Teenage Brains in Your Classroom with Nicola Morgan Information, classroom materials and free resources: www.nicolamorgan.com

More information www.nicolamorgan.com Handouts + this Powerpoint on today’s blog Lots more free materials Teaching resources: Brain Sticks, Stress Well for Schools, Exam Attack - (discount on blog today)

To consider today What’s so special about teenagers? How this affects learning Some strategies

Understanding  control Aiming for “active agency” Our brains are in our hands

What makes adolescence special? State of Brain – internal pressures Stage of Life – external pressures Yes, they are all individuals… But adolescence is biological, natural, universal and positive

Most important brain difference Prefrontal cortex develops last (mid-20s): “control centre” – logic/reason, decision-making, impulse control, prediction PFC Limbic system, with amygdala – emotion, impulse, reward, reaction, instinct

This can affect: Emotions (volatility / control) Empathy Impulse control Peer pressure behaviour And risk-taking See Blame My Brain and your handout for references

And… Sleep changes Sleep deprivation Lower performance

External pressures – “stage of life”

First, what is stress? A positive, biological response to threat Adrenalin + cortisol To maximise performance So, what’s the problem? Too much reaction  panic Cortisol builds up  many negative effects “Preoccupation”

“Preoccupation” Brain “bandwidth” is limited Everything occupies some bandwidth These occupy a LOT: Worries Processing information – learning Internet + social media – many rapid tasks at same time Resisting temptation Any preoccupation lowers performance: Learning – “cognitive ability” Behaviour – ”executive control” Daniel Levitin’s The Organized Mind covers this

Different teenage stressors Think of each “occupying” bandwidth + raising cortisol Perfect storm of change A regular school day: Constant pressure to do better Friend/peer issues Self-consciousness Extra stresses for introverts

Two big modern stresses 1. Exams High frequency, high pressure Constant pressure over long period  cortisol build-up

2. The Internet + Social Media Knowledge, BUT…. Information overload - exhausting Repetition of bad news  emotional effect And  anxiety See The Organized Mind by Daniel Levitin

…and Social Media Social networking very important, but… Highly addictive – social + curiosity More “friends” than we can manage Competition with perfect images/lives – measuring self-worth by number of “likes” “Online disinhibition effect”  cyber-bullying Irresistible by Adam Alter The Happiness Effect by Donna Freitas

Two big negative results Digital overload and constant attempts to multi-task: ‘continuous partial attention’ and exhaustion Theft of time and peace to think: reacting, not thinking; absorbing, not creating

Time for some solutions! Details in my breakout sessions And my website and teaching materials

Things I’m not going to tell you

See my website and handouts for free advice for students Enable better sleep See my website and handouts for free advice for students (and parents)

Encourage reading for pleasure

Now LOTS of evidence of benefit! Including: Better results and performance Reduced stress and greater wellbeing (Evidence on my website)

Readaxation Allows engagement/flow “The deliberate act of reading for the purpose of relaxation, wellbeing and therefore performance” Allows engagement/flow “Narrative transportation”  empathy Escape from worry – reset thinking patterns Self-chosen, autonomous

Three Suggested Strategies

1. Respect and cater for introverts Understand the differences Need peace + to be alone sometimes Often prefer to work alone Openly discuss and value both types Adapt some teaching practices Give students strategies See “Quiet Power – The Secret Strengths of Introverts” by Susan Cain

2. Teach stress management Educate and empower with strategies How to recognise symptoms Educate parents

B: Relaxation  wellbeing  performance Better sleep Better wellbeing Better success Manage stress Relaxation is not a luxury

Empower daily relaxation Discuss healthy activities to lower cortisol Personal choice Varied – physical and mental Deliberate  extra benefit

Daily relaxation ideas stroke a pet draw daydream music breathe deeply walk SWITCH OFF! read look at nature be alone OR social write bath yoga mindfulness laugh bake

3. Manage screen time Understand science: why screen-time is a) so tempting and b) a potential problem Treat it like anything else pleasurable but problematic / addictive: eg sugar Create good practice – set rules with reasons Model good practice Have some screen-free time Discuss how this feels: “intrinsic motivation”

Understanding  control “Active agency” Their brains in their hands Information, classroom materials and school events: www.nicolamorgan.com

Teenage Brains in Your Hands with Nicola Morgan Information, classroom materials and free resources: www.nicolamorgan.com