT).

I had the opportunity a few years ago to attend a Chris Biffle seminar on WBT and it changed the way I teach!

 When I previously taught lower grades, I used WBT based expectations to increase positive student behavior. With 4th graders, I use WBT techniques such as the "Class/Yes" call and response to get their attention. I also use the Mirroring  and 1 Teach 2/2 Teach 1. These help create a positive classroom climate as well as a community of learners where all are involved in the teaching process. When students become teachers, they learn and retain even more than before!

For a YouTube video example of

 Chris Biffle's Whole Brain Teaching methods,

click HERE!

      

Brain Breaks

A typical attention span is 3 to 5 minutes per year of a child's age. Using that rule, a 9 year old 4th grader would have an attention span of 27 to 45 minutes (depending on the activity). To help keep our brains "functioning", we have to give them breaks!  We try to have at least 1 Brain Break per 45 minutes of work time. With specials/PE/lunch, etc., we generally have 1 to 2 Brain Breaks a day. During that time, students may get a puzzle activity from the Secret Closet or participate in a variety of physical movement activities. The Secret Closet is actually an air conditioning closet, but it has a shoe-organizer inside filled with puzzle activities that keep brains engaged but more relaxed than during regular class time. 

The Secret Closet...shhhhhh......

Brain Breaks are fun and relaxing! Students come back to their lesson or activity ready to learn and in great spirits. 

Brain Books

Brain Books are notebooks in which students can write or draw anything "in their brain". Each student is given a notebook at the beginning of the school year, and they decorate them however they choose. Students write notes, draw pictures, create plays, write stories....all kinds of things!  These are great tools for early finishers and children who have busy minds.  A neat component to the Brain Book is that students may turn them in to the teacher to read if they choose - they do not have to do this. When students turn a Brain Book in to me, I read what they have written and write them back. Often, students will express feelings and interests they may not be as comfortable voicing in a typical classroom setting. This gives me great insight into the student and helps me meet their needs academically, socially, physically, and emotionally.