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Ähnlich wie From "Animal Action" to "Tony Chestnut" - Energize Your Students' Learning by Suzanne Blakely MSEd
Ähnlich wie From "Animal Action" to "Tony Chestnut" - Energize Your Students' Learning by Suzanne Blakely MSEd (20)
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From "Animal Action" to "Tony Chestnut" - Energize Your Students' Learning by Suzanne Blakely MSEd
- 1. FROM “ANIMAL ACTION” TO “TONY CHESTNUT” - Energize your students’ learni NYCAEYC Annual Conference 2014 SUZANNE BLAKELY, MSEd
- 2. hello!
- 7. Free Energizing Music Check out my Energizers playlist on Spotify!
- 9. Rules of Engagement • Risk-taking encouraged • Respect other’s risk-taking! • Take something away with you • Share your own knowledge
- 10. B R A I N B R E A K
- 12. What’s the Big Deal Anyway? …why are energizers so important? • • • • • • Support physical development Improve memory Capture children’s interest Celebrate creativity and individuality Build community Relieve stress In summary… because they are DEVELOPMENTALLY APPROPRIATE!
- 13. The Biggest Deal: Brains Need Breaks brain breaks improve concentration Physical activity… • Increases oxygen flow to brain • Stimulates neurological pathways • Promotes bilateral hemisphere coordination in the brain • Releases noradrenaline
- 14. Adult Brains Need Breaks Too!
- 15. B R A I N B R E A K
- 16. Types of Energizers: Guided the lyrics tell you what to do Examples include:: • Animal Action I and II – Greg and Steve, Cha Cha Slide, Head and Shoulders, Baby, Walking, Walking, Razzama Tazzama I and II, Rowing Song – Ron Brown, Shake My Sillies Out – Raffi, Going On a Bear Hunt, The Hokey Pokey – Ray Anthony, If You’re Happy and You Know It, Wheels On the Bus, Head, Shoulders, Knees and Toes Pros: - Don’t need much of an intro or time to learn - Structured - kids have less room to diverge and be “off task” - Kids tend to feel comfortable participating – feels less “threatening” if everyone is doing the same thing - If you have a recording, a guided energizer can theoretically “run itself” – don’t need an adult to lead it, allowing you to prep for next activity while kids follow cd - Often repetitive and/or build on Cons: - Less room for creativity
- 17. B R A I N B R E A K
- 18. Rowing Song – Ron Brown found on teacherideafactory.blogspot.com
- 19. Types of Energizers: Choreographed standard choreography exists, but leader needs to know the directions and needs to teach it Examples include: Go Bananas, Hi, My Name is Joe (Button Factory), Tony Chestnut – The Learning Station, Going Over the Sea, Aroostasha, Shark Attack, Icky sticky bubble gum, Let Me See Your Boogaloo, Singing in the Rain, Cotton Eye Joe – Rednex, Macarena – Los Del Rio, Electric Boogie (Slide) – Marcia Griffiths, Chicken Dance – David & Gila’s Band, Cupid Shuffle – Cupid Pros: • All of the same pros as guided energizers – - Structured - kids have less room to diverge and be “off task” - Kids tend to feel comfortable participating – feels less “threatening” if everyone is doing the same thing - Often repetitive and/or build on Cons: • Leader needs to know/remember the directions! • Need to teach it to the kids • Need a leader to model it (at least until they know it) - Once kids know them, they can lead them! • Some choreography can be difficult for young children (ex: cotton eye joe) • makes it less fun if a child doesn’t feel successful • If this happens, can always adapt/make up your own choreography • Alternate between choreography and sections of free dance • Less room for creativity
- 20. B R A I N B R E A K
- 21. Types of Energizers: OpenEnded up to the participants to choose how to dance Examples include: The Freeze – Greg and Steve, I Like To Move It – will.i.am or Crazy Frog (dance circle), Jump In the Line – Harry Belafonte, 1, 2, 3, 4, Celebration – Kool and the Gang, Y.M.C.A. – Village People, Who Let the Dogs Out – Baha Men Pros: • Sparks creativity • Everyone can be successful • no one “right way” to do it, so no way to “fail” • Celebrates individual skills and talents (i.e. kid who breakdances!) Cons: • Some kids can be more shy with open-ended dances – may feel more risky to have to “do your own thing” • Can make it easier for kids by suggesting categories of movement (ex: now dance only with your arms! Now dance with only your head!) • Easier for these energizers to get out of hand and children to make poor choices • Most successful when teacher provides boundaries and clear management
- 22. B R A I N B R E A K
- 23. Types of Energizers: Yoga Pros: • Calming • Develops balance, coordination, physical strength Cons: • Requires space • Some kids have difficulty mimicking poses • Some kids struggle to “take it seriously” and embrace the quiet
- 24. Yoga Products
- 25. B R A I N B R E A K
- 28. Types of Energizers: Me Moves
- 29. Me Moves Pros: • Calming yet physically stimulating • Develops many skills: • Lots of physical development (crossing the midline, coordination, muscles) • Memory • Visual tracking • Spatial awareness • Rhythm • 3 categories of activities (joy, calm, focus) with varying degrees of difficulty • Wonderful music • Video celebrates diversity - features an intergenerational cast of numerous races, both sexes Cons: • DVD is very expensive • Need projection for whole group
- 30. Me Moves
- 31. B R A I N B R E A K
- 32. Types of Energizers: Meditation Pros: • Short and sweet • No supplies or additional space needed • Centering and calming • Helps increase oxygen flow to the brain • easy to transfer the skill into other times – ex: conflict resolution, assessments, etc • Can be used as a wind down following a more active energizer Cons: • Some kids struggle to “take it seriously” and embrace the quiet
- 33. B R A I N B R E A K
- 34. Types of Energizers: Active Games Examples include: Limbo Rock – Chubby Checker, This Is What I Can Do, Up/Down Ball Pass, Let’s Get the Rhythm (Engine, Engine Number Nine), Bean Bag Alphabet Rag – Hap Palmer, Bean Bag Boogie – Greg & Steve, Just Like Me!, Take Sides Pros: • Kids love games! • Can introduce (or eliminate) competition, depending on your group and your goals • Fairly easy to integrate curricular content (alphabet, numeration, etc) Cons: • May require more space • May require props (ex: limbo stick) • Can take more time • Since fairness is so important to young children, best when same number of turns for all!
- 35. B R A I N B R E A K
- 36. Types of Energizers: Exercise
- 37. Types of Energizers: Exercise
- 38. Types of Energizers: Hand Games Examples include: Double Double, Dum Dum Dah Dah Pros: • Easy for kids to do in partners or as a whole group • Encourages cooperation • Strengthens hand-eye coordination • often incorporates crossing the midline • Develops rhythm • kids transfer naturally to other parts of the day (i.e. recess, finished snack early, waiting in hallway, field trips, etc) • Lots of room to add variations and create additions to these types of games Cons: • Hand/eye coordination often harder for our youngest learners • Some are more difficult if you have an odd number!
- 39. Types of Energizers: Celebrations Pros: • Build community – helps build identity as a group • Celebrates accomplishments • Psyches the group up • Short and sweet • Triggers release of dopamine Cons: • Can be loud!
- 40. B R A I N B R E A K
- 41. Using Energizers Successfully look for the cues
- 42. B R A I N B R E A K
- 43. Using Energizers Successfully plan your management model expectations
- 44. Using Energizers Successfully Goal? Choose wisely!
- 45. Using Energizers Successfully gradually build complexity
- 46. B R A I N B R E A K
- 47. Using Energizers Successfully wind up, then wind down
- 48. B R A I N B R E A K
- 49. Using Energizers Successfully keep it fresh
- 50. Using Energizers Successfully make it easy
- 52. Using Energizers Successfully find a system (found on http://thehappyteachertpt.blogspot.com.au/2012/08/brain-breaks.html)
- 53. Using Energizers Successfully keep it age appropriate
- 54. B R A I N B R E A K
- 55. Using Energizers Successfully celebrate diversity
- 56. Using Energizers Successfully take advantage of transitions
- 57. B R A I N B R E A K
- 58. Using Energizers Successfully insert activity into your daily schedule
- 59. Using Energizers Successfully make your curriculum active
- 60. Supplies to Promote Activity
- 61. Supplies to Promote Activity
- 62. B R A I N B R E A K
- 63. Resources
- 64. Action Plan!
- 65. Questions?
- 66. Before you go… … a small favor!
Hinweis der Redaktion
- (Nametags, candy jar, music as they enter, introduce myself to each individual as they get settled)(chart hanging for people to add to as they enter: what’s your favorite brain break or energizer? participants add 1-2 favorites and I email list)Welcome! So glad you are here today.
- Before we get started, I want to introduce myself:Been in the ECE field for 14 yearsLove to learn - Masters in Education and 14 years of professional devp!Worked in four different schools and volunteered in many others, primarily independent schools10 years teaching K, 2 years teaching 1st grade, administrator at a Pre-K, educational consultantTrained vocalist, musician and dancer with stage experience who is confident “performing” songs and dances!Survey the room – who’s here?Age group - Work with infants? Toddlers? 2’s? 3’s? 4’s? K? another age?Setting – preschool? day care center? After school program? Elementary school? Other?Role in your setting – Head Teacher? Assistant Teacher? Support staff (SEIT)? Administration? Psychologist? Social worker? Other?Years in the field – less than 5? 5-10? 10-15? More than 15?Quick noteYou’ll notice I have blurred out the faces of the students in my photographs in this slideshow – since the photos were taken at schools where I am no longer a faculty member, I no longer have permission to use the students’ photos publically. So, even though it greatly detracts from the photo to not see their giggles and happy faces, I felt obliged to protect their privacy. Thanks for your patience!
- https://energizeyourstudentslearning.wikispaces.com/Please check it out and feel free to share with colleagues! This website is where you can find: links to videos where you can watch and learn new energizersLinks to purchase supplies that we discuss today
- (whatyou can find continued)Reference articles that discuss this topic and over 100 pages of articles/teacher blogs that list specific ideas of how to use energizers and which ones work
- (what you can find continued) Links to purchase supplies that we discuss today
- (what you can find continued) a “Slideshare” of today’s Powerpointdigital copies of today’s handout
- 40 tunes
- Goals for today:Highlight the cognitive, physical, and social/emotional benefits of “brain breaks” and energizers in early childhood classroomsLearn specific strategies and classroom management techniques that help make energizers successful, providing specific examples from actual PreK-1st classrooms that successfully incorporate brain breaks and energizers into their daily scheduleExperience copious examples of songs, dances, energizers, and physical exercises that are easy and fun to use with young learnersShare your ideas with other colleagues in the fieldI want to make this presentation as practical and experiential as possible!
- Rules of Engagement!Risk-taking encouraged – don’t be afraid to be silly and loud and goofy in front of your colleagues. We all know we do it with our kids, so why not with each other?Respect other’s risk-taking! – if stranger next to you is silly, applaud them! If someone is speaking, listen and respect their contribution.Note-taking recommended – I want you to be able to walk into your classroom Monday and put these ideas to work! Do whatever you need to do to help you apply what we are doing! But also keep in mind most of what we do today is on my website…Share your own knowledge – we all know tricks of the trade and have our own favorite energizers – please share what you know! Your colleagues will appreciate itOther basics:Help yourself to candy/snack/water breakFind a seating option that works for you – sit, stand, etcbathroom breaks whenever
- As we work our way through this 1.5 hour session, I am going to intersperse content with actual energizers. I believe the best way to learn them is to participate in them first hand! You will notice that I stop for “brain breaks” much more frequently than is actually necessary for the length of this session! However, I want to make sure that you experience as many as possible. Some we will do from start to finish, others we will just “preview” the mp3…Circle up!Mp3:Razzamatazzama(At end of energizer, introduce cowbell – participants have 5 cow bell ringsto return to seats before we start again)
- Now that we’re warmed up, let’s take another quick inventory around the room to “activate our prior knowledge”reflect on your own classroom’s daily schedule and current knowledge of and use of energizers and brain breaksRaise your hand…Think about who needs brain breaks and energizers during their day – let’s go by age group - infants? Toddlers? 2’s? 3’s? 4’s? K? elementary? Adults?Take away: everyone benefits from brain breaksReflect on your daily schedule – what parts of the day are your students most restless and incapable of focusing on a lesson? Wiggly during rug time?Arrivalmid-morningBefore snack or lunchAfter snack or lunchBefore recessAfter recessIf relevant – early afternoon Take away: brain breaks and energizers can, and should, be used effectively across the dayWho already utilizes some form of energizer/brain break in their setting? Never used energizers yet? Take away: by the end of today, you will be ready to use them!Who is confident singing and dancing and being silly in front of students? In front of colleagues? Who is nervous, less confident, inexperienced? Take away: there are numerous types of energizers – regardless of your comfort zone, you can find energizers that you feel comfortable leadingIf you already use energizers, who ends up using the same ones over and over again!? Who gets bored with the same old ones?Take away: it happens to all of us! Today you will learn new ones, plus gain plenty of resources to use in the futureWhich of the following are examples of energizers or brain breaks?DanceSingingYogaCheers/celebrationsHand gamesExercisesMeditationBreathingWater breaksWalkingRecesswhat else?Take away: these are all examples of energizers!
- And now, the big question…you tell me!why are energizers so great anyway? (ask for volunteers – chart contributions, then share slide)opportunity to support student physical developmentcore strengthHand-eye coordination crossing the midlineBody awareness in spaceHelp children develop and improve their memoryRemember - linking physical activity and/or music with academic content helps improve memorythey capture children’s interest! provides children positive associations with learningHelps make school entertainingMany celebrate creativity and individualityBuild community many encourage collaboration, expressing individuality, etcRelieve stressenergizers increases dopamine – neurotransmitter that produces positive feelingstriggered through positive social bonding, celebrations, gross motor repetitive movementsIn summary - it is developmentally appropriate!
- But the biggest reason we haven’t highlighted yet is plain and simple – Brains need breaksNeuroscience should inform our teachingResearcher Eric Jensen is a leader in this field – Teaching With the Brain in Mind – his article from Ed Leadership on value of active learning is on the wikipageOur brains are designed to learn short bursts of info followed by time to process the infoNew info needs time to “settle” in our brainsCan only fill so much water in a glass before it overflows – need time to drink it down before adding more“Just like any supercomputer, brain can get overheated!”Counter-intuitive, but breaks actually improve concentrationAllows hippocampus time to do its job The part of the brain that helps organize, sort, and process incoming info before routing it to long term memoryPhysical activity…increases circulation, thus increases oxygen to brain to refuel for more learningstimulates neurological pathwayshelps both brain hemispheres work togetherReleases noradrenalinehormone of risk/urgency one of the body’s natural motivatorsReleased after competition, relay races, etc…Remember - stamina and concentration need to be learned So, as teachers, we need to set our students up for successHelp them learn and practice specific strategies to improve their concentration – one way to accomplish this is through brain breaks and energizersAlso need to plan our lessons and daily schedules accordingly - increase our expectations gradually
- All of this is as true for teacher brains as it is for kid brains!Encourage your admin to use brain breaks and energizers during PD, staff meetings, etc!
- Stand up!Head and shoulders babyHead and shoulders baby, 1, 2, 3Knees and ankles…Turn around…Touch the ground…5 cow bell rings
- There are many different categories of energizers and brain breaksEach come with their own advantages and considerationsToday we will review numerous types of energizersThenwe will review specific strategies that will help you use energizers successfullyGuidedthe lyrics tell you what to do Exs:Animal Action I and II – Greg and SteveCha Cha SlideHead and Shoulders, BabyWalking, WalkingRazzamaTazzama I and IIRowing Song – Ron BrownShake My Sillies Out – RaffiGoing On a Bear HuntThe Hokey Pokey – Ray AnthonyOld classics: If You’re Happy and You Know ItWheels On the BusHead, Shoulders, Knees and ToesPros:don’t need much of an intro or time to learnStructured kids have less room to diverge and be “off task”Kids tend to feel comfortable participating – feels less “threatening” if everyone is doing the same thingIf you have a recording, a guided energizercan theoretically “run itself” – don’t need an adult to lead it, allowing you to prep for next activity while kids follow cdOften repetitive and/or build on Cons:- Less room for creativity
- Preview:Animal action(put up next slide for Rowing Song)
- Rowing Song – Ron BrownWe’re sailing on the ocean blue. My good friend and me. We’re having such a wonderful time. Out here on the sea.We’ll row and row and row and row, Fast or slow. And when a big wave comes, The faster we will go.We’re sailing on the ocean blue. My good friend and me. We’re having such a wonderful time. Out here on the sea.We’ll row and row and row and row, Fast or slow. And when a small wave comes, The slower we will go.We’re sailing on the ocean blue. My good friend and me. We’re having such a wonderful time. Out here on the sea.We’ll row and row and row and row, Fast or slow. And when a big wave comes, The faster we will go.5 cow bell rings
- ChoreoraphedStandard choreography exists, but leader needs to know the directions and needs to teach itExs:Go BananasHi, My Name is Joe (Button Factory)Tony Chestnut – The Learning StationGoing Over the SeaAroostashaShark AttackIcky sticky bubble gumLet Me See Your BoogalooSinging in the RainParty DancesCotton Eye Joe – RednexMacarena – Los Del RioElectric Boogie (Slide) – Marcia GriffithsChicken Dance – David & Gila’s BandCupid Shuffle – CupidPros:All of the same pros as guided energizers – Structured kids have less room to diverge and be “off task”Kids tend to feel comfortable participating – feels less “threatening” if everyone is doing the same thingOften repetitive and/or build on Cons:Leader needs to know/remember the directions!Need to teach it to the kidsNeed a leader to model it (at least until they know it) - Once kids know them, they can lead them!Some choreography can be difficult for young children (ex: cotton eye joe)makes it less fun if a child doesn’t feel successfulIf this happens, can always adapt/make up your own choreographyAlternate between choreography and sections of free dance Less room for creativity
- Circle up! Tony chestnutPreview:Going over the sea5 cow bell rings
- Open-endedjust like it sounds – up to the participants to choose how to danceExs:The Freeze – Greg and SteveI Like To Move It – will.i.am or Crazy Frog (dance circle)Jump In the Line – Harry Belafonte (conga line, can combine with follow the leader)1, 2, 3, 4Celebration – Kool and the GangY.M.C.A. – Village PeopleWho Let the Dogs Out – Baha MenPros:Sparks creativityEveryone can be successfulno one “right way” to do it, so no way to “fail”Celebrates individual skills and talents (i.e. kid who breakdances!)Cons:Some kids can be more shy with open-ended dances – may feel more risky to have to “do your own thing”Can make it easier for kids by suggesting categories of movement (ex: now dance only with your arms! Now dance with only your head!)Easier for these energizers to get out of hand and children to make poor choicesMost successful when teacher provides boundaries and clear management
- Circle up! Intro dance circle, ok to passI like to move itPreview:The freezeJump in the line5 cow bell rings
- YogaTeacherledVideo ledYoga cards/booksPros:CalmingDevelops balance, coordination, physical strengthCons:Requires spaceSome kids have difficulty mimicking posesSome kids struggle to “take it seriously” and embrace the quiet
- If you have room in your budget, lots of great materials out there!Many classes available in the community – consider inviting a guest teacher into your school for an assemblyInvite a fellow faculty member to come into classroom and lead kids in yogaTons of free videos and music available on YouTube, Spotify, etc
- Put on relaxation mp3 - Yoganext two slides
- Mouse pose
- Do nothing doll5 cow bell rings
- Me MovesVideo-based program (sold as a dvd/cd set)“Imitating those on the screen, users are transformed by the images, movements and music”Created by the parent of a child with autism to help promote calm and focus for her daughter“Based on research that supports the use of rhythmic and visual patterns, music, movement and images, and the significant impact they have on the nervous system”
- turn on “dance” mp3Pros:Calming yet physically stimulatingDevelops many skills: lots of physical devp (crossing the midline, coordination, muscles) Memoryvisual trackingspatial awarenessrhythmWonderful musicVideo celebrates diversity - features an intergenerational cast of numerous races, both sexes3 categories of activities (joy, calm, focus) with varying degrees of difficultyCons:Dvd is very expensiveNeed projection for whole groupor…. (next slide)
- Also available on iTunes – if your classroom is fortunate enough to have access to an iPad or iPodAllows families to participate on devices at home(Show iPad app briefly and offer participants to play with when we are done)
- Stand up! Awake, Alert, Alive, Enthusiastic!head….eyes…mouth…cross arms across chest and openPreview:Shake my sillies out5 cow bell rings
- Meditation and/or Guided BreathingBlow a feather, straw, balloon to “blow off steam”Yoga breathingGuided meditations (Teacher led, YouTube, cds)Pros:Short and sweetNo supplies or additional space neededCentering and calmingHelps increase oxygen flow to the braineasy to transfer the skill into other times – ex: conflict resolution, assessments, etcCan be used as a wind down following a more active energizerCons:Some kids struggle to “take it seriously” and embrace the quiet
- guided meditation Mp3 - “My first meditation for relaxation”5 cow bell rings
- If you aren’t as comfortable leading songs or don’t have access to music players, there are plenty of energizersdon’t require music or singing – the next bunch are examples…Active GamesParty GamesLimbo Rock – Chubby CheckerThis Is What I Can DoUp/Down Ball PassLet’s Get the Rhythm (Engine, Engine Number Nine)Bean Bag Alphabet Rag – Hap PalmerBean Bag Boogie – Greg & SteveJust Like Me!Pros:Kids love games!Can introduce (or eliminate) competition, depending on your group and your goalsFairly easy to integrate curricular content (alphabet, numeration, etc)Cons:May require more spaceMay require props (ex: limbo stick)Can take more time Since fairness so important to young children, best when same number of turns for all!
- Circle up - This is What I Can do“This is what I can doSee if you can do it too!This is what I can doNow I pass it on to you!”Preview:Walkingwalking5 cow bell rings
- ExerciseOT StretchesStack your blocks to prepare for best posture
- Cardio Wall pushesChair push upsPush ups Sit upsJumping jacksCarrying a heavy loadrunning in placeDonkey kicks (floor or chair)Pros:Increase circulation and oxygen flowTriggers release of noradrenolineSupports physical developmentStrengthens muscles develops core, stability, balanceImproves postureopportunities to cross the midline elbows to opposite knees while counting by 10s to 100Cons:Require (some) space – but not as much as you would think!Easy for kids to get overzealous! Often need a wind-down activity afterwards
- Hand Gamesdouble doubledumdum da daPros:Easy for kids to do in partners or as a whole groupEncourages cooperationStrengthens hand-eye coordinationoften incorporates crossing the midlineDevelops rhythmkids transfer naturally to other parts of the day (i.e. recess, finished snack early, waiting in hallway, field trips, etc)Lots of room to add variations and create additions to these types of gamesCons:Hand/eye coordination often harder for our youngest learnersSome are more difficult if you have an odd number!
- Cheers and Celebrationsclass cheerCelebrationsPros:Build community – helps build identity as a groupCelebrates accomplishmentsPsyches the group upShort and sweetTriggers release of dopamineCons:Can be loud!
- Stand up!Give this group a handYou can download over 30 different cheers like this from my Wikipage(show samples and preview a few)5 cow bell rings
- There are many keys to the successful use of energizersTip: look for the cues and use an energizer when it is needed(encourage participants to act out physical signs that an energizer is needed)Wigglesfloppy core/posturelots of bathroom breakschatting with neighborsYawningholding head in handsDon’t be afraid to use a brain break when you see these cues. Many times teachers are hesitant to “waste the time” with an energizer, afraid of the instruction time lost or how long it will take to get the kids back on task. But a well-implemented brain break at the right time will actually increase student concentration and stamina for whatever comes next.
- Pair up with a partnerTeach Double Double
- Tip: It’s crucial to model your expectations and plan your managementeveryone must participate and must give their best effortModel expectations – particularly with physical behavior, demonstrate the specific taskAdd structure whenever possible, especially at the beginning and with young studentsdance bubblespoly spotsIntro new energizers in small groups first (whenever possible)Think through consequence if guidelines not followed (ex: warning, sit out)reward good behavior (ex: get to be leader/dance captain/choose next energizer)
- Tip: Choose your brain break wisely!Set yourself and your students up for success by asking yourself the following questions and choosing the right energizer based on your answers:What is your goal? Do your students need something calming? Energizing? Both?Who is here today? Consider your students…Where are they developmentally?Are there students with special needs? What adaptations or accommodations should be considered?Will English language learners be successful?How much time do you have?What are your space constraints?Do you have access to music?Do you have access to props/supplies?Do you need to keep the class quiet or can you be loud?
- Tip: GraduallybuildcomplexityJust like the previous tip, set students up for success!Start slowchoose energizers with actions that are developmentally achievableTeach individual skills before adding them into a complex songEx: intro Dosido before teaching “meet in the middle”Remember that learning how to do anything takes practice!encourage your students as they learn a new skillbe patient with yourself! It takes practice leading brain breaks effectively
- Circle up!Meet in the middle5 cow bell rings
- Tip: wind up, then wind down Energizers can and should be energizing = goalHowever, need to develop a technique for getting students back to the task at handEfficiently without wasting timeWant it routinized so happens naturallyFollow up high energy with calming activityYoga breathing10-second count-down cueplay a short 10-second musical clip cue (like the Jeopardy song)Some energizers that do this for you!ex: rowing songEx: go bananas (next slide)
- Circle up - Go bananasMake the cornShuck the cornPop the cornMake the potatoPeel the potatoMash the potatoMake the bananaPeel the bananaGo bananas!Make the orangePeel the orangeSqueeze the orangeGet a strawTake a sipAh!5 cow bell rings
- Tip: Keep it freshJust like you wouldn’t teach the same curriculum for the entire school year, don’t use the same energizers! Goal = introduce new energizers every monthBuild in complexity over the school yearThousands of games, songs, brain breaks out there – find them! Use my website, ask your colleagues, etc!Lots of versions available – surprise your students by switching to another version of a beloved energizerEx: razzamatazzama 1 and 2Ex: animal action 1 and 2
- Tip: stay organized so it is easy to integrate energizerskeep music accessible and organized so you don’t have to think about it or hunt for itDigital playlists (like mine on Spotify)CdspodcastsBookmarks on youtube
- Burn your own cd with your personal favorites
- Tip: find a system that helps you remember all of the energizers available to youpopsicle sticksrecipe card boxposterEmpower your students – let them choose!“Pick a stick”Job chart – kid as “energizer”You can still have some control - have them choose from 3, all of which are appropriate for that moment
- Tip: Choose age-appropriate lyrics and choreographyPreview lyricsMany different versions available – choose wisely!Ex: macarena
- Preview:macarenaAroostashaThumbs upWrists togetherElbows outKnees togetherToes inBottom outTongue out5 cow bell rings
- Tip: Utilize energizers as an opportunity for diversity!celebrate different cultures’ energizers, dances and musicMove to the music energizer – play snipets of various genres and cultures’ music and encourage children to move the way the music makes them feelInvite families to contribute favorite songs, dances, games that can be used as brain breaks
- Tip: Take advantage of transitions!Incorporate music and movement into daily transitions Clean up songsOh my goodnesswhistle while you workMorning meeting songsgood morning to youoh what a beautiful morningUse a song or movement chant to bring students to the rug if you’re ready and you know itfollow me to circle time (mary had a little lamb)“follow the leader” category Follow the (line) leaderWill you follow me?Integrate water breaks during transitions to rehydrate and re-energize
- up/down ball passOrUp to the ceilingUp to the ceilingDown to the floorRight to the windowLeft to the door5 cow bell rings
- Tip: Whenever possible, make learning ACTIVEStart the day with an active Morning MeetingIntegrate active songs, greetings, and activities into your daily meetingsmeet in the middle greeting1234 as a greeting
- Don’t have to separate learning and energizers!integrate movement, music, activity into academic curriculum throughout your dayExamples:Use ribbon wands to practice handwriting (photo)Culminate a reading or writing celebration with a dance party to “Celebration”
- Provide and promote active learning opportunities during Centers and Choice TimeIf you are fortunate enough to have a generous budget, you can buy pre-made suppliesCan also be creative and resourceful and make many of these things yourself!Dance centerRibbon wandsscarvesBowling Incorporate math by having kids keep score with white boards and tally marksBean bag tossuse to reinforce phonemic awareness – each bean bag toss only gets a point if can generate a rhyme for target wordCould also keep scoreHopscotch carpet
- Active supplies continued:obstacle courseFitness spotsArrowsAnimal action cardsPre-made setsHand gamesYogaCardsbooksMe moves
- Circle up -1, 2, 3, 41.2.3.4Come on _____________, hit the floor!We’re so glad you’re here today.Hooray, hooray, hooray!5 cow bell rings
- WebsiteSpotify playlistExamples of booksArticlesOther websites – especially teacher’s blogs, RC, etcYouTubeEach other! Observe each otherAsklead colleagues in energizers at faculty meetings, or at least share outPost list in faculty room
- Time to apply what you learned!want you to apply knowledge and encourage next stepsBefore we go, start a personal action plan to incorporate energizers into your own classroom(refer to handout)Choose first, then turn and talk…* At least 2 management strategies, organizational ideas, energizing classroom materials etc you think will work for you* At least 2 new energizers you want to try with your kids next week
- questions?
- Thank you for joining me today. short participant survey for each of you to completehelp me gather information and improve this presentationanonymousappreciate your honestywhenever possible, offer specific comments, examples, ideas…can I have a volunteer to collect completed surveys?
- Feel free to contact me!