Discipline with the Brain in Mind

Jensen, Chapter 20

• A Realistic Discipline Approach– Discipline problemsmulticausal

(environment + physiological factors)

– Physiological factors:• Insufficient activation of the

orbitofrontal area• Low serotonin levels• High noradrenaline level levels• Amygdala

-Environmental factors:• Irrelevant learning experiences• Threatening emotional damage• Or a combination of these

Non-Brain Based Model of Discipline

Students learn less

Control Suppressing emotions

So teacher canteach

So “students”Can learn

Hurts

More cohersion

Emotions are acted out

State oflearning suffers

Brain-Based Model of Discipline

Disruptions areNormal part of llfe

Class=learning environment

Students =good

Best discipline is the one Nobody notices

Premises for Brain-Based Discipline

• Disruptions are a normal part of living school is real life

• Clasroom is a learning environmentwhat• We are about is learning• Students are basically goodyou are a human

being, I respect you• The best discipline is the kind nobody

noticesteachers has things handled, learning is fun

• Discipline problems are simply feedback to you I am aware of your mind state, let’s alter the circumstances

• Prevention solves 95% of the problemslet’s focus on the important thing, learning.– Limit amount of focused learning timeswitch back and

forth– Use music to inspire– What is it for me?– Make fair clear rulesenforceableclear directions– Create sense of family– Positive eye contact– Boost learning ownershippen pals– Provide auditory outlets for expression– Brain storm solutions for problemsstudents’ choices– Make classroom visually interesting

– Anticipate and respond be “with it”– Build rapport with studentsgetting to know

themlet them talk about themeselves– Keep yours and the students body moving– De-stress classyou must be de-stressed

your self!!...so eliminate threats…– Set goals for yourselfto improve your

teachinggive students opportunities to evaluate your teaching

– Engage in multiple intelligence

Control and Threats

• By consistently using controlling means you will undermine their success in learning

• Instead use the following four goals for preparing the learner– Feeling of safety– Awareness that they can express themselves– By pre-connecting with peers and teachers– And reviewing previously leaned material

Levels of Discipline

• Nobody knows but the teacher invisible

• No big deal attitude towards matter minor attention

• A serious infraction to be addressed substantial attention

• What is really up? serious talk time