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Synchronization as a Classroom Dynamic: A Practitioner's Perspective

Synchronization as a Classroom Dynamic: A Practitioner's Perspective ABSTRACT While carefully plotted lesson plans are invaluable in a classroom, tuning into the flow of the moment is just as essential. My experience has shown me that the most effective teaching happens when everyone in the room is in synch with one another. Teaching requires intuiting what each student is experiencing individually and adjusting in order to bring the room to a united rhythm. Too often we define teaching in terms of curriculum, assessment, and practical measures that do not encompass this instinctive evolutionary skill. Teaching is a natural cognitive ability that requires human interaction and is optimal when a form of synchrony or flow exists in interactions. As an experienced classroom teacher, I describe how these principles infuse my practice, which I hope serves as a useful lens for the Mind, Brain, and Education (MBE) research community in its quest to uncover the underlying processes of teaching. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Synchronization as a Classroom Dynamic: A Practitioner's Perspective

Mind, Brain, and Education , Volume 7 (1) – Mar 1, 2013

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References (14)

Publisher
Wiley
Copyright
Journal Compilation © 2013 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12002
Publisher site
See Article on Publisher Site

Abstract

ABSTRACT While carefully plotted lesson plans are invaluable in a classroom, tuning into the flow of the moment is just as essential. My experience has shown me that the most effective teaching happens when everyone in the room is in synch with one another. Teaching requires intuiting what each student is experiencing individually and adjusting in order to bring the room to a united rhythm. Too often we define teaching in terms of curriculum, assessment, and practical measures that do not encompass this instinctive evolutionary skill. Teaching is a natural cognitive ability that requires human interaction and is optimal when a form of synchrony or flow exists in interactions. As an experienced classroom teacher, I describe how these principles infuse my practice, which I hope serves as a useful lens for the Mind, Brain, and Education (MBE) research community in its quest to uncover the underlying processes of teaching.

Journal

Mind, Brain, and EducationWiley

Published: Mar 1, 2013

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