The activity is used as a way of drawing attention to how students have remained focused on something else in their life- sports, playing an instrument, fishing, or training a dog. While drawing their attention to the fact that they have focused on other things in their life, the point is to practice and utilize those same skills when it comes to classwork, note-taking, or an assignment.

I would use this as it is described. I would allow students to brainstorm other things that they needed focus for in their lives and let them compare the different techniques that they have used to remain focused. Additionally, I am sure there are videos of professionals that have shared their focusing techniques and we could find and listen to them as well.

This year, I decided to call on students randomly to encrease engagement and hopefully keep them well, engaged. So far, it's been helpings as I have had all students participate. Taking notes can be a struggle in resource. I've noticed a real decline in penmanship and resistance to writing. However, it does keep students focused, so I continue to have students take notes to increase focus and help them learn. As for meditation, I plan on incorporating that into my bell ringer. As someone in class mentioned, just doing it 30 seconds at the start of class to focus.

In the future, I plan to use Weathers’ system in my math classroom to build both structure and stronger learning habits. I would start each class with a Kickoff — a quick problem that reviews a past concept like factoring, solving equations, or applying the Pythagorean Theorem. This would refresh prior knowledge and prepare students for new material.

Next, we would go over the Agenda so students know the plan for the day and have a clear record of what we covered. Students would then update their Table of Contents by filing handouts and notes in order, and use the Academic Toolkit to keep important resources like formula sheets and calculator guides. At the end of class, the Concluding Routine would give students time to reflect on what they learned, which would also help me see where they may need more support. Overall, this system would keep my students organized, improve their confidence, and strengthen their math learning.

Name: David DeLia
Grade Level: K–5 PE

Purpose of the Activity:
The purpose is to sustain attention and support processing by giving students short, movement-based resets. According to “8 Quick Ways to Improve Your Attention Span”, the brain stays more focused when it gets brief breaks to recharge. Using kinesthetic brain breaks in PE also strengthens motor skill development.

How I Would Use It in My Classroom:
I would use my Four Corners Game as a structured brain break that doubles as motor skill practice:

• I spin a wheel filled with different locomotor movements (skipping, galloping, hopping, running, etc.). Students have 10 seconds to perform that movement to reach a corner of the gym.

• Then, I spin a second wheel with corner numbers. If it lands on their corner, those students perform a non-locomotor exercise like 10 jumping jacks, balancing, twisting, or stretching.

• This cycle keeps students active, provides novelty and choice (which sustains attention through the RAS), and reinforces both locomotor and non-locomotor skills.

The Deep Dive Breath involves inhaling for four counts, holding for four, and then exhaling slowly for four counts. The count can increase as students get used to the exercise. I like this activity for the high school age students. This activity can help with a variety of things such as focus, stress relief, and the initial phase of a time of reflection.

The fourth principle was the most interesting in that positive reinforcement should be provided for at least two weeks before introducing negative reinforcement. This aligns with what I am seeing this school year, in that positive tickets have been handed out so far, students have been praised for following directions, and now that we are in week three, some adjustments need to be made. I will consider other ways to be proactive and provide more opportunities for movement throughout the school day.

Kindergarten

Purpose: Collaborative Learning Strategy

I use the clap, clap, teach strategy from Whole Brain Teaching as a lively way to capture attention and keep engagement. When my students clap back, repeat, and then teach the concept to a partner, their activating multiple learning modalities all at once. So, I’m going to add the SWITCH! component. This will guarantee that every single student gets a turn to share, reteach, and build discourse with a partner. It’s fun and interactive. It gives me a clearer snapshot of who’s tuned in and truly grasping the content.

Kindergarten

The overall purpose of the whole brain teaching activity known as “clap, clap, teach” is to quickly gain attention, maintain classroom control, and engage students’ brains and bodies in active learning. We have a school wide way of gaining students attention which requires a shout back from students with a hand motion. However I tried the clapping method with my students today & once they got the hang of it I think I liked it better. I liked that there is no shouting required. This is a type of attention getter that can be used for a wide variety of grade levels as well.

Primary Autism (K-2)

I really liked this list of resources which I use many of throughout my day without even knowing. I teach in a primary autism classroom but reflecting on last year when I did the KIDS program (pre-k, children with autism) these activities were life savers.

Music, movement and visual stimuli were big with my students. When I played calming music with visual stimuli, is when I got my most productive time from my students.

Now that I am in a primary autism classroom I see the similarities in playing music while in small groups. I keep calm quiet music with visual stimuli on through out our small group center time and the calmness and engagement I see is tremendous! I have had many guests come through and are shocked to find out that its a primary autism classroom because the students are just so calm and chill engaged working on various activities 90% of the time :)

I have noticed, especially since Covid, that I have a harder time paying attention in the classes I take and at the meetings that I attend. So for the past couple of years I have gone back to taking notes by hand during all the meetings I attend. I have found that I actually do pay better attention when I am writing down the important ideas from the meeting. But I have to tell my mind that I am taking these notes for someone who is not there, otherwise I don't pay as close attention as I should.

I think it is important that we start teaching our intermediate elementary students how to take notes by hand. They need to learn how to listen for the important points. It is not an easy skill to teach.

HS Social Studies

"8 Quick Ways to Improve Your Attention Span"

This acticle describes several ways to focus the brain. I chose this particular one because there are two things on this list that I really like. One of the eight is listening to music. I think having some sort of background music helps focus. It also breaks the silence. I teach on a block schedule and it helps reduce students' anxiety levels and improves the focus on the task. My timers have differnt soft music. It automatically signals students to move on to the transition to the next thing. The other one I like is taking notes by hand. This forces the brain to interact more with the content being presented. It also gives the out a a few doodles on the side of a page, which has also been proven to show people are actively listening to what is being presented. Often times I will use notecatchers or graphic organizers for students to use when I am "lecturing". This allows students to have everything organized based from the lecture.