10 Effective Ways That Prime The Brain For Learning
By: Swapnasree Saha
Tags: Brain, Focus, Training, Learning, Concentration

The brain incorporates a big job to try and do within the classroom. Taking in information, learning, remembering — the brain is functioning overtime to realize tons day after day. Brains are intricately connected to learning through both biological and chemical processes. Let’s explore some examples and see how they’re linked to brain functions so that you’ll maximize the advantages for your students.

1.Peeling a tangerine: Give every student a tangerine. To begin, ask them to guess what they may be doing within the next number of minutes before they eat the fruit. you’ll prompt them with a matter such as: How is that this tangerine like our brains? Next, ask them to carry the tangerine behind their backs — or just close their eyes — and peel it without looking. Can they peel it without splitting the fruit? Was this easy? Harder than they expected? how briskly could they are doing it? As they eat the fruit, ask what sensations, feelings, or memories they experienced.

2.Paired mirror drawings: Have students find a partner. Each student will take a pen or pencil and a sheet of paper, and sit facing the opposite. One student will lead and also the other will follow: The leader starts drawing a picture associated with the category material, and therefore the follower copies the drawing and tries to guess what the drawing is meant to represent. Have students switch roles, that the other person can lead. Once again, because the leader begins to draw, the follower should mimic the leader’s drawing and guess what the drawing is.

3.Pouring water: Give each student two small paper cups, and fill one with water. Have students practice pouring the hot-water heater and forth from cup to cup, finding a rhythm within the pouring. After some time, have students close their eyes and see if they will still gently and punctiliously pour the water heater and forth without spilling an excessive amount of it. Give them 30 seconds for this, and so see who still has water in their cups.

4.Breathing: Have students inhale deeply, lifting both arms within the air over their heads and holding their breath for four seconds. As they exhale, have them slowly place their hands on the rear of their neck and massage their neck. they will repeat this three or fourfold until they feel more relaxed.

5.Tracing a hand: Have students take a marker, crayon, or pen and trace their non-dominant hand without lifting the pen as repeatedly as they will until they start to feel calmer. they ought to specialize in their breathing during this activity.

6.Swimming within the deep end: Have students lay on their bellies and move their arms and legs, inhaling and out five times; on the sixth breath, they ought to slowly relax their arms while still kicking their legs. On the seventh breath, they ought to stop kicking and lay still, imagining that the water is pulling them down or the clouds are pulling them up into the sky. Tell them to imagine they’re weightless and drifting or floating to their favorite place. they’ll imagine the colors and sounds as they breathe deeply for a second.

7.Melting a cube: Give each student a tiny low ice cube to put in their mouth or hold in their hands. Ask them to not crunch or chew it but to note how it slowly melts. they will imagine a worry or concern meting away with the ice chip, taking deep breaths until it’s disappeared.

8.Balancing tree: Have students place both feet solidly on the bottom. they ought to slowly lift one foot and touch it to the within of the opposite calf or upper leg, and lift their arms within the air over their head. Next, have them wave their arms as if they were a tree with its branches blowing within the wind. Have them switch legs and repeat this motion. Next ask them to indicate a tree during a rainstorm and to note how the trunk of the tree — their body — stays strong: although they could wobble, they’re still standing tall.

9.Focusing on balance: Ask students to square on one foot, holding the opposite foot off the bottom and keeping their balance. With each breath, they ought to attempt to lift their foot higher. Have them concentrate on how high they’ll lift each foot.

10.Not chewing gum: Give each student a bit of gum and have them hold it in their mouth for one minute without chewing, just feeling the feeling. Ask what they noticed as they tasted the gum but failed to chew.