1. Neuroscience of behaviour
How do I discipline different brains
Dr Melodie de Jager

2. NEUROSCIENCE is about a PERSON not a BRAIN

4. EDUCATION PROCESS
ASSESS

5. Are they ready to learn
EDUCATION PROCESS
ASSESS

6. Are they READY to learn
EDUCATION PROCESS
ASSESS
GRADE R

7. READY for what I am about to teach
Are they READY to learn
EDUCATION PROCESS
ASSESS
GRADE R
READY for what I am about to teach

8. READY for what I am about to teach
Are they READY to learn
EDUCATION PROCESS
ASSESS
GRADE R
READY for what I am about to teach

9. READY for what I am about to teach
Are they READY to learn
EDUCATION PROCESS
ASSESS
GRADE R
READY for what I am about to teach

10. EDUCATION PROCESS
ASSESS
DEVELOP

12. De Jager model of the brain©

13. De Jager model of the brain©PQ

14. De Jager model of the brain©EQ PQ

15. De Jager model of the brain©IQ EQ PQ

16. EDUCATION PROCESS
ASSESS
MIND MOVES®
DEVELOP

17. EDUCATION PROCESS
ASSESS
MIND MOVES®
DEVELOP
SBST

18. Are they NOW ready to learn
EDUCATION PROCESS
ASSESS
Are they NOW ready to learn
DEVELOP
ASSESS

20. EDUCATION PROCESS DISCIPLINE
ASSESS
DEVELOP
ASSESS

24. THINK
FEEL
ACT

25. SURVIVAL BRAIN – SAFETY & REGULATING POWER
My castle my rules

26. SURVIVAL BRAIN – SAFETY & REGULATING POWER
My castle my rules

27. SURVIVAL BRAIN – SAFETY & REGULATING POWER
Aggressive / Defensive behaviour
Basic needs
Territorial
Ritualistic displays / gangs
© Mind Moves Institute, JHB 2019

28. constructive discipline
SURVIVAL BRAIN –
constructive discipline
uniform, school
MOVE
build physical strength
rid body of adrenalin
develop skills
WE make the rules
cooperation
team sport
SBST
SET THEM UP TO SUCCEED

30. SURVIVAL BRAIN - POWER

31. SURVIVAL BRAIN - POWER

34. THINK
FEEL
ACT

35. Emotional BRAIN – RELATE &
CONCENTRATE
MOTIVATE

36. Emotional BRAIN – RELATE & CONCENTRATE
self-centered
Day dreams
Confuse reality / fantasy
Addictions
© Mind Moves Institute, JHB 2019

37. constructive discipline
EMOTIONAL BRAIN –
constructive discipline
see & hear the child
show you CARE
YOU ARE IMPORTANT
BE a role model
point out relevance WHY IS THIS IMPORTANT
stand your ground
SBST - let them WORK it off
SET THEM UP TO SUCCEED
© Mind Moves Institute, JHB 2019

38. constructive discipline
see & hear the child
show you CARE
YOU ARE IMPORTANT
BE a role model
point out relevance WHY IS THIS IMPORTANT
stand your ground
SBST - let them WORK it off
SET THEM UP TO SUCCEED
© Mind Moves Institute, JHB 2019

41. THINK
FEEL
ACT

42. You have to be
rational to have a reasonable conversation...

43. THINK
TO REASON
&
TO UNDERSTAND
FEEL
ACT

45. THINKING BRAIN – REASON(S)
LEFT
RIGHT

46. THINKING BRAIN – REASON(S)
UNDERSTANDING - LEFT -
UNDERSTANDING - RIGHT -
WHAT do we need to do EXACTLY?
HOW are we assessed?
WHERE are we
heading with this?
WHY?

47. constructive discipline
THINKING BRAIN –
constructive discipline
BE a role model
show you CARE
‘I don’t care how much you know until I know how much you care’
value-based conversations
re-visit boundaries & consequences
SBST - negotiate restorative steps
© Mind Moves Institute, JHB 2019

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49. BabyGym Institute International Schoolreadiness at Mind Moves
Dr Melodie de Jager
BabyGym Institute International
Schoolreadiness at Mind Moves
Mind Moves Institute
Mind Dynamix Institute
Senior Mind Moves