This document discusses using movement and games in the classroom. It explains that movement can stimulate creativity, communication, and ease learning as it engages different types of learners. Movement is important for students' physical and mental health. Group games are an effective way to incorporate movement without prior experience, as they can match different comfort levels and management needs. Benefits of games and laughter in the classroom include boosting the immune system, exercising muscles, releasing tension, and stimulating creativity. The document provides examples of types of group games such as circle games, rhythm games, and mental games.

1. Querida Dolphin,
Sonia Cadogan,
Sabrina Samuel,
Kellyann Campo
Gabriela Velasquez-George

2.  Beyond the fun factor, humor can be an effective way to engage students
and activate learning.
 When teachers share a laugh or a smile with students, they help students
feel more comfortable and open to learning. Using humor brings enthusiasm,
positive feelings, and optimism to the classroom.
 “Humor must be used in the classroom,” says Pamela Matway, a sixth-
grade social studies teacher at Sedgwick Middle School, in West Hartford,
Connecticut. “Joke, laugh, dance, sing, shout. I do it all; I think every teacher
should. It helps kids stay focused on the lesson, and sometimes it even helps
them remember ideas and motivates them. So stand up on that desk and tap
dance while you give instructions, talk in an English accent, or sing the
answers to a homework assignment.”
 Teachers can use humor to bring content to life— through games, parody,
or comical voices (or wigs or hats). Students respond to their teacher’s
playfulness and appreciate the effort he or she puts into making a lesson fun.

3.  WHY IS THE STRATEGY IMPOTANT
 We, as teachers, can make a difference in our students' lives, especially building their self esteem and self confidence
during the whole school year. Adding humor in the classroom, is a nice change and relieves any stress.
 The humor strategy is important in the classroom. Humor is a powerful force. It can encourage an atmosphere of
openness, develop students’ divergent thinking, improve their retention of the presented materials, and garner respect for the
teacher. But like most things in life, it needs to be used in moderation. Too much humor can result in a loss of respect and
inappropriate jokes or jokes at the students’ expense can create a hostile classroom environment. It is important to keep this in
mind when teaching. Laughter isn’t just the best medicine; it’s a valuable teaching tool as well.
 Humor builds a learning relationship through the joyful confluence of head and heart." He points to a growing literature
on how humor reduces stress and tension in the classroom, improves retention of information, and promotes creative
understanding.
 "But most of all, it brings a sense of pleasure and appreciation and creates a common, positive emotional experience that
the students share with each other and the teacher.
 WHICH THEORY SUPPORTS THIS STRATEGY?
 One theoretical explanation for humor – learning relationship is based on thye attention-gaining and holding of humor
(Ziv,1979) . the theory holds that, similar to teacher immediacy 9Kelly & Gorham,1988), humor is arousing, which is related to
memory, which in turn is related to learning outcomes. The attention – gaining model advanced initially by Ziv (1979) has been
the main theory used to explain the humor – learning relationship in the classroom ( Wazner & Frymier, 1999, Ziegler ,1998).

4.  Ways in which this strategy can be used:
 a. Self-directed humor – It is best not to use students as the subject of
humor. Instead, teachers should use themselves. For example, in discussing a
previous decade, a teacher might bring in photos of herself with big hair.
 b. Funny headlines or quotes – Students or teachers can bring in funny
headlines or quotes connected to the content. For example, a science teacher
could borrow a headline from the Tonight Show, such as: “Total Lunar Eclipse
Will Be Broadcast on Norwoods Public Radio.”
 c. Movie clips and media entertainment – While it might be too time
consuming to show an entire movie, a movie clip to illustrate a point in class
can energize students.
 d. Class symbols – Another way to incorporate humor is to create a class
symbol – such as a fictitious character – to serve as the object of humor. This
prevents the teacher or the students from being the subject of jokes.

5. What it is: Definition
 This strategy refers to the use of real life objects, practical hands-on experience
and models to assist in teaching abstract concepts.
Why use the strategy: Theological Framework
 Teachers should provide students with manipulatives and have students engaged
in hold and molding clay or other objects. (Jensen, 2008)
 Students understanding of mathematical ideas is broadened when concrete
representations are used. (Coggins, Kravin, Coates & Carrol, 2007)
 Manipulatives are valuable resources for assisting even high school students in
accelerating their mathematics ability. (Curtain-Phillips, 2008)
 Manipulatives provide a strong foundation for students mastering concepts in
measurement, decimals, percentages, probability, statistics and number relations.
(Access Center, 2004)
 Students in the early grades should be allowed to use manipulatives for as long as
the students feel they are needed. (Checkley, 1999)

6. Lesson Plans
Class: Standard 1
Subject: Mathematics
Topic: 3D Shapes
Objectives: After being placed given models of different 3D shapes to observe, students should
be able to:
-Identify the different types of 3D shapes by stating the names of the shapes.
-Describe the characteristics of each 3D shape.
-Identify real life objects that are identical to the 3D shapes.
Materials: Chart showing the different 3D shapes, models of 3D shapes, toilet paper, medicine
box, bop spray, cup, bottle of cheese, balls.
Activities: Place students in groups and give each group a 3D shape model to observe and
discuss among themselves. Each group will be given a chance to observe each 3D shape model.
The teacher will engage the students in a discussion about the 3D shapes, outlining the
characteristics of each shape, such as number of sides, edges and faces. The teacher will give
each group different real life objects and the groups will discuss among themselves which 3D
shapes the real objects resemble. Each group will present what they discussed and use a chart
about 3D shapes to judge the presentation.

7.  This strategy focuses on helping students understand
new and complicated concepts by comparing it to
those they already know.
 It is an important strategy as it takes into consideration
how the brain works, “Metaphors uses something
familiar to explain something unfamiliar” (Jones, 2008)

8.  Ways in which this strategy can be used:
 Example 1 - Class – Std 1
 Subject - mathematics
 Topic – Multiplication
 Tell students that multiplication is repeated addition, so instead of
adding 5, 4 times, we multiply 5 by 4
 Example 2 Class – Std 1
 Subject – Composition
 Topic- Essay writing
 Tell students that a good story is just like a sandwich, it has a
foundation (the bun on the bottom), the extra trimmings(lettuce, cheese,
onions etc) and the end (which is d bun on top)
 Example 3 - Class –Std 5
 Subject – Music
 Topic – Notes
 Tell students that the notes make up a whole just as fractions make up a
whole, for instance, a quarter note would take up only 1 beat as it
represents only ¼ of the entire/ whole note

9.  Mastropieri and Scruggs (1998) define mnemonics
as a systematic procedure for enhancing memory.
 Mnemonics are exciting memory strategies that
reinvent boring information so that it can be easily
remembered.
 Mnemonics are important because:
• They serve as a tool to improve memory and
promotes retention
• It adds interest to studying and makes it easier on
both the teacher and student.
• It pushes learners to be active and enjoy learning.

10. Mnemonics can be used to teach almost every topic.
For example, if a teacher wants to reinforce appropriate
classroom behaviour during a teaching session, he/she
can use this mnemonic: SLANT
S= Sit up
L= Lean forward
A= Ask Questions
N= Nod your head
T= Track the teacher
Information Video Information Video

11.  Movement is exploratory and can shift a classroom
climate from controlled to more open-ended. This
can feel risky at times. With the proper
management, however, movement can stimulate
greater creativity, communication, and ease in
learning.

12. WHY IS MOVING IMPORTANT IN THE CLASSROOM
1. Our bodies are designed to move.
2. Some people think best when they are moving.
3. To engage diverse types of learners fully – kinesthetic learners or sleepy ones!
4. To deepen understanding.
5. To experience a subject from a new perspective, using kinesthetic intelligence.
6. To develop creativity.
7. To foster community.
8. To rest, recuperate and refocus.
9. To invigorate the body – exercise for health.
10. To have fun!

13. Learning can be both fun and physical. Group Games and Structured Movement
Activities promote both fun and learning for the student as well as promote a positive
environment for the classroom. Group games are a great way for an educator to bring
movement into the classroom without having prior experience in movement or dance.
As an educator, your choices in movement activities can match your comfort level
regarding movement skill and management of your classroom (meaning some games
are more controlled and quiet while others stir excitement as well as bigger and faster
movements). As your own skill set strengthens in this area, as an educator you can
have fun in how you use movement and tie learning and moving together.
Benefits of Fun and Laughter:
• Boosts immune system
• Exercises muscles
• Releases tension
• Stimulates creativity
Group Games can be categorized into some of the following (note these are
just a few examples and there is also crossover between the categories): •
Circle games • Rhythm games • Chasing games • Sensing games • Mental
games • Strength games • Games to break awkward silences