​Last week, I introduced you to the quartet of happiness, and wrote about ways we can increase levels of dopamine and endorphins to support learning, specifically when recalling and reciting the times tables. Today, I would like to follow on with oxytocin and serotonin, and how we can create an environment that promotes the natural release of these chemicals within our body. So let’s begin with oxytocin.
 
Oxytocin is a neurotransmitter which is commonly known as “the love hormone.” Oxytocin helps to reduce the stress hormones and levels of anxiety within the body. When we have a sufficient amount of oxytocin, then we are ready to deal with our surroundings. As teachers, we can create an environment that promotes the natural release of oxytocin in the body by…

• promoting words of affirmation. Your words, whether positive or negative are very powerful! Recently, there has been a big impetus on growth mindset vs. fixed mindset and the “power of yet.” Let your students know that they may not be able to do this “yet,” BUT they can achieve a whole lot more when they practise, practise, PRACTISE!
• helping others. As educators, we know that students retain more when they are able to teach others (see image below for statistics). Therefore, we should allow students the opportunity to engage their fellow classmates by presenting ways to remember and recite the times tables. There are a number of methods that students can present, such as using your hands for the 9 times tables, doubling the answers in the 2 times tables to get the answers to the 4 times tables and so on. This could be an assignment or project for students to research as homework and then present to the class.

Serotonin is also a neurotransmitter and is released when we feel socially recognised, as well as when basic needs are met. When our serotonin levels are high, we feel safe and peaceful. As teachers, we can create an environment that promotes the natural release of serotonin in the body by…

• being out in the sunlight. Let’s start challenging the way we teach and deliver lessons by incorporating more outside activities during literacy and numeracy (only if this is viable of course). So for those of you who are blessed with a lot of sunlight during the day and are able to, then why not allow your students to recall the times tables whilst outside! You could incorporate a simple ball throwing and catching activity or a hand-clapping game.
• getting social recognition. This is all about involving the whole class in recognising and applauding successes and championing those who struggle to reach their goals. You could design an Instagram wall of your class and have them write goals which students can “like” or you may choose to end times tables activities with individuals providing verbal recognition to one another.

 
And then there’s the Gardner’s Multiple Intelligences. You can have your students take a simple test HERE to find out where their strengths lie. The info graph pictured above provides examples of ways you can incorporate these within your classroom to engage individuals, whilst promoting autonomy and creativity. Here are some ways you can incorporate the multiple intelligences when constructing times tables stations and/or activities:
Musical: provide instruments so that students can play these whilst reciting the times tables, sing along to a times tables song or allow students to create a times tables song which they can sing to the class.
Linguistic: provide these students with a variety of writing materials, including a wide range of coloured paper and pencils. Also ensure they can talk about their learning with others. You may even want to challenge them to create a times tables story or times tables word problem.
Interpersonal: provide plenty of times tables games that enables them to interact with one another. Games such as ‘Celebrity Heads’ but with times tables is a great one to participate in (This is played in a group of three. Two students pick up a number card and place it on their forehead without looking at their own number. Everyone can see the number but you. The third person says the answer to the multiplication sum and the other two then have to guess their own number).
Spatial: provide materials, MABs, building blocks etc. to demonstrate patterns found in the times tables. This can be recorded on grid paper or presented as a 3D art piece.
Bodily-Kinesthetic: provide a range of activities that allow students to move around. It could be something like musical statues with times tables songs played in the background or an exercise regime using multiples.
Intrapersonal: provide a quiet space with a self-paced project. This could be presenting a times tables poster or instructions on how to learn the times tables.
Logical-Mathematical: provide a lot of open-ended questions and have students explore endless opportunities. Use word problems with manipulatives to explore the relationships between multiples, as well as multiplication and division. You can access a website full of resources HERE.
 
Next week, I will finish this series with ways in which we can build on a child’s foundational understanding of the times tables.

Those two little words that spark fear in the hearts of many, but can also cause the fierce, competitive side of some to surface…I’m talking about the “TIMES TABLES.”
 
Today is the day when I tackle one of the two most common problems students face when recalling the times tables and how to overcome the molehill that some students view as THE IMMOVABLE MOUNTAIN! (I would just like to preface this post by stating that the information I’m providing is general in nature and does not specifically speak to those children with learning disabilities or those with underlying problems that result in major behavioural issues. This information has been gleaned over many years of teaching students; typically from Years 4-9, as well as material from research papers).
 
So, the first issue many teachers face when tackling the times tables in class is the fact that some students are just “bored” or disengaged. And the amount of times I would hear students using this excuse to cover underlying issues was absolutely astounding! Little did I know in my initial years as a full-time upper primary teacher that those underlying issues revolved around a deep chasm. This chasm seems to claim any motivation a student has toward learning due to the lack of conceptual understanding and inability to make connections to prior learning. The bridges required to close these gaps will be covered in a future post, however, today I will be focusing on ways to engage and motivate students and the science behind it!
 
The Science behind Engagement and Happiness:
Have you heard of the quartet of happiness? A lot of people strive for happiness like it is the destination, however, science tells us that we have access to happiness on a daily basis! We have naturally occurring chemicals in our body that produce “happiness” called: dopamine, endorphins, oxytocin and serotonin. So how can we use this to our advantage in the classroom, specifically engaging students in times tables recollection? Well, let’s first address the fact that we are often faced with a wall of negativity or “boredom” from students in regard to the times tables and if the goal is to knock this wall down and replace it with positivity and self-confidence, then we CAN use a variety of tools (mentioned below) to release the chemicals mentioned above. So, let’s take a look at dopamine and endorphins, and how we can create an environment that promotes the natural release of these chemicals within our body.
 
Dopamine is a neurotransmitter that helps control the brain’s reward and pleasure centres. When this increases, we have more energy, focus and motivation. As teachers, we can create an environment that promotes the natural release of dopamine in the body by…

• creating something or completing a small task. If this task matters to us, even if it is a small achievement, then dopamine is released as a reward! We can divide BIG goals into smaller ones, thus promoting the release of dopamine more regularly when these small goals are achieved! Think about the times you’ve written a list, checked it off and the feeling you experienced when these goals were met. It felt pretty good didn’t it!? Why not try this in your classroom? Take the time before completing a times tables task to allow your students to write down a SPECIFIC and ACHIEVABLE goal for THAT LESSON…NOT for the end of the year! It may be that the student would like to recall the 2 times tables in less than 50 seconds! Then allow your class time in that lesson for them to achieve their goal and celebrate success with them!
• listening to pleasant music whilst students are goal setting and completing times tables activities. Music is a powerful tool that can connect people to a “happy” or “sad” moment, so choose an upbeat tune or a song that students love to sing along to when recalling the times tables!

 
The next hormone is called endorphins. These work as a natural analgesic for the body in order to ease pain and they make you feel calm and happy! When we naturally release endorphins we feel happy, euphoric and determined. As teachers, we can create an environment that promotes the natural release of endorphins in the body by…

• laughing! Telling a funny joke (to break the ice) or introducing a specific character that puts a smile on the faces of children, releases endorphins within the body. Why not start the lesson with an entertaining character that makes the students laugh? I particularly love Pugsy and know he puts a smile on the faces of my children!
• exercising! One of my favourite activities when recalling the times tables is a game called ‘Steal that Number!’ It is very much like ‘Rob the Nest,’ however, teams are collecting times tables questions and answers to match. So, you will need to have double the amount of questions to answers (you can attach or write these on bean bags). Some of you may have also played ‘Tables Soccer’ or similar games that incorporate recollection of the times tables! I would love to know about these games in the comments below!  

 
Who knew learning could be so FUN and that students could feel so HAPPY! In the following post, I will cover the science behind oxytocin and serotonin, as well as incorporating Gardner’s Multiple Intelligences when learning the times tables.