Post on 23-Feb-2016
description
STRESS
A N D I TS I M
PA C T ON T
H E BRA I N
TERMS TO KNOWNeurogenesis – 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 inputDopamine -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
WHAT IS STRESS?
STRESSIs a physiological response
to a PERCEPTION of a Lack of Control Over an Aversive situation or Person
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)
CHRONIC DISTRESS
Low SES children are exposed to:
1). More stressors 2). More intense and
longer lasting
stressors3). Have fewer coping skills than their
higher SES counterparts
is tox
ic to
our b
rain an
d
body!
Yikes!Chronic or
Acute Stress
Cuts neuron production by 50%
POVERTY
IS…
A chronic condition affecting the Spirit, soul (mind ,will, emotions), and body resulting from multiple adverse economic risk factors.
COMMON “FACES” OF TODAY’S POVERTY
Generational, personal situation and event driven(SOURCE)
TypicalAbsoluteRelative(Intensity)
RuralSuburban
Urban(Context)
There is NO Culture of Poverty
POVERTY QUIZ ( TRUE OR FALSE)1.Most poor are lazy and lack ambition2.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 better5.Schools already do their part; it’s now up
to the kids to do more.
Distress Affects Neurons
UNDERSTANDING SCHOOL BEHAVIORS
SCHOOL BEHAVIORSKids from poverty are often:• Distractible• HypervigilentOr may have • learned helplessness.
Yet, these are symptoms of stress disorders, not apathy or a negative anti-school “attitude”
SCHOOL BEHAVIORS
Kids who are aggressive and in your face may be showing symptoms of a stress disorder
Give them MORE control, not less.
INCREASING PERCEPTION OF CONTROL1.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?
GOOD
NEWSY O U C
A N MA K E A
DI F
F E R E N C E
DNA is NOT Your Destiny!Sometim
es the apple DOES fall far from the tree!
BRAINS CAN CHANGE
ANDYOU
make a difference
!
WHAT NOW???1.Give kids appropriately increasing
amounts of control over their lives at school.
2. TEACH coping skills
3. Relationship, relationship, relationship
SOLUTIONS FOR CHRONIC STRESS1.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)
GNLGrateful?
(Hope)
Newly Learned?(Growth Mindset)
Looking Forward To?(Optimism)
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
THE STUDENT’S “BIG FOUR”Effort
Behavior
Capacity
Attitude
2 Key Skills to Build Academic Success
Attentional FocusMemory (Working)
2
5 WAYS TO KEEP STUDENTS FOCUSED
Use intial “buy-in strategies
Provide FeedbackRE-activate student
goalsIntroduce NoveltyBrief mental and
physical breaks
Stop telling kids to “Pay Attention!” and Start TEACHING them How to Do it
STRATE
GIES FOR W
ORKING
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
Dopamine supports working
memory and other
executive functions
Reward predictionsCelebratio
nsUnpredicted surprisesBrisk
activity Novel
ty
GOOD Teaching and GOOD Schools Matter More Than
You Think; Especially Over
Time
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?
Brains are changed by experience. If kids are not improving at school, we have to change their everyday experiences until they do change.
WHAT DRIVES POSITIVE CHANGES IN THE BRAIN?
Experiences that are:
• Persistent• Contrasting• Meaningful• Positive• Consistent
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!”