New Teacher Advocate Kappa Delta Pi New Teacher Advocate Fall 2017 : Page 3

www.kdp.org time they catch the ball. Write numbers on the beach ball for students to add, subtract, multiply, or divide. Younger children can jump or clap the number. Consider including story elements from a narrative piece or details from an informational text on the ball. Students respond to those questions or problems they touch with their thumbs, index fingers, or pinky fingers when they catch the ball. For students who need to move during les-sons and cannot make it to the movement break, give them squeeze balls or exercise bands to use at their desks. Exercise bands or bungee cords around the chair legs allow students to “bounce” their legs. A clothespin glued to the underside of the desk enables students to open and close the pin. Also consider using squeeze balls and spong-es in this way. Students can rub the surfaces or squeeze the items, allowing movement with little noise. Nonacademic movement breaks in the class-room may consist of dancing, silent speedball, freeze frame, and old-fashioned calisthenics. The New York Times offers a 7-minute workout that includes lunges, squats, jumping jacks, and push-ups (see Resources). Modify this workout to meet the needs of individuals or groups of students. Suggested Movement Breaks It is natural for students to enter what neu-rologists call resting states multiple times a day. Movement breaks benefit and re-energize the brain to help students refocus. See below for a suggested movement break schedule based on grade level. Breaks can last for a few minutes or longer as needed. Regular brain breaks incorpo-rated throughout the school day take only a few minutes. However, the results are long-lasting and well worth the effort. Suggested Movement Break Schedule Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6–8 Every 15 minutes Every 20 minutes Every 25 minutes Every 30 minutes Every 35 minutes Every 40 minutes At least one time during each content-area subject References Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (2nd ed.). Seattle, WA: Pear Press. Pellegrini, A. (2011). Recess: Its role in education and development. New York, NY: Routledge. Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain. New York, NY: Little, Brown & Company. Resources • Brain Boogie Boosters bit.ly/BrainBoogieBooster • GoNoodle www.gonoodle.com • Minds in Bloom bit.ly/3Minute-BrainBreaks • The Happy Teacher bit.ly/2v3JAP8 • The New York Times 7-Minute Workout bit.ly/ NYT-7Minute Drs. Tichenor, Piechura-Couture, and Heins are professors of education at Stetson University. They work together on various projects through the Hollis Institute for Educational Reform, which is directed by Dr. Heins. Their current projects include brain-based learning, single-gender pedagogy, and working with marginal-ized students in P–12 classrooms. JOINKDP Benefits of Membership Include: • Honor of being associated with a 105-year-old prestigious network of educators • Face-to-face and virtual networking with peers and veteran teachers • 24/7 access to tips, webinars, For details visit and other resources designed for http://bit.ly/kdp-apply new teachers • Discounted professional liability insurance • Career Center and Job Search Summit • Classroom Teacher Grants that help cover various expenses Teachers are stronger together. KDP New Teacher Advocate • Fall 2017 3

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