Khoj

The Power of Brain Breaks

Posted by Apni Shala on

A practice-informed article by Raj and Vanisha

When we sit for a long time engaged in activities, our brains get a bit tired. That’s when brain breaks come to save the day! They’re like magic breaks that help our brains feel refreshed and ready to learn again.

A brain break is like a refreshing drink that helps us engage in things we enjoy. It allows us to pause and give our brain a short time to refocus on what we want to concentrate on. Additionally, it provides an opportunity for laughter and giggles, a joyful moment that adds a delightful break to our routine. 

So, what exactly is a brain break? 

Simply put, a brain break is a break from any cognitive activity, especially those requiring high cognitive, emotional and, at times, physical energy. For example, if a discussion is going heavy, pausing, if a lot of thinking requires taking a different route, etc. It may be known as grounding activity, energizers, ice-breakers, etc. Different folks may call it differently.  Sometimes, brain breaks may get mixed up with energizers. Through our practice, we have come to understand that most brain breaks look like energisers, but all energisers are not brain breaks. Typically a brain break should offer:

  • Gives the mind a rest, reduces stress, and improves focus.
  • Includes activities like deep breathing or short movements.
  • Used during long periods of focused work or learning to avoid mental tiredness.
  • Boosts energy, and wakes up the body and mind.

Khoj, a school whose primary focus is on Social-Emotional Learning (SEL)-based education, aspires to create a place where learning is fun, enjoyable, experiential, inclusive, and safe; where students can freely express themselves and explore their interests without any constraints. The strategic use of structured and unstructured brain breaks is key in achieving this goal, especially during the continuous classes covering various subjects from 7:00 AM to 12:30 PM. These breaks provide students with moments to recharge,re-energize and refocus.

During these transitions, brain breaks assist us in shaping the classroom environment according to our vision of what we want it to be like. At Apni Shala, we have intentionally built a lesson planning template with various sections. All our classes start with the ‘warm up’ section, which helps us plan brain breaks strategically. This aids in infusing energy, settling down, and helping to structure mindfulness practices, to be in the present moment. This helps us and our students learn and explore things. 

When I (Vanisha) began teaching Junior KG (ages 5 to 6), I noticed it was challenging to regain students’ attention after a long day. Though there were short breaks, it felt they needed more structure; they already had breaks like nap time, lunch, water breaks, and washroom breaks. However, there wasn’t a planned time for the students to take brain breaks to rest and pause. To address this, we started implementing short brain breaks during class. For example, a quick short movement break helps students transition after a nap, and reflective brain breaks will help settle them down after PE class. After doing brain breaks, she could tell that the class was more ready and settled to begin learning, creating a better learning environment.

Frequent breaks during learning enhance concentration and improve cognitive function. By incorporating brain breaks, we have witnessed a boost in students’ ability to grasp new concepts and sustain attention, leading to improved engagement in the classroom. Students returning from brain breaks show increased memory recall, where they are more engaged and focused. Giving students a pause to think and reflect helps them to promote creativity and critical thinking. 

In Physical Education (PE) class, students felt bored or tired because they’d been doing different things all day. When I (Raj) started the activity, the students seemed unfocused. So,  I did a fun break called “kwa,” which is a playful activity. It helped the students think quickly, move together, and talk to each other. This made them pay attention better, and they went back to learning.

In the Junior KG class, four to five students said they felt sleepy at the start of the day. When I (Vanisha) asked why, they shared that they stayed late or had a party. To help these students feel more awake, I decided to facilitate a brain break. We played a game with an imaginary balloon, like playing mini-volleyball. The students pretended to hit the imaginary balloon back and forth with their hands. Before the brain break, the classroom was quiet, and everyone was a bit tired, but after the brain break, it turned into a lively and joyful place. It showed that taking a break at the right time can be like magic.

Doing enjoyable brain breaks with students builds a safe space between them and the teacher, creating trust and understanding. We’ve learned about the diverse needs of students in class, understanding how each student functions differently and discovering their likes and dislikes. They might respond differently when we enter the class and ask if the students are ready to start the class. At that moment, when we do a brain break, we notice even those students who usually avoid physical activities engage in brain breaks. Sometimes, we use guided mindfulness or reflective activities, and these particular students actively participate. However, when it’s time for physical energizers, they avoid them. So, we balance doing energisers and brain breaks in the class so everyone feels ready to learn.

Brain breaks in classrooms are powerful tools for nurturing students’ Social-Emotional Learning (SEL) skills. For example, during a break, students might do a breathing exercise to calm down and figure out how they’re feeling, (aiding self-awareness). They also play games or talk in a group to understand how their friends feel (aiding social awareness). Working together in activities helps them get better at being friends and talking with each other (aiding relationship skills). When they get to choose what activity to do, it helps them make decisions about what helps them feel better and ready to learn again (aiding responsible decision-making). If the day is cumbersome or students feel particularly drained, taking a nap for 5 minutes can be a brain break.

We understand and respect that everyone is different. People have different backgrounds and experiences. Brain breaks help us recognize and meet these diverse needs. Just like everyone learns in their own way, they also like different kinds of breaks. Some like to move around, and some like a quiet time to think. We ensure that we have different brain breaks so that each person can take a break in a way they like.

Here are some beautiful, tried-and-tested examples of brain breaks from our classrooms.

(1) Imagine this…

Students stand by their desks and perform simple movements, like stretching their arms and lifting their legs. Next, they sit down and close their eyes, and the teacher says, “Imagine this,” describing something like an “evergreen forest.” Students picture it with their eyes closed and stay quiet. After 10 seconds, the teacher asks students  to add details, like “a bird on a pine branch”  or “gently falling rain.” This continues for some time.

Remember to discuss what images are appropriate to share and explain the importance of creating mental images; if closing their eyes feels uncomfortable, they can keep them open or rest their heads on the desk. This activity helps creative thinking, and expression and helps manage themselves as students use their imagination to add details to an imagined calm/peaceful scene.

(2) Number Counting 1 to 10

In this activity, everyone sits in a circle or row. The facilitator begins by saying “number 1,” and then the group has to continue counting in sequence. If more than one person says the same number, the group must start counting again from 1. This continues until the whole group successfully reaches number 10. Counting sequentially requires cognitive effort, especially when the group has to start over due to errors; it challenges the brain to remember the number sequence and maintain accuracy. It promotes a growth mindset, and teamwork, encourages turn-taking, fosters communication within the group, counts when there’s an error, and promotes resilience and perseverance. 

(3) Kwa 

This game is played in a circle with more than 5 to 10 participants. All the participants stand, forming a circle and standing away from each other. One player starts the game by touching both hands and pointing to a random person in the group while saying, “Kwa, The second person forms a mountain by joining both hands on their head The person on their left and right point to them.  People to their left and right are supposed to act immediately once the first person points to the second person. While doing this, all the players are supposed to say kwa and continue doing it. Keep the pattern going till someone breaks it. Restart if the wrong command is said or someone points in the wrong direction. The objective is to maintain the flow of actions and gestures without making mistakes.

The game “Kwa” provides an enjoyable way for participants to engage in a playful activity that promotes quick thinking, coordination, and social interaction within a group setting.

Brain breaks can change how we do classroom tasks, workplace, or personal lives. It could be a simple stretch, a quick game, or a moment of mindfulness. These breaks will help make our environment more balanced and productive. Let’s accept that taking short breaks on purpose is not a distraction. It’s super important for us to work at our best. When prioritising our mental well-being with these intentional pauses, we set the stage for better learning. As educators, we play a crucial role in implementing these practices effectively. By creatively integrating brain breaks into the curriculum, we can establish a more dynamic and engaging learning environment that supports the growth and well-being of students.

For the reader’s reference, here is a list of articles and websites discussing the importance of brain breaks.

About the Authors | Gratitude

Vanisha Shetty serves as a JR KG Teacher at Khoj, Apni Shala’s Social and Emotional Learning (SEL)-integrated school initiative. With a degree in Early Childhood Care and Education (ECCED) and a Bachelor’s in Sociology, Vanisha enjoys working with preschoolers, acknowledging and celebrating each student’s uniqueness. Beyond her teaching responsibilities, she finds joy in dancing, cooking, and engaging in activities that bring her happiness.

Raj Talekar is a sports teacher at Khoj, a SEL-aligned school. He has been involved with the school for the last eight months. He teaches K-5 students in the daily functioning of the school. He holds a degree in B. Sc. (Information Technology) and a Bachelor’s degree in physical education (B. Ped.). He loves to explore different places and play kabaddi tournaments at the district and state levels.

Gratitude 

We express our gratitude to Apni Shala for the opportunity to reflect on our experiences and share our stories with a broader audience. A heartfelt thank-you goes out to all the teachers whose stories and insights inspired this article, and tremendous gratitude goes to the American School of Bombay for the opportunity to comprehend and explore the concept of brain breaks. A special thank-you to Priyanka Srivatsav and Kavya R for their review support. We also want to thank everyone who shared their thoughts, stories, and experiences.

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