In an average class period of 35 seventh graders, it can be hard for my middle school scientists to find ways to balance their energy and their desire to focus, without distracting classmates. I know that as an adult, even I find it difficult to sit completely still for more than about 30 minutes in a learning environment. While I offer students ways to move multiple times a class period most days, they can still struggle to keep from rocking back in their chairs, tapping their pencils, pulling caps off of glue bottles or markers, and just generally finding ways to expend their restless energy.
Research (and classroom experience) shows that most kids learn better when their hands are active.
I always strive to "ask, not accuse" when a student is having a hard time. When I find a moment to check in with an active student and ask if they would like to borrow a fidget, they are often surprised, and always happy to accept. Even something as simple as a graduation tassel can help them occupy their hands so their brains are free to focus. Offering them a tool to help them succeed, rather than a negative statement meant to stop a behavior, builds trust and empowers the student because they know I see their ability to focus, and they are proud to return it at the end of class, feeling successful. When they come the next day and ask for a fidget while they prepare for class, I celebrate their choice to proactively prepare what they need.
With over 150 middle school scientists to help, this project will ensure I have plenty of options for students to choose from, to reduce stress and increase focus, and to be able to sanitize between uses.
About my class
In an average class period of 35 seventh graders, it can be hard for my middle school scientists to find ways to balance their energy and their desire to focus, without distracting classmates. I know that as an adult, even I find it difficult to sit completely still for more than about 30 minutes in a learning environment. While I offer students ways to move multiple times a class period most days, they can still struggle to keep from rocking back in their chairs, tapping their pencils, pulling caps off of glue bottles or markers, and just generally finding ways to expend their restless energy.
Research (and classroom experience) shows that most kids learn better when their hands are active.
I always strive to "ask, not accuse" when a student is having a hard time. When I find a moment to check in with an active student and ask if they would like to borrow a fidget, they are often surprised, and always happy to accept. Even something as simple as a graduation tassel can help them occupy their hands so their brains are free to focus. Offering them a tool to help them succeed, rather than a negative statement meant to stop a behavior, builds trust and empowers the student because they know I see their ability to focus, and they are proud to return it at the end of class, feeling successful. When they come the next day and ask for a fidget while they prepare for class, I celebrate their choice to proactively prepare what they need.
With over 150 middle school scientists to help, this project will ensure I have plenty of options for students to choose from, to reduce stress and increase focus, and to be able to sanitize between uses.
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