Creating a Calming Effect in the Classroom
My students generally come straight to school from work. It is vital to the learning process that students have the opportunity to relax and clear their minds prior to the start of class. I will definitely implement the relaxing music and use the colors to decrease stress and promote healthy learning.
This is a great concept that I plan to use. I usually have so much material to cover, that I start as soon as the students arrive, but they all come from jobs. Maybe giving them a while to relax will help open them to learning.
In the online environment, background music can be effective in keeping students attention on the material under study. I have experienced higher levels of interaction, enthusiasm and participation after demonstrating embedding of sound files into presentations, research papers etc. As to whether it leads to a calming effect is another study in itself.
What of students coming to class in the morning? Can we say a calming effect has already been created due to the calmness of the morning hours.Possibly not. One other strategy for generating a calming effect, from personal experience is to use breathing exercises. This is just as relaxing as using music, in addition to providing muscle toning and regulating blood flow through the capillaries which is good for the brain and the student's memory. A calm environment accelerates the absorption and retention process and must be provided when possible.
Hi Warren!
You might want to go online to find out the types of music to use in the classroom. I know that different numbers of beats per minute can have impact in a classroom.
I am believer in giving choices to people, so ask your students to see what they suggest. But you have to use your discretion about the best time and use of music.
Keep up the good work!
Jane davis
ED107 Facilitator
I work with younger students. I sounds like music would be a great thing to try. Is there any particular artist that you would recommend?
Hi Jay-
I have also used several icebreakers, in order to "set-the-tone" for the class. Sometimes, just getting the students actively engaged, prior to discussing course content, enables them to have more focus during lecture.
Also, I have noticed that collaborative icebreakers can eliminate any potential barriers (that students have), in regards to working with their classmates.
Hi Kathleen!
Wonderful - it would be fantastic if all instuctors could have your flexibility. For those who do not, what recommendations do you have for them?
Keep up the good work!
Jane Davis
ED107 Facilitator
I have been teaching for 13 years and have used music for my entire teaching career.
When the students are sketching, it is important that they feel comfortable in the classroom setting. All stress is eliminated with students who are relaxed and in deep meditation through music.
My learners tend to also come straight from work to the classroom. Unfortunately I teach in a culinary program and the cooking lab is usually the last place that music should be playing - the lab is already so loud with the sounds of hoods and ovens and pots and pans and screaming chefs (yours truly) that music of any type would only cause additional communication problems. This pretty closely mirrors the professional kitchen. However, I have found that reqarding the class with music during cleanup hour does much to get the students through the least enjoyable part of our day. Allowing students the chance to pick the music (within certain guideli;nes, of course) gives them a little extra incentive to chose something that will be amenable to the task at hand.
I like the idea of using music, color, and visuals on the walls to create a fun learning atmosphere. I also teach night classes where the students are often tired after a day of work and I think anything I can do to make the class more fun and less stressful will increase learning.
I have used music for a while,and it definitely creates a whole different atsmophere for the students, and it seems to relax them to a good comfort level.
Hi Arielle! I think you have hit on an important point that we, as instructors, often overlook. Adult learners, coming straight from another environment into the classroom or lab, must have the opportunity to re-adjust and re-focus in order to have an effective mindset for learning. Yet, we have so much to cover in a time period, that we often move right into the subject at hand.
In addition to music and visuals, I also often use brief icebreakers or fun, mini-activities to get things started.
Thanks for your observations!
Jay Hollowell
ED107 Facilitator
