Discipline with the Brain in Mind

1. Discipline with the Brain in Mind Jensen, Chapter 20

2. A Realistic Discipline Approach • Discipline problemsmulticausal (environment + physiological factors) • Physiological factors: • Insufficient activation of the orbitofrontal area • Low serotonin levels • High noradrenaline level levels • Amygdala -Environmental factors: • Irrelevant learning experiences • Threatening emotional damage • Or a combination of these

3. Non-Brain Based Model of Discipline So “students” Can learn Suppressing emotions Control So teacher can teach Hurts Students learn less More cohersion State of learning suffers Emotions are acted out

4. Brain-Based Model of Discipline Disruptions are Normal part of llfe Class=learning environment Students = good Best discipline is the one Nobody notices

5. Premises for Brain-Based Discipline • Disruptions are a normal part of living school is real life • Clasroom is a learning environmentwhat • We are about is learning • Students are basically goodyou are a human being, I respect you • The best discipline is the kind nobody noticesteachers has things handled, learning is fun • Discipline problems are simply feedback to you I am aware of your mind state, let’s alter the circumstances

6. Prevention solves 95% of the problemslet’s focus on the important thing, learning. • Limit amount of focused learning timeswitch back and forth • Use music to inspire • What is it for me? • Make fair clear rulesenforceableclear directions • Create sense of family • Positive eye contact • Boost learning ownershippen pals • Provide auditory outlets for expression • Brain storm solutions for problemsstudents’ choices • Make classroom visually interesting

7. Anticipate and respond be “with it” • Build rapport with studentsgetting to know themlet them talk about themeselves • Keep yours and the students body moving • De-stress classyou must be de-stressed your self!!...so eliminate threats… • Set goals for yourselfto improve your teachinggive students opportunities to evaluate your teaching • Engage in multiple intelligence

8. Control and Threats • By consistently using controlling means you will undermine their success in learning • Instead use the following four goals for preparing the learner • Feeling of safety • Awareness that they can express themselves • By pre-connecting with peers and teachers • And reviewing previously leaned material

9. Nobody knows but the teacher invisible No big deal attitude towards matter minor attention A serious infraction to be addressed substantial attention What is really up? serious talk time Levels of Discipline