… about your emotional weight

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

Brain-Based Learning: Practical Applications For Teachers

Let’s pop all these ingredients in our “brain-compatible classroom activity generator” and let it help us get practical. We want to combine the science behind emotions, physical movement and socialization. Presto! It just so happens that one of the brain-based learning strategies I use is the engagement of rituals.

Here are the five ingredients of a quality classroom ritual. If you do anything less than ALL five, it will dramatically degrade your results.

  1. The ritual must solve a recurring problem.
  2. It must include and engage everyone.
  3. The ritual must be simple and easy to do.
  4. It must be highly predictable and the students know when it’s going to happen.
  5. The actual event must end up in a positive emotional state.

The use of rituals can make your life easier. If rituals don’t actually solve a problem, kids will lose interest, because there’s no point in doing them. Let’s use, as an example, the problem of starting class, on time, with a good attitude, every single day, for weeks and months on end.

That means you need a ritual, so let’s create one and then we’ll break it down.

Problem to solve: You need to start class.

Ritual name: “Startup response”

When it’s used: Use when students arrive at school from home, or back from recess or lunch.

What do I do: I play a pre-designated “call-back song” and the second it’s over, I say, “If you made it back on time, raise your hand please and say, ‘Yes!'” I also role model the behavior and raise my own hand, saying, “Yes!” Then I say, “Now turn to your neighbor and say, ‘Happy Monday to you!'” (Or, if they’re getting back from recess, it’s, “Welcome back!”)

What the students do: They raise their hand and say, “Yes!” Then they turn to the person nearest himself or herself and say “Happy Monday to you!” (or “Welcome back”.) This silly little process solved a critical problem: to get students quiet, to remind them of the social conditions and get into a positive state. It took 4 seconds and cost you nothing.

I use 10-15 rituals in the “Teaching with the Brain in Mind” 6-Day workshop. This is the best place for you to learn about brain-based learning rituals and other strategies, because you get to experience them live! The best book on rituals is Super Teaching (2008), available from Corwin Press.

This process of integrating brain-based learning rituals into your school (macro) and the classroom (micro) reminds us to cut to the chase: everything you do in your classroom is likely to have SOME effect on the brain.

Brain-based education says, “Be purposeful about it.” Now, go have some fun and make another miracle happen!

Creative Commons License photo credit: Polska Zielona Sieć

Teaching Strategies: The Use of Social and Emotional Activities

Valentines, Feelings and Affect: The Use of Social and Emotional Activities

Here’s how they work together: The emotions research always starts with the classics. An older, brilliant study done was done by emotions pioneer Paul Ekman. You may know the Fox TV series “Lie to Me” is based on his skill set and life’s work. Ekman found that when we artificially generated certain facial expressions, it induced the corresponding ‘genuine’ feelings (Levenson, et al. 1990). Act a certain way, and the emotions will follow.

But this door goes both ways. This means, getting kids emotionally aroused can enhance their physical effort (Schmidt, et al, 2009). And when we enhance both, like combine the emotions of social contact with shaking hands, we remember the event better (Nielson and Jensen, 1994). Emotions and physiology are fully linked.

Translated, when we arouse emotions in our kids, they are more likely to get off their ‘you know what’ and start engaging more. Even when seated, emotional responses enhance our memory of the details of the event. But wait; it gets better. If you can focus on engaging the class leaders (the ones that others follow), you have a good chance of bringing on board the rest of the students. Why? Have you ever noticed that when one person yawns, others around often yawn? Actually, some research suggests that emotions are contagious (Wild, et al.2001).

Now, when you put all this together (mind, body, emotions, class leaders and peer pressure), you can get classroom miracles. How?

There’s a whole new field developing. It’s called cultural neuroscience. It’s the field of how cultures change our brain. Your school creates a culture. A classroom will have a culture whether you orchestrate it or not. Many teachers actively shape their culture, while those that struggle complain about their class culture.

Successful schools consciously shape their cultures while the schools that struggle complain about “how the kids are these days.” A great primer on this field was Wexler’s book Brain and Culture (2006).

Recent studies show that when you use rituals well, you can shape behaviors. In fact, rituals can activate students to do things that require personal sacrifice (wow) because of the peer-power and social effects. This allows teachers to erase problems with task activation, socializing and discipline. The bottom line is that anthropology is now being influenced by neuroscience. Well, you know I love the research, so here it is on our emotional, social and physical states, and the brain’s activation for functionality and organizing dynamics.

REFERENCES Brown RA, Seligman R. Anthropology and cultural neuroscience: creating productive intersections in parallel fields. Prog Brain Res. 2009;178:31-42. Cahill L, Haier RJ, Fallon J, Alkire MT, Tang C, Keator D, Wu J, McGaugh JL. (1996) Amygdala activity at encoding correlated with long-term, free recall of emotional information. Proc Natl Acad Science U S A. Jul 23;93(15):8016-2. Levenson, RW, Ekman P, Friesen WV. (1990) Voluntary facial action generates emotion-specific autonomic nervous system activity. Psychophysiology. Jul;27(4):363-84. Nielson KA, Jensen RA. (1994) Beta-adrenergic receptor antagonist antihypertensive medications impair arousal-induced modulation of working memory in elderly humans. Behav Neural Biol. 1994 Nov;62(3):190-200. Phan, KL, Wagner T., Taylor, SF, Liberzon, I (2002) Functional neuroanatomy of emotion: A meta-analysis of emotion activation studies in PET and fMRI. Neuroimage 16: 331-348. Schmidt L, Cléry-Melin ML, Lafargue G, Valabrègue R, Fossati P, Dubois B, Pessiglione M. (2009) Get aroused and be stronger: emotional facilitation of physical effort in the human brain. J Neurosci. Jul 29;29(30):9450-7. Wild B, Erb M, Bartels M. (2001) Are emotions contagious? Evoked emotions while viewing emotionally expressive faces: quality, quantity, time course and gender differences. Psychiatry Res. Jun 1;102(2):109-24. Wiltermuth SS, Heath C. (2009)Synchrony and cooperation. Psychol Sci. Jan;20(1):1-5.

Creative Commons License photo credit: krystal.pritchett