Planning for Movement: More than Brain Breaks
Let’s face it, elementary students can be squirmy. Like, roll around on the floor or hang upside down from their chair squirmy. This has only increased in the last few years! Our job as elementary Spanish teachers is to help students capture that awesome energy and focus it on our learning goals. Instead of feeling frustrated when students move at inopportune times, I started planning for movement in my lessons. Looking for all the possible ways to get my students moving for a purpose has helped immensely.
We know that kids need to move. It’s not just a nice thing to include in our teaching, it’s necessary. Moving helps students focus, creates a positive mood, and can ultimately help students learn.
4 Ways to Include Movement in Your Lessons
- Planned brain breaks
- Unplanned brain breaks due to necessity
- Transitional movement
- Lesson activity that has movement
Let’s talk through each place movement can occur in class.
Planned Brain Breaks
Brain breaks. It’s been a buzzword for a while now and that’s a good thing!
My lessons are only 30 minutes but if I know the length of a certain activity will push students’ ability to focus, I’ll plan a brain break either part way through or right at the end of that activity.
If you haven’t seen ¡Vamos, Go Noodle!, they have fun songs and activities that invite students to follow along.
That said, I’m more likely to pull up one of my favorite 1,2,3 Andrés songs and play freeze dance. When I stop the music, kids freeze, I say a word we’ve been working on and we all repeat and/or act it out. Then we’re back to dancing.
Unplanned Brain Breaks
We’ve all been there. You look around the room and for whatever reason, it’s not happening. The kids are acting like bumps on a log or they’re a bit too wound up.
For these unplanned movement breaks, I usually refrain from using video brain breaks. Instead, I opt to do a quick & focused teacher-led movement break.
All students stand and we start by marching in place while we count to 10 in Spanish. Then we do another action and count to 9. We work our way down to one, which is always “give yourself a big hug.” Actions I like to include are stomping, tip toes, jumping, clapping, big claps, tiny claps (just pointer fingers), crocodile arms in various sizes. I also do silly voices along with the sizes (low voice for the big crocodile or the stomping feet and high voice for the baby crocodile and tippy toes).
This kind of movement break doesn’t disrupt the timing of our lesson too much. I find it allows the group to refocus together and get back on track.
Transitional Movement
It might seem like a bit much to actually plan out movement that happens during transitions.
I will admit to being an overplanner, but stay with me on this. I’ve found it so helpful to intentionally think about and plan for how I use the transitional time in my lessons. Students definitely get squirrely if I ask them to sit in one spot for the whole lesson. SO, I try to plan activities that will have them moving from one spot to another.
Perhaps we start as a whole group at the carpet and then I send them off around the room to work on something with a partner. Or they head back to their desk or table spot for an individual task. If they need some extra motivation to get moving, I task them with specific directions.
- Walk on your heels back to your desk
- Bunny hop to the carpet
- Tip toe to line up
- Crab walk to your group spot
The simple act of moving from one place in the room to another can be enough of a movement break to allow students to reset and focus on their next activity.
Lesson Activity that Includes Movement
Perhaps the most obvious place to plan for movement within our lessons is within the instructional activity itself. There are a number of different activities I use throughout the school year that ask students to move for a language purpose (while also achieving the goal of overall movement as well!).
4 Corners
Opinion Corners
Opinion Corners is also an easy one to set up and it’s adaptable to a variety of topics. Students simply move to a sign to demonstrate their opinion of whatever the teacher brings up. Learning sports vocabulary? Show pictures of different sports (one at a time) and students move to a sign (I like it, I don’t like it, etc.). Learning different colors? Food? Activities? Use it over and over again!
Walk to Read
Walk to Read activities are something I came up with because I’m seriously always looking to get my students moving. Do I sound like a broken record yet?
Basically, students have to move to find a clue (hanging on the wall of your classroom or in the hallway). Once they read the clue, they head back to their desk to color something on a poster (they’re using information from the clue here). Then they’re up looking for the next clue!
Freeze Dance
I love to plan a Freeze Dance session when we’re just starting to work on a new vocabulary topic. It’s a great way for students to continue receiving target language input but in a new way. Plus, we get to move around AND listen to música in Spanish. Win, win, win!
We listen to part of a song and then I pause the music. Everyone freezes and then repeats a word after me. If there are actions that go with the words, do those too. An extension of this activity is to have student leaders shout out a word for the class to repeat. This works well once students are a bit more confident with their new words.
*I encourage you to be mindful of your specific students for this activity. There are some class groups I choose not to play Freeze Dance with as the unstructured movement time causes some issues.
Tour the School
Teaching about the different places at school? Go there! Every year my second graders learn how to talk about where they’re going at school. On our first day of the unit, I line my class up and we take a field trip around our school building. At each stop, students hear me talk about the place in Spanish. I ask a bunch of yes/no questions to keep them engaged with Spanish. Then we move on to another place.
Our final project in this unit has students moving to the different places in school taking pictures that they then use to create a video. More movement!
Scavenger Hunt around School (or at least part of it)
Learning about the rainforest and different rainforest animals is a favorite unit in my first grade classes. I love to hang photos of rainforest animals in the first grade hallways. Then during class I send small groups out on a “rainforest adventure.” They are tasked with finding animals and taking a photo with their iPad. They can then use those photos for another activity in class.
This type of activity can be done with a variety of different topics. Once you start brainstorming and intentionally planning for movement within your lessons, it gets easier and easier to find ways to include it often.
Final Thoughts on Planning for Movement
Some students need to move more often than others. Allowing certain students to move in non-distracting ways can be a game changer. I have found that one on one conversations with students about positive ways they can move during whole group instruction to be quite helpful.
I can think of some students who prefer to do their individual work while standing instead of sitting. Years ago I would have asked them to sit but I now realize, it doesn’t matter!
Another student likes to stand and move around in the back of the classroom while we do whole group work. That way he has tons of room and is not distracting to those around him.
Our job as teachers is always a work in progress. I encourage you to start small and just try one new movement activity–see how it goes!
Related Posts
Switching from Teaching High School to Elementary
Let’s face it, elementary students can be squirmy. Like, roll around on the floor or hang upside down from their chair squirmy. This has only increased in the last few years! Our job as elementary Spanish teachers is to help students capture that awesome energy and focus it on our learning goals. Instead of feeling frustrated when students move at inopportune times, I started planning for movement in my lessons. Looking for all the possible ways to get my students moving for a purpose has helped immensely.
We know that kids need to move. It’s not just a nice thing to include in our teaching, it’s necessary. Moving helps students focus, creates a positive mood, and can ultimately help students learn.
4 Ways to Include Movement in Your Lessons
- Planned brain breaks
- Unplanned brain breaks due to necessity
- Transitional movement
- Lesson activity that has movement
Let’s talk through each place movement can occur in class.
Planned Brain Breaks
Brain breaks. It’s been a buzzword for a while now and that’s a good thing!
My lessons are only 30 minutes but if I know the length of a certain activity will push students’ ability to focus, I’ll plan a brain break either part way through or right at the end of that activity.
If you haven’t seen ¡Vamos, Go Noodle!, they have fun songs and activities that invite students to follow along.
That said, I’m more likely to pull up one of my favorite 1,2,3 Andrés songs and play freeze dance. When I stop the music, kids freeze, I say a word we’ve been working on and we all repeat and/or act it out. Then we’re back to dancing.
Unplanned Brain Breaks
We’ve all been there. You look around the room and for whatever reason, it’s not happening. The kids are acting like bumps on a log or they’re a bit too wound up.
For these unplanned movement breaks, I usually refrain from using video brain breaks. Instead, I opt to do a quick & focused teacher-led movement break.
All students stand and we start by marching in place while we count to 10 in Spanish. Then we do another action and count to 9. We work our way down to one, which is always “give yourself a big hug.” Actions I like to include are stomping, tip toes, jumping, clapping, big claps, tiny claps (just pointer fingers), crocodile arms in various sizes. I also do silly voices along with the sizes (low voice for the big crocodile or the stomping feet and high voice for the baby crocodile and tippy toes).
This kind of movement break doesn’t disrupt the timing of our lesson too much. I find it allows the group to refocus together and get back on track.
Transitional Movement
It might seem like a bit much to actually plan out movement that happens during transitions.
I will admit to being an overplanner, but stay with me on this. I’ve found it so helpful to intentionally think about and plan for how I use the transitional time in my lessons. Students definitely get squirrely if I ask them to sit in one spot for the whole lesson. SO, I try to plan activities that will have them moving from one spot to another.
Perhaps we start as a whole group at the carpet and then I send them off around the room to work on something with a partner. Or they head back to their desk or table spot for an individual task. If they need some extra motivation to get moving, I task them with specific directions.
- Walk on your heels back to your desk
- Bunny hop to the carpet
- Tip toe to line up
- Crab walk to your group spot
The simple act of moving from one place in the room to another can be enough of a movement break to allow students to reset and focus on their next activity.
Lesson Activity that Includes Movement
Perhaps the most obvious place to plan for movement within our lessons is within the instructional activity itself. There are a number of different activities I use throughout the school year that ask students to move for a language purpose (while also achieving the goal of overall movement as well!).
4 Corners
Opinion Corners
Opinion Corners is also an easy one to set up and it’s adaptable to a variety of topics. Students simply move to a sign to demonstrate their opinion of whatever the teacher brings up. Learning sports vocabulary? Show pictures of different sports (one at a time) and students move to a sign (I like it, I don’t like it, etc.). Learning different colors? Food? Activities? Use it over and over again!
Walk to Read
Walk to Read activities are something I came up with because I’m seriously always looking to get my students moving. Do I sound like a broken record yet?
Basically, students have to move to find a clue (hanging on the wall of your classroom or in the hallway). Once they read the clue, they head back to their desk to color something on a poster (they’re using information from the clue here). Then they’re up looking for the next clue!
Freeze Dance
I love to plan a Freeze Dance session when we’re just starting to work on a new vocabulary topic. It’s a great way for students to continue receiving target language input but in a new way. Plus, we get to move around AND listen to música in Spanish. Win, win, win!
We listen to part of a song and then I pause the music. Everyone freezes and then repeats a word after me. If there are actions that go with the words, do those too. An extension of this activity is to have student leaders shout out a word for the class to repeat. This works well once students are a bit more confident with their new words.
*I encourage you to be mindful of your specific students for this activity. There are some class groups I choose not to play Freeze Dance with as the unstructured movement time causes some issues.
Tour the School
Teaching about the different places at school? Go there! Every year my second graders learn how to talk about where they’re going at school. On our first day of the unit, I line my class up and we take a field trip around our school building. At each stop, students hear me talk about the place in Spanish. I ask a bunch of yes/no questions to keep them engaged with Spanish. Then we move on to another place.
Our final project in this unit has students moving to the different places in school taking pictures that they then use to create a video. More movement!
Scavenger Hunt around School (or at least part of it)
Learning about the rainforest and different rainforest animals is a favorite unit in my first grade classes. I love to hang photos of rainforest animals in the first grade hallways. Then during class I send small groups out on a “rainforest adventure.” They are tasked with finding animals and taking a photo with their iPad. They can then use those photos for another activity in class.
This type of activity can be done with a variety of different topics. Once you start brainstorming and intentionally planning for movement within your lessons, it gets easier and easier to find ways to include it often.
Final Thoughts on Planning for Movement
Some students need to move more often than others. Allowing certain students to move in non-distracting ways can be a game changer. I have found that one on one conversations with students about positive ways they can move during whole group instruction to be quite helpful.
I can think of some students who prefer to do their individual work while standing instead of sitting. Years ago I would have asked them to sit but I now realize, it doesn’t matter!
Another student likes to stand and move around in the back of the classroom while we do whole group work. That way he has tons of room and is not distracting to those around him.
Our job as teachers is always a work in progress. I encourage you to start small and just try one new movement activity–see how it goes!
How I Plan Lessons for Elementary Spanish Class
Let’s face it, elementary students can be squirmy. Like, roll around on the floor or hang upside down from their chair squirmy. This has only increased in the last few years! Our job as elementary Spanish teachers is to help students capture that awesome energy and focus it on our learning goals. Instead of feeling frustrated when students move at inopportune times, I started planning for movement in my lessons. Looking for all the possible ways to get my students moving for a purpose has helped immensely.
We know that kids need to move. It’s not just a nice thing to include in our teaching, it’s necessary. Moving helps students focus, creates a positive mood, and can ultimately help students learn.
4 Ways to Include Movement in Your Lessons
- Planned brain breaks
- Unplanned brain breaks due to necessity
- Transitional movement
- Lesson activity that has movement
Let’s talk through each place movement can occur in class.
Planned Brain Breaks
Brain breaks. It’s been a buzzword for a while now and that’s a good thing!
My lessons are only 30 minutes but if I know the length of a certain activity will push students’ ability to focus, I’ll plan a brain break either part way through or right at the end of that activity.
If you haven’t seen ¡Vamos, Go Noodle!, they have fun songs and activities that invite students to follow along.
That said, I’m more likely to pull up one of my favorite 1,2,3 Andrés songs and play freeze dance. When I stop the music, kids freeze, I say a word we’ve been working on and we all repeat and/or act it out. Then we’re back to dancing.
Unplanned Brain Breaks
We’ve all been there. You look around the room and for whatever reason, it’s not happening. The kids are acting like bumps on a log or they’re a bit too wound up.
For these unplanned movement breaks, I usually refrain from using video brain breaks. Instead, I opt to do a quick & focused teacher-led movement break.
All students stand and we start by marching in place while we count to 10 in Spanish. Then we do another action and count to 9. We work our way down to one, which is always “give yourself a big hug.” Actions I like to include are stomping, tip toes, jumping, clapping, big claps, tiny claps (just pointer fingers), crocodile arms in various sizes. I also do silly voices along with the sizes (low voice for the big crocodile or the stomping feet and high voice for the baby crocodile and tippy toes).
This kind of movement break doesn’t disrupt the timing of our lesson too much. I find it allows the group to refocus together and get back on track.
Transitional Movement
It might seem like a bit much to actually plan out movement that happens during transitions.
I will admit to being an overplanner, but stay with me on this. I’ve found it so helpful to intentionally think about and plan for how I use the transitional time in my lessons. Students definitely get squirrely if I ask them to sit in one spot for the whole lesson. SO, I try to plan activities that will have them moving from one spot to another.
Perhaps we start as a whole group at the carpet and then I send them off around the room to work on something with a partner. Or they head back to their desk or table spot for an individual task. If they need some extra motivation to get moving, I task them with specific directions.
- Walk on your heels back to your desk
- Bunny hop to the carpet
- Tip toe to line up
- Crab walk to your group spot
The simple act of moving from one place in the room to another can be enough of a movement break to allow students to reset and focus on their next activity.
Lesson Activity that Includes Movement
Perhaps the most obvious place to plan for movement within our lessons is within the instructional activity itself. There are a number of different activities I use throughout the school year that ask students to move for a language purpose (while also achieving the goal of overall movement as well!).
4 Corners
Opinion Corners
Opinion Corners is also an easy one to set up and it’s adaptable to a variety of topics. Students simply move to a sign to demonstrate their opinion of whatever the teacher brings up. Learning sports vocabulary? Show pictures of different sports (one at a time) and students move to a sign (I like it, I don’t like it, etc.). Learning different colors? Food? Activities? Use it over and over again!
Walk to Read
Walk to Read activities are something I came up with because I’m seriously always looking to get my students moving. Do I sound like a broken record yet?
Basically, students have to move to find a clue (hanging on the wall of your classroom or in the hallway). Once they read the clue, they head back to their desk to color something on a poster (they’re using information from the clue here). Then they’re up looking for the next clue!
Freeze Dance
I love to plan a Freeze Dance session when we’re just starting to work on a new vocabulary topic. It’s a great way for students to continue receiving target language input but in a new way. Plus, we get to move around AND listen to música in Spanish. Win, win, win!
We listen to part of a song and then I pause the music. Everyone freezes and then repeats a word after me. If there are actions that go with the words, do those too. An extension of this activity is to have student leaders shout out a word for the class to repeat. This works well once students are a bit more confident with their new words.
*I encourage you to be mindful of your specific students for this activity. There are some class groups I choose not to play Freeze Dance with as the unstructured movement time causes some issues.
Tour the School
Teaching about the different places at school? Go there! Every year my second graders learn how to talk about where they’re going at school. On our first day of the unit, I line my class up and we take a field trip around our school building. At each stop, students hear me talk about the place in Spanish. I ask a bunch of yes/no questions to keep them engaged with Spanish. Then we move on to another place.
Our final project in this unit has students moving to the different places in school taking pictures that they then use to create a video. More movement!
Scavenger Hunt around School (or at least part of it)
Learning about the rainforest and different rainforest animals is a favorite unit in my first grade classes. I love to hang photos of rainforest animals in the first grade hallways. Then during class I send small groups out on a “rainforest adventure.” They are tasked with finding animals and taking a photo with their iPad. They can then use those photos for another activity in class.
This type of activity can be done with a variety of different topics. Once you start brainstorming and intentionally planning for movement within your lessons, it gets easier and easier to find ways to include it often.
Final Thoughts on Planning for Movement
Some students need to move more often than others. Allowing certain students to move in non-distracting ways can be a game changer. I have found that one on one conversations with students about positive ways they can move during whole group instruction to be quite helpful.
I can think of some students who prefer to do their individual work while standing instead of sitting. Years ago I would have asked them to sit but I now realize, it doesn’t matter!
Another student likes to stand and move around in the back of the classroom while we do whole group work. That way he has tons of room and is not distracting to those around him.
Our job as teachers is always a work in progress. I encourage you to start small and just try one new movement activity–see how it goes!