Fragile Brains By: Eric Jensen Kathleen E. Mullay

Summary According to Jensen, “A better understanding of brain impairments can help teachers improve learning for struggling students.” Educators can not create successful programs (i.e. technology, multiple intelligences, smaller class sizes, higher standards) for students without considering how the brain actually learns. There are more than 25 types of brain-based disorders. There are three kinds: the sluggish(prenatal ingestion of toxins), the oppositional(chemical imbalance), and the depressed (related to trauma).

The Sluggish Brain Jason is a middle school student who is always in trouble. Although he is sincere and likable, he has been suspended more than twelve times for problems related to behavior. Jason fails to follow the rules. Suspension is not working for Jason. Why?

The Sluggish Brain (Cont’d.) A school counselor begins gathering information and interviewing former teachers, parents, and Jason himself. The school counselor discovers that Jason suffers from “Fetal Alcohol Affect”(parallel to Fetal Alcohol Syndrome”). Jason seems to know the school rules, but he can not connect them to his own behavioral actions. Jason does not have any physical abnormalities, and his condition is not easily diagnosed. Jason did show other symptoms (memory lapses, coordination difficulties, and difficulty with tying his shoes and copying).

How to Improve Jason’s Learning According to Jensen, “Early Intervention is essential. Refer this type of student to the appropriate school staff if you suspect learning delays. After the student has an IEP, you can provide a safe, structured environment with relevant learning and high support levels.” Use structure, consistency, variety, briefness, and persistence. Establish routine Break lessons down into smaller units Provide prompts, signs, and learning partners Be positive Learn to repeat Establish a few simple rules and be patient!

The Oppositional Brain Ashley is an eight year old who is very intelligent. However, she seems to make everyone upset and angry with her. Ashley is impulsive and purposely annoys others. Ashley blames others for her mistakes. She has low tolerance for frustration and loses her temper often. She rejects most adults’ requirements.

The Oppositional Brain (Cont’d.) Ashley has “Oppositional Defiant Disorder”(a chronic psychiatric condition which affects up to 16% of the population(APA,2000). ODD is more common in boys than in girls and is prominent in children ages 8 through 15. Students with ODD are considered “victims”. Her behavior is believed to be a result of her environment(negative or neglectful) and genetics.

How to Improve Ashley’s Learning According to Jensen, “Some improvement is possible with early intervention, but the more time that passes without treatment, the more entrenched(deep) and acute the disorder becomes.” Use distraction strategies if Ashley gets stuck on a negative. Use a mix of negative and positive reinforcements such as privileges and extra time. Do not bend the rules and be consistent. Focus on specific behaviors (do not focus on one behavior). Provide encouragement. Do not give ultimatums. Give choices presenting options where both outcomes are acceptable.

The Depressed Brain Kevin is a sixteen year old student. He has a history of good grades. Kevin suddenly has no appetite or energy. Kevin has lost weight. His grades are slipping. He feels guilty and worthless. He is losing his friends. He begins to have thoughts of suicide.

The Depressed Brain (Cont’d.) The school counselor calls Kevin’s parents and is notified that Kevin’s father has cancer. According to Jensen, depression is adolescents is not uncommon, and suicide rates among teens and children have tripled between 1962 and Depression is brain-based and biological. Depression correlates with heredity and trauma. It is believed that “lifestyle choices, diet technology, and changing social structures play a role in the development of depression.”(Jensen, 2000).

How to Help Kevin According to Jensen, “Act quickly if you see symptoms of depression.” Consult your school psychologist. Notify parents, administrators, counselors and the student about the steps to supporting the student via medical practitioners. Create an IEP in order to make certain that the team is working toward the same goal. Incorporate physical activities. Build strong social support. Create positive social activities. Help student to think positively about him or herself.

Accommodating Different Learners Jensen states that every teacher should have dual certification in regular education and in special education. He believes that teachers need the support of staff and the administration to develop programs to better reach these students.

References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders. (4 th ed.). Washington DC: Author. Jensen, E. (2000). Different brains, different learners. San Diego, CA: The Brain Store.