By Michael A Scaddan
This advisor converts present findings on mind learn into enjoyable and powerful suggestions for introducing brain-compatible studying and bettering attempt leads to the K–12 school room.
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Extra resources for 40 Engaging Brain-Based Tools for the Classroom
This in turn inhibits creativity, cooperative learning, problem solving, and recall (Kohn, 1996). Extrinsic rewards are manipulative. They are used as a control mechanism (Glasser, 1992, 1993). Research indicates that people who operate a reward system will also favor the use of punishment (Kohn, 1996). What are the characteristics of extrinsic rewards? They are given by another person or institution. They have a “market value” in the social setting in which they are given. To be effective, they must be known about in advance.
While some messages are important, I’m sure that others can wait. Perhaps there can be established message times during the day and we can plan around them. I’m sure that there are others ways of dealing with this issue. A number of schools that I work with have developed plans that designate only certain times during the school day when interruptions may take place. I am watching how this develops; even though there may be some growing pains, it sounds like a great idea to begin with. 12 Cycles of Concentration O ur brain is affected by many cycles during the learning day (Jensen, 2006).
This can also happen at school. If the same area of the classroom is used for learning and for disciplining, after time the brain will confuse the two (DePorter, Reardon, & Singer-Nourie, 1999). The classroom area becomes contaminated in the same way as the dentist’s waiting room. Stress levels rise, the subconscious fear response takes over, and students may misbehave so that they are removed from that environment. Because being alone is also stressful for most students, the next time a similar situation occurs, they often involve a friend.
40 Engaging Brain-Based Tools for the Classroom by Michael A Scaddan