https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4 Understanding the Brain as an Educator and Counselor en-us 2021-02-01 19:40:08 UTC 2021-02-08 21:29:42 UTC hello@padlet.com suzanne_twilley https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151037154 New Learning:  Your brain is constantly changing in relation to your world--structurally and functionally.  New skills and thoughts create neuroplacity.  Short term memory is often the result of chemical changes, whereas long term memory is the result of structure/physical changes in the brain.
Connections:  Learning new skills and changing behavior create neurons that increase the amount of neuroplacity in the brain.  The response to a stimulus change may affect the parasympathetic or the sympathetic nervous system. 
Implications:  Students should be encouraged to learn new strategies, methods and subjects to increase and maximize the neuroplacity of their brains.  Differentiating teaching methods and experiences to increase neuron pathways is paramount.  

]]> 2021-02-01 21:19:59 UTC https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151037154 suzanne_twilley https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151039759 New Learning:  Brain development happens throughout your life.  Essentially, you are a life-long learner.  However, during adolesence, there are more hormonal changes.  The amount of change in the adolescent brain is higher than any other time.  Adolescents are in a major brain development stage of life.  It is an adaptable and impressionable stage.
Connections:  In adolescence, the pre-frontal cortex is not completely developed and executive functioning skills are limited.  The frontal lobe controls their ability to react and interpret stimuli.The Limbic System is especially active at this age; flight, fight, freeze. 
Implications:  Teachers need to model and teach appropriate reactions to students to assist with brain development and appropriate strategies.  Opportunitities to reflect on behavior is important to assist with this stage.  Students are risk takers and impulsive at this age.  Teachers need to be aware of this and provide positive connections, routines and model appropriate responses.  ]]> 2021-02-01 21:20:51 UTC https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151039759 suzanne_twilley https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151041679 New Learning:  The brain is a social organ.  It thrives on connections with others and routines. 
Connections:  Touchpoints are crucial--connections and relationships with others are paramount to the Parasympathetic nervous system.
Connections:  The brain thrives on touchpoints and connections with others.  The amygdala stores memories of positive and negative interactions.  Connections with others and predictable outcomes are stored.  Thus, the reaction is in relation to the experience stored in the amydalia. 
Implications:  Students that are struggling (ACES) need routines, structure and stability.  They also need to have consistent regulated adult interaction.  ]]> 2021-02-01 21:21:33 UTC https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151041679 suzanne_twilley https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151043448 New Learning:  Students that are rasied in environments where their brain has had to adapt to the stimulus that is presented to it.  The growth of the brain is in direct correlation with the experiences of the student. 
Connections:  The Limbic System of adolescents is hyper sensitive.  Their pre-frontal lobe is still developing.  They may have acquired skills for survival that have benefitted from the function of the Sympathetic Nervous System of flight, fight or freeze.  This development is often the result of their environment and the stimuli that they live with on a daily basis. 
Implication:  As educators, we need to recognize that students come to us a brain that responds and reacts to the environment for which it has been raised.  ACES shapes the brain and how it evolves.  Students need to acquire skills that assist with the functioning of the Parasympathetic nervous system.  ]]> 2021-02-01 21:22:06 UTC https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151043448 suzanne_twilley https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151362326 1. UNFRIENDLY: When registering for classes, middle School students are asked to choose one elective at the exclusion of other electives and possibilities for brain development. Individuals this young should not be expected to specailize and negate opportunities for brain development and experience.
1.  FRIENDLY:  Electives should be offered in such a way that students get to experience a term of each of the main electives; Art, Music, Technology, Theatre--Why not offer each of these per term.  By the time the student reaches high school, he/she will have benefitted from the opportunity for neuroplasticity and an open mindset for other interests.
2.  UNFRIENDLY:  Students build relationships with teachers, counselors, specialists, but then are forced to change at the end of the school year.  
2.  FRIENDLY:  Schools should find opportunities for those students to build on the relationships of previous teachers, mentors, coaches where relationships and connections have been strong.  
3.  UNFRIENDLY:  Virtual Learning (FCPS) - Students were presented with various schedules on various days with support times that changed by the day.  The absence of a consistent daily schedule during a Pandemic created anxiety and flight responses (Sympathetic nervous system).  Some students simply shut down.  
3.  FRIENDLY:  The schedule should remain as similar each day as possible.  Students will benefit from structure and routine.
4.  UNFRIENDLY:  In School Suspension students find themselves in isolation when disciplined for an outburst or misbehavior.  They are not always given the chance to learn form their behavior.
4.  FRIENDLY:  Restorative Circles and the ability to learn from misbehavior in a safe, secure environment with the leadership of a counselor or caring teacher:  These touchpoints offer connection and regulation.  
5.  UNFRIENDLY:  Middle and high school sports cuts.  Students wishing for connection are cut from teams in a public, isolating way--definitely the opposite of mindset growth.
5.  FRIENDLY:  There should be Open Gyms in every school for every sport during the season of that sport.  Basically, a developmental team.  This provides the relationships, connecctions and rewards that build neuroplasticity.  ]]> 2021-02-02 00:05:32 UTC https://padlet.com/suzanne_twilley/aj2gxqy8r6bd0cs4/wish/1151362326