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Questions that can help guide thinking:

1. What do you want?

2. Do you have a plan?

3. How can I help you?

4. What are your resources?

5. What feels difficult?

6. What could be the best possible outcome?

7. What is the worst thing that could happen?

8. Is your interpretation really true?

9. How do you know this?

10. What is the first step in improving this situation?

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People in pain tend to cause others pain. So when students feel threatened, they want to protect themselves in other ways.

This can be:

Lies

Manipulation

Termination of Relationships

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Emotions can be "louder" bigger distractions for students and can be harder for teachers to identify.

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Eductors notice the sensory (sights, sounds, and touch) distractions that pull students attention from learning.

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Focus attention in order to screen out distractions: input through our sensory organs, and our emotional response

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Define executive functioning and use it in learning tools

Student-centered opportunities with learning goals for lessons and choices with books

Prefrontal Cortex in the Classroom

Model effective thinking practices

Positive Feedback when students use executive functions

Celebrate mistakes and successes

Outline classroom rules and learning interactions

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Students are in charge of their learning
Students can improve their performance in school and beyond

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The importance of executive functioning 

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The importance of executive functioning 

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Awareness

Self-regulating

Cognitive skills

Establish goals and make plans

Students in charge of their learning and actions

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is the awareness and directive capacities of the mind. Students decide where to focus their attention. Students need to learn how to complete appropriate academic tasks on their own.

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1. Explain metacognition to students - use metaphors to help them and help students apply metacognition

2. Involve students in understanding the benefits of keeping the brain moving forward

3. When it is possible have students pick what they want to read or learn about

4. Model metacognition and help students learn to talk through their problems

5. Teach students about their neuro-anatomy

Neuroplaticity- how the brain is rewired and reshaped

The prefrontal cortex - problem-solving, emotional regular, and learning to pay attention

6. Discuss coping with emotional and social problems or challenges

7. Assign "Do Now" tasks

Entrance and exit tickets

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Students become independent thinkers and take responsibility for their future, life and school

Student learning  and achievement increase

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The ability to think about your thoughts with the aim of improving learning

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Student-Centered Learning

Continued efforts to provide engaging and relevant learning

Making lessons real-world, cross-curricular study lessons

Current Events

Provide Background Knowledge

Provide physical activities, drama, art, projects, and group work

Build curiosity in learning and evoke emotions

Build the executive functions of emotional self-control to help with stress reduction strategies

Metacognitive

Have students identify and reappraise their own feelings of boredom

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Classroom Interventions and the Bored Brain 

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Classroom Interventions and the Bored Brain 

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Tends to be in a behavior-reactive state which leads to:

Impaired Learning and reasoning

Reactive Mode:

Lower emotional brain in charge

Reduced input to and output from

Response to the emotional brain

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Continued boredom can lead to chronic stress - leading to a change in cognition, memory, social and emotional behavior.

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Boredom - the aversive experience of wanting, when unable to engage in an activity.

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Excessive Curriculum - Relate to Boredom 

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Excessive Curriculum - Relate to Boredom 

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Students for a range of backgrounds, mastery levels and knowledge can't engage with a one size fits all curriculum.