Zull and Zadina both engage in lengthy discussions about emotions and the importance of emotion in learning.
In the base, our brains through the amygdala are constantly assessing our surroundings. If the brain senses a safety issue, the brain is flooded with chemicals that place the body on high alert - ready to fight, run, or shut down. In this scenario, learning is impossible.
On a higher level, when our students have a safe, supportive learning environment, their brains are ready to process new information and build new neural networks. This is the learning environment we need to create for our students. Once we have established this type of classroom and have engaged our students in active learning, their brains will reward them for learning! "In time, a rewarding experience is remembered through the feelings it generates." (p62) "Thinking is rewarding. It is work, but is also fun - as long as there is movement and progress toward a goal." (p65, Zull)
When my students would come to me distracted and shut down, I would show them a motivational video. It would give those struggling students a few minutes to regroup, and the videos help change their brain chemistry by flooding their brains with uplifting thoughts and the motivation to try again.
One of my favorite motivational videos to show the students:
https://www.youtube.com/watch?v=AFGWnqNf6t0
Imagine an environment where the students are motivated to deeply think about their learning and know they will be proud of the effort! This is the scenario we CAN and SHOULD create for our students whenever possible.
In math class, students are constantly worried about getting the wrong answer. The National Council of Teachers of Mathematics (NCTM) places emphasis on the thinking and reasoning aspects of math. We must be making mistakes or we are not learning!
"Particularly in formal education, we may think that...mistakes are bad and should be avoided, but I am suggesting that a 'mistake rich' environment is preferable. It produces a better education and leads to more insight and more truth. Mistakes are expected and become information. It is a cause for worry if a student does not make any mistakes." (p73, Zull)
In the base, our brains through the amygdala are constantly assessing our surroundings. If the brain senses a safety issue, the brain is flooded with chemicals that place the body on high alert - ready to fight, run, or shut down. In this scenario, learning is impossible.
On a higher level, when our students have a safe, supportive learning environment, their brains are ready to process new information and build new neural networks. This is the learning environment we need to create for our students. Once we have established this type of classroom and have engaged our students in active learning, their brains will reward them for learning! "In time, a rewarding experience is remembered through the feelings it generates." (p62) "Thinking is rewarding. It is work, but is also fun - as long as there is movement and progress toward a goal." (p65, Zull)
When my students would come to me distracted and shut down, I would show them a motivational video. It would give those struggling students a few minutes to regroup, and the videos help change their brain chemistry by flooding their brains with uplifting thoughts and the motivation to try again.
One of my favorite motivational videos to show the students:
https://www.youtube.com/watch?v=AFGWnqNf6t0
Imagine an environment where the students are motivated to deeply think about their learning and know they will be proud of the effort! This is the scenario we CAN and SHOULD create for our students whenever possible.
In math class, students are constantly worried about getting the wrong answer. The National Council of Teachers of Mathematics (NCTM) places emphasis on the thinking and reasoning aspects of math. We must be making mistakes or we are not learning!
"Particularly in formal education, we may think that...mistakes are bad and should be avoided, but I am suggesting that a 'mistake rich' environment is preferable. It produces a better education and leads to more insight and more truth. Mistakes are expected and become information. It is a cause for worry if a student does not make any mistakes." (p73, Zull)
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