Tag Archive for: brain based

Brain based approach

Do you Believe?

We know that educators have a tough job; no doubt about that. But given what’s gone on in the last couple of years have you changed? We see more educator burnout, chronic stress, and depression. These often lead to health issues or even quitting a job. But what’s really at the root of these issues? Were you willing to embrace completely new models in health, lifestyle, and learning? Or did you fight them all the way?

You’re about to read an unbelievable story about a school… and it’s all true. When you’re done reading, ask yourself, “Am I still the optimistic educator that I started out being years ago, or have I pretty much given up?” Keep reading…

Background

First, here’s the necessary backstory. Some years ago, this high school of 2,000+ students was a case study in failure. Over 75% of the students got failing marks in math classes, and over 40% were failing reading. The staff narrative around the school was, “Students have a right to fail if they want.” At that time, about 1/3 of students from each graduating class dropped out. An unforgivable lack of student progress prompted a threat by the state to shut the school down if they did not improve in one year. Many teachers were going to lose their jobs. So, did anything change? Some looked for jobs elsewhere. What would you have done?

Early that summer, one courageous staff member and a handful of fellow teachers decided to take action. They persuaded administrators to let them organize a schoolwide process that involved implementing math, reading, and writing segments in every class, all subjects. Imagine that, even the PE classes had reflective writing! The new narrative was: “Achievement rises when leadership teams focus thoughtfully and relentlessly on improving the quality of instruction.” How did their change process do that next year?

Within that one school year, student performance improved so much that 85% of the students reached grade-level in math, and a stunning 95% were reading at grade level. Again, this happened in just one school year. But what about change over the long haul?

Within five years, 98% of the senior class graduated, with the majority planning to attend college. The school outperformed 90 percent (this is not a misprint) of all high schools in the state. All scores were tracked and verified. The school was also a recipient of the National School Change Award and got national attention in a report by Harvard professor Dr. Ron Ferguson and colleagues, “How High Schools Become Exemplary.” (Ferguson, Hackman, Hanna & Ballantine, 2009).

Here is this month’s insight:

Somehow, this school bucked all the odds and became a “miracle” success story. How? This true school story suggests that maybe change can be easier than we thought. Can you guess what ‘rules for brain changing’ the school used to succeed?

Change is rarely easy and usually hard. Change is more likely to be slow than quick. Change is more likely to be temporary than lasting. What happened for this school to make a dramatic, lasting, and positive change?

To your brain, there are five factors that matter the most for purposeful change. In this month’s BrighterBrain® newsletter, we’ll explore the first of the five factors, context. (The other four factors will be shared in future issues.)

The Research

Context (often thought of as ‘circumstances’ but it is much more) is critical to our brain. Our assessment of the context helps make the decision to engage or not. In general, we are more likely to favor inaction over action. Yet, we can and do alter the outcome through our actions and decisions (Parr & Friston, 2019), but it happens less likely than we’d like. We are wired to resist change because it’s likely to be biologically expensive(consuming precious time, energy, and resources).

In addition, the more stressed one is, the less likely you’ll make changes. Your cognitive skills, creativity, and immune system are compromised (Dhabhar FS, 2014, Godoy, et al.,2018). Your chances of making change are low because when we get stressed, we are more likely to do the same ol’ same ol’ routines (Cerqueira, Mailliet, Almeida, Jay & Sousa, 2007).

So, should we all just give up on change?

No way! Remember your hand on a hot stove? One-time, instant, lasting learning! Highly relevant and intense (painful, too)! No repetition needed. You are unlikely to ever do that again! But if you want to orchestrate change in your daily life (without burning flesh), there are at least five factors relevant to your brain. And in case you’re wondering, the school mentioned above (intentionally or not) used them all. This month, we explore the context and shape of things.

Context matters to your brain. Why? It’s always about survival. Your brain is constantly sifting, sorting, and presenting you with three domains: past, present, and future. These domains give your brain a full array of information from which decisions can be made. And this happens so fast, we are typically unaware of how and when we generate our thoughts, then our decisions. Let’s unpack these three domains: past, present, and future (PPF).

The Backstory (Past). When understanding context, the past is the backstory. It means that we continually cycle and re-cycle memories into our present. On the upside, the school may have a history of successful change. Maybe it has turned sports programs around, music and arts have been embraced, and maybe there is effective leadership. The memories of the past can provide comfort and safety moving forward.

As a contrary example, as an individual, often an emotional schema is activated from childhood (Rohde et al., 2018). This memory may be saying to the brain, “You were not listened to and respected as a kid. You better ensure you stand up for yourself as an adult.” Or, on a school level, some staff may still be grumpy and resentful about a leader they disliked years ago who is no longer at the school. This person may struggle to share his or her voice tactfully, be cordial, and play well with others. There may be still-simmering injustices, sexism, racism, or culturally irrelevant curriculum. In short, there is often ‘baggage.’

Adults who struggle with change identified two main themes: being stuck in old habits and being burdened with emotional baggage (Følling, Solbjør & Helvik 2015). The past must be dealt with since it is always present.

Present. To support your brain’s role in ‘present time’ context, we use situational awareness to enhance the process of receiving, interpreting, and processing information in our fast-moving school environments (Graafland & Schijven, 2015). A commonly unaddressed context challenge for leaders is that the change process is influenced not only by known external task demands but also by invisible brain processes. For example, the brain is less likely to change without safety in each of the PPF areas. Yet, safety is defined differently by most staff, making it tough to orchestrate.

What’s the ideal ‘present time’ recipe for change? You want just enough safety and just enough disruption (a.k.a. perturbation). Remember, excess comfort leads to inaction. This context provides just enough of a critical ‘safety net’ to initiate change. Change context typically requires that something (or someone) is agitated for change (that’s the ‘noise’ and perturbation). It can be unsettling to the brain, but it is this perturbation that triggers the flexible brain states and allows for change (Taghia, et al. 2018).

Future. The third and final part of the PPF context is the promise of the future (the predictions) about “What will be.” Why is this part of the context? All our present time behaviors require gathering sights, sounds, feelings, and touch input to make decisions in the present, based on predictions about the future (Hutchinson J& Barrett, 2019). What you see is partly dependent on what you bring to the experience (past, present, and future intentions). Your brain is not a camera; it is a predictive processor. The sensed information (heard or seen) is used to adjust the initial predictions you made (embedded with your prior beliefs, mindsets, and experiences) to the reality of the environment. That often results in a new reality update (De Ridder, Verplaetse & Vanneste, 2013). You and your staff are continually assessing the validity of the predictions made about the future at your school and deciding if it is still worth the effort.

Practical Applications

Now that you’ve seen the choices that schools can make to raise the likelihood (and velocity) of change, let’s get practical and look for things we can take away and use. Before we begin, let’s remember a core understanding from our previous bulletins. We are all broken. No judging. We are full of unique life experiences (that no one else can duplicate), biases (that tip our decisions one way or another), mindsets (approaches that help or hinder), and stories we tell that support or derail change. Here, you’ll get a simple example for each PPF so that you can make sense of the workplace transfer.

The backstory (the past)
Each staff member’s voice is important. Ask staff to write a 1-page (anonymous) history of themselves at this school. Shuffle the stories within a team and have each read another’s writing aloud or have the team leader read all of them. The intention is to let everyone get a taste of others’ framing and the reality of the school’s history. One can do this for their personal life, too (if the safety is strong). Elicit the stories, begin healing, and find common ground.

The present (the reality)
Start with reading the data, then ask others for more relevant data points. This could include staff surveys, suggestion box thoughts, or a 3-step list of thoughts (ex. 1. What our leader could do better, 2. What other staff could do better, and 3. What I am willing to do better), or a 1-page ‘present-time narrative of what I think is going on.’

Carefully listen to others; take in each current and critical environmental, cultural, and social issue. This requires listening with empathy and reduced bias. It takes a bit of grace under pressure. Your listening may enhance needed safety. This process is all about feeling honored, listened to, and validated.

The future (the predictions)
A primary reason for staff inaction is a simple (and automatic) risk-reward calculation done by the brain. A common example is, “For the amount of work you want me to do and changes I have to make, that’s all we get?” Successful leaders ‘paint a rosy picture’ or ‘share a compelling future’ of the direction of the school change. But more importantly, they back up their vision with a strong why, relevance, and rewards. Top leaders predict daily what will happen for the good, then they back up their prediction with results.

How can we do this? Present both the ‘short game’ (positive changes within the next 5-25 days) and ‘long game’ (within the next 5-25 months). Use multiple data indicators so that small changes are noticed and celebrated. Then, use confirmation bias (pointing out the data that reinforces the good) to ensure others notice the realities that, “It’s working!” Post up the success week by week, then month by month. Reward the changes with fist pumps, music, privileges, and food. That may sound corny, but many leaders expect staff to make big changes, yet there’s nothing in it for them (the staff).

That’s it for this month; it’s closing time. Today, we started with one simple part of the 5-part equation for change. Heavy, thoughtful thinking, isn’t it? Today I showed you one exemplary school. Would you like to hear about and see more schools? Maybe one just like your school?

One of my role models for change once said to me, “If you need more than one exemplary school that succeeds (and shows you it’s possible) … why? Maybe you just don’t want to believe. I’ll ask you again… “Are you still the optimistic educator you started out being years ago?” Do you still get inspired about what’s possible, or have you become cynical about change and growth? I am hoping you’re still hopeful. Hope may not be a strategy, but without it, strategy is useless.

Now for my biggest fear. Maybe you still use the ‘time bias.’ Many will read this newsletter and then respond with, “I’m just too busy; I’ve got no time for those changes to help me and my students soar like eagles.” If you feel that way, I am sorry; I have failed you. I failed to activate your choice of playing the ‘long game.’ Biases are shortcuts to save time and are often about the ‘short game.’

You see, life goes by so fast that many would say, “Live in the moment, smell the roses, life is short.” And they’re right. Life is about savoring the smell of the flowers, eating a great meal, and enjoying hugs from friends and family.

But most everything in life that’s worth having over a lifetime also requires the ‘the long game.’ At school, it includes building relationships and fostering cognitive capacity. At home, the list includes maintaining relationships, appreciating the daily blessings, and saving for retirement. Choose right now; have you decided on… long or short, or BOTH? Then begin… right now.

Eric Jensen
CEO, Jensen Learning
Brain-Based Education

CITATIONS
Cerqueira JJ, Mailliet F, Almeida OF, Jay TM, Sousa N. (2007). The prefrontal cortex as a key target of the maladaptive response to stress. J Neurosci. 27(11):2781-7.
De Ridder D, Verplaetse J, Vanneste S. (2013). The predictive brain and the “free will” illusion. Front Psychol. 4:131.
Dhabhar FS, (2014). Effects of stress on immune function: the good, the bad, and the beautiful. Immunol. Res 58, 193–210.
Følling IS, Solbjør M, Helvik AS. (2015). Previous experiences and emotional baggage as barriers to lifestyle change – a qualitative study of Norwegian Healthy Life Centre participants. BMC Fam Pract. 16:73.
Gergelyfi, M., Jacob, B., Olivier, E., & Zénon, A. (2015). Dissociation between mental fatigue and motivational state during prolonged mental activity. Frontiers in behavioral neuroscience9, 176.
Godoy LD, Rossignoli MT, Delfino-Pereira P, Garcia-Cairasco N, de Lima Umeoka EH. (2018). A Comprehensive Overview on Stress Neurobiology: Basic Concepts and Clinical Implications. Front Behav Neurosci. 12:127.
Graafland M, Schijven MP. (2015). Situational awareness: you won’t see it unless you understand it. Ned Tijdschr Geneeskd. 159:A8656.
Hutchinson JB, Barrett LF. (2019). The power of predictions: An emerging paradigm for psychological research. Curr Dir Psychol Sci. 28(3):280-291.
Parr T, Friston KJ. (2019). Generalised free energy and active inference. Biol Cybern. 113(5-6):495-513.
Rohde KB, Caspar F, Koenig T, Pascual-Leone A, Stein M. (2018). Neurophysiological traces of interpersonal pain: How emotional autobiographical memories affect event-related potentials. Emotions18(2):290-303.
Ronald F. Ferguson, Sandra Hackman, Robert Hanna, Ann Ballantine (2011). How High Schools Become Exemplary: Ways That Leadership Raises Achievement and Narrows Gaps by Improving Instruction In 15 Public High Schools. Harvard University Press. Boston, MA.
Taghia J, Cai W, Ryali S, Kochalka J, Nicholas J, Chen T, Menon V. (2018). Uncovering hidden brain state dynamics that regulate performance and decision-making during cognition. Nat Commun. 9(1):2505.
Sleeping habits

What Do You Do in Your First 30 Minutes?

What is your morning routine? Why does it matter? For some, the morning routine begins with hitting the snooze button for an extra 10 minutes of sleep. For others, it begins a predictable roller coaster with a high stress march and ending with a run out the front door.

If your morning routine is a bit sketchy, you’ll be delighted to learn you have more to do with how your day turns out than you previously thought. Yes, there will often be surprises. But what if you could ‘tilt the odds’ or ‘bend reality’ more towards the day you’d like (vs. same ol’ same ol’)? Interested in how to foster an amazing day, every day? If so, this issue is for you.

Background

Here is this month’s insight. Your brain can be altered, trained, and sculpted to help you thrive daily. And it begins with the first 30 minutes of your day. Some educators start off their day cranky, grumpy, and tired (“I hate Mondays.”). Others start off every day by creating a morning routine that brings the day along the way they want it to be… every day. I am inviting you to delve into a daily, powerful way of influencing yourself, your family, and your students.

The Research

Maybe before the pandemic you thought of optimizing your health as an ‘extra’ in your life. Hopefully, you have developed a new awareness of how important your health is because of these last 20 months. The number of deaths from COVID only has been about 6% of the total cases (approx. 25,000). Among those who were listed as “died from COVID,” the average number of ‘underlying conditions’ was 2.9 (www.cdc.gov/nchs/data/health_policy/covid19-comorbidity-expanded-12092020-508.pdf). Remember, the list of underlying conditions is long and you want to stay off those lists.

Why do underlying conditions matter? Chronic health issues, such as distress, lower your immune system capacity (Dhabhar, 2014). Your profession demands robust health and vitality. That means daily efforts to maintain healthy habits. In fact, from interviews with highly successful people from all occupations, geography, and genders, the results are clear. Most high-performing people have a predictable routine (a string of micro-habits) that are done 6-7 days a week (Ferriss, 2016). If you would like to fuel your day better with more energy, a clear path, and optimism, this issue is for you.

1. First goal: Awaken your body with hydration

Hydration with water. Assuming it’s your first liquid of the day (and not influenced by sickness, sweating, or diarrhea/vomiting), you need water, and ideally, electrolytes. If your budget says water only, start your day with a glass of filtered water. Forget the common advice for eight glasses a day; there’s no evidence for that (Valtin, 2002). Everyone’s body is different.

The optimal composition of your morning fluid-replacement (aside from water) depends upon your situational needs (Baker & Jeukendrup, 2014). It’s likely, you will need more than just water. Years ago, electrolytes were only given to hospital patients or top athletes (Shirreffs & Sawka, 2011). Today, we know better. Electrolytes are so important to your organ health that the donated organ gets bathed in electrolytes before being given to the recipient (Chew, Macdonald & Dhital, 2019). The seven critical electrolytes are sodium, potassium, chloride, magnesium, bicarbonate, phosphate, and calcium.

Why take electrolytes? The body uses electrolytes to help foster brain communications, essentially powering our nervous system. When electrolyte levels are balanced, your body’s osmosis process prevents the cells from becoming too full of water or losing too much water. You also need electrolytes to support the muscle fibers to work to allow the muscles to shorten and contract. And, electrolytes regulate the body’s internal pH to avoid becoming too acidic or alkaline (regulating bodily functions). Athletes have high-performance demands and you do, too (Rowlands, Kopetschny & Badenhorst, 2021).

Maybe by now you might well consider yourself as an “educational athlete.” It’s time you be honest with yourself; are you one who endures physical, emotional, and cognitive stressors daily? If so, taking electrolytes has become a standard practice for high performers (Sawka, 2007). While you can get some electrolytes from food, not all are easily obtained. So, if you can afford it (about a dollar a day), consider adding electrolytes to your daily routine. More on this later…

2. Second Goal: Wake the body up with breath and/or movement

Breath. A classroom teacher may get surprised or nearly traumatized by a violent student outburst. But instead of a knee-jerk response that escalates the situation, certain teachers can instantly trigger her or his own practiced, slowed breathing rhythm. The slower breathing supports the cardiovascular, endocrine, autonomic, and central brain systems. In just seconds the teacher’s breathing nudges the activation of the body’s more calming parasympathetic system and a whole-body relaxation sets in. The situation becomes resolved in seconds.

This process of voluntary slow deep breathing functionally resets the autonomic nervous system. That leads to decreased heart rate and blood pressure, as well as increased alertness and reinvigoration of the body (Jerath, Edry, Barnes & Jerath, 2006). Slow, deep breathing can also reduce pain sensations. That may mean taking fewer or lower doses of common pain relievers (less of them means better kidney function). Finally, doing daily breath practice can have lasting positive effects on your emotional, cognitive, and physiological regulation (Boyadzhieva & Kayhan, 2021). The teacher mentioned above was wise to learn a breathing practice. More on it later…

Movement. What type of movement you do is up to your health requirements. Avoid making time the determining factor; we all have 24 hours in a day. Some fitness experts have a morning routine starting with rapid breathing practice and just 3-5 minutes of cardio and that’s it. Why? Their goal might be to simply activate muscles, boost blood flow and reduce stiffness. Others do a longer cardio routine. The best routine is the one you follow at least five days a week.

There is a great deal of research on the question, “Which is better, morning or evening exercise?” A large meta-study (70 research articles) reveals that there are different benefits at different times of the day (Seo, et al., 2013). Morning exercise can enhance the parasympathetic activity (reduces heart rate variability). This means you’re less likely to be as stressed in the morning. Evening exercise increased heart rate variability and can improve nocturnal sleep. (Yamanaka, et al., 2015). Yet consistent morning exercise can facilitate exercise adherence and improve weight management (Schumacher et al., 2020). So, exercise WHEN you can; there is no perfect time to exercise.

3. Third Goal: Fuel your mind and heart

What your mind and heart need. Your brain gets countless sources of input daily. Most of what goes into your brain’s inbox is ‘junk mail.’ These might be snippets of complaints, silly stories, gloom, doom, and sarcasm. Your brain will absorb, reuse, and share garbage if you allow it to. The ‘junk mail’ snippets are one of many ways that contribute to what appears to be a chaotic, complex, and divisive world.

Never allow the ‘world’ out there to drive your bus. Take charge. Learn to sculpt your mind and feelings. Every day, your brain is processing the world and creating stories about it (Cohn-Sheehy, 2021). Your stories become your identity and then they influence your habits. Your brain is wired to listen to, create, and tell stories (Coe, Aiken & Palmer, 2006). Every human creates their own stories (or brief narratives) with a chapter title such as, “Life is good” or “Life’s a Bear.”

It is your curiosity and need for the emotions in stories that compel you to read or watch the teaser “stories.” (Green, Chatham & Sestir, 2012). But your brain is your world and since you take it (your brain) everywhere you go, take charge of it. You’ll want to orchestrate and source uplifting stories every day. Over time, you will re-wire your brain so it can feed you better instead of poison you. You’ll learn how to do it in just a moment.

ACTION STEPS:

Here’s what you can do to build an amazing morning routine. Since safety is your highest priority, always check with a qualified health practitioner when considering changes in nutrition, sleep, or movement activities.

Remember, while the core needs for your brain, heart, and body are the same for all of us, they may get fulfilled in your own personal ways.

1. Here’s how to awaken your body with hydration.

Hydration. Drink a glass of clear, filtered water shortly after getting up. If it fits in your budget, drink the electrolytes that your body needs. There are many companies that sell electrolyte packets to add to your water. Your optimal fluid-replacement beverage is one that is customized for your needs and budget. Each one of the popular electrolyte packets available for sale (Pedialyte Sport, LMNT, DayLyte Electrolyte, Ultima Replenisher Electrolyte or Liquid I.V. Hydration Multiplier) has a different ingredient list.

I avoid the ones that add sugar to the product. I have been on board with morning electrolytes for years. I add a small packet of sodium (1000mg), magnesium (60 mg.) and potassium (200 mg.) to my water. Most importantly, it’s amazing to start the day with a body/brain recharge and have a clear head and energized body within minutes. If these are out of your budget, get your electrolytes from food or take mineral supplements for the top three (sodium, potassium, and magnesium). One handy option I like is pure coconut water (not the sweetened coconut juice) because it is high in electrolytes. I start every day with hydration and electrolytes.

2. Here’s how to awaken with breath and movement.

Next, you might add your own breathing, movement, and stretching routine.

Breath. Begin with simple, yet powerful breaths. Use your smartphone as a timer to practice breathing at a slow rhythm. Inhale, then engage an exhale that is longer than your inhale (2-1 or even 3-1 ratio). Do 6 breaths per minute. That works out to about a 3-5 sec. inhale and 7-9 sec. exhale. Start with doing just one minute. As you become more comfortable doing it, extend your slow breath practice time for 3 to 5 minutes. Over time, add your movement and breathing together to get a “two for one.”

Movement. Movement also raises oxygen levels and loosens your muscles. To get started, make the process affordable, simple, and fun. Just a personal preference for me is to stretch in the morning and do rigorous exercise in the late afternoon. Is a yoga mat a necessity? No; but it does help quite a bit (physically and psychologically). Just sitting on a mat reminds me to practice mindfulness; it’s now my own brain’s association that links stretching with mindfulness. You can get simple yoga tools from sites such as http://www.doyogawithme.com/. My suggestion is to do 5-20 minutes every morning (using breathing, stretching, or cardio) to awaken your body.

In my own routine, I alternate days of resistance training and swim time during the afternoon. Walking is also a great cardio exercise. Take a walk with a friend, your dog, or with your kids. The core habit is to work your body every other day so you get a day off for muscle repair. For budget-level resistance training, simply purchase products like Resistance Loop Exercise Bands on Amazon (about $12-15). Remember, you’ll still need to do the resistance work; no one can do your training for you.

Start any new movement program in small increments (30” to 3 minutes) and be sure to get permission of your health professional. The habit is more important than the time you spend on it. Once you get in the habit of doing it, you can add more time or quantity of sets.

3. Here’s how to manage what your mind, heart, and emotions need.

Mind. First, before I read any news or check emails, I start shaping my own brain. I have written out a “Daily Story.” The story is about 200 words. It includes my short term micro-goals (e.g. finish up a PowerPoint, work on a book chapter, send a gift, etc.). I have also embedded my character affirmations, as well as my daily habits (e.g. “I do stretching and workouts daily.”). I edit this weekly. It is my “living story.” Tiny updates keep it relevant.

Next, I check in with what’s going on in the world. To reduce bias, I read seven different news sources over a week’s time (never all at once) since each source filters the news very differently than the others. My daily news read is always ten minutes or less. How? I also subscribe to the 1440 Daily Digest (access at: https://join1440.com). It is the quickest, cut-to-the-chase, least biased new source I have found. I read it in 3-5 minutes.

Heart and Emotions. Finally, you may want to connect with others; that’s your heart. You can reward the emotional brain after the core tools of hydration, electrolytes, stretching, and news of the day. Only at the end of my routine do I give myself from 5-20 minutes to read and reply to any online favorites. Maybe you’ll be checking media sources such as Facebook, email, Instagram, or LinkedIn. Once I am done, I am ready to take on the day.

My entire “wake-up” routine is usually 60 minutes. My first half-hour is hydration, stretching, and mindfulness. I feel wide awake, up to speed, and connected. I have affirmed my identity, character, and goals. I only know the news worth reading. I am calm, but focused. By now, it may be time for a slow cup of organic, black coffee (or green tea or black tea) outside with my wife, Diane.

This morning routine is priceless for me and it might work for you with your personal modifications. Choose to play the ‘long game.’ With that mindset, you do things for your long-term well-being (heart, mind, and body) and do your daily work with energy, joy, and passion.

That’s it; it’s closing time. Now for my biggest fear. Maybe you still use the ‘time bias.’ Many will read this newsletter and then respond with, “I’m just too busy; I’ve got no time for those changes to help me and my students soar like eagles.” If you feel that way, I am sorry; I have failed you. I failed to activate your choice of playing the ‘long game.’ Biases are shortcuts to save time and are often about the ‘short game.’

You see, life goes by so fast that many would say, “Live in the moment, smell the roses, life is short.” And they’re right. Life is about savoring the smell of the flowers, eating a great meal and enjoying hugs from friends and family.

But most everything in life that’s worth having over a lifetime also requires the ‘the long game.’ At school, it includes building relationships and fostering cognitive capacity. At home, the list includes maintaining relationships, appreciating the daily blessings and saving for retirement. Choose right now; what have you decided on… long or short? Then begin… right now.

CITATIONS
Baker Ls, Jeukendrup AE. (2014). Optimal composition of fluid-replacement beverages. Compr Physiol. 2,575-620.
Boyadzhieva A & Kayhan E. (2021). Keeping the Breath in Mind: Respiration, Neural Oscillations, and the Free Energy Principle. Front Neurosci.15, 647579.
Centers for Disease Control (2020, 2021). Conditions contributing to deaths involving COVID-19, by age group, www.cdc.gov/nchs/data/health_policy/covid19-comorbidity-expanded-12092020-508.pdf. and https://data.cdc.gov/NCHS/Conditions-Contributing-to-COVID-19-Deaths-by-Stat/hk9y-quqm.
Chew, H. C., Macdonald, P. S., & Dhital, K. K. (2019). The donor heart and organ perfusion technology. Journal of thoracic disease11(Suppl 6), S938–S945.
Coe, K., N.E. Aiken, and C.T. Palmer. (2006) Once Upon a Time: Ancestors and the Evolutionary Significance of Stories. Anthropol. Forum. 16, 21–40.
Cohn-Sheehy BI, Delarazan AI, Reagh ZM, Crivelli-Decker JE, Kim K, Barnett AJ, Zacks JM, Ranganath C. (2021). The hippocampus constructs narrative memories across distant events. Curr Biol. S0960-9822(21)01253-7.
Dhabhar FS, 2014. Effects of stress on immune function: the good, the bad, and the beautiful. Immunol. Res 58, 193–210.
Ferris, T. (2016) Tools of Titans. Penguin, Random House. UK.
Galioto R, Spitznagel MB. (2016). The Effects of Breakfast and Breakfast Composition on Cognition in Adults. Adv Nutr. 7, 576S-89S.
Green, M. C., Chatham, C., & Sestir, M. A. (2012). Emotion and transportation into fact and fiction. Scientific Study of Literature, 2(1), 37–59.
Jerath R, Edry JW, Barnes VA, Jerath V. (2006). Physiology of long pranayamic breathing: neural respiratory elements may provide a mechanism that explains how slow deep breathing shifts the autonomic nervous system. Med Hypotheses. 67,566-71.
Rowlands DS, Kopetschny BH, Badenhorst CE. (2021). The Hydrating Effects of Hypertonic, Isotonic and Hypotonic Sports Drinks and Waters on Central Hydration During Continuous Exercise: A Systematic Meta-Analysis and Perspective. Sports Med. doi: 10.1007/s40279-021-01558-y.
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Schumacher LM, Thomas JG, Raynor HA, Rhodes RE, Bond DS. (2020). Consistent Morning Exercise May Be Beneficial for Individuals with Obesity. Exerc Sport Sci Rev. 48, 201-208.
Seo DY, Lee S, Kim N, Ko KS, Rhee BD, Park BJ, Han J. (2013). Morning and evening exercise. Integr Med Res. 2, 139-144.
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Does Your Brain’s Inner Chatter Matter?

Having the ‘voice’ in your head is nearly universal. Maybe you just said to yourself, “What voice?” Yes, you have that voice. For some it is a never-ending inferno of misery and for others, it’s a daily friend and valued conscience. A quality inner voice can be a valuable asset in your life. It is literally the difference between the slippery path downhill or a solid, joyful life. Interested in knowing how to get the voice on your side? If so, maybe this month you’re willing to take a moment to find out how to run your own brain a bit better.

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Brain Based Teacher

Would You Rather be Trendy or Evidence-Based?

Your Classroom Might Be Slowing the Learning!

Where do you look for guidance on ensuring your classroom is set up for optimal learning? Pinterest will show you some really pretty classrooms, but the scientific research will direct you to the BIG 3 – the three factors in your classroom that significantly impact student learning.

Lean in for the breakdown of TWO of these three factors. No matter what your classroom situation is, you’re about to get some fabulous insights. Read more

Fool-Proof Strategies to Jump Start any New Habit

It’s Time to Do a Simple Experiment at Work;

Have you ever tried to start a new exercise routine, only to quit a week or two into it? Or had the best of intentions to give students more frequent and specific feedback, but never got it jumpstarted? Believe it or not – even the best of intentions and motivation only get you so far … and in many cases it’s not very far.

The key to successful habit formation is NOT you. Yes – you read that right! Prepare to be SHOCKED to learn what you are missing and how EASY it can be to become a pro at starting and breaking habits. Your life is about to get really good, really fast. Read more

Mirror, Mirror On The Wall – Two Overlooked Feedback Tips for ALL

It’s that time again! Time to look in the mirror and see what impact YOU are making.

No one likes to give their all to something and not know if their efforts were worthwhile. Not me, not you, and not even your students. Being able to look in the mirror and ask, “MIRROR, MIRROR on the wall, am I making a difference AT ALL?” is a HUGE gift-giving habit. It brings reassurance, confidence, and … well, you’ll see.

Looking in the mirror has never been THIS rewarding. Let’s lean in and take a look. Read more

The 50-year drought is over!