Ways to create a brain-friendly classroom

8 Ways to Create a Brain-Friendly Classroom

By Judy Willis And Teach Thought Staff

The idea of ​​a ‘brain-friendly’ classroom is not something to be talked about frequently in education, but it probably should be.

How to create such a classroom is not immediately clear. While it is important for teachers to be familiar with neuroscience research and to pass relevant results with those involved in learning, it is important that teachers use classroom techniques that reflect what we know about the brain and learning.

So how can teachers create an environment that is less anxious while providing enough challenges and innovations for proper brain stimulation? How can you create a classroom that works in a way that the brain ‘likes’ learning? It is obviously a versatile concept which includes sensitive input, task creation, sequencing, mentality, tone, student-to-student and student-teacher interaction and much more, not to mention the experience that students have at home. . Trauma or even just an ongoing state of stress in an uncontrolled environment shapes the whole brain and its functioning – as a teacher you are trying to help the brain use them for learning.

8 Ways to Create a Classroom That Works Like a Brain Learner

1. Make education clear এবং and clearly relevant

When a lesson is overly abstract or seems irrelevant to students. Teachers can reduce this kind of stress by making the lesson more personally interesting and inspiring. Ideally, students should be able to answer the question, “Why are we learning about this?” At any time of the lesson. In textbooks published in the 1990s, teachers can find connections between valuable background material and human interest, before many publishers exclude such information to make room for practice test questions.

The Internet is the source of many teacher-shared lesson plans and links to websites that provide resources for student activity and information databases that bring more truth-heavy lessons to life. Consider us Fill in the blanks for project-based learning Where students can create their own projects with your help.

It is not always possible to explain the immediate relevance of each lesson. In mathematics, for example, students must acquire specific skills before going on to investigate larger, more explicitly relevant topics. One way to increase emotional connection is to adapt to word problems so that they include the names of students, popular celebrities, historical figures, or sports heroes. Similarly, interest rate problems can be related to buying something that students want to buy, such as a book, new phone or clothes, for example. By calculating the batting average in the thousandth place, students can know the value of the decimal place.

Language arts teachers can combine formal letter writing lessons with ethics or advertising studies. Students choose a television commercial or print ad that they deem confusing and write a letter expressing that opinion to the company in question. Students can compare historical facts and fiction by reading texts, examining primary sources, and watching movies. In a science class that deals with the difference between a mixture and a solution, students can predict which liquids are mixed and which are the solution in their home. At home, they check their predictions by looking at which items are at a different level until they move.

Or instead of just studying information about pollution, students can learn to take and test water samples (read more). When a lesson or block of lessons is full of information to memorize, students often feel less stressed when they see an underlying reward for their efforts, such as using the mastered information as a tool to participate in more interesting activities. For example, when students know the standard measurement conversions from metrics, they can ‘translate’ a recipe from a cookbook that uses the metric measurements they need in the US standard measurements to prepare cookie flour in class.

2. Give their brains a break

As adults, students can reduce stress by enjoying hobbies, spending time with friends, exercising or enjoying music. Although schools can reduce vacations, physical education, art, drama, and even lunch to add more time to the basics, teachers can give students three minutes off to reduce stress. Any pleasurable activity used as a short break can give the amygdala a chance to cool down and give the neurotransmitters time to rebuild.

Meditation app May be useful, too.

3. Help students build positive associations

The brain works through feedback loops that form relationships over time. So help students build a positive relationship with the school: content areas, letter grades, exams or just school ideas.

It is impossible to remove all suffering, stress and negativity from the lives of students. However, even if previous classroom experiences have linked some activities, such as memorizing a multiplication table to a stress response from the amygdala, students may benefit by reconsidering the activity so that nothing negative happens. By avoiding stressful exercises like calling students who have not raised their hands, teachers can reduce stress associations. Students can build a positive relationship with quality by practicing it with a positively empowering strategy.

For example, they might first review the table for multiplying by eight, then fill in the blanks in a worksheet, and instantly check each written answer with a calculator. If the answer is correct, the student feels an immediate positive boost. If the answer is incorrect, the student will see the correct answer on the calculator এটি a much more enjoyable experience than listening to a classmate’s answer before starting to count.

4. Create visible progress and achievement

Makes visible use of visible progress and achievement Addition grading Or even a kind of ‘checklist’ that students see completed-dopamine is released and there is an opportunity to develop self-efficacy.

Similarly, students can create neurochemical memories of their positive feelings if they have the opportunity to recognize and enjoy their success. A posted ‘achievement of personal goals’ list, for example, acknowledges the success of all students. Students set personal goals, such as learning a specific quality table, and their names appear on the list when they achieve their goals.

Unlike a more general competitive list of scores or a list of students who have mastered certain skills, this goal list includes only those students who have met their goals, not actual goals.

5. Help students learn to prioritize

Not all information or work is equally important. As an adult, in critical or high-stress situations, the sooner the brain can identify what is ‘most important’, the better its chances of success or survival. Separating less and more important data is a very important critical thinking and survival skill.

How to prioritize information শিক্ষক Guides students to learn how to decide which events are worth writing and reviewing while studying. When teachers demonstrate and explain how they determine which information is important, students look at how to make those judgments for themselves as they read the text and study. Helping students learn how to prioritize and therefore reducing the amount of information needed to deal with them is a valuable way to promote a ‘brain-friendly’ classroom.

6. Gain a search-based learning and growth mentality

Although repetition is a proven brain-based learning technique (practice perfect), it is not always so simple. Thanks to the integration of dopamine release and related memory, students can remember and understand what they have learned if they feel compelled to do so or take part in finding out for themselves. In addition, when students have some choices that they will study or report on a subject, their motivation will increase and stress will decrease. They will accept their mistakes more, be motivated to try again and be less self-aware about asking questions.

A logical, flexible and optimistic mindset can help students build resilience through appropriate ‘dosing’ of short-term stress that inevitably arises in the classroom, through traditional, direct instruction models or models designed to take advantage. The benefits of search-based learning.

What do you call it: growth mentality, Failed forwardOr the ‘talent risk’ mentality is everything in life, and mastering it can disarm the ‘school’ and help students develop a love for learning.

7. Reduce stress

Classrooms can be a safe haven where academic practice and classroom techniques provide students with mental comfort and enjoyment as well as knowledge. When teachers use strategies to reduce stress and create a positive emotional environment, students gain emotional resilience and learn more efficiently and at a higher level of knowledge. Surprisingly, brain-imaging research supports this relationship.

If students feel safe, have clear goals, make visible progress, and have the ability to identify what is most important, stress can be reduced. Furthermore, if they are allowed curiosity-based exploration এবং and supported, paused, and able to replace negative associations with positive ones, the brain will be in a much more advantageous position for learning.

8. Don’t put extra stress on short-term memory

The Cognitive load theory Further explains, but in short, it is the amount of teaching that respects the limitations of short-term ‘working’ memory compared to more capable ‘long-term’ memory. It reduces stress, which, as shown above, both reduces nervous capacity and increases negative resources for learning.

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