Graduation Year

2017

Location

Room 101, State Farm Hall, Illinois Wesleyan University

Start Date

8-4-2017 11:00 AM

End Date

8-4-2017 12:00 PM

Description

One of the most difficult jobs a teacher has is finding ways to keep students engaged throughout the entire day. In order to facilitate engagement in the classroom, brain breaks can be integrated into an every day routine. In this study, brain breaks refer to short physical activity breaks mostly consisting of aerobic-based dancing or stretching (Fedewa et al., 2015; Camahalan & Ipock, 2015). In this qualitative self-study, I discuss how the implementation of brain breaks can improve student engagement in their learning experience. Engagement is characterized by active participation in classroom activities and lessons as well as development of self-awareness of one’s needs as a learner. Data was collected through field notes, lesson plans, and classroom observations in a first grade classroom of twenty-six students, four of which had IEPs. My findings support the idea that incorporating brain breaks in the classroom can foster student engagement.

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Apr 8th, 11:00 AM Apr 8th, 12:00 PM

Brain Breaks and Student Engagement

Room 101, State Farm Hall, Illinois Wesleyan University

One of the most difficult jobs a teacher has is finding ways to keep students engaged throughout the entire day. In order to facilitate engagement in the classroom, brain breaks can be integrated into an every day routine. In this study, brain breaks refer to short physical activity breaks mostly consisting of aerobic-based dancing or stretching (Fedewa et al., 2015; Camahalan & Ipock, 2015). In this qualitative self-study, I discuss how the implementation of brain breaks can improve student engagement in their learning experience. Engagement is characterized by active participation in classroom activities and lessons as well as development of self-awareness of one’s needs as a learner. Data was collected through field notes, lesson plans, and classroom observations in a first grade classroom of twenty-six students, four of which had IEPs. My findings support the idea that incorporating brain breaks in the classroom can foster student engagement.