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The importance of predictability!!

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Neuroception seems 'red brain' but we mention forward scanning? So is anxiety over the future a basic survival habit or a higher executive function?

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Neuroception seems 'red brain' but we mention forward scanning? So is anxiety over the future a basic survival habit or a higher executive function?

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Relationships are very important

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Base of Maslow key to success? Do we aid the neuroception response in class, really?

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Base of Maslow key to success? Do we aid the neuroception response in class, really?

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Can’t be in our green brain without a safe and secure red brain

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In a classroom setting or a group setting, can witnessing someone go into 'orange' brain trigger others? How do we keep others in green brain if someone in the community is going full orange/red cycle?

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In a classroom setting or a group setting, can witnessing someone go into 'orange' brain trigger others? How do we keep others in green brain if someone in the community is going full orange/red cycle?

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Body language important in identifying if a person is in red brain or green brain. 

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Body language important in identifying if a person is in red brain or green brain. 

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Is deliberate exposure to stressors with a safe habit being drilled a way to ‘train’ green brain access for true stressors?

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Is deliberate exposure to stressors with a safe habit being drilled a way to ‘train’ green brain access for true stressors?

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If a collapse response numbs senses and prevents sensory reach, how do we reach them to provide safety?

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If a collapse response numbs senses and prevents sensory reach, how do we reach them to provide safety?

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mindfulness is important

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When we cycle ‘classroom roles’ like line leader, is it actually damaging to ‘remove’ that role from a child for the Mullet, or is it building resilience?

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When we cycle ‘classroom roles’ like line leader, is it actually damaging to ‘remove’ that role from a child for the Mullet, or is it building resilience?

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Relationship seems key, 'you're safe' only helps if it's a meaningful connection that is trusted?

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Relationship seems key, 'you're safe' only helps if it's a meaningful connection that is trusted?

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Could kids who are too sheltered end up with the neuroception turned down and have difficulty then responding to situations?

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Do hormones play a role in the activation of responses with regards to red brain activation? Is there a difference between how genders activate red brain or respond during red brain?

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Do hormones play a role in the activation of responses with regards to red brain activation? Is there a difference between how genders activate red brain or respond during red brain?

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Often times teachers are told to "shake things up" or "be spontaneous" seemingly to ensure kids are kept engaged throughout a long school year. From your perspective, where do suggestions like this connect with students need to feel safe?

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Perhaps making more efforts during our duty times outside with the students to connect with them - asking them what they did in the weekend, how their morning was, or something that made them laugh and then taking time to revisit or reconnect to what they said the next time you see them so they feel valued - this could be a quick and easy way to help them feel seen and valued.

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Daily mindfulness/meditation can help give the calming tools for students to use when they are in moments of 'red brain'.

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Is their research that discusses how "screen time" for children under 4 years of age affects their response time from red brain to green brain?  

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Is their research that discusses how "screen time" for children under 4 years of age affects their response time from red brain to green brain?  

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Is their research that discusses how screen time affects the response time between red brain and green brain in children 4 years and under?

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Can see the importance starting lessons off with spending time to establish relationships and make connections, not going straight into a lesson.

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In a nutshell - the ability to recognise the brain body connection - and activate a calming behavior before hitting orange. The faster we recognise stress, the more likely to bring it down. Harder to recognize freeze response. Teach the kids to be mindful and then activate calm, perhaps breathing or visualisation. Practice makes progress. Important understanding, is the tolerance of stress, if exposure is tolerable it's ok. Peekaboo is tolerable - hiding in the next room, not so much. Anxiety of the little piggy - every culture has little games and stories that build that resilience through tolerable exposure within a stable relationship. Is it tolerable or not? Depends on the environment and the kids, think about the muscle of the kids, can they tolerate it or would it be untolerable for them? We know the kids, progressive overload. Uncomfortable but tolerable. Individual approach based on the relationship we know is there.

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Dopamine sensitivity being higher, link to exposure to addictive substances? Is using grades and competitive grading then forming an 'addiction' to the rewards of numbers rather than learning?

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Dopamine sensitivity being higher, link to exposure to addictive substances? Is using grades and competitive grading then forming an 'addiction' to the rewards of numbers rather than learning?

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In areas or families where healthcare or lifestyles threaten life expectancy - does brain integration still happen fully by 30, or younger? Does childhood trauma or early onset adult responsibility change this development?

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In areas or families where healthcare or lifestyles threaten life expectancy - does brain integration still happen fully by 30, or younger? Does childhood trauma or early onset adult responsibility change this development?

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Is current research showing any evidence that the facial recognition 'errors' linked with a reluctance to take off masks post COVID?

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Is current research showing any evidence that the facial recognition 'errors' linked with a reluctance to take off masks post COVID?

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Rather than advice, does giving options provide the autonomy with support whilst avoiding or limiting bad choices?

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Rather than advice, does giving options provide the autonomy with support whilst avoiding or limiting bad choices?

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We need to allow students to compete

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When does the heightened sensitivity begin to decrease? What can we do to help students control the addiction to the dopamine hit with their devices?

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how to make kids feel safe when there are many changes in the surrounding environment - (political uncertainty (overheard conversation from adults), previous school closure, classmates leaving etc)

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A great communication opportunity for parents and students

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A great communication opportunity for parents and students

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I really like the idea of these stories capturing learning as it happens - it helps send the message to students that what they did in a moment in time was valued. Students feel seen, heard and validated for what they did.
It's also a great opportunity for parents to have insight into what their child is learning and helps to bridge a conversation with them about what was happening during that moment: what they learned and how they felt - a win-win for students, parents and teachers.

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Graeme's presentation was easy to follow, and clarified the difference between estimation and approximation, and ended with a very meaningful wrap-up.

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Bekka's presentation showed 4 clear ways that music can be used to enhance core curriculum content.