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Memory is the process by which knowledge and skills are retained for the future (Sousa, 2022). The brain is capable of retaining unlimited amounts of information. Teachers must use many different strategies to help students take sensory memory, learn new material in short-term memory and transfer it into their long-term memory.

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The brain is a powerhouse of information. All incoming sensory information except smell goes directly to the thalamus (Sousa, 2022). The brain has the ability to block all incoming sensory information allowing your conscious brain to focus on more important things (Sousa, 2022).

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Short-Term memory, also known as temporary memory, is the beginning stages of remembering. Short-term memory is when you store information for a short period of time (Sousa, 2022). Working memory is also known as short-term memory because as you work, take-apart, or study, you decide what should be stored long-term.

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Long-term memory is an essential part of learning (DiTullio, 2021). Students need to store information they learn into their long-term memory. For material to go from short-term to long-term memory, the brain needs to decide what is important to remember, and save the information while sleeping (DiTullio, 2021).

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The steps for learning and retaining are easy to follow. The brain receives information and decodes it in short-term memory, decides if needed to keep, then either gets rid of it or transfers it to long-term memory. Once the information is in long-term memory, when learning a new skill or a repeated skill, the brain can retrieve the necessary information to use to help with the new information.

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Any amount of trauma can affect the brain and how it processes information including how memories are stored. When trauma is present, the brain goes into a "fight or flight" response. When trauma happens, the brain shuts down all nonessential systems and focuses on autonomic body processes (Lebow, 2021). When the brain is focused on breathing and heartbeats, there is no learning or transfer of information to memory.

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In education, all types of learning are necessary. It is important for teachers to understand how the brain learns and stores information. As teachers, we have to use all types of teaching methods to reach all skill levels of the students, whether it is lecture, hands-on activities, students teaching/discussions or a combination of all.

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For students who have experienced trauma, classroom participation can be difficult. I want the students to know they are important to me. Every day I greet each student at the door. I want their first experience when walking into my class to be a positive experience. This is a time when I can talk to students individually to find out about their day. Trauma affects memory and retention, so I want to make sure each student knows I care about them and want them to be able to be themselves in my class.

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One step I can take to improve my students learning and retention is to make sure my classroom is the optimal learning environment for them. By creating a classroom that is calm, inviting and positive I am making sure students feel welcome by me. When students feel welcome, they feel open to learning by asking questions and being involved with the lesson.

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A strategy to help improve memory is chunking lessons. Students struggle to comprehend too much information at one time. If taught in smaller chunks and given time to transfer material into long-term memory, they can store more information and retrieve it later when needed.

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Using strategies to help students transfer information to long-term memory will be helpful within an educational setting. By using their working memory, chunking, and retrieval skills, we can teach students how to transfer new learning. Making the students feel safe and confident within the classroom is also a key factor. If the students feel a negative impact within the classroom, that can transfer to a negative experience when learning.