How to Keep the Cobwebs Away and Prevent Alzheimer’s
What would it be like to no longer recognize the face of a loved one? To no longer have memories of that magical vacation you spent years saving for? To not remember your wedding day, your children, or even what you did yesterday?
I don’t know what that would be like, and I don’t want to find out. I am assuming you don’t either.
Scientists are working frantically to find a cure for Alzheimer’s disease, but for now it seems like YOU are the best solution for protecting you and your family from suffering the loneliest death imaginable. Here is what YOU can do …
DISCLAIMER: Before I offer some suggestions (based on science), I am required by law to make a disclaimer: “The following comments are not meant to diagnose or treat any disease, nor have they been approved by the FDA.” Read more
(and how your students can do better)
Your student’s brains seem wired to forget much of what they learn, especially at test time. This might seem a bit discouraging to you, but it is true, and it is actually a good thing. Yes, forgetting can be a good thing … but NOT when you want students to show what they know.
Keep reading and you’ll learn 5 brain-smart strategies you can start using TODAY to help your students retain the important learning anytime you want them to show what they know. The first thing to know is… Read more
You or a family member may be concerned about the “big two” killers (cancer and Alzheimer’s.) This month we focus on cancer and the July issue will be on Alzheimer’s.
By the way, every year these suggestions get so many rave reviews that they are re-sent, forwarded and “re-gifted.” Feel free to do so yourself.
DISCLAIMER: Before I begin any comments about health, I am required by law to make a disclaimer: “The following comments are not meant to diagnose or treat any disease, nor have they been approved by the FDA.” (By the way, an oncologist would have to make the same disclaimer.)
Many have heard that there is some randomness to getting cancer. A study got quite a bit of publicity when it said the majority of cancer is just “bad luck” (Tomasetti & Vogelstein, 2015). But a careful reading of the study showed they used a very select few tissue samples (31), and it excludes the most common cancers like breast and prostate cancers. The study is too small to generalize their data.
Many highly renowned researchers have already denounced the study. Do not buy into this; it was not generalizable science. Truthfully, there is some bad luck, but not much. The majority of all cancers are preventable. In fact, the heritability of most cancers is between 5 and 10%. That’s why you want to focus on environmental factors.
If you think the “heritability” percentages are WAY too low, consider this… Read more
How much “weight” do you carry every day?
Isn’t work challenging enough without adding weight?
You may be thinking, “What kind of nerve does Eric have, talking about my weight?”
Actually, this post is NOT about the extra pounds on your frame. (After all, you likely already know that every 10 pounds of weight loss equals 40 pounds of added pressure OFF your knees. Put it differently, for each pound of body weight lost, there is a 4-pound reduction in knee joint stress among overweight and obese people with osteoarthritis of the knee.) Read more
We have all begun a new calendar year. For some, there is already stress and more of the same challenges from last year. But this post has answers for you. This is all about using something FREE to help your brain in the decision-making process. It works for you, your colleagues, your family and your students.
By the way, over a year’s time, what is it worth to you to make just ONE better decision a day? Read more
Drew Perkins talks with author Eric Jensen about his book, Poor Students, Rich Teaching: Mindsets for Change (Raising Achievement for Youth at Risk) and how he believes teachers can change their mindsets to help students of poverty move to the middle or upper class.
Contrary to popular belief, DNA is not a child’s destiny. IQ is not fixed. Cognitive skills can change. This is critically important in K-12 schools because of the poverty gap — the difference between a child’s chronological age and developmental age.
In a healthy environment, a child’s developmental age will match his or her chronological age. In a high-risk environment, research shows that while a child’s chronological age is 5 years old, his or her developmental age is closer to 3 years old. This has a huge impact on school readiness and performance.
Today, 51 percent of all students in U.S. public schools are poor. Our public education system is designed to help students achieve a year of academic growth in a school year. For economically disadvantaged children, that’s a problem. Read more
Reprinted from http://www.educationdive.com
U.S. Secretary of Education John King’s voice wavered slightly during the July 27 conference call, as he recounted his personal battles with poverty and homelessness.
“I know schools can save lives, because schools saved mine,” King said. “Public school teachers gave me a sense of hope, created an environment that was structured and supportive. I understand school can be the difference as a safe and supportive place for students facing homelessness.”
King was addressing members of the media about new proposed policies under the Every Student Succeeds Act, which will support mandated local liaisons in school districts to help identify and offer resources to students who classify as homeless. They will also help to clarify the unique needs of the rising homeless student population, which includes more than 1.3 million children throughout the country. More than half of the nation’s public school children were low-income in 2013.
He also indicated that the Obama Administration has committed increases in funding to support programming support for homeless students — about $85 million for the next academic year. But many wonder if the federal government’s support will be enough to solve the growing crisis, with far reaching impact on educational service delivery and performance metrics.
Social justice outside of education typically incorporates public views on inequalities in housing, income, and criminal justice administration. But for the children growing up in environments where these challenges impact their daily lives, the learning outcomes typically create another vicious cycle of divesting — through suspensions, expulsions and negative classroom experiences.
“A large number of students coming to school from poverty live in a chronic state of stress, with symptoms mimicking those of ADHD,” said Eric Jensen, an author and researcher who has consulted with secondary systems nationwide on strategies to educate students from impoverished communities. “So they get labeled as discipline problems, when really, they are living under chronic stress.”
Jensen said to combat the impact of poverty in the classroom, teachers should have way more empathy before judging students’ ability and work to avoid judging students altogether.”That’s easier said than done, but teachers must understand kids don’t choose parents, neighborhoods, DNA. So when they are being impulsive, challenging authority — these are symptoms that have been in literature for more than 30 years,” he said.
Biochemically, Jensen said, elevated levels of cortisol can destroy brain cells. This change creates risk factors for depression, anxiety and anger, all which can be enhanced by environmental factors like unhealthy living conditions, violence or drug abuse in the home.
These factors can limit exposure to complex language, listening and responding, and slows the brain’s capacity to handle processing, like rapid speaking.
To solve the issues, Jensen recommends schools emphasize relationship building and cultures of respect and encouragement for students. While it is a difficult proposition to ensure quality teachers at every level throughout a secondary career, Jensen said that five years of holistic learning and accounting for the effects of poverty, can all but eliminate their impact.
“It is a long-term process because what counts is how many minutes per day are they in a metabolic state. If I can keep them confident for five to six hours a day, then life is good. Five years in a row of above average teaching, and you can reduce the stressors among students and teachers that begin to make way for cognitive development and essential learning skills.”
You Are About to Learn How With
3 Practical Classroom Strategies
Can mindsets be changed? This post explores what initiates and changes our mindsets. But first, do you know anyone whose mindset you would like to change? I will bet you do! I have three solutions for you… Read more
Other Jensen Sites:
“Brain-Based Education is the purposeful engagement of strategies based on principles derived from solid scientific research.”
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