by Adam Beshears, Curriculum Developer, TenMarks:
In one of my recent favorite shows, the main character says:
“I’ll tell you how I feel about school: It’s a waste of time…
I got a guy up front that says, ‘2 + 2,’ and the people in the back say, ‘4’…
I mean, it’s not a place for smart people…“
Sadly, that’s how many people imagine a math class to be: Teachers ask; students answer … all very monotonous.
And even more sadly, it is imagined that way because we all had the same experience … and so, the cycle goes on.
Educators, it is time to shift that paradigm! And every major shift begins with movement.
Why Use Movement?
If you are a parent and/or a teacher, you know that a child’s natural state is in motion. Children play! Not just because they want to have fun, but also because their development requires it. Moving those limbs and fingers right and left, top to bottom, gross to fine, promotes this development and overall body integration as well as hemispheric brain integration. It is a well-documented fact that babies need to roll, crawl, and really use their bodies to foster their neural capacities. But what we often fail to consider is that this process continues throughout childhood. Simply put: If children don’t have the chance to move, they're missing the chance to grow.
What Sort?
Children will benefit from all sorts of developmentally appropriate movement, but I am advocating tying the movement to the subject.
Children participating in content-based movement are constructing far more powerful neurological pathways (because so many different parts of the brain are being simultaneously stimulated) than those who simply sit and listen.
Some examples of math movement activities are:
- Jumping forward and backward on a giant number line to show addition, subtraction, and even multiplication
- Handclapping games to practice the times tables
- Counting and skip counting using a jump rope
- Tossing a ball back and forth while practicing math problems in lieu of flash cards
The list could go on and on…. and you can help create it!
When Should Movement Come into the Lesson?
Open the class with a big movement activity and intersperse smaller ones, as needed. The initial exertion of gross motor movement will get the students’ blood flowing throughout the body (even to the brain), provide an outlet for their exuberance, leave them better able to focus, and provide instant engagement.
Use smaller movement breaks, as necessary, when you feel attention or energy begin to wane. Your investment of a couple of minutes of movement can provide many more minutes of focused attention.
Where Should I Do It?
Simply doing a few things behind desks or moving desks to create a space for activities can be great.
But, we’re talking about movement…. So, don’t be afraid to move your entire classroom to a new place!
It is not possible in every location or every day, but it is very refreshing for students to break the routine, get some fresh air, and go outside. This could be just for a few minutes to begin a class or, for you daring sorts, create the whole lesson outside! Math is all around us!
Who Should Participate?
Everyone should participate as much as possible…including the teacher!
Movement and games provide a natural entry point for the socialization of a class. And social and emotional learning is inarguably one of the most important aspects of schooling—there’s no reason it shouldn’t be fostered in math class as well. Group the kids, pair them, or find an activity that involves the whole class. Any way you slice it, as long as you facilitate it well, you will be building a happier, healthier classroom. And they will love you for jumping in, too!
How to Begin?
Be creative and have fun, but hold firm boundaries and expectations.
If students are not accustomed to movement and games during certain classes, their exuberance might get the best of them initially. But, as in any classroom activity, they will settle into a productive rhythm if you hold your expectations consistently.
Also, don’t be afraid to take on movement-based activities and to create your own, even if you're not a pro at them. It is important for students to see that teachers are learners, too. They will appreciate your effort and celebrate the successes.
So, consider this: Math is movement.
Whether you are going forward and backward on a number line, equally parsing quantities, plotting points on a line graph, or balancing an equation—there is movement. The more we can reflect this movement in a real way for students, the better they will understand it.
Adam is a content developer for the Elementary team at TenMarks. He grew up on a ranch in rural Texas and attended Southwest Texas State University to study education. During that time, he worked in the afterschool and summer programs at a local Waldorf school and became very interested in the Waldorf teaching method. Upon completion of his undergraduate degree, he moved to California and completed his master’s degree in Waldorf Education. He spent 8 years working in Waldorf schools in San Rafael, California, and Austin, Texas. Most recently, he spent 2 years working at a school for gifted and talented students in the Silicon Valley area of California before joining the TenMarks team.
