0 Whole Brain Teaching Part 2

Ok...let's talk more Whole Brain!!

Once your rules are in place, and your students are reciting them every morning with the gestures you choose, the next step you teach is "mirror".

It's so simple. You simply say "mirror", and your students put their hands up ready to mimic your gestures. I often have students repeat something, and when I want them to repeat something, I first point to myself and say it, then I point to the students and they repeat it. I have to model this a ton at the beginning of the year, and of course teach my students how to do this, as with any routine in our classroom.

I LOVE "mirror" because it LOCKS those students in. If you had any students day dreaming at that moment, BOOM they are locked in.

Sometimes I just use casual gestures that come naturally as I speak. For example, I may say...
"A factor of 64 is 8." While saying it I may just make some exaggerated hands  like "talking" hands if that makes sense. Then the students say it back, "A factor of 64 is 8", while doing my same hands.

Another gesture would be a gesture that goes along with what I am saying. For example, "Expanded form is when you STREEEEEETTTTTCH a number out like an accordian." When saying that, I would exaggerate the "streeeeettcchh" with my voice, and make an expanding or accordian like gesture with my hands.

At that point, my students would then repeat what I said, and do the accordian gesture too! Don't forget to always say mirror first. I tend to say it real matter of factly and loud. Sure wakes 'em up! :)

For MORE student engagement, I may add movement, have my kids get out of their seats, or add silly gestures or silly hand movements (think jazz hands, booty shaking, mean angry voices, sweet tiny voices, flapping arms like a bird...oh yes!)

5th Graders LOVE this. Nothin' wrong with cracking up in the middle of a math lesson right? For whatever it's worth, 5th graders find a TON of humor out of you acting/feeling ridiculous! The one positive about working with 10 and 11 year olds right? Where else can you make jazz hands and be cheesy at work and have your "co-workers" think its the greatest thing since sliced bread? As your students do these silly gestures or simple imitations, their motor cortex, which is the brain's MOST reliable memory area is automatically engaged. BONUS!

I have attached a video below of a kindergarten teacher using the "mirror" technique. I do have to preface this video by saying, I imagine she is a WONDERFUL teacher, and I do know that teaching kindergarten is WAY different than teaching 5th grade. But, I make sure I EXPLICITLY teach what the mirroring should look like and sound like. It seems as though some kids are confused at what exactly to repeat and do back. I make a loud "MIRROR" declaration, often times making a LOUD hand clap or even slapping a table! ;) I feel that it differentiates my non-sense talk with BOOM here is a key point.

Then, as stated above, when I want my students to repeat something I point to myself first, do the gesture/movement, say what I want to say, then point at them. Otherwise, with that lovely 5th grade humor I talked about above, you'll get the...

Teacher- "Repeat after me",
Students- "Repeat after me",
Teacher-"No don't say that."
Students- "No don't say that."

...all day long. They think it's hilarious. lol...enjoy!