Reflections on Lesson 4

To be relational as a teacher is to make a connection with the students—to remember that you are there to teach students, not just teach subjects.  As teachers connect with students, the students will begin to connect themselves to the lessons and subjects you teach.  I have seen numerous examples of teachers who have created a love for a subject in their students because the students loved and respected that teacher.  Conversely, I have seen too many examples of teachers who have created dread for a subject in their students because their students actually feared the teacher, not the subject.

Being relational is the part of teaching that I thrive on.  It’s what drives my passion for being in the classroom.  Because I love and respect my students and treat them as capable young adults and not merely receptacles of my input, I feel my students want to be in my class and want to learn.  Some students are harder to reach out to than others, and those are probably the ones I should focus on the most, but ultimately, my goal is to make a difference in the lives of my students.  If they learn a little computers along the way, all the better!

Reflections on Lesson 3

Ironically, the reading for lessons 1-3, while being fascinating from a teacher’s perspective, has actually been more applicable for me as a parent, maybe because it is summer and I am home with my two sweet children.  For example, after finishing the videos and the textbook reading for lesson 3 on the importance of nurturing in the development of not only social, but cognitive development, my 7 year-old daughter entered the room a little sad and grumpy because she was no longer playing with her friends.  While my initial instinct was to dismiss her so that I could finish my homework, the overall message of the lesson hit me and I was compelled to sit with her, talk to her, and then spend some quality time together with her as we talked, laughed, and shopped for a plant for her room (an idea I had gotten from a previous lesson regarding the importance of one’s environment on cognitive development!)  Nurturing the development of my children, both my own children and my students, is a huge and joyous responsibility, and I have cherished the opportunity to hone and develop my skills for this monumental task.

Reflections on Lesson 2

As someone who has always been fascinated with the impact of external environmental considerations on performance, this lesson was fascinating to me.  I especially enjoyed the section on the importance of nutrition on learning. 

Several years ago I was asked to teach an ESL class that consisted of 14 students from grades 1-6, all at varying levels of English proficiency.  The one common trend I saw was the improved performance of those students who ate a healthy breakfast versus those who did not.  By 9am, the students who had not eaten breakfast were noticeably lethargic and unfocused, while those who had enjoyed a nutritious meal were able to continue learning and progressing.  I began requiring my students to bring a nutritious snack and a water bottle to school each day (and even providing one for those who were unable), and after a short 9am break, all of my students were ready to focus and learn again.  As a student myself, I find that I am able to focus better and learn more when I have eaten healthier and am well-hydrated.

Lesson 2 inspired me to consider my classroom environment as an extension of my teaching.  From increasing natural lighting and visual cues to incorporating plants in my décor to focusing on delivering lessons to my students’ dominant hearing side, I can give my students tools for success without them changing a single habit.  I find that very empowering as a teacher, and as a student, I plan to incorporate these same techniques in my learning environment, as well!

Reflections on Lesson 1

Lesson 1 introduced us to the importance of experience on the development of a healthy brain.  I learned several new concepts and was challenged to think outside of the current educational box to account for our brain's natural propensity for learning and growth.

 

According to Children and Brain Development:  What We Know About How Children Learn, prepared by Judith Graham, heredity (or nature) determines the number of neurons a child is born with and their basic structure.   A majority of the neurons in a developed brain are actually present at birth, but it is the number of synaptic connections between these neurons that explode exponentially during the first 2 years of a child’s life.  During sensitive periods, certain synapses are more likely to be shaped and developed.  Experience serves to strengthen those synapses being more utilized, or eliminate those synapses that are not being used.  It is important to understand not only these sensitive periods, but how to best develop these synapses to encourage their becoming part of the permanent foundation of the brain’s architecture.

 

Taking what was learned in the video “The Changing Brain” and relating it to the position taken by Eric Jensen in “Brain-Based Learning,” it is easy to see how so much of today’s educational system gets it wrong when it comes to naturally encouraging the full development of the human brain by maximizing the potential present during sensitive periods of the brain’s growth.  Brain-based learning is the implementation of strategies and principles in accordance with how the brain naturally is wired to learn.  Unfortunately, educators are too bogged down by ineffective programs and bureaucracy to effectively implement these strategies in the classroom. 

 

As a teacher, I will be more cognizant of the effect experiences have on the development of my students’ brain architecture and their ability to develop to their full potential.  Knowing that brain development is different for every student based on his or her experiences during early childhood will enable me to be more sensitive to the cognitive and behavioral differences among my students.  It will also inspire me to create those types of experiences that will foster positive growth in the brain and create stronger brain architecture for future development.Fostering healthy experiences inside the classroom is only a part of the battle, however.  By being aware of sensitive periods in which my students will have the maximum ability to create long-lasting brain growth in particular areas, I can harness their natural potential and help them more fully realize their ultimate potential.  Also, it may be important for me to evaluate the experiences each student has with other students or adults, experiences on the playground, and even experiences at home, as well, to ensure that the healthiest development can occur.