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This animated video introduces the first three principles of brain-based learning applied to the virtual classroom. https://netspeedlearning.com/

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ATTENTION TEACHERS!!!
Take the time to explore the articles attached to find out how these 3 Principles will be a game changer in the your classroom to allow all students to feel successful!

Top Three Principles of A Brain-Based Approach

Principle #1: Differences Must Not Be Considered Exceptions, They Must be the Rule

Principle #2: Teach in Small Chunks

Principle #3: Encourage Movements During Learning Activities

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by Becton Loveless

When people talk about learning and teaching, they are typically referring to the traditional type of schooling that most people are acquainted with. Traditional schooling involves learning within the context of a classroom as instructors deliver lectures. Students supplement these lectures with readings taken from books, complete homework, and work together to complete daily classwork.

However, this isn't the only form of learning. Many types of educational approaches have been developed over the years, including problem based learning, inquiry based learning, and other methods. Yet the oldest form of learning known to mankind is learning by experience. Experience drives people to learn from their environment and through interactions on a daily basis. It's experience that has helped people first make observations of their surroundings and think up reasons for why certain events occurred.

Even in the modern context, experiential learning continues to be an approach used to help students learn. In the formalized context, experiential learning refers to more than simply having students go hands on with materials. Instead, experiential learning is a process that includes reflection on the process of completing work and how the process was completed.

Principles of Experiential Learning

The traditional classroom follows a fairly familiar format that includes lecture, homework, and a predictable structure. The first principle of experiential learning is that classrooms need to be highly engaging environments that emphasize collaboration and cooperation, rather than emphasize traditional structure. Within these environments, students need to be given only a semi-structure classroom experience, one in which they have time to engage with one another and learn from each other.

Given that there are multiple principles behind experiential learning, they would be covered in brief here. One important principle is that learning occurs when specific experiences are accompanied by reflection and critical analysis, allowing students to synthesize information they've learned and come to a deeper understanding of a topic. This point again emphasized the importance of reflection in experiential learning.

Experience needs to occur in a structured format in which students are engaged, requiring students to investigate and ask questions on their own, and require students to be engaged intellectually, socially, emotionally, and physically if necessary. The learning that occurs because of experience is personalized to the student and often involves the development of relationships between other students with whom they conduct their investigations.

Experiences may not always lead to success, but they never fail to produce learning, since students can still learn from their failures. The instructor's role in all of this is to create an appropriate set of boundaries and a classroom with both enough structure to facilitate learning but enough flexibility to encourage engagement. Spontaneous opportunities to learn are encouraged over rigid adherence to class formats as well. These generally describe the principles that underlie experiential learning, though they do not necessarily illuminate how experiential learning takes place.

Preparing for an Experiential Learning Class

Developing an experiential learning class is not entirely different from other approaches to education. For instance, the first part of developing an experiential learning lesson is to first assess the students in the class. At this early stage, it's important to understand what type of learners are in the class. How much experience do they have with the material? Are some learners more advanced than others? Is the class diverse and requires culturally appropriate instruction? Each lesson has to be tailored to meet the needs of the students.

After the student population has been identified, the instructor can then begin designing activities. These should meet the needs identified while you were assessing your student population. Teachers should focus on parts of the lessons they've given where direct experience would be beneficial. Not all parts of a lesson naturally lend themselves to experiential learning as easily as others. Given the limitations of class time, it's important to find those areas here experiential learning can be most easily introduced. Activities should be designed to help meet the course objectives and matched to the learning styles and development levels of students. Teachers shouldn't introduce experiential learning for its own sake. Instead, they should ask themselves how such approaches help to communicate key course concepts.

It's also important when designing the course to take into account the tradeoffs of using the experiential approach. Because of the time investment, some other aspects of the lesson may need to be sacrificed in order to make time for the experiential lesson. Teachers should also make sure that there's appropriate support for them to implement these types of lessons in their classes. Organizations can provide valuable support that may make it far easier to transition to an experiential approach than if teachers were to attempt it by themselves.

Experiential Learning Activities

The emphasis on experience in experiential learning means that there are a diverse number of ways that students can be taught. At the elementary or middle school level, students can be encouraged in their learning by simply taking them outside. In the outdoors, students can examine different plants, soil, and seeds. A trip outdoors gives students the chance to see how plants grow in different conditions, including sunny versus shady locations. Students can plant their own plants in different conditions to compare how they grow over time, or water plants at different rates to see how their growth is affected. The emphasis at the elementary and middle school level is on fun and engaging activities that still communicate important lessons.

Another lesson taken from the experience of teachers is in the area of history and politics. History teachers have, for years, looked to create ways of bringing the pat to life. One of the ways this can be accomplished is in the form of political cartoons. Cartoons are an easy way of appealing to middle schoolers, who often lack an interest in learning and are easily distracted. Political cartoons are visually stimulating and transmit a large amount of information within a small space. Students can be introduced to political cartoons and taught how to interpret them. For the experiential aspect of this lesson, students can then be asked to identify important issues to them and create political cartoons of their own that highlight what is important to them and what the problem is.

At the high school level, teachers generally follow the same pattern of trying to find engaging ways of getting students hands on with their lessons. However, given the more advanced learning capabilities of high school students, experiential learning begins to tackle increasingly complex topics while remaining fun and engaging. For instance, students taking science courses start to learn about DNA and cells at the high school level. To help students visualize these microscopic elements of life, teachers can instruct students to make cell or DNA models. However, instead of having students create these models out of toothpicks or paper, they can instead make them out of food. Desserts and sweets, for instance, make for delicious ways of creating these models.

In the end, the basic principles behind experiential learning are consistent with most other educational approaches. Teachers still have to take into account the learning styles of students and design lessons that appeal to diverse learners. However, the emphasis needs to be on creating lessons in which students get hands on with their materials. At the most basic, such lessons include creating with their own hands, but teachers can take lessons one step further and get students out into the environment whenever possible. So long as the lesson enhances learning and improves the chance of learning objectives being met, then the experiential learning process will be of a benefit to students.

A Five Step Approach to Experiential Learning

Generally, teachers can approach lesson design any way they wish, but researchers have proposed a five step process to generally guide students' learning. The first step includes actually completing the activity itself. The most important part of experiential learning is the actual experience, so students must complete their assignments and experience what the teacher has designed for them.

After a lesson has been completed, students should reflect on what they did. They should share the results of their actions, get reactions from others, and learn from others about how other approaches to the material differed. The emphasis in this stage is to get students interacting and seeing how differently each approach turns out.

Once that's complete, students can then begin to think a little bit more in-depth about their experiences. At this third stage, discussions need to be ongoing and more analytical than during the initial stage when students were sharing results. Instead, at this juncture, students need to analyze what happened and connect their learning to previous and future lessons. Students should discuss specifically how they carried out their work and any issues or problems they might have encountered. Students should also discuss any themes that emerged from the findings of their work. Of course, the ability to go in-depth will vary depending on the grade level of the students. However, students should always be able to at least link what they've learned to the wider classroom lessons.

The fourth stage of the guidelines involves establishing the importance of what was learned. Students should ask themselves what the importance of their lessons include and how it can apply in a real life context. Students should learn that knowledge does not exist in a vacuum but instead has real world applicability. This fourth stage directly relates to the fifth stage, at which point students need to apply what they've learned. The application of earned information can take place within both a similar or very different environment. At this juncture, students should be guided regarding how to apply their knowledge within the current learning context and how to transfer that knowledge to new contexts.

By the time students have completed their experiential lessons, they need to feel a sense of possession of the knowledge they've just learned. They need to be confident that they have a thorough grasp of that knowledge and can apply it. Teachers have the important duty of making experiential learning student centric, which allows students to be more hands on and engaged with their materials. For many teachers, it may be difficult to move away from traditional lectures. However, it is important to create a flexible environment in which teachers do not dominate activities. Students need to feel a sense of freedom, which allows them to experiment more widely with their work and take risks. Teachers should guide students so that they see for themselves the lesson goals of the class rather than simply try and tell students the point of each lesson. In other words, teachers should let students connect the dots for themselves.

Who Most Benefits from Experiential Learning

Although experiential can benefit students of all backgrounds, there are specific groups of learners who are more likely to benefit from experiential learning than others. One of these is the mature learner, typically an older student who hasn't been in the traditional classroom for some time and would benefit from the way in which experiential learning occurs within a relatable context. This approach helps to drive the learner's motivation and help them get back in a learning rhythm.

Another learner who benefits strongly from the experiential approach are learners who simply benefit most strongly from being placed into those same relatable contexts. These are people for whom tangible experiences seem to be the best teachers. These learners often overlap with the third category of learners who benefit from experiential learning, the learner who struggles within the formal classroom. This is the student who typically has trouble learning from lectures and other traditional methods, including book readings. Such students find it difficult sitting through a typical class and benefit more strongly from being highly engaged with their learning. Finally, experiential learning can benefit all learners in a supplemental role to traditional learning.

Besides these broad groups of students for whom experiential learning may be beneficial, there are also specific groups that can benefit from the use of an experiential approach. Minority students often struggle to find their ways into internships, for example. Experiential learning may therefore be beneficial because it allows these students to get direct experience that they fail to receive in typical internships. This demonstrates the value of experiential not only to improving academic outcomes but for creating the kind of hands on experience that may be beneficial when transitioning into the work environment. Researchers have previously noted that, for schools trying to broaden their appeal and relevance to students, it may be useful to use experiential learning as a way to pass on skills that might give students the skills necessary to succeed once they've finished schooling.

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Experiential Learning: The Complete Guide

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by Becton Loveless When people talk about learning and teaching, they are typically referring to the traditional type of schooling that most people are acquainted with. Traditional schooling involves learning within the context of a classroom as instructors deliver lectures. Students supplement these lectures with readings taken from books, complete homework, and work together to complete daily classwork.

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If we want to empower students, we must show them how they can control their own cognitive and emotional health and their own learning. Teaching students how the brain operates is a huge step. Even young students can learn strategies for priming their brains to learn more efficiently; I know, because I've taught both 5th graders and 7th graders about how their brains learn.

I was a practicing neurologist before I became a teacher. Once I entered the classroom and observed how my students learned, the connections between my two professions became clear. I began to write about brain-based teaching strategies. It took a few years, though, before I realized that my students could also understand how their brains learn.

When I began incorporating basic instruction about the brain into my classes and teaching simple activities to improve brain processing, students not only became more engaged and confident, but they also began changing their study practices in ways that paid off in higher achievement. Consider these typical comments from my 7th graders:

"I imagine neurons making connections in my brain when I study. I feel like I'm changing my brain when I learn something, understand it, and review it."

"If I use my prefrontal cortex to mentally manipulate what I learn, my dendrites and synapses grow, and I will own that learning for a long, long time. I won't have to learn fractions all over again each year."

Explaining how the brain works is especially important for students who believe that they are "not smart" and that nothing they do can change that. Many children, and even some parents and teachers, think that intelligence is determined at birth and that even intense effort will not budge their academic abilities. The realization that they can literally change their brains by improving how they approach learning and how they study is liberating.

Brain Filters: Let The Right Stuff In
I have taught both upper elementary and middle school students about filters in the brain that determine what information reaches their prefrontal cortex, which I call their thinking brains. We discuss three key elements of this filtering system: the reticular activating system, the limbic system, and dopamine. Students realize that their physical health, their emotions, and how well they focus their attention affects whether new information even reaches their thinking brains or gets filtered out because of negative emotions.

I guide students in activities that help them focus and achieve positive moods to prime themselves for learning. We practice techniques to increase mindfulness. For example, students learn to do visualizations, deliberately recalling in detail a place where they felt happy, calm, and safe. The more learners practice visualizing their particular calming place, the stronger the neural network holding that memory becomes; eventually, the students can easily return to that memory whenever they feel stressed. Returning to that safe place enables learners to let new information that someone is presenting flow into their thinking brain rather than being filtered out.

Students discover that when I guide them to visualize historic events, to picture vocabulary words with images that depict their meaning, or to see math procedures acted out in their mind's eye with "dancing numbers," they can better recall history, vocabulary, or math lessons.

I have students do relaxation breathing before we begin a test or challenging lesson. Students report that they feel calmer, more alert, and more focused-and they do understand and remember more.

To help students realize that brains and intelligence can change, I discuss neuroplasticity -the fact that the brain can grow new connections between neurons as we learn something by having new experiences. We can then strengthen these connections by remembering, practicing, visualizing, or using the new information. I show them brain scans, and we make diagrams and clay models of connections forming between neurons through cellular projections called dendrites. More dendrites grow when a person learns something new and then gets adequate sleep, I explain.

I send home photos of growing dendrites taken through an electron microscope and assign students to explain to family members the neuroanatomy behind these photos. (See the Neuroscience for Kids Web site for sample photographs).

Students' Most Powerful Tool
The more students practice, the sharper their brain-already their most powerful tool-becomes.

Students know that the more they practice a basketball shot or rehearse a ballet performance, the more their skills improve. In my class, they learn that brains respond the same way. When a learner goes over multiplication facts or rereads confusing parts of a book, the brain gets better at processing this information because, with such repetition, more neurons grow and connect to other neurons, and neurons get more efficient at sending one another signals.

I talk directly with students about why strategies like taking scheduled short breaks or connecting learning to something pleasurable enhance brain function because of the role of dopamine and the emotion-monitoring amygdala. Students hypothesize about what strategies (such as taking too-frequent snack breaks and interrupting their focus with texting versus creating a homework schedule or turning off the television) will help-or hinder-their learning.

They experiment with studying under different conditions (with and without music, working in bed or at a desk, and so on), collect their own data about what works best, and compare data. Students also chart the relationship between their level of effort and the achievement of their goals.

When my students started telling other teachers about how they had learned to "make my brain work the way I want it to," colleagues began asking me for my brain lessons. I have shared with fellow teachers a brief overview of what I think students should know about their brains. In the interest of helping more teachers gain and share this information, I present that overview here as a downloadable pdf document. I invite readers to use this document (" What You Should Know About Your Brain ") with students as they wish.

During the first four weeks of school, I present about three 15-minute sessions focused on this material each week. Each time, I explain a section of the material in my own words and demonstrate on models, with sketches, or with actual images of brain structures. Questions prompt discussion that deepens students' understanding of brain function. For example, asking, "Why don't neurons (nerve cells in the brain) replace themselves like skin and blood cells do?" reinforces the fact that neurons store memories; if brains continually replaced neurons, learned information would be lost.

As we learn about brain function, students write about how this new information influences their attitude toward school, their study habits, and their ability to change their own intelligence. Throughout the year, I incorporate reminders about brain function into my instructional strategies.

For example, I explain how growing more dendrites connects new information that a person learns into neural networks, solidifying the knowledge. Rehearsing newly learned material stimulates dendrites. After we discuss a new concept, I have students write summaries of the new information in their own words in their learning journals; we call these summaries dend-writes.
Students Take Charge
I have seen direct discussions of brain functioning yield wonderful results in terms of students taking charge of their own learning. One 10-year-old student told me, "Now I know about growing dendrites when I study and get a good night's sleep. Now when I'm deciding whether to watch TV or review my notes, I tell myself that I have the power to grow brain cells if I review. I'd still rather watch TV, but I do the review because I want my brain to grow smarter. It's already working and feels really good."

Having seen how interested my students are in learning about their brains and how they respond to that learning with increased motivation and better study habits, I've come to believe that instruction about how the brain processes information should be included in the curriculum. Whether as part of health classor class, or in a separate course, students should receive direct instruction in how best to use their most powerful tool.

Teaching students the mechanism behind how the brain operates and teaching them approaches they can use to work that mechanism more effectively helps students believe they can create a more intelligent, creative, and powerful brain. It also shows them that striving for emotional awareness and physical health is part of keeping an optimally functioning brain.

Thus, instruction in brain function will lead to healthier learners as well as wiser ones.

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The Simple Things I Do To Promote Brain-Based Learning In My Classroom

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You don't have to be a neuroscientist to promote brain-based learning in your classroom. In fact, it's really quite simple.

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What is Brain-based Teaching?

It's the purposeful engagement of effective strategies derived from principles of how our brain works.

14 Key Principles of Brain-based Learning

These 14 principles support an understanding for the scientific basis for learning. Each principle is well supported by peer-reviewed studies. Base the strategies you develop on these principles. There is no sequential order or hierarchy of importance to them.

1. Uniqueness is the Rule

Every brain is unique. Students share 99.5% of the same DNA, but we have unique brains because of unique life experiences and gene-expression.

2. Labels and Properties

Our brain's natural quest is to sort, group and classify labels and to understand functional, relevant properties.

3. Emotional States Rule

Cognition and emotions have over a 70% overlap. We usually (not always) do what we feel like doing. Emotions influence cognition and behavior.

4. Attentional and Input Limitations

Our brain is designed to limit the attention and quantity of new input per minute, per hour.

5. Adaptive and Flexible

Our brains are not static or fixed. They are constantly changing in over a dozen ways. Smart teaching changes brain.

6. Rough Drafts

Our brains is a "gist" gatherer. We rarely get new and complex explicit learning right the first time. Instead, we gather the "gist" and make "rough drafts." This is not what most teachers hope to happen. Nor is it what we test for.
It is important for teachers to adapt to rough drafts.

7. Prediction: We Learn to Get Predictive Rules

Labels and properties help us form RULES, which helps us produce better PREDICTIONS (to help us survive and thrive).

8. Environments Matter

Brains learn best when interacting with the environment. Environments not only directly influence our behaviors, but also can trigger long-term changes (e.g. gene expression).

9. Body-Mind Integration

Our body influences our brain and our brain influences our body. But they are far more connected than that. The scientific link between enhanced physical activity and cognition grows stronger every year. The "mind over matter" studies are clear: we can influence our physical performance through mental training.

10. Malleable Memories

This principle reminds us that our memories are a process, not a fixed thing. Memories can and are often altered or lost.

11. Perception, Not Reality Matters

Our brain only knows what it receives perceptually and is easily fooled. Our prior knowledge is a huge factor in determining what we see, hear, feel, taste and touch.

12. Social Conditions

Humans are highly social and our learning, behaviors and memories are often bound up in social experiences.

13. Developmental Stages

As our bodies grow and age, so do our brains. Opportunities and susceptibilities are present throughout our life.

14. Meaning-making

Every perception, sensation and conclusion is usually associated with another related experience. This may create meaning. When that doesn't happen, we often seek it elsewhere. Our quest for meaning usually begins with asking the question, "Why?".

To hook in students, ask "Why?". The question has to be phrased differently at different grade and ability levels, but it still says, "Is this worth learning?".

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14 Key Principles of Brain-based Learning - Academia De Julia Victoria

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What is Brain-based Teaching? It's the purposeful engagement of effective strategies derived from principles of how our brain works. 14 Key Principles of Brain-based Learning These 14 principles support an understanding for the scientific basis for learning. Each principle is well supported by peer-reviewed studies. Base the strategies you develop on these principles.

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When an educator understands how the brain works, she is better equipped to assist his students in several ways. She can help students focus their attention, which will increase their retention.

This is the promise of brain-based learning. This learning method draws insights from several fields, including:

When teachers understand this concept, it helps them to:

Keep diverse learners engaged.

Create a richer learning environment.

Offer valuable feedback that can lead to a deeper understanding.

By creating a rich learning environment, teachers have the ability to address their students' emotional and social needs, as well as their minds.

6 tips for brain-based learning

Make a safe learning environment

Start early

Encourage growth

Get both brains and bodies in gear

Embrace the potential of novelty

Request feedback

Many teachers already use some brain-based learning

Activating prior knowledge: When a teacher introduces topics to his students by activating prior knowledge, he is helping them build on what they already know. This strengthens the connections in their brains.

Utilizing tools: Teachers who use rhymes, songs and graphic organizers are already using strategies related to brain-based learning. These strategies assist students to represent their thinking kinesthetically, visually and phonetically. These techniques prime the brain for learning.

Brain-based principles, and how to implement them

Here are some tenets brain-based learning, as well as ways to effectively introduce and implement them in the classroom.

The Brain is social

Human beings are naturally social and seek contact with others. Some of the drive to be social is the desire to learn through imitation and respond to the behaviors that are seen. Individuals find meaning in the experiences and information obtained when in contact with others.

Educators have the ability to harness this drive by preparing activities that allow students to speak with one another and discuss what they are learning. By allowing this kind of activity, ideas are explored together and:

All levels of learning involve the body and the mind

Whenever an individual acquires new information or has a meaningful experience, the brain will undergo a physiological change. This process is referred to as neural plasticity.

This physiological change includes small strands (dendrites) to sprout and over time, groups of these strands combine to create stronger structures that are called synapses.

The synapses are similar to traffic junctions allowing various information highways to intersect. Some experts state that when an individual learns something new, he is laying down a neural pathway.

When a particular learning pattern or experience is repeated, the neural pathway becomes even stronger. This shows that learning has physical, as well as mental impact on the brain.

Students learn better if they are given the opportunity to combine mental and physical activity together. Students become bored when they just sit all day. All a teacher needs to do is make his learning activities more active.

Although practice does not necessarily make perfect, it does allow students to firmly establish the information.

Searching for meaning is inherent

Human beings make sense of what they experience. So they organize their information and experiences in ways that are understood.

Interest is a huge factor in the way that an individual will filter the enormous amount of information that he is given. If an individual is interested in something, he feels the need to understand it.

Students are not always enthusiastic about the subjects they are being taught; however, there are ways that teachers can stimulate their students. By doing this, the innate desire to find meaning in what is going on will kick in and their learning experience will be more beneficial.

Emotions are vital to patterning

Neutral learning does not exist. Whenever an individual learns something, there is always an emotional response. This means that every decision has some kind of emotion linked to it.

This is considered one of the strongest implications of brain-based learning. This means that the classroom is actually an emotional place.

Teachers need to encourage students to have positive attitudes. When teachers treat their students with respect, it builds a desirable environment that tends to help their students succeed.

Teachers need to utilize materials that draw their students into learning because it is presented to them in an attractive and inviting way. Deep truths will be uncovered as the investigation into the child's brain continues.

Tags: Engaging Activities, Leadership and Administration

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What is Brain-Based Learning? Explanation and Examples | Resilient Educator

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When an educator understands how the brain works, she is better equipped to assist his students in several ways. She can help students focus their attention, which will increase their retention. This is the promise of brain-based learning. This learning method draws insights from several fields, including: When teachers understand this concept, it helps them to: Keep diverse learners engaged.

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Brain-based learning is the purposeful and comprehensive engagement of various principles. These principles directly enhance the ability of the brain to work and learn optimally. This is especially important in academics and educational success.

The brain is an active player and an intimate factor in all aspects of the academic environment.

Brain-based learning is optimized in the educational system through engagement, the application of learning strategies, and the adherence of certain principles.

Brain-based learning is based on cognitive science, psychology, and neuroscience. It is the most comprehensive and structurally-sound means of educating children and teenagers in today’s ever-expanding and ever-evolving world.

Principle #1: Differences Must Not Be Considered Exceptions, They Must be the Rule

In brain-based learning, differences must be the rule. They must be celebrated. They must be considered essential for optimal learning. Scientific evidence has concluded that there are NO two brains that are exactly alike.

We all have a unique brain.

Therefore, we all learn differently.

Teachers, parents, tutors, and others involved in the educational process must validate these differences due to variations in the maturation of a student and the differences within their brain. Diversity must be celebrated. The unique talents, skills, abilities, and interests of a child must be considered when creating lesson plans.

Principle #2: Teach in Small Chunks

In years past, educational professionals held the belief that children and teenagers could learn and retain large chunks of information.

In most instances, up to 7 chunks of educational material was presented to students.

However, the belief is now leaning towards 2 to 4 chunks of information.

The brain may experience a quick overload. Learning is more than mental. It is physical, too. It takes many physical components of the body – such as glucose – to learn and retain information.

The brain must experience rest.

If too much is presented to a student, the brain is unable to process the information.

As a result, learning is not successful. Deliver information in small chunks and in small time spans.

Principle #3: Encourage Movements During Learning Activities

In order to optimize brain-based learning activities, it is important to get kids and teenagers moving. Exercise is an activity that aids in the growth of new neurons in the brain.

Neurons create connections in the brain.

To accelerate learning, educators should enforce high amounts of physical activity among students. In turn, noradrenaline, cortisol, and dopamine are all enhanced. Movement aids in boosting neurogenesis.

Conclusion

Book learning is obsolete. Educators, parents, teachers, tutors, and coaches should place an emphasis on brain-based learning activities. Is your child struggling, academically? Fear no more.

We here at Miracle Math Coaching specialize in boosting brain-based learning.

We offer many different programs, activities, and services that will have your child excited about learning. We fully evaluate each child and their unique needs. We then collaborate with you and educators to optimize your child’s ability to learn and retain new information.

For more details, and to sign up for online learning courses throughout the school year, click here.

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Top 3 Principles of Brain Based Learning. Help children learn better.

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Brain-based learning is the purposeful and comprehensive engagement of various principles. These principles directly enhance the ability of the brain to work and learn optimally. This is especially important in academics and educational success.