Exploring the current educational environment and how instructors operate in this environment

The purpose of the study is to explore elementary school instructors’ perceptions of why they are interested in utilizing a whole brain teaching approach in their classroom. This study looks at the implementation of utilizing whole brain teaching in the classroom. A qualitative case study was chosen and was rooted in the person-inenvironment perspective. This study included two elementary instructors as participants using a non-probability snowball sample. An individual interview was comprised of 13 open ended questions was conducted with each instructor to assist in answering the guiding research questions: 1) Why choose whole brain teaching? 2) What are the challenges faced in utilizing this approach? 3) Does whole brain teaching allow for creativity within the classroom? This researcher discovered that whole brain teaching was primarily chosen to “actively engage” all students in the learning process. It was further supported by school administration and also allowed moments of creativity to occur. These results directly assist in promoting future research that continues to look at the merits of whole brain teaching. They further assist school social workers in supporting instructors to utilize WBT as an approach to be inclusive of all students and their learning modalities. This study further assists in promoting early intervention techniques that can be implemented in the classroom that foster critical thinking, creativity, a sense of self and empowerment.