Archive for the ‘Standard 3.G’ Category

Standard 3.G

Tuesday, December 2nd, 2008

“Embrace teaching through appropriate and creative activities utilizing instructional techniques that are

supported by current research.”

 

Reading utilizes both sides of the brain, because in the action of spanning a page, the brain is forced to use both sides to see all of the words. Stretches and physical activities that force both sides to function at the same time (crossing the midline of the body) help readers to better understand the text that they are reading, and boost reading comprehension. During my student teaching, my mentor teacher encouraged me to continue with yoga stretches that she had done with her classes. At the beginning of each of our class periods, we would start with some basic stretching that got students moving and helped the two sides of their brains to interact.

 

When reading journals, quizzes, and other assessments, I noticed that many students remembered very minute details of certain class discussions. Points that I had made even as side-points were often brought up again during assessments. While I do not have a control group with which to compare these results, I was very satisfied with the amount of information that students retained throughout our units.

 

In the future, I would definitely continue with physical activities and stretches at the beginning of my class hours. This is a gentle way for teachers to gain student attentiveness at the beginning of class (through students following the teacher, who is leading the stretches), gives students somewhat of a physical break from sitting all day, and prepares students to be able to remember the readings and discussion.

 

Artifact:

Observation form that praises yoga stretches