Presenter Information

Sarah DlouhyFollow

Faculty Advisor

Dr. Sarah Edwards Moore

Start Date

28-4-2020 12:00 AM

End Date

28-4-2020 12:00 AM

Description

The purpose of this study was to examine the effects that short and active “brain breaks” have on students and teaching practice in the classroom. The living educational theory method was used in order to tally off-task behaviors before and after brain breaks were implemented. Findings show that student off-task behavior decreased due to the use of brain breaks in the classroom, and in effect the teacher in the study spent less time re-directing students, and students were more attentive and able to follow directions. This resulted in effective lesson execution and successful activities.

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Apr 28th, 12:00 AM Apr 28th, 12:00 AM

Investigating the Effect of Brain Breaks in the Classroom on Teaching Practice

The purpose of this study was to examine the effects that short and active “brain breaks” have on students and teaching practice in the classroom. The living educational theory method was used in order to tally off-task behaviors before and after brain breaks were implemented. Findings show that student off-task behavior decreased due to the use of brain breaks in the classroom, and in effect the teacher in the study spent less time re-directing students, and students were more attentive and able to follow directions. This resulted in effective lesson execution and successful activities.

 

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