Brain-Breaks for the ADHD Child

Ashley Hodge
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard Three and Five
EDUW 694 Classroom Environment
Cathy Anderson
July 12, 2014

Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS 3): Teachers understand that children learn differently

Knowledge
The teacher understands and can identify difference in approaches to learning and
performance, including different learning styles, multiple intelligences, and performance modes,
and can design instruction that helps use students strengths as the basis for growth.
Dispositions
The teacher believes that all children can learn at high levels and persists in helping all children
achieve success.
Performances
The teacher identifies and designs instruction appropriate to students stages of development,
learning styles, strengths, and needs.
Wisconsin Teacher Standard (WTS 5): Teachers know how to manage a classroom

Knowledge
The teacher understands the principles of effective classroom management and can use a
range of strategies to promote positive relationships, cooperation, and purposeful learning in the
classroom.
Dispositions
The teacher is committed to the continuous development of individual students abilities and
considers how different motivational strategies are likely to encourage this development for
each student.
Performances
The teacher analyzes the classroom environment and makes decisions and adjustments to
enhance social relationships, student motivation and engagement, and productive work.

Pre-Assessment
Self-Reflection Assessment of Classroom Environment Related to WTS 3 & 5
My room is one of the grey colored doors in the High School Special Education hallway
in our building. Every morning I turn the corner into our hallway to find so many special
education and regular education students grades nine through twelve coming together because

I truly feel it is an area where no one is judged and no one is lesser than anyone else. Many
students have commented that they feel that it is a calming environment and everyone is so
welcoming.
I also make sure to always greet students with a good morning. I do this because
manners are important to me and I want to be a positive role model for my students, and that
begins with my actions and how I treat people. I really stretch myself during morning hall duty
and try to say good morning to every student. This is important to me because so many
students these days are focused on their phones and never look up at the world or hallway
around them to appreciate the peers and teachers they could be making connections with.
Walking into my classroom, one notices that on the majority of my lights I have sky blue
fluorescent lighting covers, which really creates a wonderful ambience. Fluorescents can be so
harsh and because I only recently put the coverings on, every student that has entered my room
has noticed and commented that they like it much better. I also turn my front lights off and have
low-light lamps on during work time or if watching video clips. I think of how I would have best
liked it when I was in high school and often that controls my decisions.
My creative side has also influenced the variety of colors I have all over my room. I am
an avid Pinterest user and have often tried to find new and innovative ways to decorate my
room. At the beginning of this school year I wanted to do something new with my bulletin boards
and collected as many paint samples from Walmart and Menards that I could and used them to
decorate my two bulletin boards. I then put fun and inspirational posters on these paint samples.
I thought maybe that it would be too bright and distracting, but on the contrary, many of students
feel that it adds life to my brick walls and chalkboards. I also have the ability to use a variety of
colors during my instruction, which is really the only thing I like about having chalkboards!

Many of my students say they like being a part of my class because they feel like they
can be themself with me. I have a fairly relaxing personality and I have always accepted people
for the individuals that they are, in my everyday life and in the classroom. Students find me open
and understanding, yet I realize students like to know what is expected of them. So many of my
students have been given free reign in their lives and I believe they appreciate knowing their
boundaries within my classroom walls.
My own personal philosophy for my room is come as you are, but work hard to better
yourself. I believe it is important to dabble in a little bit of everything during my English and
Literacy instruction, because it has been amazing to see where some students interests lie and
how successful they can become. I truly believe every student that walks through my door has
the ability to take so much from my classroom, and it is often times the most reluctant learners
that are the ones that give me the most pride in the end!
Though my classroom provides many opportunities for student achievement, I feel I am
lacking in having brain-based activities interspersed throughout my instruction time. I would like
to improve my classroom environment by adding more physically productive activities in order to

have instruction that will be appropriate for all students learning styles, development, strengths,
and individual needs.

Essential Question to Guide Learning Process and Growth

What brain-based activities can I do to help my students with ADHD be successful in the
classroom?

Synthesis of Research
There are many exceptional conditions that face todays learners. Attention
Deficit/Hyperactivity Disorder (ADHD) is a condition that is important to me because not only do
many of my high school special education students deal with it, but my own 6-year-old daughter
was recently diagnosed as well. I have had the first-hand opportunity to watch a wonderfully
kind and smart child not be able to control herself numerous times daily. We are just at the
beginning of our own personal journey with this exceptional condition, so my goal in doing this
research is to have a better understanding of ADHD and learn what I can do as a teacher and
more importantly as a parent, in order to help students deal with it successfully.
According to the National Institute of Mental Health (NIMH) website, three to five percent
of the population is affected by ADHD. It is one of the most common childhood behavior
disorders. Associated with this disorder are the core symptoms of inattention, hyperactivity and
impulsivity. In the school setting there are a variety of disruptive classroom behaviors (calling
out, leaving seat, interrupting activities, etc.) as well. Consequently, it is not surprising that these
students are often at risk for school failure and learning deficits.
Additional research, also from the NIMH website, shows that students with this
exceptional condition often have trouble paying attention, make careless mistakes and seem not
to listen when spoken to directly. Many of the students I work with have trouble planning and

organizing their work and activities, along with talking too much or blurting answers out before I
have even finished speaking. My daughter does a lot of squirming and fidgeting while she is
being instructed. This is her way of trying to focus on what is being taught; yet it is clear that it is
a struggle to be still.
Mayo Clinic Health Systems provided the following quote in their ADHD support
materials: If they (children with ADHD) could be appropriate and sit quietly, they would - but
they are not sure how to make that happen and it takes time and patience to help them learn
(2012). I keep that in mind often when speaking with my students. I try my best not to nag them
about simple things like noises or constant movement, and remember that they need instruction
on how to deal with ADHD to be as successful as possible in school and in life. When my
daughter was diagnosed I checked out great resources from the library. One great source is
The Survival Guide for Kids with ADHD by John F. Taylor. I recommend this book to many of
my students as well so they can try and understand more about the disorder.
While doing my research I found a series of well-thought out plans for brain-based
learning activities. But what resonated most with me was a program that was being
implemented in the Naperville, IL school district with their Learning Readiness Physical
Education (LRPE) Program. The school districts main goal is to get students heart rate up right
before their most difficult classes, with the focus that exercise prepares the brain for learning.
I also found information from the Edutopia website about the why we use brain-breaks
and the connection between learning to doing something pleasurable that enhances brain
function because of the role of dopamine and the emotion-monitoring amygdala (2011). I think
it is important to speak directly with students about what strategies will help and/or hinder their
learning.

Professional Implications of Research

With ADHD there are so many different things going on in a childs brain. In my own
classroom I have seen students not be able to attend without listening to music, and often
during our 86-minute classes students are in desperate need of at least one break, sometimes
even two. It is very important to slow things down for the students, and give them the
opportunity to move as needed.
To accommodate for these needs, my classes often take walking breaks every 25-30
minutes, to get the blood pumping and after instruction I usually play instrumental music during
individual or group work time. The mood in my room is also very calming with blue shades on
the lights and different seating opportunities (bean bags, yoga balls, kidney table, desks, etc)
for students.
I have learned from my own daughter that she has difficulty with multi-step chores. She
needs to know what to do first, and then she will ask what needs to be done next. Too many
steps will get lost in her constantly-moving brain. One strategy that I currently do in my own
classroom is to give directions at a slower pace. My allowance of breaks interspersed
throughout my class block has reduced minor behaviors due to inattentiveness, but my goal
remains to do even more brain-break activities to improve English & reading grade levels.
My Abstract Random Mind Style really makes it easy for me to have classroom
interactions that are highly respectful, clearly full of caring and sensitivity to various levels of
learning, and that reflect genuine concern and warmth for every student. My biggest asset to
accommodating students with learning disabilities, especially those with ADHD, is my flexibility
and deep emotional connections I make with the students.
One challenge I have come across is relaying information about ADHD to my
colleagues. Some teachers do not even attempt to build a positive foundation with special
education students, especially those with ADHD. They often come across as loud, noisy, rude

and off task, and some teachers dont take the time to even start building a relationship. That
foundational relationship can assist by steering a child away from these negative and disruptive
behaviors from the very first day.
The research that I have done while in this masters class has really opened my eyes to
what I need to do as a professional special education teacher in order to enlighten my peers on
what they can do in their own classrooms to build that foundation of trust and therefore move
forward with positive learning environments for every child.
The research I did relates to the essential question because teaching students about
how their brain works with Artifact 4, which I intend to do in the 1st week of school, will helps
them believe that they can create a more powerful brain. My goal for them is to use the
information to believe that physical health is important to keeping their brains functioning at top
speed!

Research-based Action Plan

Action Plan Summary
In the future, I will continue to build a positive foundation with all my students. I already
do this by paying attention to good behaviors, regularly scheduling choice time, and even
rewarding good behaviours. I want to strive for learning environments that keep all students
highly engaged, that foster a sense of community within the school, and that consider the whole
needs of every child throughout my entire department and hopefully my whole building.
Based on my research about the success of the Naperville school district and their
Learning Readiness Physical Education Program, I feel like this would be great for my English
and Literacy classes. Because our classes are 86 minutes, the first 15-20 minutes could easily
be an activity that gets the blood pumping and the mind ready to learn. The track is very close to

our department and we have a park near our school, so to implement an activity would be quite
easy.
Then similar to Naperville, I would have the expectation that all of my students would
enter the classroom with the next 20 minutes being core instruction. Followed by another short
group activity to instill what was just taught. This is continued throughout their school day in
Naperville, but if I could start with my class and hopefully show positive outcomes with learning
and behaviors - whose to say it couldnt spread to the entire special education department and
maybe even our entire high school?
Longtime advocate of brain-based learning Eric Jensen says a wide range of brainbreak activitiesparticularly peer editingcan deliver the personal and relevant feedback
students brains need to thrive. By starting the class with the heavy physical activity for 15-20
minutes, these ideas from Jensens blog could easily be implemented following my 20-minute
core instruction time.
Jensen suggested in his blog, Use gallery walks, have students build a physical model,
provide games with competition, implement using an authors chair, small-group discussion, use
audio or video feedback, peer editing, student presentations, hypothesis building and testing,
have students use a checklist, engage them in brainstorming, compare and contrast work.

Anticipated Implementation
I am seriously going to attempt to implement this into my class starting the first day of
school. I intend to have some baseline data from a short universal screener to assess my
students during the first quarter and my goal is that hopefully by the second quarter we could
have this type of LRPE program throughout the entire special education department. I feel like if
I can share positive assessments results and show them Artifact 1, the video clip of what
Naperville has been doing, it will be easy for everyone to incorporate this brain-based activity
into their own daily schedule.

This information that I have learned while researching will not only help me in my
everyday life with my own child, but I feel that this research could be shared with my co-workers
at my school. I have had struggles with some teachers that do not understand why I allow my
students to walk the corridor next to my room. Numerous times, though I am standing in the
hallway observing my students, colleagues feel like they need to question my students actions,
and thus making it a much bigger deal than necessary.
After doing my research, I feel more confident in eliminating the ticky-tack issues some
teachers have by implementing more physical activities outside of the building. I also feel that by
informing my colleagues about the challenges students with ADHD have and the
accommodations, such as the high-energy level activities, that they need to be successful, will
hopefully make my school a warm and inviting facility. It is clear that exercise stimulates nuclei
which can improve learning, and all the research I have found points in the direction that this
LRPE program is one way to move forward with positive learning environments for all students.

Anticipated Outcomes
By making these changes in my classroom during the first quarter and hopefully
progressing to the second with the entire special education department on board, my ultimate
goal is to have every teacher in my school implementing some type of physical activity
throughout their class. I know now, my biggest issue will be with some of my colleagues and I
anticipate some resistance. But, with clear and irrefutable data I hope to have opinions about
brain-based learning make a shift for the better.
My anticipated outcome by the end of the school year will be for every child in the high
school receiving a physical activity during every 86-minute class and school-wide assessment
scores to improve.

Post-Assessment: Reflection

What I Anticipate will Work and Why?

1. I anticipate that everyone of my students will be excited about the fact that the first 1520 minutes of class will be spent not sitting in class. Some may even see it as not education,
but I believe I can make everyone understand that it is important to their learning.
2. I anticipate assessment scores will improve ultimately leading to a reduction in the
achievement gap between our special education students and regular education students.

What I Anticipate Not to Work and Why?

1. I anticipate that in the beginning, some staff may not understand why my students are
running around either in the gym or outside when they are supposed to be in class.
2. I anticipate there will be that one student that either takes advantage of this or doesnt
even try to work hard during that first 15-20 minutes.

Insights you Learned from your Action Plan, as it relates to the course content,
presentations, and exercises
Though the LRPE program at Naperville wasnt discussed during class, so many similar
brain-based learning techniques were and the importance of having students active during the
school day was highly stressed.

My Next Steps
1. I will continue assessing students will a short universal screener every fourth day of
class (block schedule will be every week and a half) throughout the 2014-2015 school year.
2. I will continue to share my findings during my special education school-wide
department meetings, as well as, to my daughters 1st grade teacher and elementary principal.

My hope is that this could be a normal part of every students day and that those children with
ADHD will not be easily identifiable. They will just be like everyone else!

Examples of Artifacts
Artifact 1
*Naperville, IL Learning Readiness Physical Education (LRPE) Program Video (to be shared
with staff who will assist in constructing a similar program for my school)
http://www.learningreadinesspe.com/

Artifact 2
*Naperville LRPE Frequently Asked Questions Sheet

Artifact 3

*Picture of Classroom Board

Artifact 4
*What You Should Know about Your Brain (I will share this during the 1st week of school)
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200912_willis.pdf

Artifact 5
*Projected Schedule for Mrs. Hodges Learning Readiness Class

Bibliography

Edutopia. (2011). Six Tips for brain-Based Learning. The George Lucas Educational
Foundation. http://www.edutopia.org/pdfs/guides/edutopia-6-tips-brain-based-learning-guideprint.pdf
Jensen, Erik. (2012). Getting Priorities Right. Brain-Based Learning Website.
http://www.jensenlearning.com/news/getting-priorities-right/brain-based-teaching
Mayo Health Clinic Systems Brochure. (2012). ADHD Information for Parents. N.P., Mayo
Health Clinic Systems.
School Behavior Tips: Impulse Control for ADHD Children. ADDitude. Retrieved from
http://www.additudemag.com/adhd/article/1037.html
Taylor, John F. (2013). The Survival Guide for Kids with ADHD. MInneapolis, MN: Free Spirit
Publishing.
What is Attention Deficit Hyperactivity Disorder (ADHD, ADD)? National Institute of Mental
Health. Retrieved from http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivitydisorder-adhd/index.shtml