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 that the most you can take out of this chapter is to give the students a chance to meet their needs. Give them a chance to use the bathroom when needed, get a drink when thirsty, eat when they are hungry, and just have fun in the classroom. I think we can find ways of letting the students meet these needs without disrupting the classroom. They just need to know what is appropriate and what is not. Also, I think it is important to deal with each student on an individual basis as some will take advantage of situations but all of them shoud not suffer as a result. 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 should be giving the students ways to meet their needs. There are lots of ways to include fun in the classroom through the activities. At the level I teach the more energy they get to use during an activity the more fun it is to them. By using motion and the hands-on approach I can easily meet that need. As for thirst I have a fountain in the classroom and the students know when it is appropriate to use it. With food it is a little trickier. I think if parent brought in snacks like the chapter says I could meet this need without draining my wallet. 3) How will you incorprate this research into your curriculum to make it more brain based? The part that I felt like I was most lacking when reading this chapter was the food portion. I set up a snack time but often the kids are hungrier at other times. I could let them eat at other times but am afraid of kids that will take advantage. I guess I will just have to deal with those students on an individual basis. Also by having snacks available to those who do not bring one I can make my classroom ready to learn.
1. This chapter relates to needs being met in order to feel good about yourself. Neuroscientists stated the brain regulates the chemicals that determine how students behave and how one feels about themselves. This information is used in various classes I teach. In eigth grade class I have a unit on physical development and sexuality. Seventh grade students become aware of eating disorders. Foods for Healthy Lifestyles we analyze eating disorders and proper nurtition for health. After taking pretests in many of my food classes I realize that students do not take care of themselves. They come to school hungary and choose ala carte type of foods. Reasons that they give for not eating is time. With students busy schedules they do not have time. I need to problem solve and have students come up with ideas to make time for eating and choose more nutritious foods. They are interested. I do see more water being consumed or maybe this is because they can carry water bottles in the classroom. 2.Teachers need to manage their classrooms to allow for better lighting. Many times they keep shades shut,etc. We need education about how sunlight is important for the brain. Teachers need to know how the brain is over stimulated with computer games, caffine,etc. Again--inservice on this subject would be useful. The newsletters which goes home to parents could include sections about brain develop of the teenager. How about a section on healthy eating, the importance of sleep, etc? It seems only during standarized testing are the needs of students emphasized. 3.I would like to have my FCCLA chapter do a community service project that promotes the need for sleep for teenagers. They could design a pamphlet for the 7th and 8th graders on how the brain needs sleep to develop and work properly in order to have success. They could write newspaper articles, develop a power point, or be speakers in the junior high class rooms. This project could them be used FCCLA Star Event Activity.
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 that the most you can take out of this chapter is to give the students a chance to meet their needs. Give them a chance to use the bathroom when needed, get a drink when thirsty, eat when they are hungry, and just have fun in the classroom. I think we can find ways of letting the students meet these needs without disrupting the classroom. They just need to know what is appropriate and what is not. Also, I think it is important to deal with each student on an individual basis as some will take advantage of situations but all of them shoud not suffer as a result.
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 should be giving the students ways to meet their needs. There are lots of ways to include fun in the classroom through the activities. At the level I teach the more energy they get to use during an activity the more fun it is to them. By using motion and the hands-on approach I can easily meet that need. As for thirst I have a fountain in the classroom and the students know when it is appropriate to use it. With food it is a little trickier. I think if parent brought in snacks like the chapter says I could meet this need without draining my wallet.
3) How will you incorprate this research into your curriculum to make it more brain based?
The part that I felt like I was most lacking when reading this chapter was the food portion. I set up a snack time but often the kids are hungrier at other times. I could let them eat at other times but am afraid of kids that will take advantage. I guess I will just have to deal with those students on an individual basis. Also by having snacks available to those who do not bring one I can make my classroom ready to learn.
1. This chapter relates to needs being met in order to feel good about yourself. Neuroscientists stated the brain regulates the chemicals that determine how students behave and how one feels about themselves. This information is used in various classes I teach. In eigth grade class I have a unit on physical development and sexuality. Seventh grade students become aware of eating disorders. Foods for Healthy Lifestyles we analyze eating disorders and proper nurtition for health. After taking pretests in many of my food classes I realize that students do not take care of themselves. They come to school hungary and choose ala carte type of foods. Reasons that they give for not eating is time. With students busy schedules they do not have time. I need to problem solve and have students come up with ideas to
make time for eating and choose more nutritious foods. They are interested. I do see more water being consumed or maybe this is because they can carry water bottles in the classroom.
2.Teachers need to manage their classrooms to allow for better lighting. Many times they keep shades shut,etc. We need education about how sunlight is important for the brain. Teachers need to know how the brain is over stimulated with computer games, caffine,etc. Again--inservice on this subject would be useful.
The newsletters which goes home to parents could include sections about brain develop of the teenager. How about a section on healthy eating, the importance of sleep, etc? It seems only during standarized testing are the needs of students emphasized.
3.I would like to have my FCCLA chapter do a community service project that promotes the need for sleep for teenagers. They could design a pamphlet for the 7th and 8th graders on how the brain needs sleep to develop and work properly in order to have success. They could write newspaper articles, develop a power point, or be speakers in the junior high class rooms. This project could them be used FCCLA Star Event Activity.
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