In a sixth-grade classroom at Monmouth-Roseville, a simple phrase has taken on new meaning. "Big Brain" is no longer just something students say in passing. It has become a quiet invitation—one that asks students to lean in, take a risk, and think a little more deeply, without the pressure that often accompanies schoolwork. The result is the Big Brain Energy Board, and at the center of it are students like Alex Diaz and Ashton Stevenson, along with their teacher, Kristy Stinnett.

Alex and Ashton are both sixth graders, navigating a year that often feels like a turning point. Yet when they talk about the Big Brain Energy Board, the first thing they mention isn't difficulty or stress. It's choice. Participation is optional, ungraded, and open to anyone who wants an extra challenge once regular work is complete. That freedom matters.

Ashton explains that part of what makes it appealing is precisely what it isn't. "It's not graded," she says, and that absence of pressure changes how students approach the work. The activities aren't about rushing to the right answer or worrying about a score. As Ashton puts it: "It's just fun to do. Like, you want to do it and you don't have to do it." Alex agrees, describing the activities as a way to "exercise your brain" and grow your understanding through practice and repetition.

The idea originated with Ms. Stinnett, who is in her third year of teaching sixth grade. She lights up when talking about this age. "I think it is the age where I can also be myself," she says. "You can kind of just be a human a little bit more. They're understanding the jokes and the sarcasm." She pauses, grinning. "They keep me on my toes."

The board began as a response to what Ms. Stinnett noticed in her classroom. Students were finishing work at different paces, and she wanted a way to challenge those who were ready for more without adding stress. Using data that showed ratios and proportions were a key skill for sixth graders, she created activities emphasizing reasoning and problem-solving. When she launched the board two months ago, about 15 students participated. By the second activity, that number had nearly doubled to 25-30.

The most popular activity so far has been a detective-style mystery called "The Case of the Rage Bait." Students solve math-based clues to eliminate suspects and identify a culprit, much like a game of Clue. The class voted for rage bait over "shoe swapping" and "Chromebook hacking," choosing a topic that speaks to their daily lives. In student culture, "rage bait" refers to playful behaviors that intentionally push someone's buttons in a harmless way—squeaky shoes in hallways, humming in class, exaggerated gestures that spark laughter.

For students, the appeal is obvious. The activity feels relevant, and the math becomes a tool rather than the focus. Alex describes working through clues, crossing off names, and using logic to narrow down possibilities. Ms. Stinnett notes that this kind of reasoning is just as important as computation, especially as students prepare for more advanced coursework.

Beyond academics, the conversations reveal something deeper. Ashton shares that she wants to become a nurse and hopes to work at St. Jude Children's Research Hospital, inspired by her mother's long-standing involvement with its fundraising races. Alex, the youngest of four boys, speaks about the influence of his parents, teachers, and friends, emphasizing values like politeness, kindness, and helping others understand difficult concepts. He is bilingual, speaking both English and Spanish at home—a skill that adds another layer to the classroom's diversity.

That diversity is something Ms. Stinnett has come to value since moving to the Monmouth area. She describes it as a small community with an uncommon blend of cultures and languages—a place where people know one another and bring wide-ranging experiences into the classroom.

In that environment, the Big Brain Energy Board feels like a natural fit. Students are discovering that challenge can feel joyful when it's freely chosen. Ms. Stinnett is creating space where sixth graders can stretch intellectually without the weight of grades or pressure. The board reflects what makes this classroom work: curiosity is encouraged, effort is celebrated, and students are trusted to grow on their own terms.