Is your back-to-school routine already feeling a little chaotic? It may not be your schedule that needs fixing—it may be your rhythm.

In this episode, we explore how timing, repetition, predictable cues, and recovery periods can make difficult school-day transitions easier for children and adults. Sometimes one small adjustment is all it takes to begin changing the rhythm of the whole day.

Where does your school-day routine get stuck? Share your experiences and favorite transition cues in the comments!

ABOUT BECKY

Becky L. Cain, Ph.D(c), M.Ed., M.Mus.,is an educator, musician, researcher, and the founder of Music is Academic. She helps teachers, schools, families, and organizations turn brain science into practical tools that support learning, attention, regulation, and development.

WORK WITH BECKY

Interested in professional development, workshops, speaking, or educational consulting?

Website: https://musicisacademic.com/
Email: MusicIsAcademic@gmail.com

Subscribe to Music is Academic for more conversations about rhythm, the brain, development, and learning.

DISCLAIMER

This video is intended for general educational and informational purposes only. It is not medical, psychological, therapeutic, or diagnostic advice and should not replace guidance from a qualified professional. Individual needs and responses may vary.

Send us Fan Mail

About Music is Academic

I’m Becky, founder of Music is Academic. Through practical brain science, rhythm, and educational research, I help teachers, parents, and organizations better understand attention, regulation, behavior, and learning.

Watch the companion videos on the Music is Academic YouTube channel. https://youtube.com/@musicisacademic?si=8uSW1SmSE5ttmU5G

Explore free resources, articles and recommended books at https://musicisacademic.com/

Subscribe for weekly content exploring entrainment, learning, and the Developmental Rhythm Framework.

If you enjoyed this episode, please follow the podcast and leave a review.

Are you a visual learner? An auditory learner? A kinesthetic learner? For years, we’ve been told that people learn best when information is matched to their individual “learning style.” But what does brain research actually tell us?
In this episode, we look at the learning-styles idea through the lens of neuroscience, including György Buzsáki’s inside-out view of the brain. We’ll explore why learning preferences are real—but why they may not mean what we’ve been taught to think they mean. We’ll also look at what matters more: prior knowledge, practice, attention, movement, working memory, and choosing teaching strategies that actually fit what is being learned.

SOURCE / FURTHER READING: Buzsáki, G. (2019). The brain from inside out. Oxford University Press.

ABOUT BECKY: Becky Cain, M.Ed., M.Mus., Ph.D(c). is an educator, musician, researcher, and founder of Music Is Academic. Her work explores the intersection of music, rhythm, timing, learning, and the developing brain, translating brain research into practical, everyday understanding for parents, educators, and anyone curious about how we learn.

WORK WITH BECKY: Professional development, speaking, workshops, and educational consulting: MusicIsAcademic@gmail.com

DISCLAIMER: The information shared in this video is for educational and informational purposes only. It is not intended as medical, psychological, diagnostic, or therapeutic advice. Research in neuroscience and education continues to evolve, and individual needs and experiences may vary.

Send us Fan Mail

About Music is Academic

I’m Becky, founder of Music is Academic. Through practical brain science, rhythm, and educational research, I help teachers, parents, and organizations better understand attention, regulation, behavior, and learning.

Watch the companion videos on the Music is Academic YouTube channel. https://youtube.com/@musicisacademic?si=8uSW1SmSE5ttmU5G

Explore free resources, articles and recommended books at https://musicisacademic.com/

Subscribe for weekly content exploring entrainment, learning, and the Developmental Rhythm Framework.

If you enjoyed this episode, please follow the podcast and leave a review.

What if the colorful brain images we see aren’t telling us quite what we think they are?

In this podcast, we look at neuroscientist György Buzsáki’s provocative comparison of the brain-as-little-boxes approach to modern-day phrenology—and explore why the brain may be better understood as a dynamic, interconnected system organized through time.

ABOUT BECKY
Becky Cain is an educator, musician, researcher, and creator of Music is Academic, where she explores the science of rhythm, learning, and human development. Becky also provides professional development, educational resources, and training for educators and organizations. Becky can be reached at MusicIsAcademic@gmail.com or at https://musicisacademic.com

DISCLAIMER
This content is for educational and informational purposes only and is not intended as medical, psychological, or diagnostic advice.

Send us Fan Mail

About Music is Academic

I’m Becky, founder of Music is Academic. Through practical brain science, rhythm, and educational research, I help teachers, parents, and organizations better understand attention, regulation, behavior, and learning.

Watch the companion videos on the Music is Academic YouTube channel. https://youtube.com/@musicisacademic?si=8uSW1SmSE5ttmU5G

Explore free resources, articles and recommended books at https://musicisacademic.com/

Subscribe for weekly content exploring entrainment, learning, and the Developmental Rhythm Framework.

If you enjoyed this episode, please follow the podcast and leave a review.