Brain Based Learning Chapter 12 Analysis

She discusses the importance of respect between the teacher and student. Those who may not be familiar with a respectful relationship between an adult will learn it at school by the teacher providing acceptance and assistance to their needs. A teacher is not to provide passive displays of aggression to show that they are disappointed or frustrated. The best would be to pull a child to the side preferably when other children are not around to discuss how a respectful relationship would work. A teacher should form close relationships with those in his/her classroom. Making sure that children feel loved helps encourage them to learn.

The teachers profiled in “Unforgettable Miss Bessie”, “My Favorite Teacher”, and “And the Orchestra Played On” are remembered and admired by the narrators. Miss Bessie, Miss Hattie, and Mr. K. possessed significant qualities that made them remarkable educators. They inspired and encouraged students. They only wanted the best for their students and prepared them for their futures, enabling them to overcome difficulties in school. Besides the content of their subject matter these educators their taught students to believe that their lives and future all depends from themselves: whether they would choose the clean asphalt road or dirty, bumpy one.

Attempts to define “emotion” have proved to be rather difficult. Instead of searching for a comprehensive definition, Gross (2011) describes the three core features of emotions. First, emotions occur when an individual decides that a situation is relevant to his or her goals. Second, emotions are multi-faceted, and involve both subjective and physiological experiences, as well as behaviors. The third feature involves the authoritative nature of emotions. They have the powerful ability to interrupt ongoing processes, assert their priority over other activities, and force their way into awareness. For example, some traditions describe emotions as “disorganized interruptions of mental activity” (Salovey & Mayer, 1989). Emotions are such an

There are various teachers in the novel, A Lesson Before Dying by Ernest J. Gaines. Grant and Vivian are both caring teachers. Grant is a teacher that likes to fight for his students and communicate with them. Vivian is a person of quality that teaches by example and makes sacrifices for her students. Matthew Antoine does not care about his students. He encourages them to run away while they can. Grant, Vivian, and Matthew Antoine are all teachers that left a significant impact on their students.

She was unapologetic about treating her students, especially her honors ones, like adults. She was strict about plagiarism and demanded our full efforts. Within our social studies curriculum, she found ways to infuse valuable life lessons and talk

The sun was beating down on me as I apprehensively stepped up to the big box that held the folder with my fourth grade teacher’s name pasted onto the front. Helpers were asking my name, but my mind was on the awful rumors about Mrs. Glassic. A hand was reaching down into the box, shuffling through the folders when abruptly, it came to a halt. It felt like years, but eventually, the manila envelope arrived in my hands, labeled “Mrs. Glassic”. As my stomach dropped I thought back to a week before, when I heard awful rumors about the meanest, strictest teacher at Green Valley, Mrs. Glassic. On the first day of school I was apathetic and not looking forward to the school year. Quickly, I found myself growing closer and closer to Mrs. Glassic, the patient and encouraging teacher that is determined to find what’s best for her students. For those characteristics, I admire her.

Emotion is essential in order for individuals to respond to arousing stimuli. In part, managing the emotion is through a complex process called emotion regulation, which involves being aware of the relationship between emotion, cognition, and behavior (Shiota & Kalat, 2012). In addition, it involves modulating various factors such as the intensity, duration, and type of emotion, in order to assess one’s goals (Thompson, 1994). During development, one acquires the

Emotions run the world: many buy the “perfect dress” to feel confident, others run for fun, and others sleep as their sadness increases. Thus, in a world where emotions lead, mankind struggles to reason. Dr. Mark G. Baxter, a neuroscientist at Harvard University, and Dr. Elisabeth A. Murray, a Senior Investigator at the National Institute of Mental Health, are perfect examples of why many professionals in the science and medical field should start to investigate the amygdala, an “almond-shaped group of nuclein” associated with emotion, due to it being one of the most important parts of the brain as it is what defines what people do in their everyday basis. Nature, one of the most respected journals in the scientific community, published Dr. Baxter and Dr. Murray’s “The Amygdala and Reward” on July 2002 Nature Publishing Group arguing through ethos and logical appeals that the amygdala processes reward in the brain as well a negative emotions. Both neuroscientists prove the importance of understanding the connections between reward and emotions by analyzing their experiments performed on moneys and other primates, and including facts and statistics from other scientists and doctors. This well crafted article conscientiously analyzes how the amygdala’s role in stimulus-reward learning might be just as important as its role in processing negative fear and conditioning by providing credibility, reliability, logic, and reason to the audience.

emotions such as anger, sadness, fear, shame, surprise and joy, and learn how to assume

Mrs. Warnsling was a middle-aged woman. She always wore casual outfits, and had a very calm yet authoritative way about her. I think this created a good balance of the children respecting her yet also admiring her. I also enjoyed her sarcasm toward the children. She was constantly joking around with them. An example of this was when a student was telling her how great of a cook he was. Mrs. Warnsling said “if you are so great of a cook, you should come to my house and cook dinner!” The student freaked out at the thought of going to a teacher’s house for dinner, not realizing that it was a joke. I think this could relate to

Therefore, to experience long-term effect on the brain one must experience affective development, which we mention in class. Affective development pertains to the emergence of the emotional capacity to experience, recognize, and express a range of emotions and to adequately respond to emotional cues in others. Emotions such as happiness or fear are defined as subjective reactions to experience that are associated with physiological and behavioral changes. Emotional functioning comprises several aspects, including the inducement and elicitation of internal physiological states, the physiological pathways that mediate these internal states, the emotional expressions, and the perception of affect. Overt manifestations of affective expressions and responses include facial expressions, voice, postures, and movements. Affective development is intertwined with the development of social skills, and this psychosocial combination reflects one’s distinctive personality and tendencies when responding to others, engaging in social interactions, and adapting to the interpersonal

The prefrontal cortex controls the decisions we make when faced with an emotional reaction; it also regulates anxiety (Swenson, 2006). The hypothalamus feeds information into the amygdala (Swenson, 2006). The hypothalamus acts as a regulator of emotion, controlling levels of sexual desire, pleasure, aggression, and anger (Swenson, 2006). The cingulate gyrus is a pathway between the thalamus and the hippocampus, and it plays a role in remembering emotionally charged events (Swenson, 2006). The cingulate gyrus directs the attention to the fact, letting the rest of the brain know that it is emotionally significant (Swenson, 2006). The ventral tegmental is another part of the brain involved in emotions and love, particularly in how a person perceives pleasure (Swenson, 2006). The different areas of the brain that control emotions are very significant, but how can we connect emotions and learn in a classroom is a whole other

Although I have had many different types of teachers, there are two that stick out more than any others. The first was my third and sixth grade teacher. She was the best teacher I ever had. The second was my seventh grade teacher. She was the worst I think a student could have had. Both, these teachers had very different teaching styles and very different out looks on teaching. To be an effective teacher the teacher must respect the student and be willing to go the extra mile to help the students learn all they can. In this paper, I will discuss the effectiveness of these two teachers and how their teaching styles differed.

In the next paragraphs I will consider some theories, factors and evidence on cognitive controlling of emotion in terms of

These twelve principles are not intended to be comprehensive, but to offer participants the ability to explore implications in an open, reflective way. In addition to the twelve principles for learning there are specific conditions for complex learning to take place in the classroom, according to Caine and Caine, these conditions help in the overall system of brain-based learning. First of all, students should feel a relaxed