1) In what ways might you translate the principles presented in the chapter into practical, everyday ideas you can use in your classes? This chapter shows the importance of groups creating a feeling of belonging in the classroom. I think that in my classroom I try to find different ways to group kids so they get to work with a lot of people. One thing that I need to do is have them be with similar groups more often so they can build working relationships as opposed to starting new every time. I also need to go over the rules of groups and have the students discuss them to make the groups more effective. 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? We need to find more ways to get the students working together. Group work can be more chaotic but with good prompting it can be more valuable. When they work together they are not only learning the curriculum but working on their social skills as well. 3) How will you incorprate this research into your curriculum to make it more brain based? I try to use groups whenever I can in my classroom but I don't always put a lot of thought into the groups. I would like to be more cognitive of the groups and look to build connections with the students. By having flexible groups the students will not feel senesitive about their skills. Also by having long-term groups in my classroom I can work on their social skills and be more successful.
1. The hormone assoicated with stress is cortisol. It affects the ability to remember and organize thoughts. Teenagers have high level of stress in their lives which causes damage to the cells in the hypocampus so they are unable to recall information. Cortisol can affect decision-making. I need to relax students with comments that are positive. have them students do imaging of positives situations, use music during high stress situations and use review before a test for recall. I have done many of these and yes it does work. The lack of maturation in the frontal lobes of the brain causes confusion. Teachers need to direct and have patience with students' outbursts and lack of understanding they may show. A teacher could engage students to use management skills such as seating for comfort, don't punish all for one student's misbehavior, stay calm, smile, be positive an above all be a good role model. These management skills have been used in my classes and I believe this is what makes teachers successful. 2. Educators have a tendency to get smothered with stress. They think of themselves and all the expectations from administors, parents, community, etc. Computer time is certainly a stress when we have to use technology for attendence, grading, student progess, lesson planning and e-mails. Stress comes due to the lack of time. Teachers need to be given more time for this. If teachers have stress they can pass this stress onto the students who is more vulnerable to stress than adults. Plus we are unaware of the baggage they bring to school from home. Teachers could reduce some stress by using humor, breathing techniques before stressful situations or give more transition time in the classroom. Teachers have a tendency of not wanting to get involved with students who are suffering emotional in the classroom. They need to take the student aside and reassure them or even refer them to guidance. Again during faculty meeting suggestion could be given about elimating stress for teachers or how to assist a stressed out student. 3. Journaling is a technique I could use more in my classes. This may be an on-going strategy that would enable the students to process the information or help to recall facts. This could be a form of assissment for videotapes, role plays, sections of a formal lecture or any type of group work such as laboratories. I would like to try this with my Foods for Healthy Lifesyles class. This could be put in a ring binder and be a part of the final exam. The students may be more positive and of course the brain would develop. Group work is an excellent way to create communication in the classroom. In Family and Consumer classes,I do a considerable amount of this. The movement may be nosiey fro some teachers but it is a way for brain-base learning to take place to develop the frontal lobes.
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?
This chapter shows the importance of groups creating a feeling of belonging in the classroom. I think that in my classroom I try to find different ways to group kids so they get to work with a lot of people. One thing that I need to do is have them be with similar groups more often so they can build working relationships as opposed to starting new every time. I also need to go over the rules of groups and have the students discuss them to make the groups more effective.
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?
We need to find more ways to get the students working together. Group work can be more chaotic but with good prompting it can be more valuable. When they work together they are not only learning the curriculum but working on their social skills as well.
3) How will you incorprate this research into your curriculum to make it more brain based?
I try to use groups whenever I can in my classroom but I don't always put a lot of thought into the groups. I would like to be more cognitive of the groups and look to build connections with the students. By having flexible groups the students will not feel senesitive about their skills. Also by having long-term groups in my classroom I can work on their social skills and be more successful.
1. The hormone assoicated with stress is cortisol. It affects the ability to remember and organize thoughts. Teenagers have high level of stress in their lives which causes damage to the cells in the hypocampus so they are unable to recall information. Cortisol can affect decision-making. I need to relax students with comments that are positive. have them students do imaging of positives situations, use music during high stress situations and use review before a test for recall. I have done many of these and yes it does work. The lack of maturation in the frontal lobes of the brain causes confusion. Teachers need to direct and have patience with students' outbursts and lack of understanding they may show. A teacher could engage students to use management skills such as seating for comfort, don't punish all for one student's misbehavior, stay calm, smile, be positive an above all be a good role model. These management skills have been used in my classes and I believe this is what makes teachers successful.
2. Educators have a tendency to get smothered with stress. They think of themselves and all the expectations from administors, parents, community, etc. Computer time is certainly a stress when we have to use technology for attendence, grading, student progess, lesson planning and e-mails. Stress comes due to the lack of time. Teachers need to be given more time for this. If teachers have stress they can pass this stress onto the students who is more vulnerable to stress than adults. Plus we are unaware of the baggage they bring to school from home. Teachers could reduce some stress by using humor, breathing techniques before stressful situations or give more transition time in the classroom. Teachers have a tendency of not wanting to get involved with students who are suffering emotional in the classroom. They need to take the student aside and reassure them or even refer them to guidance. Again during faculty meeting suggestion could be given about elimating stress for teachers or how to assist a stressed out student.
3. Journaling is a technique I could use more in my classes. This may be an on-going strategy that would enable the students to process the information or help to recall facts. This could be a form of assissment for videotapes, role plays, sections of a formal lecture or any type of group work such as laboratories. I would like to try this with my Foods for Healthy Lifesyles class. This could be put in a ring binder and be a part of the final exam. The students may be more positive and of course the brain would develop.
Group work is an excellent way to create communication in the classroom. In Family and Consumer classes,I do a considerable amount of this. The movement may be nosiey fro some teachers but it is a way for brain-base learning to take place to develop the frontal lobes.
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