Upload
cecilia-quinn
View
213
Download
1
Embed Size (px)
Citation preview
Discipline with the Brain in Mind
Jensen, Chapter 20
• A Realistic Discipline Approach– Discipline problemsmulticausal
(environment + physiological factors)
– Physiological factors:• Insufficient activation of the
orbitofrontal area• Low serotonin levels• High noradrenaline level levels• Amygdala
-Environmental factors:• Irrelevant learning experiences• Threatening emotional damage• Or a combination of these
Non-Brain Based Model of Discipline
Students learn less
Control Suppressing emotions
So teacher canteach
So “students”Can learn
Hurts
More cohersion
Emotions are acted out
State oflearning suffers
Brain-Based Model of Discipline
Disruptions areNormal part of llfe
Class=learning environment Students =good
Best discipline is the one Nobody notices
Disciplinefeedback on your teachingTell students you understand their state of mind!
• Prevention solves 95% of the problemslet’s focus on the important thing, learning.– Limit amount of focused learning timeswitch back and
forth– Use music to inspire– What is it for me?– Make fair clear rulesenforceableclear directions– Create sense of family– Positive eye contact– Boost learning ownershippen pals– Provide auditory outlets for expression– Brain storm solutions for problemsstudents’ choices– Make classroom visually interesting
– Anticipate and respond… be “with it”– Build rapport with studentsgetting to
know themlet them talk about themeselves
– Keep yours and the students body moving– De-stress classyou must be de-stressed
your self!!...so eliminate threats…– Set goals for yourselfto improve your
teachinggive students opportunities to evaluate your teaching
– Engage in multiple intelligence (XIQs)
Control and Threats
• By consistently using controlling means you will undermine their success in learning
• Instead use the following four goals for preparing the learner– Feeling of safety– Awareness that they can express themselves– By pre-connecting with peers and teachers– And reviewing previously learned material
Levels of Discipline
• Nobody knows but the teacher invisible
• No big deal attitude towards matter minor attention
• A serious infraction to be addressed substantial attention
• What is really up? serious talk time