Classroom Energizers

CLASSROOM ENERGIZERS
Motivational Ideas for All Learners

Drs Sue Barnd, Ruth Nyhus, Nhu Nguyen and Susan Bertelsen
Department of Human Performance and Sport
Barnd, Bertelsen, Nhyus, Nguyen, 2010
Locomotor movement crosses the brain and bodys midlines to interate
and orani!e brain hemis"heres# $hen st%dents "erform cross lateral
activities& blood 'o( is increased in all "arts of the brain ma)in it more
alert and eneri!ed for learnin#
Movement& *hysical Activity and E+ercise
Grows new brain cells (neurogenesis) in the learning and memory center
(hippocampus) of the brain
Gets the brains fuel, oygen and glucose to the brain faster
!o"es the body in space (spatial awareness) to help the brain see letters and
numbers on a page
#ngages static and dynamic balance to put the brain and body into focus and
attention
$rosses the midlines of the brain and body to aid in coordination of
mo"ements and thoughts by organi%ing, integrating and energi%ing the
brains hemispheres
&ractices hearing a steady beat and 'eeping a steady beat (beat awareness
and beat competency) to de"elop the language areas of the brain for
recepti"e and epressi"e language
Reinforces the motor mo"ements that lay the framewor' for learning ()hat
ma'es us mo"e is also what ma'es us thin'*
+cti"ates BDN,, the !iracle Gro- for the brain that nourishes and protects
the neural pathways for learning
.ses repetiti"e gross motor mo"ement to aid the brain in putting patterns
into a se/uence
#ngages mirror neurons for imitation
0ncreases trac'ing and "isual 1tness to enhance the ability to follow words on
a page
&romotes emotional safety through positi"e social feedbac' with partners and
groups
Learnin Occ%rs on ,hree Levels - (1rst, it optimi%es your mind2set to impro"e
alertness, attention, and moti"ation3 second, it prepares and encourages ner"e cells
to bind to one another, which is the cellular basis for logging in new information3
and third, it spurs the de"elopment of new ner"e cells from stem cells in the
hippocampus* (Ratey, 45, p 67)5
$hat bloc)s Learnin 8 Nutrition plays a "ital role5 + balanced diet is 'ey, but
certain foods e"o'e certain responses5 Com"le+ carbs tend to calm beha"ior,
while protein and natural sugars seem to moti"ate and ecite5 Glucose, our brains
fuel needs replenishing e"ery 9 hours5 Glucose comes from comple carbs5
$ater 8 is the bodys natural conductor for electricity5 :ur brains and bodies are
about ;6< water5 Neurons need electricity to 1re and supply oygen to the brain5
)ater is critical to learning5 =he brain needs water e"ery >6 minutes5 4ust ?@ min
after ha"ing water there is an increase in retention and retrie"al5
Lac) of Slee".Rest5 Daylight is needed to set our circadium rhythms5 Aong term
memory happens during sleep5
/rain Challenes
?5 Switch 8 cross your arms Bust under your chin, now ha"e the left hand hold
your right ear and your right hand hold your nose, :n a /uic' signal such as
(switch* ha"e your right hand touch your left ear and your left hand to your
nose5 Switch and switch
95 &oint an inde 1nger out on one hand and a thumb up on the other5 :n
command do change which hand has thumb up and which has inde 1nger
pointing straight ahead5 + messup is when you get a watergun instead5
75 +s you write your signature on an imaginary table, rotate your foot in a
cloc'wise circle5
>5 G:=$C+ 8 &artners face each other and etend right hands out palm up5
&lace left inde 1nger standing it in the palm of your partner5 )hen the
leader yells (G:=$C+*, /uic' as you can, try to capture your partners inde
1nger by grabbing it with your left hand and try to escape by withdrawing
your left 1nger before your partner grabs it5 )hen you are successful
capturing your neighbors 1nger, celebrate, and then set up again /uic'ly5
Repeat5 Switch to left palm out and right inde 1nger in the palm5 Say
G:=$C+5 0f in a circle, cross the left hand o"er to the right in front of the
person to your right and cross your right hand o"er the top of the left arm to
place your right inde 1nger in the palm of the person on your left5 Now say
G:=$C+5 Switch so that your right hand crosses o"er on the bottom and the
left arm is o"er the top5 Say G:=$C+5
65 4i"e Bunny and the !aster !iers $D the +lbum D6
Students are sitting in a chair with enough room to lean forward and
sideways
Some suggested patternsE
Bounce feet on the Foor while clapping hands and crossing hands up in the
air to the right and left5 $elebrate and hugE )hile bouncing feet, sha'e hands
in the air and then hug self5 =wist shoulders while leaning side to side and
forward and bac'ward
Cold on to chair and wal' feet along the Foor side to side and forward and
bac'ward
$hair push2ups5 $lap hands and lean to touch chair leg on the left5 $lap and
touch chair leg on right5 =ouch shoulders, 'nees, toes, 'nees, shoulders, arms
up in air, =wist
=ai BoE &retend to bo with 1sts, right arm then left5
Roc'ettesE Gic' right leg into air the left while clapping in rhythm
H5 Iuic' !ath
,ace your partner5 &retend you are going to do roc', paper, scissors with a
1st sitting in the palm of your other hand5 ,or one2hand addition, on the
signal (Show* each partner shows any number of 1ngers and thumbs on one
hand5 =he 1rst partner who adds the 1ngers and thumbs of both partners
wins the draw5 ,or two2hand addition, add partner D? and partner D9 1ngers
and thumbs together for the sum5 ,or one2hand multiplication, multiply
partner D? times partner D9 for the product5 ,or two2hand multiplication,
multiply the sum of &artnerD?s hands times the sum of partner D9s hands
for the product5
;5 Group of > math challenge5 Do roc' paper scissors game, but on (Show*
put out one hand full of 1ngers5 +s a group trying to get to eactly ?? points5
0f you group succeeds, celebrate and try again or ma'e new group with
neighbors5 Net try to get ?7, then ?6 as a group5
J5 =ony $hestnut song 8 =onyK=oe, Gnee, $hestK$hest, NutKCead,
GnowsKNose, 0K touch eye, Ao"eK cross hands o"er heart, LouK&oint,
#ileenK =ouch eye then lean, Neal K 'neel onto one 'nee, &atKpat 'nee,
BobK bounce up and down while rising, RussellKhit the sides of your thighs
(russeling), S'ipKs'ip > times in a small circle, SillyK sha'e head bac' and
forth, #ndK turn around and pat the bottom
M5 &hysical Roc', &aper, Scissors 8 roc' is feet together, paper is feet spread
wide, scissors is feet forward and bac'5 4ump up and down 7 times, on the >
th
time you (show* one of the symbols5
?@5 !olecule BallE =oss a ball from one person to another and gi"e one fact you
learned about the topic5 :r ta'e a beach ball and ha"e numerous facts on stic'y
notes and ha"e the ball mo"e around the group until the music stops or your signal
and the student with the ball ta'es oN one stic'y note and de1nes the termO
??5 Coo'ups5 ,his is act%ally a rela+ation event Stand upright5 &lace
arms in front of you5 &ut palms bac' to bac', interloc' 1ngers, and bring 1st
into chin5 $ross an'les, place tip of tongue on roof of mouth, close eyes and
hold for about 7@ seconds5 Rela and gather concentration5
?95 Before starting test ha"e students perform these warm2ups as well as
hoo'ups
? leg s/uat touch opposite hand to FoorE 9@ each side
Spins and turnsE 6 spins in each directionsO Spinning acti"ities lead to
alertness and attention5
Gnee to #lbowE 7@ times for each elbow
Stretches
Cands o"er Ceads
Cands behind bac'
Shoulder shrugs
Cead Rolls
?75 :nce students ha"e arri"ed in class and are seated, these eercises can
be done after tests are placed on student des's5 Students should lift both
feet oN the Foor and balance5 :nce they ha"e their balance, encourage them
to lift one leg at a time, alternating legs li'e theyre wal'ing (they may need
to touch the alternate toe on the Foor while lifting the other leg to retain
balance)5 #ncourage the student to touch their right hand to left 'nee, left
hand to right 'nee to incorporate the cross2lateral mo"ement5 Students can
incorporate a (Aa%y J* hoo'2up form Brain Gym Remind students to stay
within ? foot of the width of their body5
?>5 Cere are a few ways to do that and also help students release stress5
Raise both hands abo"e their head and do shoulder releases (reach and
stretch one arm at a time, alternating arms) )ith elbows out and forearms
parallel to the des', twist wrists bac' and forth to release pressure from
writing5 =a'e deep breaths with shoulder shrugs andPor nec' rolls5
?65 ? !inute Brea's Between =ests 8 e"ery ?J29@ minutes the brain needs a
brea'5 4ust get up and wal' around the room mo"ing arms and wrists as you
go5
?H5 Spins and =urnsE 6 in each direction during the ? minute brea'
?;5 Ceads .p 8 =a'e 7 coins and put them in a row5 =urn the ?
st
and 7
rd
coin tails up5
Lour tas' is to get all the coins heads up, but you must follow these rules5
?5 Lou only ha"e 7 mo"es, 95 ,or each mo"e you must turn o"er 9 coins at a time,
ne"er one at a time5
+nswer ?
st
mo"eK =urn o"er the ?
st
and 9
nd
coin 9
nd
mo"e 8 turn o"er ?
st
and 7
rd
coin,
7
rd
mo"e turn o"er the ?
st
and 9
nd
coin5
?J5 =humbs up 8 =humbs down in the heart bo 8 to show understanding of
concept5 Ca"e student indicate a thumbs up or down while in front of
chestPheart5
?M5 #"eryone stand up5 )hat is the answer +shleyQ 8 if you disagree sit
down5
9@5 $irclePName 8 draw a circle with your foot on the Foor and at the same
time try to write your name in the air with your hand5 =he brain will cause
the foot to follow the same pattern as the hand5 +dd spelling words from
content5
9?5 ,inger touch 8 Get a partner5 =o get into proper hand position pretend to
clap your hands but miss bringing the hands together (hands go past each
other so that arms are now crossed), then point thumbs down5 $onnect your
1ngers5 =urn to your partner and ha"e him or her point to diNerent 1ngers for
you to mo"e5 =his is diRcult because the midline must be crossed5 =he brain
thin's the 1ngers being pointed at are on the other side, but they are not, so
deciding which 1ngers to mo"e is diRcult5
995 Slap $ount 8 ,ace your partner with your hands etended and your palms
up5 &artner ? slaps her right hand into her partners right hand and then left
hand into the left hand of her partner5 &artner 9 repeats the same pattern as
they both count out loud to 965 S'ip count 8 count by 7s5 Say the alphabet5
Spell your name two letters at a time5 ie5 B, 05 then partner says &,#5 Return
to partner ? who says A, A5
975 !acarena 8 with content terms5 Reinforce with mo"es of body5 0e5
months of alphabet, counting to ten in Spanish, count by 7s5
9>5 Shoe tie 8 strengthens communication and 1ne motor s'illsO Sit net to
your partner and untie one shoe that is between you5 &artner ? uses his or
her inside right hand while partner 9 uses his or her inside left hand to tie the
shoe into a bow5 Repeat using the other hand5 =his acti"ity forces blood into
both sides of the brain causing better concentration and longer attention5
965 =hin'ing $aps 8 .sing your thumbs and inde 1ngers gently pull the ears
bac' and unroll them5 Begin at the top and gently massage down and around
the cur"e, ending with the bottom lobe5 Do this for about ? minute5 Rolling
your ears o"er acti"ates the brain for concentration, short term memory,
listening s'ills5
9H5 #nergy Lawn 8 when stressed your Baw tightens up and ner"e functions
decrease5 &ut your 1ngers on your Baw bone where it meets near your ears,
rub this area as you yawn for about 7@ seconds5

9;5 $orrectly stated 2 =his acti"ity can be used to reinforce or re"iew
concepts5 Students stand net to their des' and start doing side steps in
place5 =he teacher as's a /uestion, if a student gets it right, the teacher
responds with ($orrectly stated* (Gi"e me 1"e (opposite hand to opposite
foot behind)5+ll students then performs the s/uats5 0f a response if incorrect
the teacher responds with (Gi"e me ten (opposite hand to opposite foot
behind))5 +ll students then perform the touches5
9J5 Double doodle 8+cti"ates the brain for following directions, spelling and
math5 Draw in the air with both hands doing a mirror image of the other5
9M5 Cand 4i"e 8 use hand Bi"e music and ha"e students follow the pattern of
clap thighs5 clap hands, cross hands, 1sts, hitch hi'ers
7@5 =humbs up, smile on your face, and nod your head N: and say N:5
7?5 Seat #change 2 #ach time a student correctly answers a /uestion, the
student can mo"e to a diNerent seat in the classroom5 Students can mo"e
only one seat at a time and only to a seat in frontPbac' or to the leftPright of
hisPher des'5 =he person who is replaced must mo"e to the other persons
seat5 Students can switch seats with someone else in the class if they answer
correctly5 0f they do not answer correctly, they may not switch5
795 )ad up paper balls and wor' on Buggling 8 7 balls5
775 SwitchP$hangeProtate 8 Stand in a line of 7 all facing forward5 0nstructor
tells group the rules3 switchK 1rst and last person change places,
$hangeK1rst person goes to the rear, RotateK all three members turn and
face the other direct5 =he instructor randomly calls out a command, gi"ing
the groups less and less time between commands5
7>5 Rain 8 #"eryone sits in a circle5 =he obBecti"e is to create rain by copying
what the person to their left is doing5 =eacher begins rain by slowly rubbing
herPhis hands together, the students to teachers left copies5 :ther students
only Boin in once the person to their right has begun the rubbing of their
hands together5
=eacher changes sounds and the student to teachers left responds and
students slowly Boin in5 Rain Se/uenceE
Rubbing hands together bac' and forth
Snapping 1ngers
Cand clapping
=high clapping
765 GN:=S 2 Di"ide the students into two or three groups depending on the
class si%e5 #ach group creates a circle5 Students grab two other students in
the circle5 Cowe"er, students are not allowed to criss cross, grab a hand of a
student on either side of them or grab the hands of only one student5
Students must wor' together to untangle the 'not and ma'e a circle5
7H5 Aast )ord ()ea"e)2 Students will create a story by ha"ing each student
add a sentence in se/uence5 =he only rule is students must use the last word
of the pre"ious sentence5
#ampleE
S Aast Saturday night 0 went to a mo"ie with my friends5
S ,riends of mine that went were $orey, 4ustin, and Aiam5
S Aiam sat at the front of the theatre5
S =heatre )oodbridge is "ery dirty and smelly5
=he story continues until all students ha"e a chance to add5 0f a student is
unable to come up with a sentence they ha"e the option to pass and to Boin
in for the net story5
=C# )#+T#E Di"ide class into 7 lines or 7 circles5 =he person spea'ing must
wea"e in and out grasping classmates arms as they mo"e through5
7;5 +rm in +rmE +s' participants to di"ide in pairs of e/ual strength5 #plainE
UCow many times can you put your partnerVs hand to the table in H@
secondsQ =here can be two winners to this game5U =hen say UGoU and let
participants 'now when 7@ seconds and ?@ seconds remain5 =hose who
cooperate will be able to touch many times while those who compete will
ha"e few or no touches5 &oint out the diNerence between cooperation and
competition5
7J5 H@ Second &roblem Sol"ing 8 +s' the students to write down a problem
or a /uestion on a 7 6 card5 )al' the card to a person on the other side of
the room5 =he person on the left writes down solutions to the problem or
/uestion for H@ seconds5 Return the card to the original person5
7M5 !y Bonnie Aies :"er the :cean 8 Ca"e the student position themsel"es
so they are able to stand and sit freely at their des'5 =he whole class sings
the song, (!y Bonnie Aies :"er the :cean5* #ach time a word that begins
with the letter (B* they sitPstand /uic'ly5
!y Bonnie Aies :"er the :cean

!y Bonnie lies o"er the ocean,
!y Bonnie lies o"er the sea,
!y Bonnie lies o"er the ocean,
: bring bac' my Bonnie to me5
$horusE
Bring bac', bring bac', : bring bac' my Bonnie to me, to meE
Bring bac', bring bac', : bring bac' my Bonnie to me5
: blow ye winds o"er the ocean,
: blow ye winds o"er the sea5
: blow ye winds o"er the ocean,
+nd bring bac' my Bonnie to me5
Repeat chorus
Aast night as 0 lay on my pillow,
Aast night as 0 lay on my bed,
Aast night as 0 lay on my pillow,
0 dreamed that my Bonnie was dead5
Repeat chorus
=he winds ha"e blown o"er the ocean,
=he winds ha"e blown o"er the sea,
=he winds ha"e blown o"er the ocean,
+nd brought bac' my Bonnie to me
>@5 :ne, =wo 0 #nergi%er that utili%es rhythm, timing and memory5
Ca"e students sit in a circle5 +ssign e"eryone a numberE Start with yourself
as number one, and ha"e students gone around the circle counting up5
Start the rhythmE
?5 slap both hands on your legs
95 clap your hands
75 snap your right hand
>5 snap your left hand
65 repeat
:nce students ha"e the rhythm, add the numbersE
)hen you snap your right hand you say your number5
)hen you snap you left hand you say someone elses number in the circle5
=he student with that number does the same thingE they say their number
when they snap their right hand, and another students number when they
snap their left hand5 =he important thing is to stay 'eep the rhythm
consistent and 'eep the game going5
TariationsE :nce students are comfortable with the rhythm and how the
game passes around the circle, try any of the following "ariationsE
?5 .se student names instead of numbers5
95 +ssign students with curriculum "ocabulary words instead of numbers5
75 +ssign students states and capitols instead of numbers5
>5 Name a curriculum topic and ha"e students come up with how to use it in
the
game5 Ca"e students "ary the rhythm to accommodate their "ariations5
Quick Energizers for all age levels:
>?5 +lphabetic Aine .p2 students need to communicate with each other to
seat themsel"es in alphabetic order 3 can be utili%ed the 1rst day of class
as an icebrea'er and for an easy way for professors to learn students
names5
>95 Notecard with personal bio (fa"orite pastime, BobPoccupation, maBor,
etcO)2 list a few pieces of information you would li'e students to pro"ide
about themsel"es on a notecard and ha"e them place theirs in a bo and
ta'e one notecard5 =he obBect is for students to attempt to disco"er
whose notecard they ha"e by communicatingPgetting to 'now other
classmates
1 minute mind and body energizers/callenges:
>75 :pposite $ircles2 attempt to circle the arms, hands, or 1ngers in
opposite directions5
>>5 &atty2ca'e for college students2 patternK slap, clap, slap, clap, bac',
front, clap3 slap, slap, clap, slap, slap, clap, bac', bac', front, front, clap,
etcO5continue this pattern as fast as you can without error
!iddle of class slump/"ake#up energizers:
>65 &opcornP&op Iui%2 0nform students there is a class pop /ui% todayW
Students simply (pop up* or stand up to the answer they thin' is correct5
0t can also be used to (che'2for students understanding5*
>H5 )ord of the Day2 0nform students what the (word of the day* is for the
day5 #"erytime the word is used, ha"e a prescribed mo"ement to engage
students in acti"e class discussionPlecture5
>;5 $ircle Slap2 Students cross their arms with students beside them5 =he
goal is to /uic'ly slap each hand to the des' in a coordinated pattern5 0f
hesitation occurs, the acti"ity can begin again5 =his can also be a timed
challenge5
>J5 Tocal )arm2ups X =ongue =wister 0 #nergi%ers where students warm2up
their mouths (lips, tongue and teeth) and learn to pronounce all the letters in
the words so they can spea' clearly and be understood5
0t is also good as a memory game5
Ca"e students stand in a circle5 0nform students when an actor is spea'ing
on stage the audience want to be able to hear them and understand what
they are saying5 +ctors will do "ocal warm2ups to get their mouth and tongue
warmed up and their breath mo"ing so they can be heard and understood
from the stage5 0nstruct student that when you point to yourself, it is your
turn, and when you point to them they repeat what you say5
&oint to self and say, ()hether the weather is cold5*
&oint to student and ha"e them repeat5
&oint to self and say, ()hether the weather is hot5*
&oint to self and say, ()ell be together whate"er the weather5*
&oint to self and say, ()hether we li'e it or not5*
Repeat again slowly saying two lines at a time5
Repeat as many times as needed until students remember the four line
rhyme5 0nstruct students to pronounce e"ery letter in all the words so the
audience can understand them5
+dd RhythmE
0nstruct students to clap one time after the 1rst line, one time after the
second line, no clap after the thirds line, then two /uic' claps after the fourth
line5
Demonstrate5
Ca"e student repeat5
:ne at a =ime with $uesE
Ca"e students go one at a time around the circle, saying one line at a time5
0nstruct them that they must listen for their cue5 =he cue is the line before
yours so that you 'now it is your turn and you 'now what line to say5 ,or
eampleE 0f the person before you says the line ()hether the weather is
cold,* your line will be, ()hether the weather is hot5* 0t is important while
you wait for your turn that you listen for you cue5 +lso instruct the students
that they will be saying one line at a time, but they will all do the clapping
together5 =hey must also listen for their cue to clap5 Go around the circle a
few times5
>M# 1EAL,1 CELE/RI,IES
2irections3 ,ollowing is a list of healthful acti"ities and protecti"e factors5 ,ind a
person who participates in one of the listed acti"ities or who possesses one of the
protecti"e factors5 Ca"e this person write his or her initials net to the listed acti"ity
or protecti"e factor5 + person can only sign his or her name one time5
Lour facilitator will tell you how long you will ha"e to obtain names5
?5 +te 1"e ser"ings of fruits and "egetables yesterday5
95 +te a healthful, balanced brea'fast today5
75 )al's two to three miles se"eral times a wee'5
>5 Sent a card or Fowers to a family member or friend in the last si months5
65 Cas a carefully planned budget5
H5 Tolunteers at a community agency, organi%ation, or school5
;5 Read a credible source of health2related information in the past wee'5
J5 #ats a low2fat diet5
M5 +lways wears a safety belt when dri"ing or riding in a car5
?@5)ears sunscreen with the appropriate S&,5
??5Cas regular medical chec'ups5
?95&erforms regular self2eaminations (breast or testicular)5
?754ogs three times a wee'5
?>5Cas at least two close friends5
?65Cas analy%ed a health insurance policy5
?H5Cas ne"er smo'ed a cigarette5
?;5Does not permit cigarette smo'ing in his or her car5
?J5.ses 02messages to epress angry feelings5
?M5Does not laugh at ethnic Bo'es that discriminate against others5
9@5Cas followed a health beha"ior contract to impro"e health5
9?5Recycles soda cans5
995Reads food labels when purchasing groceries5
975!aintains desirable weight5
9>5Cas had an eye eamination in the last three years5
965,losses teeth daily5
9H5&articipates in aerobic eercise at least three times a wee'5
9;5Cas said, (0 lo"e you* to a family member in the last two days5
9J5Gnows how to gi"e $&R5
9M5)arms up before eercising strenuously5
7@5Ne"er drin's and dri"es5
7?5$an describe uni"ersal precautions5
795Cas obtained information about his or her family history of heart disease5
775Cas a 1re escape plan for the place where he or she li"es5
7>5Cas written a letter epressing a consumer complaint5
765Cas worn earplugs when eposed to loud noises5
Mee's, A5, Ceit, &5, and &age R5 (9@@M)5 $ompreensive Scool Healt Education5
!cGraw Cill, New Lor', NL5
NameYYYYYYYYYYYYYYY
&lease ha"e your classmates initial in the bo that 1ts them5 :ne initial only from
each classmate
)as born
on ,ebruary
9M
th
$ompetes in
sporting
e"ents such
as running,
bi'ing, s'iing
etc5
Cas won a
pri%e
Cas an
organi%ed
clean des'
Cas been to
the top of the
)ashington
!onument
&refers winter
to summer
Cas a dog
named
Spot,
!idnight,
Auc'y or
Shadow
0s wearing
something
that has been
handed down
through the
family
)as born in
another
country
Cas been to
the Aincoln Zoo
in $hicago
Cas been to
two diNerent
oceans
Cas been on
a radio or =T
show
0s wearing
an article of
clothing
that was
chosen and
purchased
by someone
else
Tolunteers for
charity fund
dri"es
Cas ne"er
been to
,lorida
Cas a shoe si%e
of ?7 or
greater
Cas been to a
concert at
Red Roc's
Cas been
s'iing or
boarding in
the
mountains of
$:
Dri"es a
motorcycle
)as born in
another state
)rites songs
or poetry
Cas mil'ed a
cow
Cas eight or
more siblings
Ai'es pi%%a
with
ancho"ies
Cas been
canoeing in
the
Boundary
)aters
Cas seen a
bear
Cas tra"eled
abroad
Cas a twin
brotherPsister
Cas an
animal
Cas a
collection
NyhusPC&S 7@@@
6@5 ,astest Cands 8 )ith a partner 8 one student has hands out palms facing up,
:ther partner has hands palm down ho"ering o"er other set of hands5 Student with
hands on the bottom tries to tap the top of the other partners hands before the
person has the chance to pull away5 Switch duties and repeat5
6?5 Aistening #ercise 8 )ith a partner5 Students are tal'ing about a true passion
that they ha"e5 !ust be appropriateW
=as' :ne 8
&artner D? 8 =al's about a true passion that they ha"e5 (9@27@ seconds)
&artner D9 8 Aistens intently and demonstrates good listing s'ills towards &artner
D?5
=as' =wo 8
&artner D9 =al's about a true passion that they ha"e5 (9@27@ seconds)
&artner D? 2 Aistens intently and demonstrates good listing s'ills towards &artner
D95
=as' =hree 8
&artner D? 2 =al's about a second true passion that they ha"e5 (?6 seconds)
&artner D9 8 Does e"erything possible not to listen to &artner D?
=as' ,our 8
&artner D9 2 =al's about a second true passion that they ha"e5 (?6 seconds)
&artner D? 8 Does e"erything possible not to listen to &artner D9
=al' about the importance of listening to the person spea'ing5 =al' about 'ey
listening s'ills, such as leaning forward, nodding head, rephrasing what has been
said, smiling etc5
References
4ean /laydes Madian Neuro'inesiologistP $onsultantP !5 #d
+ction Based Aearning,979 Zachary )al',!urphy, =[ ;6@M>
?2JHH297>2@>;6,,+[E M;92>9>299J@,Bean\actionbasedlearning5com
www5actionbasedlearning5com
Blaydes, 45 (9@@@) Ho" to make learning a moving e%perience5 +ction Based
Aearning5 Tirginia Dept of #ducation Tideo5
Dennison, &5 (?MM>)5 &rain 'ym: (eacers edition) Tentura, $+5E #du2
Ginesthetics5 www5braingym5org5
Cannaford, $5 (?MM6) Smart !oves: *y +earning is not all in your ead5
+rlington, T+5E Great :cean &ublishing5
4ensen, #5 (9@@@)5 &rain &ased +earning5 San Diego, $+5 =he Brain Store5
www5Bensenlearning5com
Ratey, 4545 (9@@J)5 Spark: (e revolutionary ne" science of e%ercise and te
brain5 $hapter 9, Aearning5 New Lor', NLE Aittle, Brown and $ompany5
httpEPPclassroom2acti"ities5suite?@?5comParticle5cfmPicebrea'erYenergi%ers
www5realclassroomideas5comPresourcesP=ribes2H@]Second]#nergi%ers5pdf

Classroom Energizers

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Classroom Energizers

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CLASSROOM ENERGIZERS

Motivational Ideas for All Learners

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