Brain breaks are beneficial for students because they break up the sedentary routine of the conventional classroom and “improve the physical health, mental awareness and educational success of children,” (Oregon State University, 2014). During times of the day when attention spans and concentration tend to waver, brain breaks can help with student focus and classroom behaviour. Brain breaks have been linked to increased oxygen consumption, lowered stress levels, and higher levels of physical activity for young people (Oregon State University, 2014). Brain breaks can also aid in class cohesion, heightening student attendance and participation; they can boost listening skills and communication among students; brain breaks improve self-discipline and motivation; they promote laughter and fun in the learning environment (Literacy and Language Center, 2016).
Ideally, a brain break lasts between 2-5 minutes, and incorporates dexterity, thinking, and body movement. Some brain breaks may be more relaxing or reflective, incorporating mindfulness into the classroom. I have suggested three brain breaks that I believe I may use in my own classroom practice: 1). Snap Wink In snap wink, students are instructed to stand at their desk, and to snap their right index finger and thumb, while blinking their left eye. Students quickly switch to snapping their left index finger and thumb, and blinking their right eye. Students are then instructed to switch back and forth as quickly as they can. This game has a component of genuine laughter and silliness, but the quick switching also uses aspects of the brain that will help students feel energized and renewed (Energizing Brain Breaks, 2014). 2) Would You Rather? In the game “Would You Rather?” students stand up in the classroom and asked a silly question, such as “would you rather live under the sea, or in a colony on Mars?”. Students move from one side of the room to the other depending on their personal preference. The leader may ask any number of preference-based questions, engaging students in movement around the room, and increasing the communication skills and self-confidence of shy learners. This game can also be adapted for space considerations. For example, students may twirl around for one preference and do a jumping jack for its counterpoint, rather than crossing the room. This is an excellent game for kinesis in the classroom, and building communication, cohesion, and light hearted camaraderie between students. 3) Mindfulness Brain Breaks Mindfulness brain breaks can be extremely effective stress reducers for older teens working through difficult or tedious material; they may not be as effective for middle schoolers who simply need an outlet for expendable energy throughout the day. Mindfulness breaks usually involve students sitting quietly with their head on a desk, or lying down as space permits. The teacher may guide the meditation, suggesting, for example, that students reflect on a time when they felt filled with joy. The teacher may ask such guided questions as “Where were you? Who were you with? What sounds, tastes, colors, and smells do you remember? What sensations did your body feel?” By incorporating mindfulness and the recollection (or anticipation) of positive experiences in the classroom, teachers can demonstrate stress reduction techniques for students, lowering anxiety, and helping students work through difficult or tedious class material. Finally, it is important to note that one of the most effective brain break techniques available is actually letting these be student guided activities. Students can thrive under the planning and execution of a micro project (also in line with the principles of Growth Mindset), and can gain confidence as they guide the class through the activity. References: Energizing Brain Breaks. (2014). Snap-Wink from Energizing Brain Breaks 2 Book. Retrieved from http://brainbreaks.blogspot.ca/. The Literacy and Language Center. (2016). The Benefits of Movement in the Classroom. Retrieved from http://literacyandlanguagecenter.com/the-benefits-of-movement-in-the-classroom. Oregon State University. (2014). “Brain Breaks” increase activity, educational performance in elementary schools. Retrieved from http://oregonstate.edu/ua/ncs/archives/2014/sep/%E2%80%9Cbrain-breaks%E2%80%9D-increase-activity-educational-performance-elementary-schools.
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