Latest / Teacher Approved: Elementary Teacher Tips & Strategies / 191. Get Moving! Simple Movement Hacks That Save Your Sanity AND Boost Learning

Transcript

191. Get Moving! Simple Movement Hacks That Save Your Sanity AND Boost Learning · Teacher Approved: Elementary Teacher Tips & Strategies

• 0:00
  Heidi: This is episode 191 of Teacher Approved.
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  You're listening to Teacher Approved, the podcast helping
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  educators elevate what matters and simplify the rest. I'm
• 0:12
  Heidi.
• 0:13
  Emily: And I'm Emily. We're the creators behind Second Story
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  Window, where we give research based and teacher approved
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  strategies that make teaching less stressful and more
• 0:22
  effective. You can check out the show notes and resources from
• 0:25
  each episode at secondstorywindow.net.
• 0:28
  Heidi: We're so glad you're tuning in today. Let's get to
• 0:31
  the show.
• 0:36
  Emily: Hey there. Thanks for joining us today. In today's
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  episode, we're sharing five simple ways to add movement to
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  your lessons without losing instructional time, and a
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  teacher approved tip for managing wiggly students right
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  before lunch.
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  Heidi: Let's start with a try it tomorrow, where we share a quick
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  win that you can try in your classroom right away. Emily,
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  what is our prompt for this week?
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  Emily: This week, try adding sparkle fingers to your
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  transition routine.
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  Heidi: I love this so much.
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  Emily: I know okay. So when you need students to stop what
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  they're doing and listen for directions, have them raise
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  their hands and wiggle their fingers silently while they wait
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  for everyone to get ready.
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  Heidi: This is so fun. It's so cute. It gives those fidgety
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  bodies something to do with their hands without making
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  noise. And bonus, you can easily see who's ready. And when all of
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  those little fingers are wiggling in the air, it actually
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  creates a pretty magical moment in your classroom.
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  Emily: I can picture it right now. It's so cute. If you like
• 1:33
  this idea, or anything else we share here on the podcast, would
• 1:36
  you take a second and give us a five star rating on Apple
• 1:38
  podcasts? Ratings and reviews are one way that new listeners
• 1:42
  find us, so every rating and review really is a huge help to
• 1:45
  us.
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  Heidi: All right, Emily, why do we need to talk about movement
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  in the classroom?
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  Emily: Well, think about how you feel after sitting through a
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  long staff meeting. I can hear the groans. Your back starts to
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  ache, your mind wanders, and you're counting down the minutes
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  until you can get up and move around and get the heck out of
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  there, right?
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  Heidi: Exactly. And now I imagine being seven years old
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  and trying to sit still for hours at a time. The reality is
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  that kids are designed to move, their growing bodies actually
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  need movement, not just for physical development, but for
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  cognitive development too.
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  Emily: Yeah, because movement increases blood flow to the
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  brain, which means more oxygen and nutrients are getting
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  delivered to those adorable little brain cells, and that
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  translates to better focus, improved learning and, dare I
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  say it, fewer behavior issues.
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  Heidi: But I know, I know the resistance that teachers have to
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  this. I know you're thinking, I have standards to cover and not
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  enough time as it is. How am I supposed to add movement without
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  falling even more behind?
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  Emily: So that's the beauty of what we're sharing today. These
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  are not separate activities that take time away from your
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  curriculum. We're going to share some ways to integrate movement
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  into your existing lessons.
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  Heidi: So this isn't about choosing between movement or
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  instruction. You're enhancing your instruction with movement.
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  And you know, for those of you teaching upper elementary, don't
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  click away.
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  Emily: No, these strategies work for big kids too. They might
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  roll their eyes at first, but trust me, they need the movement
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  just as much as the little ones, though you might have to work
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  really hard to get them on board with the sparkle fingers idea,
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  just saying.
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  Heidi: But it would be worth it.
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  Emily: Yes, if you could do it, I'd love to see a picture.
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  Heidi: All right, let's jump into our five ways to add
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  movement to your lessons. Strategy number one is act it
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  out. Can you tell us about this one, Emily?
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  Emily: Yeah, when your students can become the learning they're
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  going to remember it so much better. This works especially
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  well in subjects like reading, science, and social studies.
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  It's about getting their whole bodies involved in understanding
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  a concept.
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  Heidi: I used to do this with vocabulary words all the time.
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  If we were learning a word like collapse, I'd have the kids
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  stand up and, you know, literally collapse to the floor
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  like a pile of blocks, and then we'd use it in a sentence as we
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  stood back up.
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  Emily: I love that, because you know they never forgot that word
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  after doing it like that. Our brains are wired to remember
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  things that involve movement and emotion, so this strategy really
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  locks in the learning, which is our goal, right?
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  Heidi: And this strategy works for sequencing too. If you're
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  teaching the water cycle, for example, you can have your kids
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  move around the room pretending to be water droplets. They
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  evaporate by rising on their toes, condensed by huddling
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  together and fall down as precipitation.
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  Emily: Oh, so cute. And you'll hear some giggles, for sure, but
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  you'll also see the learning in action. I have found this
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  approach particularly powerful for visual and kinesthetic
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  learners who might struggle with just hearing or reading
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  information.
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  Heidi: And the great thing about acting it out is that it creates
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  these strong mental images that students can recall later. When
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  test time comes and they are trying to remember the water
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  cycle, they'll easily remember physically moving through it.
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  Emily: Exactly, so you can create movement anchors for
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  almost any subject. Just think about the key vocabulary or
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  concepts you want students to remember and brainstorm some
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  simple movements to go with them.
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  Heidi: Alright, let's move on to strategy number two. Stand If
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  statements.
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  Emily: I love this. It's such a simple way to get kids moving
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  and get some sneaky checks for understanding at the same time.
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  So you make a statement and students stand if it applies to
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  Heidi: So for example, in a science lesson about habitat,
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  them.
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  you might say, stand if a fish would live in the desert. Then
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  students have to process that information and decide to stand,
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  or, you know, stay seated.
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  Emily: Or in math, you could say stand if seven times eight is
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  greater than 50. Or in reading, you could try, stand if you
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  think the main character made a good decision in chapter three.
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  Heidi: What I love about this strategy is that it gives you,
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  as the teacher, immediate visual feedback about student
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  understanding. You know, if half of your class is standing when
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  they shouldn't be, you know you need to revisit a concept.
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  Emily: And it gives every student a chance to respond, not
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  just the one who raised their hand, plus that simple act of
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  standing and sitting is enough movement to help reset focus.
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  Heidi: Just keep in mind that these movement based checks are
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  maybe not always reliable for deep assessment. Your students
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  that are unsure will often look around and copy what their
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  classmates are doing. So these type of strategies are best used
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  for engagement and quick informal checks rather than
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  truly measuring mastery.
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  Emily: Yeah, that's a really good point. I always treated
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  these as temperature checks. They give you a general sense of
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  the room, but not precise data on each student. If I saw a lot
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  of confusion, I'd follow up with more individual assessment
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  later.
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  Heidi: And building on this idea, we can also use movement
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  to show understanding in other ways. This works great for true
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  false questions, multiple choice, or even just, you know,
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  general comprehension checks.
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  Emily: For example, you might say, if the sentence is a
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  statement, touch your head. If it's a question, touch your
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  toes. Or show me a right angle with your arms, or even hop once
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  for each syllable in this word.
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  Heidi: I like to think of these as human whiteboards. Instead of
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  writing their answers, the student showed it with their
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  body. It kept everyone engaged. And it, you know, gave me a fast
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  way to kind of see who was getting it.
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  Emily: For a little extra fun, you can mix in some personal
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  stand if statements too. This would be really fun at morning
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  meeting. You could do stand if you have a pet, stand if you
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  like pizza. It builds classroom community while giving kids more
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  chances to move.
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  Heidi: Now let's talk about movement strategy number three,
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  learning stations or rotations.
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  Emily: Oh, yeah, moving between stations is such a natural way
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  to incorporate movement. Instead of doing all your math
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  activities at their desks, set up three to four different
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  stations around the room and have students rotate around
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  every 10 to 15 minutes.
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  Heidi: Even just that short walk between stations gives kids a
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  chance to move their bodies, and it naturally breaks up the
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  learning into more manageable chunks.
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  Emily: And remember, your stations don't have to be
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  elaborate. One station might be a worksheet at their desks.
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  Another might be a math game at the back table, and a third
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  could be a problem solving activity on the carpet.
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  Heidi: Or you could even designate different parts of the
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  room for different types of thinking. Maybe the front carpet
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  is for collaborative discussion and desks are for independent
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  work, and save the back table for your teacher led
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  instruction.
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  Emily: The beauty of this approach is that you're not
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  adding any new activities to your day. You're just changing
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  where students do the activities you've already planned.
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  Heidi: And if you are worried about transitions, which can be
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  tricky with this type of setting, we have got lots of
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  tips for that. Go back and check out episodes 48, 49 and 50,
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  where we deep dive into making transition smoother.
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  Emily: Yes, and there's great ideas in there for incorporating
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  movement into the way you do your transition. So those that's
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  a great series to check out if you haven't listened to it yet.
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  Okay. Now strategy number four is one of my favorites. So tell
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  us about this. Heidi, it's academic movement games.
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  Heidi: I love using games to teach. So this is where you take
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  a familiar game or activity and adapt it to reinforce academic
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  content. These are so great to use near the end of the day, you
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  know, when the kids energy is maybe starting to fade a little
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  bit.
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  Emily: Yeah. So one example is sight word freeze dance. So you
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  can play music and have students dance, and when the music stops,
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  you hold up a sight word card, and then students have to read
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  it correctly before the dancing continues.
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  Heidi: Another fun one is vocabulary charades, where
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  students act out vocabulary words while others guess. This
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  was always a hit with my second graders when learning about
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  science terminology.
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  Emily: Or even something as simple as equation scavenger
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  hunt. You can hide index cards with math problems around the
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  room, and students find a card, solve the problem and bring it
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  to you to check before finding another one.
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  Heidi: Having kids hunt for their own work to do will get
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  them to do way more work than just having a worksheet will.
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  Emily: Ah, true story.
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  Heidi: Another way to pair learning and movement is to just
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  use the walls in your classroom. If your students are stuck in
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  their seats, try turning your classroom into an interactive
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  space. Post questions, vocabulary cards, math facts or
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  even sentence strips around the room, if you still have sentence
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  strips, and you have your students walk around and
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  respond.
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  Emily: And we love to do this with an end of your cumulative
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  review that we just call an around the room review activity,
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  and we just stick up the questions around the room, and
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  they walk around with clipboards and answer the questions. And
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  suddenly the exact same questions that they would groan
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  throughout their desks become an exciting adventure, because they
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  got to stand up and use clipboards.
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  Heidi: A similar idea is to do four corners questions. You
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  label each corner of the room with a multiple choice answer,
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  A, B, C and D, and then you have students walk to their answer.
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  It's a quick way to gauge understanding and get some
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  movement in. And it's even more fun if your question has more
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  than one possible correct answer. So then you can have
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  some discussion about why they chose corner A, and why those
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  kids chose corner C and their different reasoning behind it.
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  Emily: Yeah, that way you don't also have a stampede of all the
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  kids just running to one corner.
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  Heidi: Yes, also that.
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  Emily: What's great about these games is that they don't feel
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  like work to students. The movement makes the learning more
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  engaging and memorable.
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  Heidi: And they are perfect for those times when energy is low,
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  you know, like after lunch or toward the end of the day.
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  Instead of fighting the wiggles, you are channeling them into
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  learning.
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  Emily: Our fifth and final strategy is probably the
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  simplest. Use intentional brain breaks.
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  Heidi: Brain breaks are short movement activities, usually one
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  to three minutes, that give students a chance to move,
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  stretch and reset their focus. In my class, we needed these
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  after any focused work, probably longer than about 20 minutes.
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  Emily: Yep. And the key to making these brain breaks
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  intentional is that, instead of waiting until the kids are
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  climbing the walls, you plan for these brain breaks at natural
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  transition points in your day.
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  Heidi: Maybe that's between subjects, or after a time of
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  focused work, or, you know, when you notice engagement starting
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  to dip a little bit. This way you are being proactive instead
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  of reactive.
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  Emily: And as you know, there are tons of brain break ideas
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  out there. You could do stretches or a quick game of
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  simon says or follow along with a go noodle video.
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  Heidi: And we actually have our own set of printable brain
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  breaks if you want something that doesn't require technology,
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  which sometimes can be a real hassle if you're in a tight
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  bind. Our brain breaks are Print and Go cards with three
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  different types of activity styles to match whatever your
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  class needs in the moment.
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  Emily: Yep, we've got recharge activities for when kids need to
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  get the wiggles out, refocus activities that help students
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  calm down and prepare to concentrate again, and refresh
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  activities that engage their minds in fun ways. You can find
• 12:47
  the brain breaks in our shop, and we'll put a link to them in
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  the show notes.
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  Heidi: What I love about brain breaks is that they actually
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  save you time in the long run. Yes, you know, you're spending a
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  minute on movement, but you're gaining several minutes of
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  improved focus afterward.
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  Emily: It's like paying interest on an investment. That one
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  minute brings returns in the form of better behavior and more
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  efficient learning, and it prevents that cycle where kids
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  get wiggly, behavior deteriorates, you have to stop
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  and redirect, and suddenly you've lost five minutes anyway.
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  Heidi: It is definitely better to give them one minute of
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  structured movement than to lose five minutes on the chaos. When
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  I was a brand new baby teacher, I was really reluctant to waste
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  time on something that felt as frivolous as movement.
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  Emily: Oh, me too. I just thought movement was something
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  extra, something I could only do if we had time. But now I can
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  see that it's an essential part of effective teaching.
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  Heidi: Movement isn't a distraction from learning. It's
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  a catalyst for learning. When we work with children's natural
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  need for movement instead of against it, everyone wins.
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  Emily: Okay, so let's quickly recap our strategies for adding
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  movement to your lessons. First, act it out. Let students
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  physically become the learning. Second, stand if statements. Get
• 14:03
  kids up and down while checking understanding. Third, learning
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  stations or rotations. Change where students do their work.
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  Fourth, academic movement games. Turn review into an active game.
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  And finally, fifth, intentional brain breaks. Plan short
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  movement activities between learning segments.
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  Heidi: And remember, you don't have to implement all of these
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  at once. Please don't feel like that. Even adding one movement
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  strategy to your day can make a big difference for your wiggly
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  little learners.
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  Emily: We'd love to hear which of these strategies you try in
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  your classroom. Come join the conversation in our teacher
• 14:38
  approved Facebook group.
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  Now let's talk about this week's teacher approved tip. Each week,
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  we leave you with a small actionable tip that you can
• 14:47
  apply in your classroom today. This week's teacher approved tip
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  is manage those pre lunch wiggles. Tell us about this one,
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  Heidi.
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  Heidi: Well we all know that right before lunch can be one of
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  the wiggliest times of the day. Kids are hungry. They've been
• 15:00
  working hard all morning, and their focus is waning.
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  Emily: Oh, yes, I used to dread that 15 minutes right before
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  lunch, because it was like herding cats no matter what.
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  Heidi: So instead of fighting those wiggles, one thing you can
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  try is a standing station for the last 10 minutes or so before
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  lunch. Designate a few areas in your room where students can
• 15:18
  stand to complete their work.
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  Emily: Okay, I love that idea. What does a standing station
• 15:24
  look like?
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  Heidi: Well, it's really just anywhere kids can stand. It
• 15:26
  might be a counter or a shelf at standing height, or really even
• 15:30
  just a clipboard that they can use while standing at the wall.
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  And then when you notice the wiggles are starting to ramp up
• 15:36
  before lunch, offer the option to move to a standing station to
• 15:39
  finish their work.
• 15:41
  Emily: Oh, this is brilliant, because it gives kids the
• 15:42
  movement they need without disrupting the flow of your
• 15:45
  lesson. And for some kids, standing actually helps them
• 15:48
  focus better than sitting.
• 15:50
  Heidi: Oh, exactly. And the beauty is that you don't need
• 15:53
  anything special or any extra planning. It's just offering an
• 15:56
  alternative workspace, assuming that you give them the
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  consequence that if they can't handle making that choice,
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  you'll have to choose where they stand or have to go back to
• 16:06
  their desks.
• 16:07
  Emily: Oh, for sure. This is an option that you would want to
• 16:09
  introduce with some expectations and practicing how they should
• 16:14
  behave there and letting them know what the consequences are
• 16:17
  if they don't follow those expectations. Or this could tune
• 16:19
  into a nightmare.
• 16:21
  Heidi: Yeah, being clear about expectations is going to make or
• 16:23
  break this. Be clear that standing work is still work
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  time. It's not a social break or a time to wander around the room
• 16:30
  and try out all of the different spots.
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  Emily: Yeah. And you probably want to start small with this
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  idea, with maybe just three to four standing spots at first,
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  and then you could use a rotation system if lots of kids
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  want to try it. And then if you find that it's popular and it's
• 16:45
  helping your students, and you've established good
• 16:47
  expectations for it, it could become a more regular option in
• 16:50
  your classroom. But for sure, some kids are probably never
• 16:53
  going to want to stand there, and some will probably want to
• 16:55
  stand there a lot, because it helps them focus better. It just
• 16:57
  depends on the kids.
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  Heidi: And really this is such a simple adjustment, but it can
• 17:01
  make a big difference in managing that challenging time
• 17:04
  before lunch.
• 17:05
  To wrap up the show, we are sharing what we're giving extra
• 17:08
  credit to this week. Emily, what gets your extra credit?
• 17:11
  Emily: I'm giving extra credit to the TV show The Pit on Max.
• 17:15
  When this first came out, I didn't pay any attention to it
• 17:18
  because I don't generally watch hospital things. I mean, okay, I
• 17:22
  was very into Grey's Anatomy in the original, in the original
• 17:26
  first few seasons, when it was so good. And I did watch the
• 17:29
  original seasons of ER as well, which also had Noah Wiley in it,
• 17:33
  who is in The Pit, yes. But somebody was raving enough about
• 17:38
  it that I'm like, I'll just give it a try. And guys, it is so
• 17:41
  good. It is set in this Pittsburgh ER, and each episode
• 17:46
  is one hour of one day, so the whole season is just like one
• 17:49
  shift on one day. And it is so well done. Now, I will say,
• 17:54
  because it's on max instead of like on NBC, there is a lot more
• 17:58
  gore. So just being prepared for that. I am a pro from my years
• 18:03
  of watching Grey's Anatomy, of just knowing when to look away.
• 18:06
  Unknown: When the squishy sounds start, you need to mute the
• 18:08
  squishy sounds.
• 18:10
  Emily: So I do tend to watch this when I'm doing something
• 18:13
  else that I can just look away when I don't want to watch
• 18:17
  what's going on, but like the stories and the format is so
• 18:20
  interesting in the way that these stories build from episode
• 18:24
  to episode. Since it's all in the same day, you're seeing
• 18:27
  patients over several hours, and I have just found it to be super
• 18:30
  captivating. I've totally binged it. There's like, one more
• 18:32
  episode coming out this week, and then I'm gonna be sad, but
• 18:34
  there is already a season two confirmed. So if you start this,
• 18:38
  you can know it's not gonna disappear. You can, it's worth
• 18:40
  committing to.
• 18:42
  Heidi: That's good. There's nothing worse than getting
• 18:43
  attached to a show only to have it cut and axed from your life.
• 18:47
  Emily: I know. So if you watch this, let me know what you
• 18:50
  think. Not you, Heidi. I mean you too, if you want to. Not
• 18:54
  that I don't want your opinion, but I know you won't watch it.
• 18:56
  Maybe somebody you will. But if somebody else watches it, come
• 18:59
  and talk to me about it. What are you giving extra credit to,
• 19:02
  Heidi?
• 19:03
  Heidi: Well, how's this for a segue? I'm giving extra credit
• 19:05
  to magnesium threonate because it did, it has saved my life. So
• 19:11
  like back in the fall, my doctor suggested I switch to that
• 19:14
  rather than whatever I was taking via citrate, whatever
• 19:17
  form of magnesium I was taking, because threonate crosses the
• 19:20
  blood brain barrier. That's a thing, right?
• 19:23
  Emily: So smart. You're so smart.
• 19:26
  Heidi: I could work on that show, that medical show.
• 19:28
  Emily: You totally could.
• 19:30
  Heidi: And so I switched over, and I thought, like, I mean,
• 19:34
  yeah, I guess it seems fine. I'm not really noticing any, like, I
• 19:37
  didn't get any superpowers. I'm sure it's great, but it is a
• 19:40
  little bit expensive. I mean, it's not crazy, it's, you know,
• 19:43
  30 bucks for a month. It's not crazy, but when you can get
• 19:45
  magnesium, a lot cheaper, it just seemed like some place I
• 19:47
  could save money. So early in March, sorry, this is turning
• 19:50
  into a story. Early in March, I just went back to the other
• 19:53
  magnesium I was using, and then I didn't notice that my restless
• 19:57
  legs started to ramp up. And then suddenly I was like up for
• 20:01
  hours and hours every night, and I couldn't figure out what's
• 20:04
  going on until I remember that I had just switched over the
• 20:07
  magnesium. So I'm saying all that to say, if you also deal
• 20:11
  with restless legs, trying out magnesium threonate could be a
• 20:16
  game changer, because once I got back on that, it took a couple
• 20:19
  nights, but I have not had this problem since.
• 20:22
  Emily: Well, now you've done a perfect case study of one. This
• 20:25
  works great for restless legs. So if that applies to you out
• 20:29
  there, you should try it too.
• 20:30
  Heidi: And if you have been there, you know how desperate
• 20:32
  you are to try anything. I've tried it all because it's the
• 20:35
  worst feeling to just like be laying there and having your
• 20:39
  legs go on an adventure without you. You just want to sleep.
• 20:43
  Emily: And I've been taking this. I don't have restless
• 20:45
  legs, but I have been taking this, and I feel like I've been
• 20:47
  sleeping better too. But I don't have a perfect example like
• 20:50
  yours. It's one of those like, Well, I think I'll just keep
• 20:52
  taking it, because I think it's doing something. I guess if I
• 20:55
  wanted a case study of one for me, I could stop taking it, but
• 20:58
  I don't want to do that.
• 21:00
  Heidi: Because I didn't even think it was doing anything,
• 21:02
  because it took so, you know, it took a while, a couple weeks,
• 21:05
  probably, to kick in. And so I didn't make the connection. I
• 21:08
  just was like, Well, yeah, that problem suddenly fixed. I don't
• 21:12
  know what I did, but yay me. I learned. I love that stuff. Now
• 21:17
  I've got bottles and bottles of it in my bathroom cabinets.
• 21:21
  Emily: We will link to it in the show notes.
• 21:24
  Heidi: That is it for today's episode. Remember adding
• 21:27
  movement to your lessons doesn't have to be complicated. Try one
• 21:30
  of our five strategies and see how your students respond.
• 21:33
  Emily: And don't forget our teacher approved tip for
• 21:35
  managing those pre lunch wiggles with standing stations.
• 21:39
  Sometimes the simplest solutions make the biggest difference.
• 21:42
  Heidi: Thanks for listening to the Teacher Approved podcast. If
• 21:45
  you found this helpful, please share it with a teacher friend
• 21:47
  who might need these ideas too.
• 21:51
  We hope you enjoyed this episode of Teacher Approved. I'm Heidi.
• 21:55
  Emily: And I'm Emily. Thank you for listening. Be sure to follow
• 21:58
  or subscribe in your podcast app so that you never miss an
• 22:01
  episode.
• 22:01
  Heidi: You can connect with us and other teachers in the
• 22:04
  Teacher Approved Facebook group. We'll see you here next week.
• 22:07
  Bye, for now.
• 22:08
  Emily: Bye.