About…

My 18 years of teaching in general and special education classrooms taught me a great deal about engagement. What started as a response to the needs of my students evolved into research informed practice. Initially, I used movement in my teaching because my students could not sit still. Instead of forcing them to do something that was unnatural for them, I decided to use their bodies to help them learn. The results were amazing.

As I watched my special education students successfully use movement and gestures to learn in both their special and general education classrooms, I wanted to learn more and spread the word so other students could experience similar success. For that reason, I sought out a doctoral program where I could conduct action research with teachers. That was the beginning…

My doctoral research gave me the opportunity to use movement in general education classrooms with general education teachers. I learned about the concerns teachers had that might make them reluctant to allow their students to be physically active in the classroom. Together we discussed ways to use movement in a lesson and then a teacher taught the lesson. After the lesson, we evaluated it,  adjusted our plans, and another teacher taught the lesson. Even though each teacher only taught two or three lessons with planned movement for the research, by the end of the first semester, they were using it throughout their curriculum. At the same time, we also found that student behavioral engagement, enjoyment, and learning increased. Did I mention more than half of these classroom were inclusion classrooms where 30-50% of their students had IEPs? From there…

I have continued to research the effectiveness of movement as an educational methodology and apply the research to my own teaching. Using research to inform my practices has made the work stronger and more effective. Strategies that I am using and creating now, expand beyond the walls of just movement and gestures to include intrigue, connections, mindsets, as well as consider adverse childhood experiences. I continue to practice and refine my research informed practices on a daily basis. Now, much of the application comes in my college classrooms as we work to educate and train the next generation of educators.

As a former reading specialist, general and special education teacher, I understand the challenge of reaching all students, and that is where my heart is. I want all students to have the opportunity to become all they can be!

I would love to share what I have learned with you and your staff.