You see, we teachers are continually searching for a magic teaching tool, a miracle technique, a secret formula, and since those things don’t really exist, we are forever being disappointed. The reading, research, study, debate, planning, devising methods, and recreating environments truly never ends. Our professional purpose and personal deepest desire is to reach each
and every child with individual goals. Yet, with all the mountains of wisdom, why do teachers have an acute awareness that something is missing?
Often, we feel defeated, helpless, and exhausted. It is a daily tug of war between following formulated, programmed procedures from companies with their own agendas and following our own self-created building blocks of knowledge based on the latest new and improved data. For all our diligence, the successes are enough to keep us going even if our careers feel like a
roller coaster with no breaks. Of course, what keeps us plugging along are those ever wondrously wide-eyed little faces.
Like I’ve experienced in other aha moments, I knew that first day I met you what set you apart from all the others. You told us a story about your daughter and your personal reasons for beginning this program. It was a quest, really, to see that all children were exposed to an opportunity to learn in a way that you discovered worked for your daughter, therefore, having first- hand experience. And there it was. You were a mother, not a big corporation. You were looking for the best course of action that would yield concrete results. Whereas, companies feeding programs to public school systems are not looking at the child at all, but the best course of action to keep us coming back for more.
Math and Movement is brilliant in its simplicity. Allow children to use their bodies for making connections, which has been scientifically linked to brain research as a key factor in retaining information. The children have so much fun while learning at their own pace. What could be more motivating? For me, the most exciting piece is experiencing a noticeable change in my students. They are using the Math and Movement techniques in the classroom. Allow me to emphasize that one of the most frustrating dilemmas in education is transference; students using what they’ve been taught. Teachers deliver information through multitudes of ingenious avenues. We know the students have the information they need. The missing part has been getting them to use it.
Here is an example for you. William, a robust little learner without a doubt, is in need of special education in some areas. He has struggled in math not finding his own path or what works for him. He called me to his desk one day with a question. He read the problem he was attempting to solve. “Juan, Moby, and Nariah each have a tricycle. How many wheels do the tricycles have altogether?” “Hmmm,” he ponders, “what’s a tricycle?” I ask him to draw a picture keeping in mind that tri represents three. He draws three tricycles with three wheels each. I prompt him to create a number sentence using his drawing to solve the problem. He writes 3 + 3 + 3 = ___. He then bursts out, “Hey, I know this from Math and Movement. I can count by threes.” He uses his body and chants 3, 6, 9. “The answer is 9. Oh, I know this. This is easy.” Honestly, need I say more? I thank you and your daughter.
I came right into my third grade classroom and began Math & Movement yesterday! Kids loved it as I knew they would!
I always move with kids. I am a huge fan of Eric Jensen and truly buy into doing what I can to ensure kids LOVE school. I try very hard to connect learning and emotion through a lot of movement and peer group activities throughout the school day each and every day!
Math & Movement is another piece that is so easy to put into my school day. I WANT MORE!!!!!
Thank you for what you do for students!