Teacher's Success Story: The "Brain Break Center"
by Abby Guinn,
First grade teacher, The Phillips Brooks School
My initial introduction to Supporting Our Sons came from
a colleague of mine who informed me that there was an organization doing
some work on behalf of boys, focusing much of their efforts on the challenges
teachers face trying to meet the needs of their male students. I was
immediately interested and managed to get myself invited to one of Dr.
William Pollack's talks for teachers and parents, hosted by SOS. Everything
I heard in terms of current research and the challenges that were expressed
by attending parents and teachers told me that this was an area that
needed further investigating -- and what better way to investigate then
beginning some immediate "research" of my own.
My research was, of course, my current students and classroom.
I was lucky enough to have a colleague that was interested in working
with me to see how my classroom and teaching could potentially better
meet the needs of the boys in my class. So, we got to work developing
what we called the "Brain Break Center." In reality,
this was an activity center that would provide students with opportunities
during the school day to take a break from their work -- in order to
be more focused while they were working. I presented the idea to my
students, and they gave some very helpful suggestions about how this
Brain Break Center would work. We all agreed that it was a great idea
and that there were times when all of us needed a "brain break."
What I liked about this approach was that the focus, at least for the
students, wasn't on boys or even on students that have difficulties,
but rather on the natural need to move around and take a break from
your work.
How the Brain Break Center Works:
- We made an agreement that we would use the honor system for this
activity, meaning we would only use the Brain Break Center when
we really felt the need to get our wigglies out or let our brains
rest. Remember, I teach first grade. The language might sound different
at another level, but I think the general need would be very similar
to what my first-graders articulated.
- We also agreed that only one student would go to this outside
center at a time, and that we would have a timer that they would
each set for three minutes upon visiting the Brain Break Center.
This worked well for me because it became student-managed. We had
a visitor's log that they signed when using the center so I could
look back for patterns with specific students, or with what times
of day they chose to utilize the center.
- We brainstormed activities, mostly gross motor, that would help
our bodies move around so we could better focus once back in the
classroom: jump ropes, tumbling mats, and juggling balls are just
a few of the many things that ended up in the Brain Break Box outside
of our room.
Results of the Brain Break Center:
We used the Brain Break Center for the last six weeks
of school, and I must say that it was one of the more interesting and
beneficial risks I've taken as a teacher. Let's face it, it is a risk
to give your students permission to go outside during the lesson time
and essentially have time to not be working. At least, this is how I
initially viewed this activity. What I discovered was something quite
different. First of all, it was a distraction during the first week
or two because it was new and exciting, and everyone wanted to visit
the center. However, after a few weeks we discussed it less, and it
became somewhat of a fixed aspect of our classroom. There were few questions
regarding what you could and could not do in the center or how and when
it was allowed to be utilized. Also, I found that the majority of my
students didn't use it that much, except for the few that really needed
it. It was rarely abused, and there were no judgments placed on those
that did choose to use it. I observed that more of my male students
utilized the Brain Break Center on a regular basis, while my female
students occasionally visited the center.
Perhaps the best aspect of the Brain Break Center was
that for a few of my students it really did help them focus more easily
after their three-minute visit. Rather than wrestling in the classroom
or distracting others during the middle of a lesson, I observed
many students who caught themselves and took a "brain break"
instead. I even heard a few students suggesting to their classmates,
"Maybe you need a brain break."
Overall, the activity center confirmed one of my initial
thoughts, which was that there are so many things we as classroom teachers
can be doing to meet the diverse set of needs of our students, both
male and female. This is just one that I tried, and I know I will continue
to use it and alter it as my students give me more feedback.
I hope other teachers will take the risk and give it a
try!
