Middle School Teachers\u27 Perceptions of Brain-Based Learning and the Implementation of Physical Brain Breaks as a Classroom Management Strategy

The purpose of this study was to better understand educators\u27 perspectives of physical brain breaks at middle schools located in the northwestern part of North Carolina as it relates to the brain-based learning theory. This study is important because it helps to bridge the gap between the educational and neuroscience fields by providing teachers’ perspectives about using physical brain breaks, issues implementing them, and the importance of relationships with educational stakeholders. After submitting the survey, participants were asked to share their contact information to show their willingness to participate in a focus group with their peers to answer 10 questions about their experiences with physical brain breaks or the lack thereof. The data from the survey were analyzed for themes and common responses supplied by the participants. Data from the survey showed a minority of the participants give a physical brain break, while most do not and do not have a desire to learn more about them. Data from the focus group were analyzed by having the recorded conversation transcribed and then looking for repeating words and phrases. Themes such as time, classroom management, and relationships were discovered in the analysis, with the most emphasis on the importance of relationships. The implications of this study include time, space, and the willingness of teachers to implement a strategy for which they have not received professional development for successful implementation