1. STRESS AND ITS IMPACT ON THE BRAIN

2. TERMS TO KNOW Neurogenesis – the production of brand new brain cells…it is the raw material for learning. Neuroplasticity- the capacity of the brain to make physical changes as a response to environmental input Dopamine -controls the flow of information to other parts of the brain and is connected with the pleasure system of the brain. This means that it provides feelings of enjoyment and reinforcement which motivates us to do or to continue doing certain activities. Cortisol- TOXIC to the BRAIN and BODY – higher levels of chemical produced when body is stressed. Allostasis -occurs when we reset our brain’s thermostat (our “set point” ) for metabolic functions ( brains are not fixed – homeostasis Hippocampus – seahorse shaped and controls memory ; highly influenced by stress chemical cortisol

3. WHAT IS STRESS? STRESS Is a physiological response to a PERCEPTION of a Lack of Control Over an Aversive situation or Person

4. CHRONIC STRESS EFFECTS……T OR F ? 1.Creates emotional problems (T or F) (Burgess et al. 1995) 2.Lowers IQ, reading scores (T or F) (Delaney-Black, et al. 2002) 3.Drastic Memory Loss (T or F) ( Lupien, et al. 2001) 4.Shortens dendrites ( T or F) (Cook and Wellman, 2004), (brown, et al.2005) 5.Causes neuron death (T or F) (De Bellis, et al. 2001) 6. Fosters inappropriate attachments (T or F) ( Schore,A. 2002)

5. CHRONIC DISTRESS Low SES children are exposed to: 1). More stressors 2). More intense and longer lasting stressors 3). Have fewer coping skills than their higher SES counterparts is toxic to our brain and body!

6. Yikes! Chronic or Acute Stress Cuts neuron production by 50%

7. POVERTY IS… A chronic condition affecting the Spirit, soul (mind,will, emotions), and body resulting from multiple adverse economic risk factors.

8. COMMON “FACES” OF TODAY’S POVERTY Generational, personal situation and event driven (SOURCE) Generational, personal situation and event driven (SOURCE) Typical Absolute Relative (Intensity) Rural Suburban Urban (Context) There is NO Culture of Poverty

9. POVERTY QUIZ ( TRUE OR FALSE) 1.Most poor are lazy and lack ambition 2.Poor people value education about the same as middle class. 3.If you gave the poor money, everything would change. 4.The parents have got to do more for the kids to learn better 5.Schools already do their part; it’s now up to the kids to do more.

11. Distress Affects Neurons

15. UNDERSTANDING SCHOOL BEHAVIORS

16. SCHOOL BEHAVIORS Kids from poverty are often: Distractible Hypervigilent Or may have learned helplessness. Yet, these are symptoms of stress disorders, not apathy or a negative anti-school “attitude”

17. SCHOOL BEHAVIORS Kids who are aggressive and in your face may be showing symptoms of a stress disorder Give them MORE control, not less.

18. INCREASING PERCEPTION OF CONTROL 1.Process choices: “ Would you rather read about it and report OR watch this DVD and report? 2.Content choices: “ Would you rather learn about this topic or that one?” 3.Social Choices: “ Would you rather work with a neighbor, by yourself or on your team?

19. GOOD NEWS YOU CAN MAKE A DIFFERENCE

20. DNA is NOT Your Destiny! Sometime s the apple DOES fall far from the tree!

21. BRAINS CAN CHANGE AND

24. 1.Give kids appropriately increasing amounts of control over their lives at school. 2. TEACH coping skills 3. Relationship, relationship, relationship

25. SOLUTIONS FOR CHRONIC STRESS 1.Strengthen the _____________________ especially with boys. 2.Teach students Co______________ Sk___________ weekly. 3.Provide increasing amounts of cho_____ in class. 4.“Sell” the ch____________ to ensure it’s noticed. 5.More of them and le________ of y_______ in front of the class. 6.Give students a greater role in classroom dec______ma______.(Pre – approved )

26. GNL Grateful? (Hope) Newly Learned? (Growth Mindset) Looking Forward To? (Optimism)

27. WHY GO FOR WALKS?  Many more students will talk while walking/standing than seated  It gives students a chance to socialize and bond  Many students get restless from too much sitting  MEMORY IMPROVES while walking  Walking releases useful brain chemicals

28. THE STUDENT’S “BIG FOUR” Effort Behavior Capacity Attitude

29. Attentional Focus Memory (Working)

30. 5 WAYS TO KEEP STUDENTS FOCUSED  Use intial “buy-in strategies  Provide Feedback  RE-activate student goals  Introduce Novelty  Brief mental and physical breaks

31. Stop telling kids to “Pay Attention!” and Start TEACHING them How to Do it

32. STRATEGIES FOR WORKING MEMORY Games(Simon Says) Clapping Repeats Repeat the directions to a neighbor Partner/group Practice with #add -ons Word Basket: connect to content Partner or buddy speaks, student writes the content

33. Dopamine supports working memory and other executive functions Reward predictions Celebrations Unpredicted surprises Brisk activity Novelty

34. GOOD Teaching and GOOD Schools Matter More Than You Think; Especially Over Time

35. This is a Guarantee : Smart Purposeful and Targeted Instruction Will Change the Student’s Brain. This makes your students Appear “Smart” This is a Guarantee : Sloppy and Inconsistent Teaching Provides Confusing Brain Input. Their Brain won’t Improve and your students seem “slow” or “unmotivated” You have a CHOICE: Which will it be?

36. Brains are changed by experience. If kids are not improving at school, we have to change their everyday experiences until they do change.

37. WHAT DRIVES POSITIVE CHANGES IN THE BRAIN? Experiences that are: Persistent Contrasting Meaningful Positive Consistent

38. HOW WILL YOU RESPOND TO THIS? “ What do you mean THOSE kids can succeed? Have you seen where they live?” “ Do you know how little education mom has?” “They are late almost everyday?” “He/she has no motivation and are constantly a discipline issue!”