https://padlet.com/leslie_frei/1g42e6tr9ijl Classroom practices that are not brain-friendly and how they can be changed. en-us 2018-02-03 17:28:17 UTC 2025-05-23 18:01:31 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227775639 The expectation that young children can mentally and emotionally engage while sitting still for more than 20 minutes is not aligned with healthy brain growth. The brain requires oxygen to make new connections and the longer children sit stagnant, the less oxygen their brains receive. 

Children, especially our youngest learners, require many frequent "brain-breaks" and movement throughout the day.  Teachers should feel comfortable incorporating movement throughout their lessons and begin to let go of the old expectations that children "sit quietly and listen," as we know we can support their academic and emotional growth better through frequent movement.]]> 2018-02-03 17:46:24 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227775639 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227776559 The expectations for content blocks throughout the school day do not allow for more than one recess.  Children require the opportunity to develop their large muscles in order to maximize their learning.

FCPS can look for places to require (yes, require) more than one recess from PK-8th grade to ensure we are truly educating the whole child. Teachers can shorten their recess block by 5 minutes and provide those extra 5 minutes later in the day on non-PE days.]]> 2018-02-03 17:56:02 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227776559 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227777071 Our food services division has worked harder in recent years to ensure healthier options in terms of fruit and vegetables, but often, the food being served in our cafeterias is not appealing to children.  Cafeteria's make extra funds through the sales highly processed foods.  I have heard cafeteria workers "pushing" chips and ice cream to kindergarten students.  I then watch those students eat chips and ice cream and throw out their carrots and potatoes.

The food services division has a duty to encourage healthy eating by our students. They have a window of opportunity to encourage healthy eating through fresh, appealing options.]]> 2018-02-03 18:01:17 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227777071 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227778146 All growing bodies require rest.  Students often are not getting proper rest and allowing their bodies and brains to recover from day-to-day activities.

FCPS can grow it's mindset to include incorporating the option for students to rest while at school during non-instructional times or at selected times throughout the day.


]]> 2018-02-03 18:11:52 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227778146 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227779447 Young children learn through play.  All social-emotional skills are practiced and refined through child directed play.  Schools are not incorporating or allowing play to happen nearly enough for children to develop these necessary skills. 

FCPS can work to change our mindset to better recognize the importance of building play into the school day. Play can easily be incorporated into all content areas, but will require time and personnel into building capacity across departments and domains.]]> 2018-02-03 18:25:43 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227779447 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227780426 While reading this article, it occurred to me that asking children to reflect on their own social-emotional health is a good practice.  We put a lot of effort into supporting children as they learn to manage their learning through self-reflection and goal setting, but we aren't spending that same energy on finding out how they feel about their own SEL development.  Children should have the opportunity to determine if they are struggling with peers, feeling out of control at times, noticing there are times throughout the day that seem unbearable, etc.  I appreciate that whole school systems are taking the initiative to grow and support the whole child, as opposed to only supporting the academic child.

We know from the Brain 101 session that the brain requires practice to form connections in the brain.  An adolescent brain, without explicit experiences, does not recognize consequences for actions.  Until the brain makes those connections, the learning will not occur.  Amygdala's are built upon experiences and responds to situations built on those prior experiences.  We recognize that we can change those responses, but with repeated practice and interventions.  Engaging children in self-reflection allows them to take ownership for their own brain health and learn how to engage safely throughout life.

I believe FCPS can take a strong look at some of the studies and research coming out of these school districts that are building capacity around SEL outcomes. Thus far, the data supports schools recognizing the equal importance between social emotional health and content learning.]]> 2018-02-03 18:37:32 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/227780426 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/235106632 This chapter claims students are the architects of their own learning.  It includes research that shows through mindfulness and yoga practices, students gain more control of their mind and body and therefore, can better access the education that they are provided.  
The first section of this course gave us the foundations of how the brain works in tandem with the nervous system and how those systems can change through experiences.  This chapter and the first section of the course connect through recognizing that if educators invite children into space to practice mindfulness and yoga, they can grow or counteract the functions of their own brain and nervous system]]> 2018-02-25 16:23:35 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/235106632 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/235107323 This chapter includes methods for supporting children in becoming stewards of their learning through self-regulation and reflective engagement.  The author includes effective ways that schools can provide levels of support to engage children in self-regulation practices and the challenges of disengagement.  It lists ways educators can counteract these challenges through different tiers of support - from whole school down to an individual child.  

The first section of this course taught us about challenges students face due to experiences, often difficult changes that become traumatic for all systems of the body. This chapter supports the outcomes of that trauma, as well as ways to support children as they work to regulate their bodies and minds.]]> 2018-02-25 16:28:32 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/235107323 leslie_frei https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/235107998 This chapter provides yoga and mindfulness techniques that support embodied self-regulation, or the ability to impact one's body when experiencing different situations.    The chapter reminds us of goals as education systems and how we can begin to hand those goals to the students as they are ultimately in charge of their learning.  It lists principals for growth and learning that support systemic goals, but through the growth of individual minds and bodies.

Again, this chapter connects to the first section of this course by providing a system of gaining self-regulation skills through the teaching of specific steps. The principals can guide both educators and students in forming habits of mind that will act or counteract experiences on the brain and nervous systems. ]]> 2018-02-25 16:33:45 UTC https://padlet.com/leslie_frei/1g42e6tr9ijl/wish/235107998