Maintaining a comfortable classroom temperature, usually between 68°F and 74°F, also promotes increased student engagement and learning.
These methods help educators reflect on their own implicit bias, and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Mathews, E. S., & O'Donnell, M. (2020). Phonological decoding and reading comprehension in deaf and hard-of-hearing children. European Journal of Special Needs Education, 35(2), 220-235.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
Chiang, M. H. (2020). Exploring the effects of digital storytelling: A case study of adult L2 writers in Taiwan. IAFOR Journal of Education, 8(1), 65-82.
Teachers can create a quiet classroom by reducing background noise, which supports increased Attention towards learning.
Castro-Piñero, J., & Veiga, O. L. (2017). Objectively measured physical activity during physical education and school recess and their associations with academic performance in youth: The UP&DOWN study. Journal of Physical Activity and Health, 14(4), 275-282.
Our Identities are what makes us who we are, and educators can help students recognize and celebrate their unique identities.
Teachers can create a quiet classroom by reducing background noise, which supports increased Attention towards learning.
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