The bell rang, signaling the start of another day at Nalanda Public School. Yet, inside Class 6B, the students sat slouched over their desks, barely responding to Mrs. Anandi’s usual warm greeting. The once energetic children now seemed drained, their minds dulled by the monotony of rote learning.
Anandi sighed. She had tried everything—stories, quizzes, even music—but nothing seemed to break the wall of disengagement. That weekend, she attended a Pipaltree training session organized by the School on the topic New-Age Learning. “The Neuroscience of Movement in Learning” was one of the sub topics in the module. The trainer, Vish Sir, spoke about how movement activates the brain’s dopamine and endorphin pathways, boosting joy, hope, and cognitive retention. He demonstrated a simple exercise—clapping rhythms while learning mathematical patterns—and explained how movement fosters deeper neural connections.
Skeptical yet intrigued, Anandi decided to experiment the next day.
“Alright, class!” she announced with unusual excitement. “Today, we’re going to move while we learn.” The students exchanged curious glances. “Everyone, stand up! Let’s march as we recite our tables!”
At first, there was hesitation. But as they stomped their feet in rhythm, their voices grew louder, their laughter breaking through their usual fatigue. The energy in the room shifted. As the weeks passed, movement became a part of their learning—jumping while spelling, spinning in place when answering questions, even acting out historical events. The change was remarkable. The students became more alert, engaged, and surprisingly, happier.
However, not everyone was pleased.
The principal, Mr. Dutta, called Anandi into his office. “I’ve received complaints from parents,” he said sternly. “They think you’re making a circus out of the classroom.”
Anandi’s heart sank. But instead of backing down, she invited the parents for a demonstration. She explained how movement triggered the brain’s prefrontal cortex, essential for problem-solving, and increased oxytocin, deepening peer connections. She even made them participate in a game of ‘walk and spell.’
To her surprise, the parents laughed, their skepticism melting into awe as they saw the children’s enthusiasm firsthand. One mother wiped a tear, confessing, “My son used to hate school. Now, he comes home talking about learning like it’s fun.”
Word spread. More teachers adopted movement-based learning, transforming Nalanda into a school filled with laughter, engagement, and curiosity. Even Mr. Dutta—once the staunchest critic—found himself clapping along during an English lesson.
As Anandi stood watching her students joyfully learn under the bright morning sun, she realized Pipaltree’s training had done more than enhance lessons. It had reignited a sense of wonder, proving that education was never just about books, but about feeling, moving, and truly living the experience of learning.
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Dear Readers,
As an educator, I strongly recommend reading The Joy of Movement by Dr. Kelly McGonigal. This insightful book explores the neuroscience behind how movement fuels joy, hope, connection, and well-being. Some of the key highlights that resonated with me and our work include:
How physical movement releases dopamine and endorphins, which improve mood and motivation.
The connection between movement and resilience, helping individuals overcome stress and adversity.
How synchronized movement (like dance or group activities) fosters a sense of community and deepens social bonds.
The impact of movement on cognitive function, increasing focus, creativity, and problem-solving abilities.
Dr. McGonigal’s research aligns perfectly with what we’ve experienced in the classroom—movement isn’t just an activity; it’s a tool for engagement, joy, and better learning outcomes. If you’re looking for ways to enhance both teaching and learning, I highly recommend giving this book a read! Happy Reading!