Optimize Learning with Focus Breaks

If you’ve been following our Shurley English Blog posts, you know we’ve been flooding you with creative ideas on how to continue supporting your students’ academic progress throughout the summer and school year.  We are aware that with the high demands placed upon our children in today’s U.S. classrooms, it’s evident that children (and adults) have fewer opportunities to truly unwind and relax. 

Today, my suggestion is to remember to INCLUDE some “DOWNTIME” into your child’s daily schedule, and here’s why:

• Research shows that time off-task is important for proper brain function and health.

• The brain uses 20% of the body’s energy while on-task.

• Napping 10-30 minutes can increase alertness and improve performance.

• Resting mental states help us process our experiences, consolidate memories, reinforce learning, regulate our attention and emotions, and keep us productive!

Downtime will give the brain an opportunity to make sense of what has just been learned, and shifting off-task can actually help learners refresh their minds, gain insight, and return to the task with more focus.

Brain Break Exercise: Focus Break with Breathing

A Focus Break is a way to experience relaxation while you train your attention. It’s not about trying to stop all thoughts from entering your mind; it’s about focusing your attention on your breath. Your breath is an amazing tool that can help you relax or calm down at any given moment. You can help manage the ups and downs of school and life—all you have to do is breathe. You can show your students how to tap into their own superhero relaxation powers with this simple breathing exercise:

Breathing Exercise (2-5 minutes)

• Students can stand or sit for this activity.

• Ask students to put both hands on their belly.

• Students should close their eyes, or look down to their hands.

• Guide students in taking three slow deep breaths in and out to see if they can feel their hands being moved.

• You may like to count “1, 2, 3” for each breath in and “1, 2, 3” for each breath out, pausing slightly at the end of each exhale.

• Encourage students to think about how the breath feels, answering the following questions silently, in their mind.

  What is moving your hands? Is it the air filling your lungs?
  Can you feel the air moving in through your nose?
  Can you feel it moving out through your nose?
  Does the air feel a little colder on the way in and warmer on the way out?
  Can you hear your breath?
  What does it sound like?

Remember, time off-task isn’t always wasted time or a sign of laziness. I encourage you to create the balance between being a “human-being” and a “human-doing” this year!