![]() Or people may have told us (especially when we were kids), "you don't get to be tired," or "no complaining, just get to work" - and that voice is still in our heads. It’s often inconvenient, or not socially (orĪcademically, or professionally) acceptable to stop and get the rest we need. Students are not alone in this - we all may learn to Sometimes that means noticing the fatigue Once the mind is more calm, and we’re more “present” in the moment, we canĮxperience our more authentic inner state. Under all the “busy-ness” of their thinking and doing and hurrying through theĭay. Get people in touch with what’s really going on with their mind-body system, (Changing circadian rhythms during the teenage years are often a culprit here,īut that’s a whole different topic.) However - Brain Gym does not make people tired! What Brain Gym may do, is On the other hand, your students may truly be tired. Stress that get in the way of being able to efficiently think, learn, and move! The effects of tension and stress in the mind-body system in its own unique way. Positive Points, that result in a greater feeling of calm presence.Įach category of Brain Gym movements helps to release At the end of each semester, I would ask the children to write down their thoughts and let me know if they thought Brain Gym® was assisting them.And it’s often the Deepening Attitudes activities, Hook-ups and the If they needed to settle after a break we would do PACE again. The children were encouraged to use Brain Gym movements in class when they felt ‘stuck’ doing a task. In the following term the children would reflect on the previous goal before making a new one. The Brain Gym Movement, Positive Points, helps relax the learner, reduce stress, and make learning easier. ![]() The children had great fun saying their goals all at once. For the Learning Menu, some children chose one movement and others chose a partner so they could do both Positive Points and Hook-ups together. The pre-activity often included scoring how positive they were out of 10 and drawing a quick picture of themselves colouring any body parts that felt worried or tense for the goal. ![]() Then we would have a session where we did the five steps of the Positive Attitude Balance altogether. Each student would write their own individual goal and throughout the day I would check all the goals were written using positive language. Listening Balance.Įach term I would organise a Positive Attitude Balance. This would lead to several opportunities for class goals using the 5 step Brain Gym® goal setting process. At first some children needed support to do this process- to remember the sequence of movements, to speak clearly and confidently, to make a choice of movement to cross the midline, and to be responsible for putting the tally marks correctly on the rosters.Īt the beginning of the year in our Well Being lessons we would discuss why we go to school, how we do our best, what we do to listen well and how to be a good friend etc. That way everyone had a turn at being a leader and choosing movements and recording tally marks. ![]() The leader would mark their names on another roster. Finally the leader would choose four classmates, who would choose four different movements. counting by 5s to 100, saying the alphabet sounds etc After that the leader would choose their version of doing The Cross Crawl and then we did Hook-ups. The idea behind Brain Gym is to use physical movement to access different parts of the brain. They would demonstrate the Brain Buttons and we would do them as we practised a skill eg. Dennison created a series of Brain Gym movements to directly target and stimulate the brain to help a child reach their academic potential. making a toast (setting the goal for the day) through the Sipping Water activity. ![]() Once the movements were known, a roster was set up so children would have a turn at being the Brain Gym leader to demonstrate the PACE movements eg. I used this format for about 15 years with the junior primary classes I taught. Our fitness break was an opportunity to do the Lengthening movements such as the Calf Pump. We then started each day with PACE and during term 1, I gradually introduced all the 26 Brain Gym® movements, starting with Energy Exercises. In my year 2/3 classroom I introduced the four Brain Gym® PACE movements in the first week of school. After my first couple of years using PACE and slowly introducing Brain Gym® movements to my class, I worked out ways to embed it in the daily routine, in Well Being sessions and in specific lessons. ![]()
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