El cuerpo entra en la clase

The body enters the classroom

Activating movement to improve learning in the classroom

This book suggests a work program that aims to be a practical tool to improve the dynamics of the classroom and the teaching-learning process itself. It does so through the use of activities proposed to give a leading role to movement and value the corporal, physical and motor dimension of the person. These activities are carried out in the classroom itself –where the children, in general, remain quiet at their desks–, and in this way they break with that vision of the classroom as a scene of immobility. The corridors between desks, the spaces near doors and windows, the back of the classroom and the teacher’s desk become useful spaces to develop those motor activities that are presented as intermittent active breaks.

The program is based on notions of Neuroeducation that emphasize the need to reactivate attention after prolonged periods in which the child has concentrated on completing school tasks. The proposals are classified in different areas of work. Each of these areas is oriented towards an objective related to the benefits of motor intervention in the classroom.

This program, developed around practical examples of activities, is based on the experience of teachers who have already tried it personally and who have then implemented it in the classroom to transmit this experience to their students.

Throughout the pages of this book, the reader will find ways to bring joy to the classroom, to improve social relationships and learning, boosting what happens in it and offering a break to reactivating attention. And educators of any educational level, including adults, will find here an extremely useful and easy-to-implement tool to improve learning.

Begoña Learreta has a PhD in Educational Sciences from the Complutense University of Madrid and a Diploma in Primary Education Teachers from the same University. She has a degree in Physical Activity and Sports Sciences from the Polytechnic University of Madrid. She has developed her teaching activity in all stages of the educational system in the area of Physical Education.

Kiki Ruano has a PhD in Physical Activity and Sports Sciences from the Polytechnic University of Madrid and a Bachelor’s degree in Physical Activity and Sports Sciences from the same University. She teaches Corporal Expression at the Faculty of Physical Activity and Sports Sciences of the European University of Madrid.

The two authors have a joint research trajectory on topics related to Corporal Expression, Didactics and Educational Innovation. They have published numerous scientific articles and educational books.

“THE BODY ENTERS THE CLASS” PROGRAM (BEC)

• A work program that encourages movement

• The classroom as a learning space

• Contributions of Neuroeducation in the improvement of learning

• Motor skills as a human dimension and its potential in learning

STRUCTURE OF THE WORK PROGRAM

• The motor proposals according to their external and internal structure

• Working areas: Social, Learning, Classroom Management, Relaxation and Executive Functions

ACTIVITIES FOR EACH WORKING AREA

I. Proposals for the Social area

II. Proposals for the Learning area

III. Proposals for the Classroom management area

IV. Proposals for the Relaxation area

V. Proposals for the Executive functions area

METHODOLOGICAL CRITERIA TO IMPLEMENT “BEC” IN THE CLASSROOM

• How can the teacher manage and introduce the Work Program in the classroom

• When is the best time to incorporate the activities and for how long

• How to select and use music and other sound resources

• How to enhance the proposals by using objects

HOW TO ASSESS THE IMPACT OF THE “BEC” WORK PROGRAM

• Guidelines for the self-assessment of the Program

• Guidelines for teacher assessment

• Guidelines for review the student’s intervention