5 Activities to Get Students in the Headspace for Learning

We talk a lot about activating students’ prior knowledge before a lesson and building their excitement and engagement with the content. What we don’t talk about enough is how to get students in the headspace to learn. Students come into class with a lot of baggage from challenges at home to drama at recess. They come in excited, upset, bored, sleepy… and more. I saw Ernest Mendes talk when I was a teacher in San Diego and I loved how he talked about the fact that when your brain is full of all of this other stuff, you don’t have a lot of space left to squish in new learning. The activities in this post all focus on how to get students in the right headspace for learning– how to help them feel like have space and attention to learn. These are some of the most helpful activities I used as a teacher so enjoy!

This activity comes from Ernest Mendes’s book, Empty the Cup… Before You Fill It Up. His whole argument is that you can’t learn new stuff when your brain is full, so the best way to start class is by letting kids empty out some of the stuff in their brain. The activity gives students space to process events happening in their life and helps build community.

Here it is, verbatim.

Okay, let’s do a little warm-up exercise. Please stand up. In about ten seconds, when I say “GO” please find a partner who is not at your table and who you have not spoken to yet today. Stand and face them like this (show them a face-to-face position with your open palms facing each other) and wait for directions.

Okay, GO. Take about twenty seconds to get there. (Get their attention by using a quiet signal, like a hand raise or a tone…) In just a minute I’m going to give you a topic to speak on for about 30-40 seconds. One person will speak, the other just listens. Listen very carefully. Listen for the content and the emotional flavor. You may be responsible for what you hear… just within your pair. Okay, the topic is, “What’s up?” Where are you right now as you arrived from the outside world? What are your thoughts, feelings, etc. that you would care to share with your partner. Lots of choice. For example, what’s up for me right now is (personal share).

Okay, the person with the longest hair (or the lightest color shoes, or who is closest to me in the room) please raise your hand. Great. Point to your partner and say, “You’re first!” (Wait for laughter to subside). Okay, ready, begin. (Give them about 30 seconds—you’ll have to adjust this according to your age group and class personality—yes use a stop watch. Call time or say “find a place to pause.”)

Okay, the person listening, give back the gist of what your partner said, both verbally and nonverbally. Both content and emotional flavor. (Initially, with younger students, remove the details regarding emotion versus content, just have them summarize what they heard in their own way. Then you can begin coaching them using a role play up front between you and another student. You may even consider doing this before you do the activity.) What did you pick up? (Allow about 20 seconds). And… end your summary with, “Did I get that right?” Great. How many of you felt like your partner came pretty close to getting it? Okay, switch roles… and begin….. Everybody put your right hand up. High-five your partner and say, “Good job.” (p.95-96).

Citation:

Mendes, E. (2003). Empty the cup… before you fill it up: Relationship building activities to promote effective learning environments. Carlsbad, CA: Mendes Training and Consulting, Inc.

This activity also comes from Mendes (2003). Here is how he describes it:

Have them find a partner… Have them discuss their highest highs of the day (or week) and their lowest lows. Actually, have them begin with their lows (you always want to finish on a positive). Allow 3 or 4 minutes for adults; 1 or 2 minutes for students. Ask them to thank their partners and return to their seats/places. (p.98)

Citation:

Mendes, E. (2003). Empty the cup… before you fill it up: Relationship building activities to promote effective learning environments. Carlsbad, CA: Mendes Training and Consulting, Inc.

This activity also comes from Mendes (2003) and is a variation on What’s Up? Here you ask students to take out a sheet of paper and write down how they are feeling

“right now on a scale of 1-10,, or have them answer the question ‘What’s Up?’ What are their thoughts and feelings as they entered the room from the outside world. Give them three minutes of quick writing. Them may, in addition, draw a picture representing their state. You can set this up as a share exercise or as a private, no sharing one. Once time is up, have them stand, take a deep breath and with the exhale let all of their outside thoughts and concerns go for now… End with the direction: Shake hands with three people, and say…” (p.107-108).

Citation:

Mendes, E. (2003). Empty the cup… before you fill it up: Relationship building activities to promote effective learning environments. Carlsbad, CA: Mendes Training and Consulting, Inc.

Brain Gym is an educational kinesiology program. They have a ton of different physical activities that prep your brain for particular educational activities from writing to relaxing. Here are a few of my favorites:

Brain Buttons

Press your thumb, index, and middle finger of one hand into the hollow at the base of your clavicle. Breath deeply and either keep the fingers pressed in or move them in a circle. Look from left to write as you do.

The Energy Yawn

As you yawn, press your fingertips against any tight areas on your jaw.

The Thinking Cap

Gently “unroll” the curved parts of both ears at the same time. Go from top to bottom and do it three times.

Beginning class with mindfulness can help all students be in the right space to learn and set the tone for class. Here are some activities to try:

• Four soft, gentle breaths
•  Focusing on breathing for one (or two) minutes
• Do a mindful moment