Practical+applications+in+the+classroom

In 2002, while working toward my master's degree at Cleveland State, I took a course, ECE 502, Teaching Methods in Early Childhood Education. For one of the assignments, I read "Teaching with the Brain in Mind" by Eric Jenson. Using this resource (and also Lise Elliot's "What's Going on in There?" I came up with a list of research/data and the educational implications for teachers. When I showed this paper to Julie and Tracey at the last meeting, they suggested I share my findings with you. Most of this is common sense, but I'm sure everyone remembers a teacher or two who did exactly the opposite of what brain research suggests for teachers. I won't bore you with the whole paper, but instead offer some of the teacher tips I find most helpful. So here goes...


 * __The Data__: The brain is made up of 78% water. A person needs 8 - 12 glasses of water a day for the brain to function to its fullest potential. When dehydration sets in, lethargy and a loss of attention can set in which leads to poor learning.**
 * __Educational Implication__: Allow your students to drink lots of water. Water fountain breaks should be part of the routine, not a reward/punishment system. Water bottles should be allowed in class. Students drinking greater quantities of water may result in higher student performance.**

//__The Data__: Higher quality air is linked to higher levels of attention, mental functioning and healing.// //__Educational Implication__: Teachers, administration and custodial staff should do what they can to increase the airflow to the classrooms. This may include opening windows, installing ceiling fans, and/or cleaning out air ducts.//


 * __The Data__: Physical movement allows oxygen-rich blood to circulate to the brain, which, in turn, is necessary for higher performance.**
 * __Educational Implication__: Teachers must be responsible for their students to receive physical movement activities every day and many times during the day. This is especially important in schools where phys ed and recess are not mandatory. When students are wiggling in their seats or on the rug at circle time, telling them to sit still is contradicting what their brains are crying out for; movement. Motion at the base of the spinal column is actually beneficial in jump-starting the brain, allowing it to focus and concentrate.**

//__The Data__: Good nutrition feeds the brain (no pun intended). Green leafy vegetables, salmon, nuts (not in our schools, I'm afraid), lean meats and fresh fruit have been proven to have positive effects on the brain and promote higher learning levels. Calpain, a mineral found in dairy products and leafy vegetables, have been found to be a 'cleaner' for the synapses of the brain dissolving protein buildup. The results of this cleansing are more efficient neural transmission and with it, better learning potential.// //__Educational Implication__: Good nutrition notes and suggestions should be sent home to parents. Suggestions for healthier birthday treats and other celebratory snacks could be included. Likewise, teachers need to cut down on the sweets served in the classroom. Holidays doesn't necessarily mean donuts and cupcakes. Children can snack on whole grains, fresh fruit, bite-size veggies as easily as they can cookies, chips and candy.//


 * __The data__: Brains are malleable. Within 48 hours of enriched environmental stimulation they can grow new connections. As you vary the type of environment, the brain varies the way it develops.**
 * __Educational Implication__: The classroom should be an enriched and stimulating environment. A variety of teaching strategies, learning opportunities and new experiences should exist along with opportunities for repetition thus fostering novel or new motor learning as well as exercise or repeated motor learning.**

That's enough for one night. Happy New Years!! Kim