Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

TODAY’S BRAIN- HOW DIFFERENT?

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.

Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.

Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

  1. Lack of attunement- interactions before, during and after birth
  2. Lack of rocking, holding, cherishing=conduct disorder
  3. Increased drug and alcohol use/abuse
  4. Violence and negativity in the media
  5. Nutritional deficits- sedimentary life-style, lack of sleep

  1. Lack of play
  2. Rapidly changing stimuli
  3. Changing family structure
  4. Increased stress/anxiety
  5. Increased accountability

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.

Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

CHARACTERISTICS OF A PROACTIVE MANAGER

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.

Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

  1. Is calm and confident with high expectations
  1. Creates a physical environment conducive to learning.
  1. Teaches rituals/procedures until they become habits (21 days or 28 times)
  1. Uses 20 Brain Compatible Strategies to deliver instruction
  1. Teaches in relevant chunks of information with activity (AS=age)

STUDENT ENGAGEMENT

TALKING

Sends oxygen to the brain

Helps memory - 90% of what we teach to others

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.

Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

MOVING (Angry child…walk)

Calms down the brain

Puts information in procedural memory (endorphins/morphines)

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.

Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

Neurotransmitters

50-100

PositiveNegative

Serotonincortisol

Dopaminechemical imbalancegoodadrenalinethreats

Endorphinsstress

Laughter (humor) fear

Exercise (movement)anger

Positive interactions (12 a day) weakened memory

Confidence weakened immune system

Strengthened memory

Strengthened immune system

Stress 80% illness

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.

Please note: Presenter had some of this filled out on a hand-out. Participants filled in the rest. This allowed for more discussion and less writing on both parts.

CREATING A PROACTIVE PLAN

RITUAL/PROCEDURES

  1. Determine4. Provide feedback
  2. Teach5. Practice again (28)
  3. Practice6. Celebrate

SAMPLE RITUALS

  1. Starting class4. Passing in papers
  2. Talking5. Group work
  3. Moving=song6. Ending class

RULES-Optional (“Be Nice” & “Be Safe”)

  1. 3-5 maximum
  2. Stated positively- tell what you want
  3. Posted

CELEBRATIONS- to go from tangible to social reinforcers…tell the why and back off tangibles slowly.

  1. Tangibles- candy, stickers, etc….least preferable
  2. Privileges- more preferable (Parking lot)
  3. Social reinforcers (most preferable) ex., positive comments, handshakes, affirmations
  4. Musical celebrations- Top Tunes for Teaching by Eric Jensen (corwinpress.com or Amazon)
  5. May change behavior for the long term

(Positive and negative thoughts with arm- To show how positive and negative thoughts affect a person, have two people stand next to each other. One at a time, they lift one of their arms straight out. First think of a negative thought, the other tries to move down the arm. Then think of a positive thought and do the same. See what happens. )

Sample Affirmations

  1. Great! Great! Great!- shout three times
  2. Fantastic! Fantastic!- while saying fan your face
  3. Looking Good- draw a mirror…girls, fan hair…boys, lift collar and say “Looking good, looking good”
  4. Wow! - have three fingers on each side of mouth and say “Wow!”
  5. Microwave- using pinky finger wave
  6. Seal of Approval- using back part of hands, clap together saying “Aark…aark”
  7. Hip Hip Hooray!-
  8. 1-2-3 Whoosh! -clap hands and repeat “Whoosh!”
  9. Claps- Clam (make hands like clam opening and shutting), Silent cheer (both hands over head and simulate yelling without saying anything), Butterfly clap (place back of hands together open the finger part and close like a butterfly)
  10. Good Job, Good Job- spell out g-o-o-d j-o-b, repeat and then say “Good job”
  11. Who Did a Good Job- to the tune of Who Let the Dog’s Out? Followed by you, you, you, you
  12. That’s the Way I Like It- sing to the tune
  13. Standing O- the highest honor. Stand up making an O with arms and hands

From:

Shouting Won’t Grow Dendrites. Techniques for Managing a Brain-Compatible Classroom. Dr. Marcia Tate. April 8, 2011. Co-Sponsored by: Watson School of Education, UNC-Wilmington and Southeast Education Alliance.