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I feel individualism describes me the most.  How I adapt my personal style to support the needs of my students is striving to foster each student's individual autonomy in the classroom.  An assignment has parameters and standards to meet, but students have choice and are encouraged to take ownership of that assignment and make it theirs.  Especially when it comes to artmaking, I encourage students to ask questions: "What if I did it this way?  Can I try this?  Could this be changed?"  For cortisol, I try to play lo fi, study, or relaxing music during work time or an assessment. For activating dopamine, I celebrate when students take risks and challenge themselves to problem solve and try something when they are unsure of the outcome and if their attempted solution will work. It's important to emphasize the process and not just the product. I think to back in college when I made my first installation artwork and how even though I was ultimately dissatisfied with the end product, my professor offered genuine praise for the innovations I explored and feedback for how to improve and persevere, which was extremely rewarding.

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When teaching something new to my SPED kids I always use a large muscle warm-up and a familiar fun warm-up to increase levels of dopamine and allow my students to feel good and open up to learning something new. D. Allen

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I believe a SPED Ta I work closely with the students in creating a aha moment when a transition or alternative solution is needed,

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1) I most identify as an individualist but I try to see things from the perspective of the student. They may not be able to have the full understanding of what it means to be responsible for yourself and your actions instead of working off of others in their social circles.
2)cortisol- mindfulness techniques decrease anxiety and stress, calming the CNS and lowering stress hormones. Dopamine- positive rewards to improve motivation in school. Oxytocin- building connection with students
3) I love music so any type of learning that incorporated songs or dance really helped solidify that topic in my brain.

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I believe as Special Educators, we try and work the dopamine chemical the most. We are trying to find new ways in order to have that "Ah" moment for our students, and help them with the 'good' struggle to gain new concepts and skills.

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1. I most closely identify as an individualist. I work best with one-on-one interactions and often focus on an individual's unique needs and circumstances when problem solving.

2. When meeting with students for individual or group counseling, I can make an impact on student cortisol levels through reducing their stress and anxiety.

3. Providing opportunities for students to talk to me about difficult topics and concerns in a confidential and supportive space.

L. Luna

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Individual- This is due to me working alone mainly
Dopamine- reward systems such as prizes and treats
Implementation- in class we use a point system to earn prizes.

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1) Individualist for sure. I work best when I have time to think and process on my own (I always hated group work as a student). I work this into my lessons by giving my students ample time with the resources and activities I give them, and I wander around the classroom to help them out while they work. If they want to work together, they can. If they prefer not to, they don't have to. It gives them options without me artificially having to act as a group leader.

2) Nothing makes me happier than when a student who hasn't chimed in yet/often makes a good point and I can give them a shoutout. So I would hope that my students get some dopamine responses from my class.

3) Some school-related dopamine responses that I recall are from college, when my favorite professor would leave these very in-depth comments on papers we turned in. Even if it was something simple like "This is an interesting point of view I hadn't considered", it always made my week.

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I use collectivism more with my students because it helps enable me to reach out and modify the lesson to help fit the need of every student within my classroom. I usually start out with individualism, but then transition as I get to know the students specifically ones that are lacking in my class or struggling to focus or pay attention.

I use cortisol to wake them up in the morning. Or to get them alert or engaged in general by speaking with excitement and in way that grab a students attention similar to how you see a cartoon character end a show or if you’ve watched “Friends” and their is an intro song at the beginning that grabs the audiences attention.  In the process of doing this I may also end up igniting their dopamine by making the lessons entertaining or more interesting.

3. Play a guessing game with students such as Kahoot that involves reviewing old knowledge and adding in new knowledge for extra credit. Or activate their cortisol & dopamine by creating a competition for students to participate in, in order to obtain a prize. And the competition gets harder when new knowledge is used.

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1. I feel that I am most identified with collectivism. I tend to be very focused on those around me and do not put as much effort into myself. I think that I am trying to think more about individualism as it relates to student centered teaching and ways that I can celebrate and bring individual identities to a focus in my classroom.

2. I know that my impact on dopamine is based on feelings of positive relationships and helps to motivate students. It is a way to help students know that they are on the steps towards achievement and growth.

3. I think having a closing activity that helps the students reconnect the material to their real lives helps. Showing them authentic ways that their learning can change lives.

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I am an individualist as a student but a collectivist as a teacher. I try to encourage students to work together as much as possible because I believe that as a whole that's the best way for my class to learn. I think that the chemical I think about most is cortisol and the things that I do that increase that (speaking activities) and I try to be as considerate as possible when it comes to limiting those factors. Dopamine can be activated by providing candy when answering questions which is why I have bought a big bag of jolly ranchers (5lbs= $10 on amazon)

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1.Individualism - because every brain, every human, is different.

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1.Individualism - because every brain, every human, is different.

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2. It is dope when the teacher exclaims "you got it!"
3. Completing a puzzle, such as a suduku feels good.

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I personally think I am a collectivist. I believe nothing can truly be achieved alone. We often rely on the help of others to get us to where we need to be. Although this may sound as if I can't do thing alone but what I am meaning is that there is power in numbers. Solo we can only do so much together we can achieve it all. I love the idea that our students can bounce off of each other to be successful. They shouldn't feel alone in this learning process. As for brain chemicals I would like to think I help the students release dopamine through praise, games, making them feel important to my classroom. I think once students grasp a concept in your classroom that I got it moment dopamine is released.

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I would have to say collectivist for sure I catch myself making sure that others are fine with whatever they are doing way before I do myself. It could be a group assignment or a team based thing I would pick my team over myself any day. Seeing other people succeed brings a joy to me and satisfaction more than when I succeed. My impact on students is directly to their cortisol the situations and assignments I give them make them think right away fight or flight. Are they going to do it or find every way around doing it.

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I suppose I'm a collectivist in that I believe that learning is a group effort.  I think that classes as whole function best around group exercises and that the more students in a class make up their mind to participate in learning, the more each individual learns.  I adapt my style to students by allowing stronger students to assist struggling students and therefore reinforce their own learning while bringing stragglers up to speed.

2.  I prefer to help students feel rewarded(dopamine) for their learning with praise, gamification, etc.

3. I do this in my lesson with schemata activation at the beginning of each lesson, then connecting that pre-existing knowledge with the lesson content. Especially I encourage students to share their answers to schemata activation questions and praise their sharing.

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Individualism Vs. Collectivism
Individualism best describes me since I feel that when I am out in the world people are going to judge me based on what I do. Not what others are doing with me or in association with me. You need to be able to stand on your own two feet, so to speak. However in the classroom, I employ a collective approach because I realize that students learn better if one of their own peers explains something to them instead of me instructing them. Students need to see one of their own succeeding at an activity to feel that they can do it, but this is just to start. I transition them from collectivistic to individualistic because eventually they need to prove that they can succeed on their own.

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1. Philosophically, I'm more collectivist, but I find myself often acting as an individualist (likely due to a combination of my introversion and the culture I grew up in).  In the classroom, I give students leeway in how they want to work, whether together or individually, but I try to encourage the collectivist mindset by asking them to check in with each other and help each other when necessary.

2. I try to use praise very specifically, towards individual students for particular things they're doing (or attempting to do) well.  I like to think this personalized, specific praise releases dopamine.

3. An activity where students come to discoveries on their own, building upon previous knowledge to figure out a new concept, can likely help release dopamine more effectively than if I, for example, simply give them notes with the new information to copy down.

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I agree with my colleagues who see individualism as slightly more important than collectivism. We are what we project, and what we are inside first and foremost. It all has to start from within. I utilize and appeal to both approaches in the classroom, because while individualism is the root of all, it is through collectivism that we, whether in society or in a classroom, flourish. It is through giving them a dopamine hit first as individuals and then as a group combining and expanding the fruits of their efforts so they get oxcytocin as well that I try to get the best results from them. These results are in the form of personal growth as well as academic success. My dopamine experiences? Much of my whole life is based on the idea of pushing one's own limits, whether through exercise, artistic growth, cooking, sobriety or helping others meet challenges they face at work or in my private life.

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I agree with my colleagues who see individualism as slightly more important than collectivism. We are what we project, and what we are inside first and foremost. It all has to start from within. I utilize and appeal to both approaches in the classroom, because while individualism is the root of all, it is through collectivism that we, whether in society or in a classroom, flourish. It is through giving them a dopamine hit first as individuals and then as a group combining and expanding the fruits of their efforts so they get oxcytocin as well that I try to get the best results from them. These results are in the form of personal growth as well as academic success. My dopamine experiences? Much of my whole life is based on the idea of pushing one's own limits, whether through exercise, artistic growth, cooking, sobriety or helping others meet challenges they face at work or in my private life.

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Individualism describes me at this stage. I support my students through this style by teaching them to be self sufficient, utilizing their supports & strategies and become advocates of their own learning.

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1)Depending on the day, the content, the goal of class, it is easy to find examples to support both individualism as well as collectivism. 2)Same with the brain chemicals, if this is actually true: depends on the student. For one student on a given day I may be a shot of dopamine, on another, cortisol. 3) Reading --something I know how to do--coupled with a new book on a subject I am currently interested in is one way to activate this.

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I think I'm a blend of both Individualist and Collectivist.  I feel that full self-determination is up to the individual, but also feel that having a sense of community makes one comfortable enough to make those individual decisions.
Dopamine is released when a reward is expected, and I feel like my students get that release when they correctly apply a concept. I don't praise often, so it's a big deal to them when I do.

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I personally feel it's important to prioritize individualism before (but still considering) collectivism. Just like slide 5 of this presentation, we must ensure WE (as individuals) are caring for ourselves...doing our part. It is only then can we positively contribute to the collective community that which we are included. I also believe competitiveness drives quality. If not implemented correctly, a collectivism community creates individuals that rely too much on each other to fill each of their areas of growth and never really working on one's own growth points since they have the fall back that someone else will "take care of it" (ie. group work/collaboration). Individual accountability is still required and therefore if the student has not approached the work with a level of individualism (internal reflection and the work to grow) than they face a greater chance of non-mastery/failure.

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I would consider myself a collectivist because I am more worried about others than myself. Especially at school. However, I feel that encourage my students to be individuals but also to support their community.

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I feel like I often provide students the opportunity to make choices and decisions for themselves. This offers them the option to take their learning in the direction that they decide. However, I need to add collaboration in allowing students to express what they have learned and help others see their perspectives. Chemicals are definitely released in the brain when emotion is present in instruction. Evoking passion motivates them to respond.

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When you are able to create lessons that are at the sweet spot of challenging and possible, it invokes the yerkes dodson law, we respond best to a moderate amount of stress.Studennts need that good stressed to be engaged for the dopamine and cortisol response. JA

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When you are able to create lessons that are at the sweet spot of challenging and possible, it invokes the yerkes dodson law, we respond best to a moderate amount of stress.Studennts need that good stressed to be engaged for the dopamine and cortisol response. JA

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I would probably say that I am more concerned about others than myself, so I suppose that I am a collectivist in that sense. I do try to celebrate each student's strengths, quirks, and differences, which might speak more towards an individualistic mindset.

So...both depending on the viewpoint?

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I'm not sure. These kinds of choices are sometimes helpful, sometimes not. I try to be well rounded and do not have an ideology about it. I will have to think more about this.

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I am definitely a collectivist by nature; I consider and think about everyone and often to the detriment of myself in certain settings. I think that lends itself naturally to being great in a classroom because my focus is global, how is EVERYONE doing.... However, I do find myself being able to modify my own "normal" patterns of collectivism to individualism when it comes to the students and if they need more of an individualistic approach for them personally. A. Marhefka

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Winter -Since I am a computer person I have to comment on that avenue I feel that giving the students assignments that are dealing with real life situations will activate their brain to learn how to deal with those situations in the workplace.

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Winter -Since I am a computer person I have to comment on that avenue I feel that giving the students assignments that are dealing with real life situations will activate their brain to learn how to deal with those situations in the workplace.

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Winter