Our Brain Buddies Community

Stability Balls - Four Years and Counting

cheart@charter.net — Mon, 09 Aug 2010 19:45:00 GMT

Four Years and Counting by Lisa Skoyen, Third Grade Teacher, E.P. Rock Elementary School, Hudson, Wisconsin. Students have been sitting on stability balls in my classroom for thepast four years. I can honestly say that implementing the use of stabilityballs has been one of the best educational decisions that I have ever made.I can’t imagine students sitting only on chairs for the entire year. I have ablatant reminder of the negative behaviors that children exhibit whilesitting on chairs at the beginning of each school year. I start the schoolyear with children sitting on chairs. Even though many of my students havehad the opportunity of sitting on stability balls in previous grades, I feel it is important for students to go through the training and “earn” the privilegeof being able to sit on the ball. Standing in front of my classroom during thetraining weeks is the only affirmation I need to continue using stability balls.Students are leaning back on their chairs, sitting on their knees, slouching intheir chairs, and placing their heads on their desks. I can’t complete thetraining quick enough! It is a joyful day when I am able to stack the chairsand push them out in the hallway to be taken away and put into storage. I have witnessed numerous benefits of students sitting on stabilityballs. Students are more focused, are able to attend longer and are lessdistracted because they are able to quietly bounce and move duringinstruction. I am able to observe the behavioral differences that occurwhen students have to deflate their stability ball because of breaking a rule.Sitting on stability balls in my classroom is a privilege. We write the rulesand consequences as a class, students sign a contract and the contract issent home. Communication is very clear about what is permitted and what isnot permitted. There are no warnings. If students break a rule, thestability ball is deflated for 2 weeks. One year I had a little boy who wasvery “energetic” and clearly benefited from sitting on a stability ball. Hisparents were extremely supportive of the program and inquired aboutpurchasing a ball to use at home. One day he broke a rule and had to deflatehis stability ball. I knew it was going to be a very LONG 2 weeks for him andme. The change in his behavior was unbelievable. He couldn’t complete hiswork, distracted others and talked nonstop. I received reports from thespecialists about his disruptive behavior in gym, music and art. I evenreceived a note from his parents about his difficulties completing homework.After 2 weeks of torture for all of us, he was able to inflate his stabilityball and the negative behaviors disappeared. He needed the stability ball asan outlet for his “energy”. It truly made a difference for him and does formany other students. Sitting on stability balls not only improves students focus andconcentration, it also strengthens core muscles and improves posture. It is awonderful sight to see students sitting around the classroom with suchperfect posture! I can also note the difference in my posture and coreduring the school year. I use a stability ball chair with wheels and can feelthe difference when the school year starts after not sitting on the ball allsummer. Stability balls have changed the way students in my classroom attend,behave, and think. They are integral part of increased student motivationand success. I can’t imagine a school year without them!

Special thanks to Lisa Skoyen and Lisa Witt of WittFitt

For more information about using or obtaining Stability Balls, visit www.wittfitt.com

www.ourbrainbuddies.com

Humor and Learning

cheart@charter.net — Mon, 12 Jul 2010 21:53:00 GMT

Humor and the Brain

Humor is a whole brain experience. It offers refreshment to both students’ and teachers’ mentally stressed minds and bodies.

The “real” Dr. Patch Adams tells us, “We have to get people laughing because:

It provides balance in people’s lives
It helps people cope better
It helps them stay well

Laughter is powerful!”

Pam VanKampen of Northern Area Agency on Aging presented “Keep Laughing” at a recent workshop for the UW-Eau Claire. Her description of neuroscience on humor bears repeating.

Cartoons, jokes and funny stories work more of your brain than simply reading.

Humor can tune our minds, help us learn, and keep us mentally loose, limber and creative.

“Each humor event you experience makes you grow a little bit…the brain has expanded and taken on new connections.” William Fry, M.D.

Humor is a “work out for the brain” every time you hear a joke:

The language center on the left side of your brain makes sense of the words.
The message then crosses to the right side of the brain where the right frontal cortex delves into regions including those that store emotions and social memories.
It then shuffles the information until it clicks and you get the joke.
Next, a structure deep in the brain pumps out dopamine, a “reward system chemical” that makes you feel good.
A primitive region near the base of your skull makes you laugh.

“Humor is something that causes a tickling of the brain. Laughter is invented to scratch it!” Hugh Foot

Special thanks, Pam, for your permission to share this with our blog readers!

Sandi

For additional articles and information, visit www.ourbrainbuddies.com or send an email sandi@ourbrainbuddies.com

Devil's Lake Bluff Hike

cheart@charter.net — Mon, 12 Jul 2010 20:04:00 GMT

A Mustang Emergency Day--We hit the road for a sunny summer break in our red convertible. Our Focaccia sandwich picnic at Devil’s Lake State Park tasted great! Next time we’ll remember to bring a tablecloth… We walked the flat Grotto’s Trail together until Bob noticed that we hadn’t encountered any bugs. Yep, they heard him, and appeared out of nowhere. He headed back to a breezy park bench. Underestimating the heat and humidity, I hit the stone stair hiking trail up to East Bluff. Sharply chiseled Quartzite boulders of burgundy, brown and gray became steppingstones on the steep, challenging climb. The rocks ranged from narrow slabs to the size of laundry baskets. One young girl was amazed at one step that she thought was particularly high. Another hiker commented, “Get ready for about 900 more just like that!” Couples speaking many languages, a large group of Vietnam students from Carroll University, and entire families made the climb. Each time I stepped aside to let others pass—coming from both directions-- it was much more an excuse than simple courtesy. My knees were screaming, and I was gasping for air. Lots of photo ops, and my water bottle was well worth its weight. A great workout for the legs, heart and lungs!My well worn hiking shoes paid for themselves as I carefully planted each step on the sometimes slippery rocks. Others wore sandals, flip flops, tennis shoes, and one woman was rock climbing in a string bikini—and she survived smiling. One man had a walking stick—great idea! A headband would have saved me from way too much sweat dripping into my eyes, especially on the way up. Next time I’ll remember that too. Crossing East Bluff Woods Trail above the climb I was able to look up to appreciate the clear blue sky and cool breezes during long, slow drinks from my water bottle. The welcome flat asphalt path offered relief, a breeze, and a chance to breathe normally again before heading back down the rocks. Families and couples stopped for photos near Devil’s Doorway. One group took what looked to me like the perfect Christmas card shot. When I commented, they said “The boys are on loan for the photo.” They belonged to the couple behind, not in front of, the camera. I asked if I could borrow them for mine as well. Laughing with the families (from Madison and Baltimore) restored my energy for the descent. We shared the path with “bluff kickers”. One young woman’s t-shirt proclaimed an ominous disclaimer. Dances with Dirt 2010-Baraboo: I realize that my participation in this event entails the risk of injury and even death. That group had organized a 50 mile ultra-marathon which included the steep rock hiking trails along with some flatter terrain. I couldn’t imagine racing on those boulders! All I hoped for was to get back down without an injury. Staying on the path was tricky-- I often stood puzzled, with no idea which way to turn. I learned to look straight up or down rather than to the right or left. “Even when it looks like there’s no way out, there’s always another path.” I said. They added, “Just like life!”Eavesdropping on a mother-son conversation, I learned to look for look for the concrete patches that held the rocks together. Very helpful! The daughter wearing the Dances with Dirt shirt and her mom were following a man from Sauk City who knew the path and markers. He had lost 65 pounds hiking the trails every day the past 2 months! I was grateful to tag along to find my way back down to the park. The camaraderie of the trail made it easier and safer for everyone—especially for me. A woman from Schaumburg joined us as we neared spotted the railroad tracks—the end was in sight. We three moms talked about planning family vacations, and how quickly the picnic food disappears. Walking back toward the park, we spotted Bob off in the distance reading his book on the bench. Coming closer, his butter pecan ice cream looked awesome—and tasted the same. Maybe that would help settle my shaky knees? I was glad he enjoyed his 2 hour wait—it was great fun for me! © Copyright Sandra Sunquist Stanton NCC, LPC, Connections of the Heart LLC. More blog entries linked to www.ourbrainbuddies.com

Ecuador Rainforest Reflections

cheart@charter.net — Sun, 27 Jun 2010 21:55:00 GMT

“Would you like to go to Ecuador’s Rainforest? My daughter is there studying in Quito for her Community Health program.”

“Sure! I’ve got some time clear, and I’ve always wanted to experience that part of the world—should be fun!”

Six weeks later Jean, Patti and I were off on an excellent adventure—packing everything we would need into a backpack. Picture this outfitted tourist… my “Seattle Sombrero” specifically designed for high humid areas—AKA rainforest--, a 2 liter camelback as anchor for the bouncing blue backpack protector—potentially necessary for my non-waterproof dual purpose computer backpack, and the blue microfiber towel to wick away all my sweat. Going down through the layers, I’d load up my multi-pocket cargo pants, vest and/or jacket, passport case with charge cards and some cash, the bright red fanny pack with camera, binoculars, travel journal, calendar, hand sanitizer, business cards, and my under-clothing money belt. Topping it off with the backpack holding all the clothing I would have for the trip, and a walking stick. Not exactly blending into airport crowds, but we were ready.

Quito gave us a taste of urban Ecuador, preparing us for our bus trip to the Intag Cloud Forest. We stayed with Sandy Statz and Carlos Zorilla who often host eco-tourism groups from universities. Actually hiking in the Cloud forest meant piling everything on my newly broken in hiking shoes, replaced by knee high rubber boots for supposedly safe, dry footing. Moving forward meant slipping on the layers underfoot: rich brown mud and wet rocks covered by decomposing leaves. My bottom half struggled to maintain grounding and balance while my top half sagged under the carefully piled weights and straps. Malaria meds compromised my balance to boot. So, no surprise at my constant fatigue—with the high altitude in the Cloud Forest and 100% humidity both there and in the Rainforest. Whew! I wasn’t prepared for what I was signing up for when I agreed to accompany Jean and Patti. Maybe that’s a good thing, or I wouldn’t have gone. Nah…… I’m way too adventurous to miss a chance like this.

After a couple of days in the Intag Cloud Forest, we walked, and then caught a taxi back to Quito so we could catch our flight to Coca and the Rain Forest. We spent two hours on the dock after being fitted for our second set of rubber boots, waiting for the Overseas Adventure Tours OAT group to arrive to join us on the canoe trip to Yarina lodge.

During our wait I took some photos of flowers and local laborers. One man hammered long and hard with a tool that seemed much too small, knocking out a wall for a window. Another crew was teetering on the edge of scaffolding working together to build walls on a nearby building. They spread the soft concrete on the wall and then smoothed it out vertically with a 2x4. It looked like one tough job to this uninitiated observer. After drinking all the water in my camelback, I went looking for the dock’s bathroom. It had faucets, but no running water. The woman attendant checked with several people before anyone was able to turn it back on. You never know what’s next… Running water is NOT to be taken for granted from this point forward on the trip—or even at home.

A day in the rainforest:

Our guide told us that generators would be turned on at 5 AM, so hot water should be available by 6. Not sure if it worked, we were too tired to budge ‘til 7 except on our last day there. We had the option of Bird watching at 6:30, breakfast at 7, morning hike at 8:30, lunch at 12:30, afternoon hike at 3:00, dinner at 7, and night hike at 8.

Franklin, our knowledgeable tour guide, unfortunately spoke only Spanish. He got rave reviews from a departing American man we met while we waited on the dock for our canoe trip. We had been delighted to pick his brain while his group stopped to turn in their rubber boots. He told us Franklin was the best guide he had experienced in the jungle—but this tourist speaks more Spanish than the three of us put together! Our little group booked the trip too late to get a trained English speaking guide, so they contracted with trainee Santiago to help translate Franklin’s informative descriptions. Our hikes went something like this… Franklin would describe a plant’s medicinal qualities and role in the life cycle of the jungle, speaking for about 5 minutes. Santiago would then try to tell us what Franklin said…and shrug. I videotaped this sequence once, just for an illustration. We actually learned a few Spanish words by default this way--no extra charge. I caught things like “medicinal” and Santiago’s version of “vine” which came out as “vain”. Laughing through our bumbling efforts, everyone helped each other learn, redefining international understanding in the process.

Each time I saw something to photograph –lots of story shots—Patti behind me would take my walking stick, I’d unzip my red fanny pack, take out the case, take the camera out of the case, turn it on, aim and shoot, then reverse the process… 762 times. Many of them turned out great! Next step…go through them all, order and share them.

On our first hike the sweat dripped off the brim and cord attaching my Seattle Sombrero to my head. Franklin took pity on us, using his ever-present machete to slice some big heavy leaves into serviceable fans for us. We were impressed by his workmanship and they came in very handy. I didn’t keep mine very long. Franklin pointed out a ravine to our left as he stepped over the large fallen leaves. Jean also passed over the spot covered by branches and leaves. I stepped carefully onto the center vein of the large leaf, but went down like a shot, sinking up to my knee before catching myself with the palm of my right hand, further damaging my already injured right shoulder and—losing my leaf fan. Breathless and shaking, I accepted everyone’s offer to help regain my footing. Good bye fan, hello strained muscles. So much for safety… I don’t even want to think of what could have happened, and am very thankful it wasn’t worse and my camera wasn’t in that hand. It made a great story later when I discovered I needed surgery to repair my torn rotator cuff, torn bicep and the bone spur we already knew about—but that’s another story. Jean pointed out, “They were clearly surprised that hole was there!” Yep, me too!

Another day we visited the wild animal preserve. Franklin pointed out a moving trail of leaves. Actually, it was leaf cutter ants hard at work. He told us that they choose a particular tree, strip it of its leaves, and each ant carries a piece maybe 10x its size to their colony where it’s cultured into mushrooms. We shared the only path with the ants for a long distance, unavoidably walking right on them. Eventually they attacked—climbing up our boots and into Jean’s, Patti’s, and Claire’s, but not mine. They climbed up my boots, and onto my pants, but my boots were tighter, and the baggy pants hung over the tops. Shut out! Hooray for baggy pants! We frantically tried to brush the biting creatures off each other, with Patti, Jean and Claire jumping around in the mud hollering,” Get them off me!” No luck. They just bit our hands and refused to leave. Couldn’t really blame them, but we learned another life lesson—don’t mess with the leaf cutter ants!

Three times during our stay at the Yarina Lodge, a Blue Malva butterfly swooped across our path. What a gift that was! Its size amazed me. I gasped at its beauty as it caught the rays of sunshine passing through the forest canopy on our hike. Another one followed us on our boat trip to the native homes, dancing between the plants on either side of the water in front of us. It teased my too slow attempts to get my camera out of its case. That fluorescent blue moment is recorded only in my memory, not on a photo card. After the trip, Jean thanked me for joining her on the trip. She gave me a card which Sandy Statz’ s students made on homemade paper and hand painted with their personal version of my favorite Blue Malva Butterfly. A very special, thoughtful keepsake!

Exercise and Achievement-SPARK-Jan 09

cheart@charter.net — Thu, 24 Jun 2010 16:49:00 GMT

Exercise and Achievement - SPARK by John Ratey - Jan 09

Exercise boosts achievement—here’s where to find the proof.

SPARK by Dr. John Ratey (Harvard) is a gold mine of research and information we can use to communicate the effectiveness of movement and exercise on learning. Check it out!

I had placed a pre-publication order for the book, but it sat on my shelf waiting to be opened until I finished the Greenville-Atlanta workshops. Thanks to the person in Atlanta who pointed out that it’s exactly what we’ve been looking for. Reading it was like Christmas—hmmm.

Here’s an excerpt from the Introduction to Spark: The Revolutionary New Science of Exercise and the Brain by John J. Ratey, MD (Little Brown) 2008.

“In Naperville Illinois, gym class has transformed the student body of nineteen thousand into perhaps the fittest in the nation…In 1999 Naperville’s eighth graders were among some 230,000 students from around the world who took an international standards test called TIMSS (Trends in International Mathematics and Science Study), which evaluates knowledge of math and science. In recent years, students in China, Japan, and Singapore have outpaced American kids in these crucial subjects, but Naperville is the conspicuous exception: when its students took the TIMSS, they finished sixth in math and first in the world in science.” (Page 8)

Special thanks to Dr. Julian Reed of Furman University in Greenville, we have more ammunition. He and colleagues conducted their own study--abstract is attached with his permission. The Robert Wood Johnson Foundation also funded research conducted by Active Learning, accessible at www.activelivingresearch.org.

Watch for Dr Reed’s book due out in 2009: Active Education: Lessons for Integrating Physical Activity with Language Arts, Math, Science and Social Studies (Nova Publishers 2009) More information on his work is available at his website: www.moveintheclassroom.com

This should help each of us gather the resources we’ll need to make our case for healthy movement, and help all the brains we’re trying to boost.

Happy New Year!

Sandi

Reading Windows Jan 08

cheart@charter.net — Thu, 24 Jun 2010 16:45:00 GMT

Words on a page become windows on worlds of experiences when the brain goes to work. The reading process involves 17 regions of the brain as it holds letters and words in the working, or short term, memory only long enough to connect them with each other and cross reference with bits of information already stored. Through time and practice, the concept shifts into long term memory—which we call learning. It’s a little like assembling a puzzle to create a new picture or idea from someone else’s thoughts. Remarkable, when you think about it!

From birth, a child needs to be exposed to a word used about 200 times in context before they are able to understand and use it. Labeling and naming every day objects and activities for children and encouraging them to do the same builds the memory base they need for reading and learning. Rhyme, rhythm, ritual and repetition serve as the glue to make it stick.

Watching a TV or computer screen is no substitute. It offers only vicarious images. While the electronic screen captures the attention, it provides only a partial picture. The brain is busy recording the total experience; touch, smell, kinesthetic movement, and other people’s reactions. Personal interaction also provides a chance for practice, allowing for refinement and eventually, mastery. Pacing can also be flexible within a social context accommodating the child’s own learning style and speed. Together it’s just much more fun.

When reading development lags, look to Reading Specialists and Speech and Language Clinicians for help in assessment and remediation.

Audiologist and speech-language pathologist Maxine Young’s article “Working Memory, Language and Reading” discusses this topic in www.brainconnection.com for Dec 07. “In the 1980s, two English researchers named Baddeley and Hitch coined the term ‘working memory’ for the ability to hold several facts or thoughts in memory temporarily while solving a problem or performing a task... Working memory is required to understand spoken language; to comprehend what is read; to write sentences, paragraphs, and stories; to do problem-solving tasks, and perform some math operations. Research on children with language delays, that is children who develop language much later than the norm but who have normal nonverbal intelligence, shows that they have working memory problems.”Please check out the entire article as well as the practical information on the website, and make time for complex yet simple enjoyment of reading for yourself and your students. “Reading gives us someplace else to go when we have to stay where we are.” (Mason Cooley quoted in Readers’ Digest, Nov 07) ©copyright 2008, Sandra Stanton. For helpful articles, books, resources, Sandra's bio, calendar, news and contact info, go to www.ourbrainbuddies.com

Play - March 2008

cheart@charter.net — Thu, 24 Jun 2010 16:33:00 GMT

Play Blog

March 08

Play is anything you do that lights up your brain—or that of your students.

It could be physical, social, or emotional, usually creating fun, joy, and laughter,

Physical

Your Phy Ed teacher is the expert here, with both the information and equipment. They make great partners and resources in this brain work. Group or individual large muscle activity does wonders to refresh brain and body—indoors or out.

An Occupational Therapist colleague teaches alphabet to young students using something she calls a “Zoom-ball.” Two students hold handles attached to a ball, stretching and relaxing the attached rubber band to pass it between them while reciting alphabet or other concepts. She encourages educators to find creative ways to incorporate balls, and other typically PE dept equipment in the classroom.

Social

Given the chance, boys often choose competitive team sports at recess. Classroom teams have been known to get excited about group contests for math, spelling, geography or many other topics. The urgency of heightened emotion may make learning easier for some boys, but it may work just the opposite for some girls.

Non-competitive group games help children when they want to join a group but just can’t quite take the first step. Some Eau Claire Elementary Schools have offered a program called Play Fair based, in part on the book Playing to Learn, Learning to Play by Charlie Steffens and Spencer Gorin (Legacy House, 1997). The two most important things in play are People and Fun. Older students serve as group leaders at recess, setting up and facilitating the games. For more information just send me an email.

Rhythm and music as Learning Anchors

Some teachers find success encouraging students to move rhythmically emphasizing concepts, letters, sequences, or learning any list—bones of the skeleton, presidents, state capitals, maybe even the periodic table of elements. Adding music and movement boosts retention.

Hopefully, warmer weather is on the way so we can all enjoy more outdoor play. Green grass, maybe some golf? Find some time to play so you lose track of time—that’s the best!

Music, Movement and Memories - Nov 07

cheart@charter.net — Thu, 24 Jun 2010 16:28:00 GMT

November Brain Buddies Blog – Music, Movement and Memories

Music and movement are keys that can open the mind for learning. We may not always think of it this way, but making and keeping memories are foundations of the educational experience.

The computer stores enormous quantities of simple, linear memories—but the brain works with vastly more complex networks with pieces all over the brain. Each memory has an emotional component, a situational context, the facts, sensory tags, and connections to all previous related experiences.

That’s why music and movement are powerful partners in the learning process. Music evokes emotion, either positive or negative. Feelings trigger the release of powerful neurotransmitters. When it’s good, learning sticks. Keep it light. Any sense of threat will lead the brain to barricade similar experiences in the future. Music can signal transitions, set a calm environment, or energize students for movement and memory.

Movement engages the vestibular system, adding richness to the memory, increasing the likelihood of recalling it later. Through repetition and practice, skills and information (times tables, sight words, riding a bike, driving a car) translate into automatic skills that the cerebellum (or little brain) stores for quick retrieval when needed. Movement with music serves as glue to make learning stick.

To keep minds active, have students come up with their own rhythmic movements or raps to reinforce the concepts you are teaching. Fun helps kids learn Try having them move arms and legs across the midline while seated, move around the room, or—for an extra oxygen boost—get them moving outdoors. Move it to learn it!

Please add a comment to let us know how you use music and movement as tools to support your students’ learning.

Why Move in the Classroom

cheart@charter.net — Thu, 24 Jun 2010 16:22:00 GMT

Why Move in the Classroom? Visual-Proprioceptive-Ocular System If they could only sit still! Children's bodies want to be on the move constantly, given the opportunity. Teachers across the country are making that possible without a power struggle with chair-less classrooms. Exercise (Stability) Balls replace traditional chairs, reportedly improving student focus, posture and fitness all at the same time. The topic came up during a Health Ed Network seminar I presented in St. Louis "Educational Applications of Current Neuroscience" on March 7. It follows Carla Hannaford's observations in her classic book Smart Moves-All Learning Is Not In Your Head. Movement is essential for learning. Children's need for movement is based in the Vestibular System and the "Triad" described in workshops by Mary Kawar MS, OTR. Consulting with colleagues to further educate myself and answer participant's questions about the Visual – Proprioceptive-Ocular Systems, I acknowledge Anne Yockey MS, OTR for her guidance and professional resources in this search. She recommends workshops by Mary Kawar, MS, OTR for more information on these topics. http://www.vitallinks.net/workshops.shtmlVisual-Proprioceptive-Visual SystemThe Triad: Vestibular-Proprioceptive-Visual Systems are building blocks for higher level learning. We must look beyond traditional auditory teaching approaches and engage this foundational triad to create optimal learning. The integration of movement, eyes, ears and mouth works best. Visual Processing: Perfect 20/20 vision indicates only the clarity with which one sees. The traditional eye chart does not reassure reading ability or visual function. Visual Information Processing is a more meaningful term; referring to the visual processing skills necessary for learning and performance. EMDR-Eye Movement Desensitization and Reprocessing: Eye movements correlate with emotional processing, so they can be used as a tool in healing. Research has proven EMDR effective in psychotherapeutic treatment of PTSD (Post Traumatic Stress Disorder). During EMDR, the client attends to emotionally disturbing material while focusing on an external stimulus. The therapist directs lateral eye movements, and uses hand tapping and audio stimulation. For more information visit the association's website: http://www.emdr.com/briefdes.htm Vestibular System: This system balances all sensory systems; very important for learning. It’s located in the three semicircular canals of the inner ear. Vestibular receptors are the tiny hair cells (cristae) within the semicircular canals, the utricle and saccule of the vestibular labyrinth. From Sensory Integration: Theory and Practice Fisher, Murray and Bundy 1991The cochlea, also in the inner ear, takes care of hearing. Because it’s surrounded by a liquid [paralymph] also shared with the vestibular system, vestibular stimulation can also improve hearing. Proprioceptive System: This senses spatial orientation and organization of body parts through information arising form one’s position and movement for purposes of motor planning and control. It monitors intensity, rate, duration and timing of force of movement needed under all circumstances, based on muscle tension: how much and how fast a muscle is being stretched. Proprioceptive Signals: They originate in muscles, ligaments, tendons and joints, connective tissue and vibratory receptors in the bones. Feedback indicates the degree of stretch registered in the endings of muscle spindles. Occupational Therapists consider whether movement is active—originating from the individual’s own brain, or passive—created externally. This information is adapted from workshop materials from Mary Kawar, MS, OTR.

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Health Ed Network sends me to present seminars across the nation where I still learn as much as I teach—just as during my school counselor days. Their site is www.health-ed.com Please check www.ourbrainbuddies.com About Us-Schedule for upcoming seminars. I also present through Connections of the Heart LLC, but without official Continuing Education Units. Research continues into the use of Classroom Stability Balls. More information can be found at:www.wittfitt.com :Lisa Witt, a teacher in Hudson, Wisconsin has used stability balls in her classrooms in Iowa and Colorado, and now conducts training for teachers in their use. Balls with "legs" are available preventing them from "escaping" all over the room. http://student-health-issues.suite101.com/article.cfm/no_more_classroom_chairs May's Nature Blog follows, focusing on Negative and Positive Ions. Thanks for your interest, and for passing this address on to your colleagues! Sandi

For additional articles and information, visit www.ourbrainbuddies.com or send an email sandi@ourbrainbuddies.com

Give the Gap a Nap - March 09 Brain Buddies Blog

cheart@charter.net — Thu, 24 Jun 2010 15:46:00 GMT

Give the Gap a Nap – March 09 Brain Buddies Blog

Curriculum crunch sends educators into “Pack and Stack” mode so we can cross topics off our to-do list. The problem is, even though we have “covered” the lesson, it may be wasted effort and energy.

When students’ body language tells the teacher they’re drifting, a change of activity might get them refocused. As magnificent as the brain is, it can only absorb so much information during any given time. Oversimplifying, the synaptic gap becomes backlogged when too much is crammed through the channels. We’ve all experienced a numb brain when the body needs a break. When the body is numb, the brain is the same. Concepts must actually pass through synaptic gaps and become linked to what they already know before they can be officially admitted into long term memory. Everything else becomes overflow, lost on the brain’s cutting room floor. Think Jell-O ™. It needs time to “set”.

So, how do we “Give the Gap a Nap”?

Move-it to Learn-it:

· Staying in chairs… Move from the waist up. Suggest or have students generate creative ways to move arms, shoulders, neck and head with or without music.

· Standing by their chairs… burns more calories, and sends more blood and oxygen to the brain.

· Move around the classroom…walk a few steps forward and backward or around. the room and sit back down. Link the movement to the lesson, and it works great.

· Take a 5 minute fresh air break for a quick run outdoors.

Shift Mental Focus:

Partner share applications of the concept just taught
Teach someone else what you’ve learned
Make it into a rap or rhyme
Express it in drawn pictures, cartoons, or a collage

Changing method, mode, setting or sensory pathway causes the brain to sit up and notice, making long term learning more likely.

Our Brain Buddies’ recommended book for March shares case studies and provides natural solutions for us to our fix “broken brains”:

The Ultramind Solution Mark Hyman, M.D. (Scribner 2009)

Sandi

For additional articles and information, visit www.ourbrainbuddies.com or send an email sandi@ourbrainbuddies.com