BEST PRACTICES IN THE MASSAGE CLASSROOM
FIRST DAY OF CLASS – Make it First Class!
After the basics of attendance and going over the syllabus, required text,
expectations, then incorporate the following:
Information/contact card. Have them include their expectations of the
course.
Student Purpose Statement: “My purpose for being in massage therapy
is… When I complete my education, I want to be able to….”
Conduct a demonstration.
Build a sense of community. Share information about yourself. Get to
know your students and allow them to get to know each other. I use different
colored index cards and have them meet according to color and introduce
themselves. I include items such as interesting fact about themselves, favorite
travel destiny, job, their reason for being in the program, etc.
Have the class write a mission statement. Make copies and have them
sign it. Take a picture of the class and make copies for everyone.
Have a class motto. “Let’s Set the PACE for 2013 (P-Positive, AAttitudes, C-Change, E-Everything) or MASSAGE – Massage Affirms Students
Seeking A Great Education!
Administer a learning/personality preference inventory.
Getting To Know You Ice Breakers:
M & M’s:
Yellow – Share the most exciting time you’ve ever experienced.
Green – Share the most frightening moment to your life.
Blue – Share the most rewarding learning experience to date.
Orange – Share the most embarrassing moment you’ve ever had.
Red – Share the kindest act you’ve seen (or done).
Word for the Day – Introduce yourself using a word you chose in a
sentence. (Passionate, amazing, slightly irregular, excellent, blessed, powerful,
outstanding, a long story)
Getting-to-Know-You Venn Diagram
Gather groups of three students. Supply a prepared three-circle Venn diagram for
each group. Students talk in their groups about themselves and the things they like
to do. After a brief discussion, students must…
 decide on at least three ways in which they are all alike; they write those things in the area of
the diagram that intersects all three circles.
AMTA SCHOOLS SUMMIT 2013
1
 find ways in which they are like one other student in the group and record those ways in the
appropriate areas of the diagram.
 determine a few facts that make each of them unique and write those facts in the appropriate
sections of the diagram.
This activity helps students recognize and appreciate likenesses and differences in people. It also
introduces them to Venn diagrams on the first day of school. This type of graphic organizer might
be used many times throughout the year.
Rene Masden, Teacher, Covington, Kentucky
CLASSROOM ARRANGEMENT
This is a simple strategy, but helps to motivate learning. The U-shape or Circle
helps to engage conversation. Putting tables in groups allows for group
engagement and activities.
TEXTBOOK READING
BIG QUESTION – With assigned reading, suggest students come up with a
question prior to reading. (Critical reading usually has a “how” or “why” starter.)
HEADINGS – TURN INTO QUESTIONS
THIEVES – A Way to Survey the Text - See attached Sheet
DAILY FOCUS QUESTIONS by Kelly Gallagher Deeper Reading –attached
READING MINUTE – (Gallagher) Read an article (MTJ) or other massage
stories for ONE minute. Students write a one-sentence summary about the
article. I do this
PRESENTATION OF CONTENT
LECTURE – Start on a positive note. Begin with humor or quote.
“Chunk” the Information. After 10-15 minutes, stop. Clarify.
Present “Need to Know”, supplement “Nice To Know” (Bowman)
Insert activity: (See Reinforcement of Concepts)
Add media
EMPTY OUTLINE – Provide an outline for students to fill in from the lecture/ppt.
POWER POINT – Use more than a visual repetition of lecture notes. More
graphics and visuals. The brain remembers pictures more than words.
REINFORCEMENT OF CONCEPTS
APPOINTMENT TIME (Use for group forming/concept review) sample attached
9 Qs WITH 9 OTHERS in 9 MINUTES sample attached
TWO CENTS (TALKING CHIPS) Group discussion. Each participant surrenders
a token each time they speak.
MIND MAPPING – sample attached
POST IT ON BIG BOARD – Problem listed on big sheet. Students write possible
solutions and post onto problem.
AMTA SCHOOLS SUMMIT 2013
2
GAMES – PUZZLES, JEOPARDY – website listed
STAND, STRETCH and SPEAK (Sharon Bowman) Topic related Energizers
ASSESSMENT
RUBRICS An assessment tool used to measure predetermined criteria.
STUDENTS AS QUIZMASTERS Have students create their own questions for
quizzes/exams. Good for review. Can be done in groups and then other groups
answer them. Can be used as part of the exam.
PREDICTED SCORE: Before students submit test papers, ask them to predict
how many correct responses they will get on the test. If the prediction is correct,
give credit= 1test question. NO penalty for incorrect predictions.
QUICK VISUAL FEEDBACK Have four different color post its distributed. Have
students keep them handy inside a folder. Use as a quick review over subject
matter.
JUST FOR FUN
SUPERBRAIN YOGA – Massage Students will do this!
SLAP HAPPY – Meridians
BEACH BALL - Toss among students. Correlate questions with colors. Use to
demonstrate muscle movement and reflexes.
SOCIAL MEDIA
Increase students/educators professional knowledge, learning resources:
Moodle – A source for communication, lessons grades, etc.
ROLE PLAYING
BLIND INTERVIEW – (Two students listen to same client with backs turnedwrite down intake – compare notes.)
FEEDBACK
TWO MINUTE PAPER (See attached sheet.)
CLOSING CIRCLE: At the end of the day, ask, “What’s one thing you learned
today?” Do a few deep breathing exercises before ending the day.
COMMENT/QUESTION CARDS – Students can fill out at end of day.
AMTA SCHOOLS SUMMIT 2013
3
“THIEVES”
A PREVIEW STRATEGY FOR TEXTBOOKS
1. T – Title – Read the Title. It states the topic and sets up the
context.
2. H – Headings – Read the Headings. The headings organize
the chapter or section. Use these to create a graphic organizer.
By putting headings together, students can create a summary
of the chapter.
3. I – Introduction - Read the first and second paragraphs. Often
goals and objectives are stated.
4. E - Every first sentence – Read every first sentence of every
paragraph. These are usually the topic sentences and provide
the most information.
5. V – Visuals and Vocabulary – Look at captions, illustrations,
charts, maps, words in bold text. Think about how the pictures
or graphs relate to the title and headings.
6. E – End of Chapter (Section) Questions – Read these
questions BEFORE reading chapter. By reading the questions,
students will know what points of the chapter are important.
These questions also set a purpose for reading.
7. S – Summary – Read the last 1-2 paragraphs of chapter.
These summary statements give an overview of the entire
chapter.
Daily Focus Questions
In Kelly’s classroom, there is a daily focus question on the board. The purpose of
this question is to get students thinking back to the day before, where they left off.
There are two types of focus questions:
1. Text-dependent questions: may ask students to revisit yesterday’s reading.
They require the students to have read the text before they can answer the
question; in other words, their ability to answer is dependent on their
reading and comprehending the text.
2. Text-independent questions: may ask students to consider a big idea that will
help them “set the table” for what will be found in the reading they’ll do in
class that day. These questions are not specifically from the previous day’s
reading; instead, they serve to prepare students for some of the big ideas and
themes they are soon to encounter. They serve to “prime the pump” before
reading commences.
AMTA SCHOOLS SUMMIT 2013
4
Make an Appointment
AMTA SCHOOLS SUMMIT 2013
5
AMTA SCHOOLS SUMMIT 2013
6
Mind Maps:
1. Start with a topic and put it in the center of your paper.
2. Add braches to hold key sub-topics.
3. Add details to tie branches.
4. Personalize it for the “right brain” with symbols, pictures, colors and shapes.
AMTA SCHOOLS SUMMIT 2013
7
9 Q’s with 9 Others in 9 Minutes
What do you do already
to facilitate student
engagement?
How do your students
acquire most of the key
content learned in your
classroom?
How do you build a
positive community of
learners in your
classroom now?
What “First Day” activities
do you include for
students to get to know
each other?
What is the breakdown of How do you use power
the age groups in your
point in your
class? How do you teach presentation?
to cross generation
groups?
Do you have a time filler
that works well?
What is your approach to
cover the textbook?
What is one of your
biggest challenges when
presenting material?
Find 8 others (you can fill in one square) to answer the questions and include
their initials.
How could you incorporate this exercise into your class?
AMTA SCHOOLS SUMMIT 2013
8
TWO MINUTE PAPER
Name ________________
Comment on the following questions. You have two minutes….
1. What is the most important thing you’ve learned so far today?
2. What was the muddiest point in today’s session?
3. What would you like to know more about? What question do you still have?
RESOURCES
Websites;
www.bowperson.com - Sharon Bowman, author of Death by Lecture
Outstanding tips for teaching others.
www.puzzlemaker.com - You can make word search, crossword puzzles and a
variety of word games by using your own list. Free or you can join for more
software.
www.buildyourmemory.com Memory, mnemonics
www.merlot.org -Multimedia Educational Resource for Learning and Online
Teaching Check out Health Science and massage. Excellent for teachers.
There is an app for trigger points.
https://jeopardylabs.com - Build your own jeopardy game.
http://teach.fcps.net/trt10 Jeopardy and other templates
https://bubbl.us - Make mind maps right on the screen.
www.quizlet.com - Make your own set of flash cards.
www.worldofteaching.com Power points – free to download – science and
biology
http://c4lpt.co.uk/top100tools/ Top 100 Tools for Learning
www.wordle.net - fun site to form words and phrases
Sources supporting the Use of Ice Breakers: Fierce Teaching by Eric Jensen
and Green Light Classroom by Rich Allen
AMTA SCHOOLS SUMMIT 2013
9