Teaching in a first grade classroom, this happens quite often especially in the beginning of the school year. For example, the students will hear their teacher's voice, or see something on the board and their brains briefly capture that information through sensory memory. But, if there's a distraction the information could slip away. To help students focus on key ideas, they can implement bright visuals or engaging sounds. For instance, using a door bell sound before a transition in the classroom, or show colorful flashcards while going over sight words. These types of cues can help to draw their attention and support the movement of this sensory memory into short-term memory.

In a first grade classroom setting, short-term memory can be used simply by having the teacher have their students repeat after them. This can be used for spelling, days of the week, and so much more. It can be implemented through all subject areas. If the students are learning how to spell the word "what" a teacher can say "repeat after me. w-h-a-t spells what". The students listen and then immediately repeat the letters to spell the word out loud. Their brains hold the letters just long enough to say the letters back, which is what short-term memory at work looks like.

In a classroom setting, declarative memory is used across all subject areas. This could be the days of the week song, months of the year song, or the ABC's. If a student is learning how to read, they remember what letters say what sounds, which helps the child to tap out the sounds of the letters that make up the words. Or in a subject like math, they will always know that 2+2=4. Those things are carried with us for the rest of our lives, making it fit into the category of long-term memory.

Nondeclarative memory in the classroom can be something as students remembering classroom routines like how they enter the classroom, what their tasks are, and the daily schedule. It could also be technology based such as the students remembering their password to the Chromebooks and be able to log in on their own. Or if it's a subject like math, a students counts on their fingers without thinking about the process because that's a strategy that they've learned that's become a routine to them.

Transfer is when a student takes what they've learned in one situation, and uses it in a new or different situation. "How much past learning affects the learner’s ability to acquire new knowledge or skills in another context describes one phase of the powerful phenomenon called transfer" (Sousa, 2022, p.124). This means that what students already know, helps them learn and do new things more easily. When educators intentionally connect new content to students' prior knowledge, it strengthens understanding and supports long-term learning. For example, a first grader who learns to recognize letters and sounds can use that skill when sounding out new words while reading. Another example is when a student practices counting, can use those skills to play something such as hide and go seek, or keep a score to a game during recess time.

Another strategy that can be used is to make learning meaningful and connected. Students remember better when new information connects to something they already know. Using real life examples such as your students names in a story or word problem, and connecting your lessons to things your students are interested, or using personal experiences will help ideas and new content stick. Asking questions such as "Have you ever...?" or "Does this remind you of...?" helps to build and strengthen those connections. When learning feels relevant, the brain is more likely to store it, and the students will want to participate in your lessons.

Include movement, visuals, and hands-on activities. Adding visuals, physical movement, or hands-on tools helps engage more parts of the brain. Using gestures, manipulative, or even short movement breaks tied to the lesson. These sensory tools help students remember what they learn better. They also help students feel more focused, interested, and most importantly excited to learn.

Lastly and most importantly, create a safe and supportive classroom environment. Students remember more when they feel calm, safe, and valued. A positive classroom atmosphere helps reduce stress, which helps the brain focus and store new information. Simple things like consistent routine, words of affirmation, encouraging words, and a quiet, calm, organized space can make a big difference. When students feel secure, their brains are more open to learning and remembering.

Understanding and using memory-building strategies is essential for educators because it helps students learn more effectively and feel confident in their abilities. When teachers create lessons and classrooms that support how memory works, they make learning easier and more enjoyable for every single student. This not only improves academic success, but also builds skills students will use and carry with them throughout their lives. By applying these strategies, educators play a key role in helping children grow unto confident, capable learners.

Lebow, H. I. (2021, July 2). The science behind PTSD symptoms: How trauma changes the brain. Psych Central. https://psychcentral.com/ptsd/the-science-behind-ptsd-symptoms-how-trauma-changes-the-brain

Psychology Today Staff. (n.d.). Types of memory. Psychology Today. https://www.psychologytoday.com/us/basics/memory/types-of-memory

Sousa, D. A. (2022). How the brain learns (6th ed). SAGE Publications.