Movement Integration for Learning

Movement activities provide opportunities to cross the body's midline. Doing so requires the left and right hemispheres of the brain to communicate across the corpus callosum. This integration of the brain's hemispheres is essential to the ability to read and write. – Rae Pica

1st Photo: A classroom being involved in Braingym 2nd photo: Me learning to juggle

The first attachment is one of the 10 Reasons to Promote Emergent Literacy through Movement & Active Learning. I found this good information while I was googling on how physical movement can enhance learning in school-age children for my CFS class’ presentation. My juggling picture was taken during my class, PEH 220: Health and Movement for Elementary School Kids. Learning to juggle is a cross-lateral integrated movement, which coordinates left and right side of the brain, and this activity has also helped me to focus again after my tiring studies. My instructor’s lecture power-point stated that eye-tracking during juggling reinforces reading ability of children. The last picture is a class of elementary school kids and teacher doing a Brain Gym Program -- a physical exercise program comprised of movements that have been found effective to activate and build new pathways for improved cognitive readiness and academic performance. I used this last attachment photo for my EDS 227’s Mobile assignment of a teacher I want to be, because through my PEH class and presentation research on my CFS class, I have been convinced that physical movements do help develop mental abilities by building neurons in the brain.
As I mentioned above, I learned to juggle – I am still not very good with three-ball juggling though I am getting better – and now I keep the balls on my study desk. Once I feel my brain and eyes tired and slow to absorb whatever I am studying, I stand up and do juggling for a few minutes. And the activity always helps. So I really want to teach my young students how to juggle; first children start learning with scarves which move slower, like Coach Kelly used in his first teaching of juggling to us. But now I wonder how I can bring the activity of juggling into the class once kids have learned to juggle -- between the lessons? My teaching experience with kids at Shannon Johnson as a PEH class’ assignment told me that kids can get wild after being physically active. In our group teaching of Matter States through movements, some of the boys left the designated carpet area and moved around the classroom as liquids, and one boy kept rolling on the floor in his pretense to be a liquid. I was shocked. So I reflect that classroom management strategies are necessary to get attention again once I need to; however, I recognize now that physical activities should serve children to be themselves. I also need to practice my authoritative voice as a teacher while leading any physical movements. The next thing that I would like to include in my classes is Braingym, which basically allows children to cross the body’s midlines, giving a chance for the left and right hemispheres of the brain to communicate across the corpus callosum. In my class visits to Berea Community School and Shannon Johnson, both of the classroom teachers start their classes with Braingym. I observed the fourth graders not fully awake yet at 8am, and the classroom teacher initiated them Braingym movements at the carpet area. After moving with the music, I saw the difference in children and their brain alertness – they were energetic and responding very quick to the teacher’s questions. So I am also determined with Braingym activities in my classes, but I feel that I don’t know a lot about them yet. In contrast, my interest has been ignited in Educational Kinesiology (EK), a comprehensive science and language of movement as it relates to learning. So I really hope to pursue my interest through more reading and research. Now reflecting I asked myself, “Do you want to be a Physical Education teacher then?” The answer said no; I only want to infuse movement to enhance my students’ learning.
I put this entry under the professional development because I think incorporating movement activities like Braingym and juggling will be part of professional skills as a teacher. Like my attachment pictures, my reflection above described my inspiration through my own physical movements, in-service teachers’ practice, and presentation research of movements for learning. These intriguing experiences will definitely lead me to polish my knowledge about Braingym for mental abilities. Also I have heard that Braingym is also beneficial for children with ADHD, and I would love to bring this benefit to my children of different learning styles and abilities. I really hope and feel confident that this entry is a good ignite for me to learn more about EK in the future, and along this journey of learning, I will remember the important landmark of this entry for my professional development with movement integration for learning.