The Energy Spark

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Reflecting on the discussions done in the classroom, the Surplus-Energy by Schiller and Spencer completely reframed how I view my classroom management, especially when dealing with the intense restlessness of young learners. 

During my TP time, when I observed children becoming wiggly in their seats, I took it as a disruption or a lack of focus that needed to be corrected. However, after going through this particular theory, it made me realise that this physical energy is not misbehavior but physiological accumulation of excess vitality that a child's body naturally demands to release. So moving forward, instead of trying to suppress this natural urge to move, I will design intentional and purposeful movement breaks/activities that will channel the strong energy productively. By keeping this theory in mind, I will turn what was once viewed as a classroom management issue into a vital stepping stone for learning.  

Comments

  1. Phurpa Wangmo22 May 2026 at 02:06

    Your reflection is clear and meaningful. I liked how you connected the Surplus-Energy Theory to your classroom experience and shifted your view from seeing movement as misbehavior to understanding it as a natural need. Your idea of using purposeful movement activities shows good insight into positive classroom management and makes your reflection thoughtful and practical.

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  2. namgay wangmo27 May 2026 at 09:33

    Wow! What a thoughtful reflection. I really liked how you changed your perspective from seeing restlessness as misbehavior to understanding it as natural energy. Your idea of using movement activities positively shows a caring and learner-centered approach to teaching.

    ReplyDelete
  3. tenzindema28 May 2026 at 02:09

    Your reflection is thoughtful and clearly shows personal growth and professional understanding. As a reader, I could understand how your perspective changed from seeing movement as misbehavior to understanding it as a natural need of children.

    ReplyDelete

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