Get Up, Speak Up
“Play is our brain’s favorite way of learning.”
— Dianne Ackerman
I’ll never forget watching a teacher pause mid-lesson, glance around at her students—slouched in their chairs, eyes glazed over—and then suddenly say, “Okay everyone, stand up. Find someone across the room and explain what we’ve just covered in your own words.”
The energy shifted instantly. Chairs scraped back, bodies stretched, voices filled the room. Within minutes, the classroom felt alive again. And here’s the beautiful part: the students weren’t just awake, they were engaged. They were learning, not by passively listening, but by moving and talking.
This small moment captures two powerful truths about the brain.
MOVEMENT TRUMPS SITTING
Have you ever noticed how hard it is to stay focused during a long meeting, lecture, or training? Our brains aren’t designed to sit still for long stretches—they’re designed to move. Movement increases blood flow, boosts oxygen to the brain, and sparks creativity. It’s not a distraction from learning; it’s the fuel for it.
When we invite learners to stand, stretch, or walk, we’re not just preventing restlessness. We’re giving the brain the jolt it needs to stay alive and curious. It’s in those shifts—walking across the room, gesturing with our hands, even doodling—that connections deepen and insights emerge.
Sitting still might look like paying attention, but movement tells us real learning is happening.
Quick Tip: If your students (or participants) look glazed over, get them moving within the next 90 seconds—even if it’s just a quick “stand, stretch, and shake it out.” Their brains will thank you.
TALKING TURMPS LISTENING
“The person doing the most talking is doing the most learning!”
Now think back to the last time you had to explain something to someone else. Did you notice how your understanding grew deeper as you tried to put it into words? That’s the brain at work.
When students only listen, they’re passive recipients. But when they talk—when they share, debate, question, and teach back, they’re actively building pathways in the brain. Talking forces the learner to process, reframe, and connect ideas to what they already know.
Listening gives information. Talking creates meaning.
Movement wakes up the body. Talking wakes up the mind. Together, they create a learning environment where students aren’t just absorbing—they’re alive with discovery.
This is what “teaching from the back of the room” really points us toward: stepping aside so learners can step in. It’s not about us delivering perfectly polished lessons; it’s about creating conditions where the brain naturally does what it does best—learn through action and interaction.
Quick Tip: Instead of asking, “Does anyone have questions?” try this: “Stand up, turn to a partner and explain the most important idea you just heard.” This ensures everyone processes the learning—not just the one or two students who raise their hands.
Next week, we’ll look at two more surprising brain truths that will challenge how we use time and variety in our classrooms. Until then, experiment: let your learners move, let them talk, and notice how their energy—and their understanding—shift.
Do you want us to bring the Positive Discipline in the Classroom or Teaching from the Back of the Room training directly to your school or organization?
From leadership teams to full faculty, we offer customized workshops that equip educators to integrate SEL and Educational Neuroscience seamlessly into everyday teaching.
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