After reading Chapter 2, view the video entitled "Wiring the Brain for Success," found at the following link:
https://consciousdiscipline.com/free-resources/book-portal/chapter-2-brain-state-model/
By 01/13/2020 (end of day)
Post your thoughts online, using the following prompts:
https://consciousdiscipline.com/free-resources/book-portal/chapter-2-brain-state-model/
By 01/13/2020 (end of day)
Post your thoughts online, using the following prompts:
- What are your takeaways after viewing the "Wiring the Brain" video?
- How could we put this to use in our school (your classroom and/or other environments)?
By 01/19/2020 (end of day)
- Respond meaningfully to at least two colleagues
- Monitor your own post, and address any questions/comments
Wow! I found myself backtracking parts of this to hear sections multiple times, often thinking of specific students that fit into each state of problem-solving. Main takeaway for me was how often one state cannot correctly function without the correct function of the previous one(s).
ReplyDeleteRight away, at the beginning of presentation, the speaker gave examples through actions of being 'in the zone'/being boss of self. I couldn't help being reminded of character trait here at Mio for this month--self-control--and that we can each only control our own actions, thoughts and words...not that of others.
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DeleteTeaching our students to self regulate is a key to a less chaotic environment in the classroom. I had a student one time say to me in summer school: "I have ADHD so I will not be learning anything". I told the student congratulations "being able to identify your disability is a first step in learning to be accountable for yourself and you will learn."
Delete"Teaching our students to self-regulate" - I don't really know how to do that. I mean, I'm willing and able. I just need some specific exercises or strategies to implement.
DeleteI'm not even sure that I know the best ways to self regulate myself. And I agree with you Nicole, how do we do that for students.? Looking forward to getting to the parts of the book where they teach us the techniques.
DeleteThis video was a great summary of the chapter. It's been eye opening how many times I've got it wrong, but also how many times I've got it right. A couple years ago I had a student that was so well behaved for me, but not for anyone else. He was a constant frown machine outside of the classroom, but all smiles for me. Ms. Samie would constantly say "I don't know what it is about you and him, but there's something." It was connection. Whatever I did, he was connected to me and he could think in that executive state. What a joy for him.
ReplyDeleteFast forward to this year, I'm overwhelmed by my own child's difficulty and distaste for school and I'm not connecting as well as I did in the past to my former classes. Related? Probably. I'm not working from an executive state, but I'm more willing to try because I can see it.
I know when my students enter "not feeling safe, not feeling love" and start to shut down, yell, and hit...I frequently shut down as well. It seems like my ingrained training takes me to that place. As a staff (or an individual), we need to practice stepping back, pulling it together and then stepping in to provide safety, love, and connection... because all of my kids deserve what that 3rd grader got from me two years ago.
I love this idea of stepping back, thinking/pulling it together, and then stepping back in. I saw that you posted this somewhere else in the blog too. I may even write it on a sticky note and put it somewhere as a reminder. It's a concrete 3 step process.
DeleteI had to reread what I'd read, so perhaps I should place it on a sticky note too!
DeleteWhat you are saying makes sense. Once in a while when students push my buttons, or pick on other kids, I give myself a bit of time to think about how I want to handle it. I usually finish teaching the lesson and then take them in the hallway when I've had a little defuse, breathe time.
DeleteI like your idea, Melinda, of giving yourself time to think/defuse/breathe, prior to approaching students about situation/topic. I find sometimes even just the STAR and breathing techniques can help us rethink what needs to be done and/or said next.
DeleteThe idea of the three states being connected (and that it's a good thing!) is really interesting and surprising to me. Now that I've had some time to process it, it really does make sense. I liked the idea of the executive state driving the train - great visual!
ReplyDeleteI have a few students this year who chronically annoy, and even hurt, other students. After months of it happening without anything really changing, I was ready to resort to swift punitive measures (like after-school detention the next time something happens). I think I tend to assume everyone is operating from the executive part of their brains, so misbehavior is intentional and maybe even premeditated. What I'm realizing is that many of my students seem to dwell in that emotional state with little to no connection to the executive state. It's difficult for me to relate to or understand that. But I'm definitely rethinking my approach to these chronic situations. I need to understand more about how to effectively handle students who are spending so much time in that emotional state. In fact, I think I feel very protective of the students who are on the receiving end of these chronic antagonizing behaviors - my empathy for them overrides my ability to remain truly neutral. Definitely something to work on.
As I was rereading this post, I just noticed that I'm probably operating from an emotional state when I am struggling to stay neutral. Perhaps I can understand the emotional state more than I realized! Ugh.
DeleteI found myself zooming in on the word "premeditated" in your original post. It's an interesting thought. Premeditation would definitely imply that students are thinking in an executive state. In reality, they are just reacting to what ever happened in that moment, perhaps pulling past experiences into the reaction, which is approaching executive. In the end though, I think they are really just reacting emotionally, as you noticed personally after your post.
DeleteSometimes it seems that no matter how much we would like to think students are living/acting within the executive state, we have to realize that some have not yet gotten there. Their lives, their experiences sometimes lead them into another direction. It is our job to help them realize this and help them move forward. The change won't happen 'over night', but opening their eyes and making connections should help.
DeleteB. DonnellyJanuary 13, 2020 at 2:55 PM
ReplyDeleteI found chapter 2 and the video to be very interesting. I understand the different states, but find it somewhat difficult to consistently create a climate where the three states work together. In a perfect world I can see that happening, but it is difficult to see that even evolving this school year. With my experience as a teacher and as a mother of an autistic adult, I don't judge when I see children having temper tantrums in stores because I have experienced it myself. There is light at the end of the tunnel, but it takes time. Children cannot self-regulate overnight. My class also can be very stressful at times. I have a student who is consistently insubordinate with me. His choice every time is to leave my classroom because he does not get his way, but there are days when he can be a very polite, on-task student. Just like the other teachers I am open to learning what I can to be able to manage a classroom where misbehavior is somewhat non-existent, and I can teach so my students can learn - all of them.
Yes, it's that concept of the three states working together at the same time! Consistently maintaining a climate where this is possible is very challenging. Things happen, plans change, schedules get interrupted...and as much as I love routine and consistency, I know that kids need to learn to be flexible. When I was a kid, I didn't handle change well at all. And then I became an adult who didn't handle change well at all. Now, as a teacher and as a parent, I try to label unexpected changes as exciting opportunities. But I had to learn to feel that way myself before I could express that to children.
DeleteAs I’m watching this video, I’m thinking how in the world am I going to make all three of these work together at the same time? Well, I think the behavior is pretty much under control in my room, so now I need to work on the emotional part. So I have a lot of work ahead of me on myself and with my students. This is going to take a lot of time, and patience to figure out the formula for a good balance.
ReplyDeleteI agree that balance is a major concern. I'm so overwhelmed by what appears to be a time consuming process. I'm such a "less is more" kind of gal that sometimes this seems like more is more. Is there a balance for that?
DeleteI totally agree with you Melinda. "How is this going to happen?" I am pretty certain my students feel safe in the classroom. I am pretty sure they feel loved in my classroom, However it is still difficult to teach due to consistent misbehavior. I on the other hand feel somewhat loved in the classroom - I do get hugs from students. I feel safe in my classroom - no one has threatened me, but due to misbehavior in the classroom, I have a difficult time teaching.
DeleteYou have a difficult bunch Bridgette. Unfortunately most of them are together in one class and will feed off each other I feel sorry for the kids like Rya who are excited to learn. On the bright side, that gives the other section opportunities to learn without the behaviors.
DeleteThe video really pulled things together for me, and the visuals of the train, etc. were helpful since I have very basic knowledge of how the brain works. This is in response to all of you instead of commenting individually. There are a couple of quotes/facts that stood out to me from the chapter:
ReplyDeletep. 46 - "Children do not generally develop mature inner speech until around age seven."
p. 49 - "Historically we've punished children for not having executive skills at certain ages, even thought these skills are not fully developed until about age 24!"
So, to me, the question is, how do we work around these (seemingly) biologically-based barriers to help get students to the point that they can work in a "higher state" that we need in the classroom. I am hoping that we can locate these resources as the book study progresses and we explore online as well.