1) In what ways might you translate the principles presented in the chapter into practical, everyday ideas you can use in your classes? I think this chapter addresses a lot of what we see and know as teachers. If students do not feel safe and comfortable at school they do not perform well. Also when they feel tension and anxiety over their work they do not do well. I thought the most valuable part of this chapter was the list of coping skills that teachers work on. I think that when we can we work on these but sometimes we just expect the kids to have these skills. By identifying the kids needs and helping them learn different ways of dealing with problems so they do not feel stressed we can help their performance.
2) Armed with the brain research found in the chapter, what should educators be doing differently? In what ways might you suggest we start doing this? There is a great deal of things that the students bring with them to the classroom that we have no control over. This makes eliminating stress a hard thing to do but we can try to do our best with the classroom and the work at hand. Working with students to find new ways of solving problems as opposed to expecting them to find the way is one way we can help them be successful. In working with them we can also give them the challenge that lets their brain thrive as well. We can work hard to look at our teaching styles as well. Do we create stress or are we helping alleviate it? By looking at these parts of our teaching we can become better teachers and have more successful students.
3) How will you incorprate this research into your curriculum to make it more brain based? This is hard to put into the curriculum because it seems like it is a personality thing. I think just looking to challenge the students but creating an open feeling and good rapport with the students will help the curriculum become more brain based.
1. It is amazing how the brain works. it is like a department store, each section offers something but yet each must compliment each other in order for to have a good looking "whole" product. If the section in the department store is low on inventory we can not have a whole or complete purchase. This to me is similar to how the brain develops. Until teens have a completely developed brain they are not able to learn as adults do. We as teachers need to provide appropriate learning in order to develop this brain. The brain has to keep building for behavior, comunication, and decision-making to take place. I do supply my students with opportunities in order for growth of the brain. Many of my learning experiences are problem solving and this is one way for brain development. 2. First of all I believe there are many teachers who do not now how the brain of a teenager works. They need to rethink how students can learn. Teachers need to learn why students have the behavior they exhibit. It seems it is always the hormone talk with teachers about students. The teachers need to do more than just lecture and handouts. I would like to see inservicing starting with the parts of the teenage brain and defining how they develop and what in the teenagers lives it affects. I would encourage more reading and problem-solving across the curriculum. 3. I do teach brain developmemt in my Child Development and Parenting classes. I spend some time in my 8th grade comprehensive Family and Consumer class. I need to incorporate more for the 8th graders by listing the parts of brain and have them research what it does and how does this affect them for their future. Then in groups they could pool their information and design a poster that represents this information.
2 Comments:
1) In what ways might you translate the principles presented in the chapter into practical, everyday ideas you can use in your classes?
I think this chapter addresses a lot of what we see and know as teachers. If students do not feel safe and comfortable at school they do not perform well. Also when they feel tension and anxiety over their work they do not do well. I thought the most valuable part of this chapter was the list of coping skills that teachers work on. I think that when we can we work on these but sometimes we just expect the kids to have these skills. By identifying the kids needs and helping them learn different ways of dealing with problems so they do not feel stressed we can help their performance.
2) Armed with the brain research found in the chapter, what should educators be doing differently? In what ways might you suggest we start doing this?
There is a great deal of things that the students bring with them to the classroom that we have no control over. This makes eliminating stress a hard thing to do but we can try to do our best with the classroom and the work at hand. Working with students to find new ways of solving problems as opposed to expecting them to find the way is one way we can help them be successful. In working with them we can also give them the challenge that lets their brain thrive as well. We can work hard to look at our teaching styles as well. Do we create stress or are we helping alleviate it? By looking at these parts of our teaching we can become better teachers and have more successful students.
3) How will you incorprate this research into your curriculum to make it more brain based?
This is hard to put into the curriculum because it seems like it is a personality thing. I think just looking to challenge the students but creating an open feeling and good rapport with the students will help the curriculum become more brain based.
1. It is amazing how the brain works. it is like a department store, each section offers something but yet each must compliment each other in order for
to have a good looking "whole" product. If the section in the department store is low on inventory we can not have a whole or complete purchase. This to me is similar to how the brain develops. Until teens have a completely developed brain they are not able to learn as adults do. We as teachers need to provide appropriate learning in order to develop this brain. The brain has to keep building for behavior, comunication, and decision-making to take place. I do supply my students with opportunities in order for growth of the brain. Many of my learning experiences are problem solving and this is one way for brain development.
2. First of all I believe there are many teachers who do not now how the brain of a teenager works. They need to rethink how students can learn. Teachers need to learn why students have the behavior they exhibit. It seems it is always the hormone talk with teachers about students. The teachers need to do more than just lecture and handouts. I would like to see inservicing starting with the parts of the teenage brain and defining how they develop and what in the teenagers lives it affects. I would encourage more reading and problem-solving across the curriculum.
3. I do teach brain developmemt in my Child Development and Parenting classes. I spend some time in my 8th grade comprehensive Family and Consumer class. I need to incorporate more for the 8th graders by listing the parts of brain and have them research what it does and how does this affect them for their future. Then in groups they could pool their information and design a poster that represents this information.
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