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T eenage Brains in Your Classroom with Nicola Morgan

Learn about the unique characteristics of teenage brains and how they affect learning. Discover strategies to help students manage stress and improve performance in the classroom.

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T eenage Brains in Your Classroom with Nicola Morgan

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  1. Teenage Brainsin Your Classroomwith Nicola Morgan Information, classroom materials and free resources: www.nicolamorgan.com

  2. More information • www.nicolamorgan.com • Handouts + this Powerpoint on today’s blog • Lots more free materials • Teaching resources: Brain Sticks, Stress Well for Schools, Exam Attack - (discount on blog today)

  3. To consider today • What’s so special about teenagers? • How this affects learning • Some strategies

  4. Understanding  control Aiming for “active agency” Our brains are in our hands

  5. What makes adolescence special? • State of Brain – internal pressures • Stage of Life – external pressures Yes, they are all individuals… But adolescence is biological, natural, universal and positive

  6. Most important brain difference Prefrontal cortex develops last (mid-20s): “control centre” – logic/reason, decision-making, impulse control, prediction PFC Limbic system, with amygdala – emotion, impulse, reward, reaction, instinct

  7. This can affect: • Emotions (volatility / control) • Empathy • Impulse control • Peer pressure behaviour • And risk-taking See Blame My Brain and your handout for references

  8. And… • Sleep changes • Sleep deprivation • Lower performance

  9. External pressures – “stage of life”

  10. First, what is stress? • A positive, biological response to threat • Adrenalin + cortisol • To maximise performance • So, what’s the problem? • Too much reaction  panic • Cortisol builds up  many negative effects • “Preoccupation”

  11. “Preoccupation” • Brain “bandwidth” is limited • Everything occupies some bandwidth • These occupy a LOT: • Worries • Processing information – learning • Internet + social media – many rapid tasks at same time • Resisting temptation • Any preoccupation lowers performance: • Learning – “cognitive ability” • Behaviour– ”executive control” Daniel Levitin’sThe Organized Mind covers this

  12. Different teenage stressors Think of each “occupying” bandwidth + raising cortisol • Perfect storm of change • A regular school day: • Constant pressure to do better • Friend/peer issues • Self-consciousness • Extra stresses for introverts

  13. Two big modern stresses 1. Exams • High frequency, high pressure • Constant pressure over long period  cortisol build-up

  14. 2. The Internet + Social Media Internet • Knowledge, BUT…. • Information overload - exhausting • Repetition of bad news  emotional effect • And  anxiety See The Organized Mind by Daniel Levitin

  15. …and Social Media • Social networking very important, but… • Highly addictive – social + curiosity • More “friends” than we can manage • Competition with perfect images/lives – measuring self-worth by number of “likes” • “Online disinhibition effect”  cyber-bullying Irresistible by Adam Alter The Happiness Effect by Donna Freitas

  16. Two big negative results • Digital overload and constant attempts to multi-task: ‘continuous partial attention’ and exhaustion • Theft of time and peace to think: reacting, not thinking; absorbing, not creating

  17. Time for some solutions! • Details in my breakout sessions • And my website and teaching materials

  18. Things I’m not going to tell you

  19. Enable better sleep See my website and handouts for free advice for students (and parents)

  20. Encourage reading for pleasure

  21. Now LOTS of evidence of benefit! Including: • Better results and performance • Reduced stress and greater wellbeing • (Evidence on my website)

  22. Readaxation “The deliberate act of reading for the purpose of relaxation, wellbeing and therefore performance” • Allows engagement/flow • “Narrative transportation”  empathy • Escape from worry – reset thinking patterns • Self-chosen, autonomous

  23. Three Suggested Strategies

  24. 1. Respect and cater for introverts • Understandthe differences • Need peace + to be alone sometimes • Often prefer to work alone • Openly discuss and value both types • Adapt some teaching practices • Give students strategies See “Quiet Power – The Secret Strengths of Introverts” by Susan Cain

  25. 2. Teach stress management • Educate and empower with strategies • How to recognise symptoms • Educate parents

  26. B: Relaxation  wellbeing  performance Relaxation is not a luxury

  27. Empower daily relaxation Discuss healthy activities to lower cortisol • Personal choice • Varied – physical and mental • Deliberate  extra benefit

  28. Daily relaxation ideas stroke a pet draw daydream music breathe deeply walk SWITCH OFF! read look at nature be alone OR social write bath yoga laugh mindfulness bake

  29. 3. Manage screen time • Understand science: why screen-time is a) so tempting and b) a potential problem • Treat it like anything else pleasurable but problematic / addictive: eg sugar • Create good practice – set rules with reasons • Model good practice • Have some screen-free time • Discuss how this feels: “intrinsic motivation”

  30. Understanding  control “Active agency” Their brains in their hands Information, classroom materials and school events: www.nicolamorgan.com

  31. Teenage Brainsin Your Handswith Nicola Morgan Information, classroom materials and free resources: www.nicolamorgan.com

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