Create a Focused, Positive, and Engaged Classroom! Through expert guidance and inspiring stories from the field, Dave Beal helps you create a Brain Power Classroom full of engaged, focused and collaborative students. Part 1 provides scientific background, principles and insightful advice for creating an optimal classroom atmosphere. Part 2 features 30 classroom activities you can easily integrate into your current curriculum. They are divided into the “Brain Power 10 Essentials” and incorporate various modalities, such as movement, mindfulness, and focusing strategies to engage students’ multiple intelligences. Using the tools in this book, you will be able to motivate your students to use their full brain potential as they develop into harmonious leaders with strong character and high levels of academic achievement.

This book offers a realistic, practical and accessible model to allow teachers to incorporate the best of recent brain-based research into their teaching. The five steps involve: making learning multi-sensory ensuring activities match the dominant intelligence of the learner matching types of learning to the gender of pupils using the lesson structure to fit the natural attention span of the brain managing the classroom environment to make it brain-friendly and active in supporting learning. Illustrated throughout with classroom examples from a wide range of subject areas, the book is highly practical in its focus and the ideas it contains can easily be adapted to work with all age ranges and types of school.

The present edition of this book is a revision and expansion of the first two editions which appeared in 1980 and 1985, and in German translation in 1991. More than half of the present volume includes new material, and what has been retained from the former editions has been largely rewritten and updated with new research findings. A completely new chapter has been added on "Attention Deficit Disorder. " The author of the earlier editions (W.H.G.) has been joined by a coauthor (D.E.), and their combined elementary, high school, and university teaching and clinical experience totals approximately seventy-five years. Both of us have directed our professional en ergies to understanding the puzzle of human learning, especially academic learning, of those students who, despite apparently nor mal intelligence and opportunity, have varying degrees of difficulty in acquiring ideas and skills that are easily mastered by others. Until about fifty years ago there was a common tendency to equate academic success with intelligence, and those students who could not meet the demands of the prescribed program were usually required to repeat the same grade with a repetition of the same discouraging treatment that had been unsuccessful the first time.

A Total program to strengthen and expand your most important resource.