Begin With the Brain

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Book Summary


Preface


This book emphasizes how teachers must shift their thinking and strategies about the classroom management and organization to reflect what we know about how the brain responds to its environment and situation. The most dynamic brain-compatible curriculum delivered in a brain-antagonistic, stressful environment goes nowhere. What a waste of an incredible amount of teacher energy and effort, and of a terrific opportunity for students if you cannot take advantage of the powerful curriculum. A brain-compatible environment and teacher attitude must precede brain-compatible curriculum implementation. These orchestrated brain-compatible learning environments can only occur when educator and administrators understand how the brain functions, learns, and reacts to stress and fear.


This book is designed to be like the teacher down the hall from whom you can get a lot of ideas for orchestrating and maintaining a classroom that is a joyous and yet rigorous place to be. A place where every system and strategy have been thought through with how the brain works in mind. Chapters 1 through 5 provide the research and descriptions for  creating brain compatible climates, environments and relationships to maximize learning. Chapters 6 through 11 go into more depth about specific strategies that can enhance instruction and learning by ensuring engagement, providing choice, and empowering the student.


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Chapter One - From Fear to Flow Interpreting Brain Research


The brains capabilities are minimized when it encounters perceived threats in the environment. If the brain must deal with frustration, fear, or confusion, its performance is inhibited which results in students feeling helpless. Conversely, challenges and some degree of pressure enhance the brains potential. Each individual is unique, but generally, humans are able to engage in optimal experiences in environments where there is a balance between challenge and low threat. This chapter summarizes the two things that educators must do to maximize students capabilities work to reduce the conditions in the teaching and learning environment that induce the reflex response, and in addition, help students acquire personal strategies to deal with stress.


Some common conditions that can trigger emotional and reflexive responses in students at school fear of potential harm from teacher or other students, put-downs, inadequate time to complete a task, unfamiliar work with little support available, lack of orderliness, unknown purpose, perceived irrelevance and lack of personal meaning. There are a variety of healthy coping strategies and skills that can/should be taught to students time management skills, communication skills, relationship skills, conflict-resolution strategies, problem-solving strategies, and anger management.


Implications for educators The trick is to create a classroom and school environment in which the majority of students dont feel threatened but do feel greatly challenged. This type of setting allows natural learning to take place. Joyful, rigorous learning should be our first goal.


Chapter Two - Welcome Home Creating an Atmosphere of Relaxed Alertness


The learning environment must be orchestrated in a way that promotes a positive emotional climate as well as providing enriched complex experiences in a physically comfortable space. This chapter outlines how educators can create a classroom and school environment that might actually prevent stress and lessen threat. Paying attention to the physical details in the learning environment (lighting, temperature, color, air quality, seating, design, etc) can enhance students success.


Chapter Three - Patterns and Procedures Organizing Systems for Orderliness


The brain innately seeks to detect familiar and useful patterns in its environment. These patterns give a context to what otherwise might be interpreted as meaningless. By establishing, teaching, and rehearsing expected standards and procedures, teachers provide knowledge and experiences with example of the appropriate responses and behaviors for situations students create and encounter in the classroom.


Chapter Four - Community and Inclusion Building Positive Social Interactions


The brains capabilities are enhanced by positive social interactions. Noncompetitive, interpersonal relationships and ones feeling of inclusion in a social group profoundly influence ones own identity and the ability to learn. If students feel included in a classroom and see themselves as part of multiple support groups, they immediately feel a sense of security and empathy. They also draw energy, ask for feedback, and receive encouragement from a group of peers when they feel overwhelmed.


Chapter Five - Meeting Students Basic Needs Building Security and Fulfillment


Basic physical and psychological needs must be satisfied in order for the brain to be able to focus on complex tasks. The basic physical needs  such as eating, drinking, sleeping and even eliminating are overwhelming and biological; students cannot help but seek to meet them. They often act in ways that we deem inappropriate because they are actually hungry or thirsty, or because they have to use the restroom. This chapter outlines ways teachers can orchestrate ways that students can satisfy these needs, which will prevent other problems.


Chapters Six Through Eleven


These chapters provide ideas for encouraging students to be active participants in the learning process. When we give students a chance to see relevance by recalling a prior experience with similar materials or making an emotional connection to the curriculum, they will be able to leap in and engage! Teachers can build anticipation by keeping kids informed of the curriculum plan. The author suggests using daily agendas, weekly schedules and even year-long thematic planning to demonstrate to students whats coming up next.


A learner-centered classroom should also have systems in place for confident resolution, shared decision-making, problem-solving, and goal-setting. These chapters provide a variety of systems that would be appropriate for several different age groups. There are ideas for personal goal-setting, such as using a daily journal, to ways teachers can create democratic classrooms using class meetings, etc.


When we give students choices and opportunities to control the content and process of their learning, their motivation increases. Feeling in control of ones learning experience contributes to self-determination, self-confidence, and empowerment. The author outlines several models for orchestrating choices for students that maintain high standards and insist students respond and participate in key experiences. One such model has students required to do activities from a must do list as well as getting to choose additional projects and tasks from a may do list. In exploring ways to provide choice the author addresses differentiating curriculum an addressing students multiple intelligences.


Begin With the Brain concludes by encouraging educators to provide ample feedback and acknowledgement; rely less on external rewards and motivators. Humans naturally seek new experiences and are curious without needing external rewards. The brain begins to produce pleasurable feelings when accomplishing a task, enjoying an activity, succeeding, sharing affection, laughing, or being entertained. In brain-based, learner-centered classrooms, teachers should orchestrate opportunities for the brain to generate intrinsic motivation.


Good teachers have used many of these brain-compatible strategies for years. We now have the research to support, guide, and encourage us to orchestrate learner-centered classrooms with the brain in mind.





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