Brain-Based Research (Part 1)

"Brain-based teaching" is not just a fad in the education world; it is a scientifically based understanding of how people learn. Scientists and educators are now collaborating on studies of the human brain as it relates to learning with applications to disabilities and "Special Needs" students. There are specific practices emerging from brain research that teachers can use to enhance learning by all students.

The National Dissemination Center for Children with Disabilities is one place to look for resources. Their website lists hundreds of excellent articles and websites for further research. The National Association for the Education of Young Children is another that focuses specifically on elementary (primary) school education.

I would like to share with you a bit of what I have done with respect to brain-based research as I applied it to my classroom. I have used a variety of techniques that scientists have shown make a real difference to the brain and student learning. Among these are the use of music in the classroom, making deliberate changes to mental states, and specific ways to give directions to student learners to achieve positive results.

Music in the Classroom

Kids today are exposed almost constantly to music of various kinds on television, in malls and office buildings, on their own cellphones or computers. As movie makers know, music can set the mood for any scene. Playing music during classes can change the atmosphere of the class from noisy to quiet, from chaotic to organized. It is an important tool that is not used as much as it could be by teachers.

As far as the type of music that I have played in the classroom, it's mostly from Eric Jensen's CD collections of music. Jensen has become internationally recognized for his "brain-based" publications for teachers. He links current brain research with strategies to improve student achievement. Music is one of the key tools he uses to stimulate positive feelings in the classroom.

He suggests considering the emotional state you are trying to elicit, the age of the listener and the types of music that are most familiar to them. Songs with words should be reserved for special occasions or games; Jensen suggests relying mainly on instrumental music of various kinds.

To celebrate the start or completion of tasks, something upbeat can get students inspired. For lengthy writing tasks, calming music with a slow rhythm can aid concentration.

According to various brain studies, beats per minute (BPM) can have profound effects on the human body and brain. Jensen writes:

"Songs in the 35-50 BPM range will be more calming, while those in the middle 55-70 BPM will be more moderate for seatwork. For activities, the pace might be 70-100 and for energizers, maybe 100-160 BPM will REALLY rev it up."

I bought an expensive Bose IPOD music system that I have used regularly in the classroom. Now I am not saying that teachers need to spend a lot of money. I would suggest going to Wal-Mart and picking up a CD player for around twenty-five dollars -- or if your school offers Audio-Visual equipment, to request that a CD player be made available to you in your class every day. Alternatively, you can attach good speakers to a computer or smartphone - just be sure that they can put out sufficient volume to be heard bay a classroom of excited, noisy kids!

The point here is that it is not the cost of the system but rather that appropriate music can assist students with a given activity  and that you will want to be able to access music as a teaching tool at any time.

All the best,

Steve

Reestablishing Classroom Rules

The notion that establishing classroom rules once during the school year is hardly realistic. Through the years, I have found it helpful--even necessary to reteach, model and rehearse the "Class Rules,"  especially after Fall/Winter or Spring breaks.  Students often seem to forget (or choose not to remember) the rules that they followed before the holidays.

There are many different schools of thought regarding classroom rules. There are teachers who let the children decide on the rules and how they will be implemented.  Other teachers have rules already in place that they expect to have followed.

This is strictly 'teacher preference' and both methods have merit.  You may wish to use both!

Student Discussions of Class Rules

Letting the students decide on the rules provides for 'buy-in' and ownership of the process, whereas having rules already in place enables the class to 'hit the ground running.'  Either way, it is you call -- there is nothing saying that you cannot do both as the year progresses.

I would, however, keep the number of rules down to 3 or 4, especially during the first days of school.

You  might wish to start with your own "ground rules."  These are things that are important to you to maintain control and support your teaching. You can tell the students at the start that later on that week or later in the term, they will be asked to discuss and develop a new set of class rules.  If you choose to do both, students will have a chance to "try out" the rules and to think about what is important to them for a pleasant classroom experience in the classroom.

In the first days, making the class rules the central focus of the class hours can be very fruitful.  Give the students a chance to discuss the reasons and purpose for a given rule, the disasters it might help prevent, and the consequences if a rule is not followed.  Keep asking questions and help the students to imagine circumstances in which the rules help.

ACTIVITY: First Day Focus on Class Rules

One of my first day activities involves the children in discussion of the rules.  I supply art materials -- paper, colored markers or pencils, etc.  -- so that they can illustrate what each rule "looks like."  I give them different settings and ask, "What does this rule look like in the classroom?  In the hallway?  In the cafeteria?  On the playground?"

After the students have had the chance  to draw or write comments, as a whole group, we compile information on a chart.  I keep the chart posted where it is visible and use it to reinforce the rules during the first weeks.

A final thought about rules...

Not only do class rules need to be taught, modeled and rehearsed to be truly effective, but the teacher needs to be consistent and fair in applying them.

What I have found with respect to Class Rules is that spending a lot of time on the rules upfront during the first days of school, and reviewing them often in the early weeks, helps avoid ongoing headaches through out the rest of the year!

All the best,

Steve 

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