High fives in the classroom: A potential impact on language learning

<p>High fives and low fives have been around for years with their definitions registered in the Oxford English Dictionary in 1980. This article adopts an instructional strategy incorporating high and low fives within the framework of creative learning through movement (CLTM), a pedagogical approach rooted in the synergistic development of motor, cognitive, and socio-emotional skills (Nauman-Borton, 1996). This approach is informed by the premise that the concurrent training of these skills contributes to enhancing academic performance and has notable mental health benefits, including diminished fidgeting and reduced levels of anxiety or depression (Gersak, 2012). </p> <p><br></p> <p>The immediate aim of incorporating a CLTM pedagogical approach through the use of high and low fives in the classroom is to actively engage students in the lesson, heighten their focus, and encourage enthusiastic participation. The use of high and low fives can serve as an immediate positive feedback mechanism, instilling a sense of achievement and collaboration among students within the context of a single lesson. This aligns with the broader educational philosophy of enhancing language proficiency, stimulating creativity, and promoting body-mind awareness, contributing to an energised and collaborative learning atmosphere. </p>