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Supporting Learner Differences
DIFFERENCESEvery child’s brain is wired and then rewired differently depending upon the child’s experiences. What a child does in his/her life physically alters what his or her brain looks like.These...
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Mindfulness in the Classroom: A Growing Trend
MINDFULNESSA recent article in the March 15, 2013 Huffington Post says “some schools have started incorporating mindfulness programs into their curriculums, teaching kids as young as five years old how...
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Timeless Teaching Practices
In a recent book by Mike Schmoker, titled Focus: Elevating the Essentials To Radically Improve Student Learning (ASCD 2011), he talks about some basic, timeless teaching practices that tend to get...
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Promoting Behavioral Change in Students
When I work with teachers and other professionals, they often ask me, “What are the best things to do to deal with a particularly difficult student who just won’t respond to limits?” I tell them there...
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Teaching to Different Learning Styles When it Feels too Hard
Two years ago I talked about using Learning Styles in the Classroom. Since then, I have worked with many teachers who agree that teaching to varied styles is critical but wonder how to do it well when...
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Being Careful About What We Say
I imagine we may have a few differences when it comes to what we believe is appropriate communication with our students. For me, the goal is to increase communication and deepen relationships with...
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The Impact of Nutrition on Learning and Behavior: A No Brainer
This post focuses on the impact of good nutrition on behavior and learning. After spending only an hour researching the topic I found hundreds of studies and articles focused on the positive...
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Introducing Zentangles
The following article is contributed by Penny Cunninggim, co-founder of NEARI. Peggy will also be speaking at our INSPIRE 2014 conference.A teacher recently told me about this wonderful multipurpose...
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School Practices that Downshift Students
A well-known term in the brain-based world is “downshifting.” According to Renate and Geoffrey Caine who first coined the term, downshifting is “the psychophysiological response to threat, accompanied...
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Using Frequency, Intensity and Duration to Improve Learning Outcomes
It is a well understood neurological fact that to increase learning, improve automaticity, and embed skills and concepts in memory, one needs to be sure there is sufficient frequency, intensity and...
View ArticleDo You Have a Laughing, Playful Classroom
Do you make sure there is play and laughter throughout the day in your classroom? Are you comfortable with an enlivened and active class of fellow learners? If so, you are building relationships,...
View ArticleDoes the Seating Arrangement Matter
As I share new evidence-based tools for increasing calm, focus and achievement in school, I also look for any research on more traditional approaches. Recently, I focused on the traditional practice of...
View ArticleThinking Errors Adolescents Can Bring to School
Many of our older students who can make choices yet are unwilling to always make good ones, use thinking errors regularly to cope with stress and avoid taking responsibility. These are the students who...
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Brain-Based Learning Tools and Ideas
During the summer months when work is less taxing, I like to look through my older books on brain-based learning to remind myself of what some of the early researchers had to say. I am surprised by how...
View ArticleCIRCADIAN RHYTHMS PLAY A ROLE IN LEARNING
With the change of seasons, I was reminded of the importance of brain rhythms for learning. Every brain’s energy varies throughout the day, month and year. If we can be aware of our own special rhythms...
View ArticleUsing Sensory Tools In The Classroom
Shannon Chabot, NEARI’s coordinator and school consultant in the areas of sensory integration and reflex and motor development, hosts this blog and explains the importance of sensory development and...
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