Special Section: The Teaching Brain
Synchronization as a Classroom Dynamic: A Practitioner's Perspective
Version of Record online: 24 FEB 2013
© 2013 The Author. Journal Compilation © 2013 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 7, Issue 1, pages 13–18, March 2013
How to Cite
Kent, A. (2013), Synchronization as a Classroom Dynamic: A Practitioner's Perspective. Mind, Brain, and Education, 7: 13–18. doi: 10.1111/mbe.12002
- Issue online: 24 FEB 2013
- Version of Record online: 24 FEB 2013
While carefully plotted lesson plans are invaluable in a classroom, tuning into the flow of the moment is just as essential. My experience has shown me that the most effective teaching happens when everyone in the room is in synch with one another. Teaching requires intuiting what each student is experiencing individually and adjusting in order to bring the room to a united rhythm. Too often we define teaching in terms of curriculum, assessment, and practical measures that do not encompass this instinctive evolutionary skill. Teaching is a natural cognitive ability that requires human interaction and is optimal when a form of synchrony or flow exists in interactions. As an experienced classroom teacher, I describe how these principles infuse my practice, which I hope serves as a useful lens for the Mind, Brain, and Education (MBE) research community in its quest to uncover the underlying processes of teaching.