Reflection #7: Chapters 10 and 11

1. What information surprised you or was new to you in this chapter? How does this information connect to info in the main course text?

2. What information do you agree with and why? What info do you disagree with and why?

3. Describe an experience you have had that relates to the information in this reading.

4. How can you use this information in your personal or work/school life?

5. Rate this chapter on a scale of 1 to 5 and explain your rating (1 = low and 5 = high).

Chapter 10

I was surprised to read that some schools were eliminating recess (Pica, 2015, pp. 48-49). I knew some were axing PE, and I find that in and of itself distressing enough; recess is too far! If I resided in a district that eliminated recess, I would be bothering the school board nonstop. Not only are the academic benefits of physical activity important, but young children need to move about to develop their motor skills (Paris, Ricardo, & Raymond, 2019, pp. 169-172).

I completely agree that physical activity is crucial to education, particularly among small children. We take frequent brain breaks in my kindergarten class between subjects and as needed as my students become fidgety, zoned out, or overly emotional. 

Just yesterday, my students were zoning out and disinterested. Thursdays are a difficult day because we start later that day and have fewer breaks scheduled. To remedy this, we played a song about our math lesson by Jack Hartman. Jack incorporates the lesson into an exercise routine. We all stood up and danced. When we returned to our assignment, eyes were brighter and faces were happier. 

I will use this information at work as I continue finding ways to incorporate movement into our lessons. Being cooped up during quarantine has really made things difficult for the small wrigglers in my life! 

I rate this chapter a 5. It made compelling points and tied well into the main text. 

Chapter 11

This chapter surprised me because while I knew movement and exercise were tied to mental health and focus, I did not know how large the effect was. I was also a bit taken aback to learn that there are still schools out there that are not using alternative seating for children who need to move. Several of the students at my school have IEPs or 504s that include the provision of alternate seating. 

I agree that movement needs to be incorporated in the classroom to a much greater extent. I think it should also be included more in colleges and adult work environments. I do think there is some merit in learning how to sit and work quietly, too, as many careers and work environments require that level of calm focus. However, this is a skill that comes easier to adolescents than it does to small children.

One child whom I worked with could not stay in his seat. He was consistently in trouble with teachers, assistants, and supervisory staff for bouncing in his chair or moving around the room. His IEP team decided to give him a yoga ball to sit on instead. He then sat quietly, working, as he continually bounced up and down on his blue yoga ball. This allowed the child to learn while getting the movement he needed without disrupting the class. 

I need to apply this information in my work life to myself. I am stuck in an office chair much of the day, zooming with my students. I need to stand up and wiggle along with them periodically. 

I rate this chapter a 5. It was interesting and made some great points. I had not known how much movement aids thinking. 

References

Paris, J. Ricardo, A., & Rymond, D. (2019). Understanding the whole child: Prenatal development through adolescence. Open Educational Resource Publication by College of the Canyons. 

Pica, R. (2015). What if everybody understood child development? Corwin.