Discipline with the Brain in Mind Jensen, Chapter 20

A Realistic Discipline Approach –Discipline problems  multicausal (environment + physiological factors) –Physiological factors: Insufficient activation of the orbitofrontal area Low serotonin levels High noradrenaline level levels Amygdala -Environmental factors: Irrelevant learning experiences Threatening emotional damage Or a combination of these

Non-Brain Based Model of Discipline Students learn less Control Suppressing emotions So teacher can teach So “students” Can learn Hurts More cohersion Emotions are acted out State of learning suffers

Brain-Based Model of Discipline Disruptions are Normal part of llfe Class=learning environment Students = good Best discipline is the one Nobody notices Discipline  feedback on your teaching Tell students you understand their state of mind!

Prevention solves 95% of the problems  let’s focus on the important thing, learning. –Limit amount of focused learning time  switch back and forth –Use music to inspire –What is it for me? –Make fair clear rules  enforceable  clear directions –Create sense of family –Positive eye contact –Boost learning ownership  pen pals –Provide auditory outlets for expression –Brain storm solutions for problems  students’ choices –Make classroom visually interesting

–Anticipate and respond… be “with it” –Build rapport with students  getting to know them  let them talk about themeselves –Keep yours and the students body moving –De-stress class  you must be de-stressed your self!!...so eliminate threats… –Set goals for yourself  to improve your teaching  give students opportunities to evaluate your teaching –Engage in multiple intelligence (XIQs)

Control and Threats By consistently using controlling means you will undermine their success in learning Instead use the following four goals for preparing the learner –Feeling of safety –Awareness that they can express themselves –By pre-connecting with peers and teachers –And reviewing previously learned material

Levels of Discipline Nobody knows but the teacher  invisible No big deal attitude towards matter  minor attention A serious infraction to be addressed  substantial attention What is really up?  serious talk time