Movement in the Learning Process
by Trina Niznik
It is through years of research that we now know how the body-brain system works together. We are finding, through the use of technology and effective research, that our brains are always changing and growing. We know that the body, senses, perception, and emotions play a key role in learning (Carter, 2014, p.126). The brains “is a hub of a vast and complex communications network that constantly seeks and collects information from the rest of the body and the outside world” (Carter, 2014, p.38). “Neuroplasticity….allows brain cells and nerves to change their appearance and function, to grow, shrink, connect, disconnect and re-connect to each other in entirely new ways, to exchange duties and functions, to use unexpected parts of the brain for novel tasks, and to be malleable and accessible to new needs as they arise during an experience-driven life” (Bach-y-Rita, 2007, p.1).
It is important that educators are aware of the functions of each part of the brain and how it affects the learning process. Years ago, a third grade teacher knew that adding movement in the classroom would engage and motivate students. According to Anne Green Gilbert, “Movement is the key to learning” (Gilbert, 2017, p.1). She was just imitating what she herself had experienced in elementary school by another effective teacher who understood the body-brain connection. Through incorporating movement in the classroom, Gilbert noticed that “The gifted children discovered a new and exciting way to learn, the slower learners quickly became actively engaged and successful, the non-English speaking students could finally understand the curriculum through a new non-verbal approach and instead of dreading the long school day, we eagerly awaited our next movement experience” (Gilbert, 2017, p.1). “The whole brain flourishes as a result of movement. It provides the environment that brain cells need to grow and function well” (Conyers & Wilson, 2015, p.159). The Center for Disease Control “tells us that in recent years there has been a jump in the percentage of young people diagnosed with ADHD: 7.8 percent in 2003 to 9.5 percent in 2007 and to 11 percent in 2001” (Strauss, 2014, p.1).
The question remains to be answered why the cases have risen. As an educator, I would hate to think that my teaching style has caused some of my students to become medicated in order to be successful in my classroom. I do understand that for some students, this is needed but for others it may just be a matter or including more movement into the classroom. Our bodies are meant to move. “Children naturally start fidgeting in order to get the movement their body so desperately needs and is not getting enough of to “turn their brains on.” What happens when the children start fidgeting? We ask them to sit still and pay attention; therefore, their brain goes back to sleep” (Strauss, 2014, p.3). What we need to do is to “emphasize the important role that physical movement can and should play within the classroom. Movement is a powerful teaching tool, and when we as teachers thoughtfully incorporate physical elements into instruction, we elevate the learning experience” (Strauss, 2015,p.1).
“All people in decision-making positions for school policies should be required to sit through at least one school day and experience first-hand what is required of children today” (Strauss, 2014, p.6). Valerie Strauss states it best when she wrote, “In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move” (Strauss, 2014, p.3). As educators, we can “implement research-based strategies to infuse movement into lessons through careful planning, the setting of clear expectations, and the creation of meaningful work that authentically requires students to be fully engaged, in both body and mind” (Strauss, 2015, p.3). When this happens, classrooms are elevated “from static places where we create forced fidgeters and compliers to vibrant learning environments that build expert problem solvers, inventors, and creators. For school to be a place where the talents of young people are cultivated rather than extinguished, we need to give students the freedom and responsibility to tinker, explore, test, prod, and physically interact with the world around them” (Strauss, 2015, p.3).
References
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Strauss, V. (2015). Letting kids move in class isn’t a break from learning. It IS learning.
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Tag Words: Brain-based learning, Teaching, Learning, All ages, All grades, movement, curriculum, classroom, teachers, schools, Principals, Administrators, classroom management