The more I teach the more I realise the
impact of how my learning about the brain is evident in the choices I am making…
The brain grows and develops from the bottom up, the brain
stem first, followed by the limbic system and then the cerebral cortex, with
the prefrontal cortex doing it’s major work during puberty. It occurred to me
today that my planning reflects this process using Glenn Capelli's Magic Brain model, along with
Maslow’s Hierarchy of Needs.
(For more about the Magic Brain model check out this link)
I start with addressing the basic needs first.
Belonging:
It is said that belonging is an innate human need and so it
is the first thing that we work on together.
Learning chant:
Room 5 has a name, it is called The Place to Stretch and
Grow. (My thanks to Adrienne Rennie for the inspiration to do this) We start with a class learning chant which encapsulates how we will work
as a class together and our school values. This is now a tradition in Room 5,
so the poem is passed to each new group of students that join us.
Room
5’s Learning Chant:
Welcome to Room 5, the place to stretch and grow
Working together we STRETCH and learning
flows
Self
belief, self belief - we know we can improve
Talking
to learn, talking to learn - and listening to learn too
Resilience,
resilience - we try and try again
Excellence,
excellence - aim high - we do our best
Talented,
talented – there’s so much that we can do
Care
and respect -
showing kindness to me and you
Honesty,
honesty - every single day
Together we stretch and grow in so many ways!
We will discuss this, unpack each of the seven qualities listed
and establish what they look like in action so we can demonstrate this in the
classroom. I have found that with this being done it makes having class rules
redundant.
The children create vision boards or portraits that sit near our door so people coming in can get to know us a little better and we can connect with each other more too. We also have our pepeha (for informatin about what pepeha is click here)
Rituals:
Rituals, or routines, give a familiar structure to the day
that provides security to learners whilst at the same time reinforcing a sense
of belongingness. We start and end our day in familiar patterns, I don’t
necessarily lead them all, in fact often the students lead and I participate along
with everyone. The rituals we have are as follows, please note that this is just what works for
us in our classroom so far, it may shift and change depending on student needs
and what is happening around the school.
At the start of the day:
- I sometimes keep a fruit bowl in the classroom so students can get a piece of fruit before school starts
- We do a Go Noodle activity as the bell rings and students are coming in
- Our class leaders for the day start with our morning book where they record the day, date, weather etc.
- We do a karakia (a prayer) and the class leaders share their pepeha (introducing themselves in Maori)
- We sing a waiata (a song- supporting literacy)
- Students go into partners for a given oral language task then come as a class to share
- We do five yoga type stretches with associated statements supporting qualities we value as above the line learners and focus on our breathing (breathing is one of our superpowers so we practise taking deep breaths)
- We go through our plan for the day and then get on with selecting tasks to support our learning
At the end of the day:
- We say a karakia to end the day
- We reflect on the day, sharing discoveries, telling about the great things we have seen others doing etc. I use Triple A's (that I learned from an Edutopia post a while ago) where we sit in a circle and say either something we Appreciate (gratitude is a really healthy habit to learn), something we want to Apologise for (so we can let it go before the end of the day) or something that was an A-ha (new learning we want to share)
- As the bell rings I stand at the door and we do hug, handshake, high five where the class lines up and each child gets to choose how they would like to be farewelled for the day (with Covid in mind we can use other forms of farewell without touching)
Connection:
I try to make sure I connect with every child each day, that
is what our farewell is about. I also schedule at least two free time slots
after lunch during the week. This 15-20 minute slot in the timetable gives
students a chance to continue a learning task from the morning programme, follow
something that interests them, play games, read, paint, draw etc. It is a
valuable time for me as a teacher as it allows me the opportunity to catch up
with students who might be a little isolated, who are having a tough time for
some reason or who I might need to connect a little better with in some way. I
may play alongside them or offer for them an opportunity to learn a new game or
listen to a story. At times I use the time to just observe particular students.
Other times I will offer to teach a new game that will then be an option in our
morning programme and those students who join in to play become our experts and
teach others.
Once we have spent
time building up our class culture and laying the foundation for belongingness
then we will move into exploring our brain, in particular, our emotions.
I teach the class about the magic brain first and then we
focus on the Glitter Room of Emotions.
Emotions:
Name them, read about them, talk about them and how we can
manage ourselves if the emotions we are experiencing are making it hard to
learn or connect with others. We also explore the concept that others may experience
different emotions to ourselves.
Managing our emotions-
calming down:
I love the meme that says ‘never in the history of calming down has anyone ever calmed down by
being told to calm down’, because it is funny and, in my experience, true.
This is why I believe we need to teach strategies to help manage emotions along
with supporting learners to recognise the feelings they are having. Here are
some of the tools I use: - I have a calm down space in the room with a little basket where I have a range of fiddle-tools (these are tools not toys, that is a discussion I have with the class very early on), students can go and select an item to help them calm down and take it with them or stay in that spot if they want
- We watch a clip called Just Breathe (see below for the clip)
- I teach them star breathing using their hands- we stretch out the fingers on one hand and slowly trace around them, breathing in slowly as we go and up and out slowly as we go down each finger
- We sometimes create a calm down scrapbook of images from magazines that help us calm down
- With permission children can go for an extra run outside if needed, or bounce a ball
- I have mindful colouring books available
- We also use Play is the Way games to explore our emotions and relationships with others
From here we delve
further into the Magic Brain.
We learn about our neurons, how we learn and what helps us
to learn.
We create a learning environment together that meets the
needs of our unique brains as much as possible.
We learn about people, places, our world… we work our
inquiries… we play, communicate, make connections, create, read, write, play
with numbers and patterns, make discoveries, ask questions, and, well you get the
picture.
This is the plan of action that I have in place, of course there is a lot more going on but the basis is being aware of the Magic Brain. I think often we do this intuitively, it's always a good feeling when what we do naturally fits with what we are learning from science. :)
