Online+Class+May+5,+2012

Online Class - Map


 * Online Class Group Discussion on Brain Research and Its Effect on Teaching and Learning **

Post your own responses BEFORE reading those of others. Then go back and read others and respond to at least 3 colleagues’ responses.

1. In your own words, define the two natural learning styles of the brain that are discussed: the emotional and the social. After reading the articles I understood the emotional learning style as having an educational environment that is safe and ready for the children to learn. Teachers show the emotional learning by getting the children excited about what they are learning. The __teacher__ can do this by showing that the __teacher__ is excited about what the children will be learning. As for the social learning style is how a child interacts with the other __students__ in class.~ Tiaa

// Emotional : Things that we react to based on emotions //

// Social: Things we learn based on our social surroundings. ~JULI // The natural learning style of the brain; emotional is the response of the feelings and attitude one shows toward or in a certain situation, which are influenced by their home training, values and environment they have been trained or raised within. Social is the civic reaction rendered to or in situations dealing with others and or resolution; this includes the ability to demonstrate the use of manners, social etiquette or graces and peaceful conflict resolution. Denise

Emotional: Everything we do is based on emotions. With an unstable and unsafe environment, it can create a stress. That stress will interfere with the learning of a child or person. Kids that have unstable and unsafe home environments can't remember things and cannot make good decisions. They often have many mistaken behaviors. They are likely to seek attention in negative ways. A child's __diet__ and hunger can also affect their emotional learning.~Christen

Social: This is based on our interaction with others. Children learn to "read" emotions at a very early age. They can be taught how to interact with others. Teachers can help create a positive social atmosphere by establishing real relationships with their __students__. They need to understand where a student comes from and what they bring to a classroom community. Teachers not only need to teach their studens about unacceptable behaviors but also how to solve problems on their own. This year I have really focused on a proper apology with my kids. When they need to apologize, they have to say What they are sorry for and what they will do next time. ~Christen

Christen, I do the same in my class with the help of supportive staff (social workers, psychologist). We show to our students that we have our flaws and weaknesses. We do apologize if we are wrong and expect the same from the students. We called it restorative justice. Mamadou

The Emotional Learning Style is ruled by our emotions. It is imperative that teachers create a safe learning environment to nurture your students’ emotions in positive ways. The safer your students are made to feel, the more they will feel comfortable to take risks and accept challenges knowing that one learns and grows with success and disappointments. Students who are constantly complaining about stomach aches, headaches, minor cuts and scrapes, falling asleep and are unmotivated, as well as, acting out during the school day may not feel emotionally safe in your classroom.~Caryn The Social Learning Style is based on our positive or negative relationships that students have with others. Students are able to read their teachers’ facial expressions and can figure out if a teacher is pretending that they feel a certain way when they actually feel just the opposite. In order to promote positive social learning, teachers must be as honest with their feelings as possible. Children learn to understand and be patient with others feelings learn positive ways to express themselves during conflicts with others.~ Caryn

We learn by living( social, emotional)! We learn through observation, support, repetition and experience. We also may have natural or innate talent, if given the __opportunity__, we may experience success. Mamadou.

These two learning styles, emotional and social, according to the article are the most important learning styles because humans function from emotions or allow emotions to guide them and we are the only mammals who are social, so we are said to be social beings. Tamika

2. How might the emotional and social learning style of __students__ play out in the behavior and learning of children who live in __poverty__ or challenging home environments? I think that emotional and social learning styles of student in the behavior and learning of children who live in __poverty__ or challenging home environments plays a big roll. I feel that these children come from some hard backgrounds that they do not know how to express their emotions there for they can not get excited about what they are learning because they are so worried about things that are going on at home. Children who come from this type of background usually have more behavior issues.~ Tiaa

// I see these types of behavioral issues on a weekly basis. Students that live in poverty or challenging home environments are usually hostile, “hard-shelled”, trouble makers or on the other hand could be quiet and withdrawn. Both styles of students usually suffer in achieving good grades ~JULI. //

// You right Juli. Poverty in America produces anger. There is no support system that helps people deal with isolation and lack of resources. People are less religious and less likely to accept their social condition. On top of that we have a violent society where people look for a quick fix for everything (instant gratification). It trickles down to the children, who feel anger and resentment. Such anger may affects socially and academically. Mamadou //

The social and emotional learning style of students who live in deep __poverty__ is hindered by the lack of proper parenting and support. These students may exhibit chronic behaviors which may disrupt the learning environment. Mamadou

The children of impoverished and residents of challenged homes may display emotional and social learning styles behaviors of anger, aggression and stress, possibly in appropriate behavior and stunted learning. Denise

I have learned too that having the kids be involved with creating the rules andexpectations helps to establish the "our" classroom environment. One inwhich the kids will uphold. This is one of my favorite times of the year. ....Christen

I see these students as having less exposure to social settings whereas they could learn to use appropriate social skills. In my experience I see the families just sitting on their porch, litter all around them the doors and __windows__ falling off showing signs of no care or value of pride in where you live or how you survivie. It does not matter where you live it's the mentality in which you choose to live have some honor pride and dignity about yourself. there are many free events the families can atttend and learn to be civilly social. in the summer their are free shows at the PAC for children, free days at the zoo, free musicals at the parks and the public libraries have events for the children. if these events were attened they could learn from the others modeling appropriate social behavior. the more opportunities they have to experience a different way of life theirs will improve or change. Denise

In my experience thse kids put up a wall. In most cases they will "test" you. I have had some kids that are very angry and usually withdrawl. They have way more life experience than their peers and often have a hard time "relating" to kids that are brought up in a loving, safe, and secure home environment. It takes a long time to establish the trust with these kids if ever. By the time it happens most of your year is gone and you have to pass them on to someone with the hope that they will love them like you do. Knowing that they probably won't. I feel so bad for some that I have worked with. I work with the EBD kids in our grade and they have been some of my favorite. Most of them have come from a poversh and tough home environment. ~Christen

Response to Christen  – I can totally agree with you on working with the EBD population. I absolutely love working with this group of students. Although we have our difficult days, to know that a student who has been and seen some things I couldn’t fathom, it feels good to know that they feel a sense of peace and a classroom of no anxiety or pressure. ~JULI-1

Respond to Christen- Do you think that the wall that the children put up is to make them feel that no one can see them or understand their problems that they are facing or what do you think the wall is for. I have heard of people putting up a wall but was not really sure of their meaning for the wall.~ Tiaa

If students are living in the absence of a safe emtional home environment this will play out by showing unruly behavior. You will see students have difficulty concentrating and staying focused on assignments, students who are tired and sleepy most of the day and show no motivation to learn, students who have problems remembering concepts just taught, as well as, lack creativity and self esteem. I notice students that are constantly in need of my approval, students who hoard materials that are to be shared by all or steals things that do not belong to them. ~Caryn


 * Response to Caryn- What do you think are some things that can be used to motivate students at this age, I use the tactic of talking to my students about their futures and having genuine conversations with them, but I don't know what kind of strategies could be used on younger children? Tamika **

Children who live in poverty or challenging environments may struggle in school because these issues deal with the emotions and may impede the brains ability to retain knowledge in school. Tamika

3. What can you glean from these articles that can assist you as a __teacher__ in helping children who do not live in an emotionally safe environment and are experiencing stress?

// I understand that not all students come from a good, calming, and emotionally safe environment, so it’s my goal not to haggle or yell at them. I’m there to motivate and discuss their issues if need be. When running my classroom, I like to teach with a democratic style in mind, this gives each child a choice to complete what they want, however still meaningful. ~JULI //

// I make these believe that they are in a safe environment and I am not a threat to them. I make them feel welcomed and loved, like my own children. I counsel individually and help my students as much as i can. I try to instill in them courage and hard work. Without them i would not be working in such setting. you have to care in order to teach to such needy group. Mamadou //

What I have learned and revisited is to provide a safe learning environment for the students, develop the rules /codes of conduct with the students input and reduce stressful situations by allowing opportunities for self –expression and avail situations where the students identify feelings of others. I plan to focus more of my time on instruction and less on behavior allowing modeling ang peer pressure to guide those not ono track socially. Denise

Response to Denise  – I totally agree with you Denise. All the rules, expectations, procedures should be put in place so that learning can occur. I love the idea of modeling the behavior you want your students to exhibit. ~JULI - 2

What I have gleaned from these articles that can help me with children who do not live in an emotionally safe environment and are experiencing stress is to give the child or children opportunities to free themselves. By this I mean let the children come up with the activities for the day. Also if i see that they or know that they come from this background I tend to let them have a few more chances then the other students because they are so use to being yelled at or punished and for some of these kids trouble is all they know. ~Tiaa Denise...I agree with you! We need to teach discipline and find a way to bring harmony in our learning environment. Mamadou

It is my goal to be more sensitive and conscience to my students' home life and how it might be affecting their social and emotional learning. I want to begin doing the morning meetings first thing to give my kiddos a chance to share and get to know each other. I think this will help establish a family atmosphere. I want to provide my kids with a safe place while they are with me. I look at it as I get them longer than they technically spend at home. I want to be less reactive to student behavior and be more insightful as to why they may be acting in the way they are. ~Christen

I can help children who do not live in emotionally safe environments by supplying a safe environment for students to express their feelings, build positive relationships and ways to solve conflicts peacefully. Students can be taught to celebrate and respect different ideas and feelings. I can also teach students to support individualsim by recognizing all students individually and collectively. "Know the emotional needs of your students". ~Caryn

Response to Caryn – “Know the emotional needs of your students”…..This should be made a class!! J  I’ve been in so many regular ed and even some special ed classrooms that the students are ignored and never even told “Good morning” or made small conversation with them. I feel really bad for the teachers, who just come to teach…I feel the field of education is much bigger than teaching, it’s about learning about your students as well, and how do you learn?? You ask questions and engage in meaningful conversations about them. ~JULI-3

Based on the articles, children who live in emotional environments that are unsafe, can be provided with these environments in the classroom. Classrooms where the teachers help the students feel safe, exhibit enthusiasm for learning helps students to feel safe in the classroom. In my opinion this may be an opportunity for the teacher to combat some of the personal issues that students may face, giving them school as a refuge. Tamika

4. What is at least one concrete example of the social learning system you have seen play out within one of your own students?

// In my class, after the first 5-10 that the students complete a warm up, we participate in a “check in”, which the kids and myself have a chance to reflect on the day’s events and anything else that’s sharable. During this time, students are to show respect and listen, meaning no technology is to be seen, eye contact to the speaker, and __active__ listening. This social learning system took about 3 weeks to establish, I’ve built up a sharing community in which no one feels disrespected. ~JULI //

// At my school we have restorative Justice. We form a group and in a democratic way air out our difference and show our appreciation for one another. It allows the adults to show emotions and the children to understand that we are not perfect and we recognize our mistakes and apologize to anyone who felt affected by our actions. Students write a note and put them in a box at the office. The facilitator or social worker, reads them and preside over one hour session of listening and conflict resolution. The students fell they are part of a family. Mamadou. //

One concrete example of a social learning system is a student apologized for interrupting while I was speaking and stated that she apologized and why in a pleasant voice with a sincere tone and facial expression. Denise

One example of social learning system that I have seen with my own students is when one of the students get hurt the children go to check on the student and make sure that student is okay. One student will also come and let me know if I don't already know. ~Tiaa

We have implemented PBIS in our school and our motto is to be a HERO (helping everyone respect others). On numerous occassions I have heard my students tell eachother that they have not made a good choice and that they are not being a hero. That behavior of being a leader is then rewarded. It is so much better than hearing your kids tattle to you about each other. They are taking on leadership roles by identifying their peers undesirable behavior and then telling them what they should be doing instead! ~Christen

We have COOL TOOLS that are discussed each morning during our family meetings. Students discuss with teachers what their behavior should look like and sound like in classrooms and in the hallways and the cafeteria. When students successfully show these behaviors they receive a Shocker Buck. Sometimes we have students point out other students when they are displaying positive behaviors. At the end of the week students are able to exchange their bucks for prizes. ~Caryn

Personally, I am a very emotional person and currently I am working on balancing emotion with logic because I feel that it is important that not everyone feels my emotions, since I am responsible for the energy that I put into the universe. Therefore, my students are very aware when I am frustrated or upset about something. I don’t have one student that I can describe, but my class as a whole, I’ve developed a relationship with them and they are very aware when I am frustrated or upset. Tamika

Respond to Christian- I like the idea of the children telling each other that the other child did not make a good choice. I used your idea of HERO in my class and I have seen some improvement but the tattling is out of control. I will teach my children next year how to tell another student in a nice way that they are not making a good choice and hope that the tattling is not as bad. Thanks for the idea.~Tiaa

Respond to Caryn- I like your idea too. That could be something that I also try next year. My kids love act out especially when I am not around. ~ Tiaa

Response to Tiaa...glad I could help :) I'm always looking for ideas!-Christen 5. Respond to this: How can research on the brain inform YOU as a teacher? Provide at least 2 concrete examples within your own curriculum or teaching.

// Reading research on the brain can inform a teacher on how specific students learn and how they __best__ receive information. Not all adults, let alone students learn the same, so I as an educator have to be able to figure out what type of learner each one of my students are. ~JULI //

// We often know as educators the strengths and weaknesses of our students, after //// spending a long time with them. Each one of us is gifted in our own way. We need to create an opportunity for learning for our students to excel. Learning is repetition. Practice makes it perfect. I drill. We know then who is good at what. We then craft class and homework to help them practice and acquire skills.. Mamadou //

// . // Research on the brain can inform me by these examples: Modifying instruction to reach the students with low attention spans
 * 1) I have slowed my instructions and model more and go step by step monitoring the room to insure the students are following along. I have the students follow the steps and vocally stating the procedure as they demonstrate on the board, if there is a question or error, I allow the students to identify it and make the correction. If the students do independent problems and display them on the board they are to state their strategy. The students are to also show their work and check if possible.

Using manipulative to extend learning
 * 1) The students use manipulative to solve problems independently and in groups. For instance to learn multiplication the students demonstrate grouping with 2 sided tokens.

2x6 = 12 1 Addition 6 + 6 = 12 1 set of 6 2nd set of 6 Next we learn to find the answer on the multiplication chart. Denise

It has reminded me that there are so many ways to receive information and that some children receive but don't retain using some strategies while others do. I use music to help children remember they types of clouds. We have learned how to say the HERO promise in sign language! We learned about rotation by getting down on the floor and rotating our bodies. We learned about symmetry by folding our bodies in half. We also learned about fractions through an art project. I'm always looking for ways to connect what I am teaching to my students so that it will be an "experience".~Christen

I think of this as there are many different types of learners in this world. I learn best visually. I have to see things in order to be able to understand it. I have learned with the children in my class that they all have different ways of learning. So what I do with my children is for math we usually do hands-on and visually learning. I have the kids take the numbers that we have learn this far and put them in order and for the most part they can do it. However, when I just tell them to write the numbers they struggle. I also do one on one learning for the children who are far behind. With them I get the whole class working on the assignment then sit down and go step by step with the children who have a hard time with the work. ~Tiaa

This question makes me think of the Multiple Intelligences and how important it is to give students a chance to find their strengths. I try to make most learning that happens in my classroom parallel to hands-on acvtivities. Such as this quarter students are learning about plants this quarter for science. Students will not only read information about plants but will also disect the parts of plants and seeds. They will try to germinate a seed of their choice. Another example is when teaching math, students are given the opportunity to use manipulatives such as pattern blocks, base ten blocks and 3-D shapes to learn about geometry.~Caryn

Understanding how the brain works will help me present content through various teaching strategies, understanding how age and maturity affects learning, incorporate other factors into the classroom such as stress management, nutrition and exercise, using a variety of “hook” or motivational techniques, etc. In my classroom one example of how I use brain research to help my students learn is by maintaining a positive environment. Having grown up in a challenging home environment, I looked to school as a refuge, I always had teachers who made me feel safe in the classroom. I sometimes put my students in a circle and we have created a family environment where students feel safe. They are taught to respect one another and be sensitive to things that bother one another, even if that is something that doesn’t bother others. Another example is my teaching methods. I am very open to teach various subjects using a variety of techniques for example giving students roles in history and creating debate simulations have been extremely helpful in learning seemingly boring historical concepts. Tamika

<span style="color: #00ff1d; font-family: 'Comic Sans MS',cursive;">In responce to Juli- I also give the students time to share their personal experiences when we have had a break in attendance, like a holiday, the weekend or if the weather allows some extra or special events. Please be reminded I have 60 minutes to a session. <span style="color: #00ff1d; font-family: 'Comic Sans MS',cursive;">I close by asking what they have learned and / or what we have covered. I do greet the students upon entry and compliment them on any changes I notice, like a hair style or cut, new outfit or accessories and injuries if they are not of a prying nature, eg a hand in a cast. I do give a caring conversation to let each child know they are special and I care <span style="color: #00ff1d; font-family: 'Comic Sans MS',cursive;">. Denise

6. What can you say about the brain of an adolescent? (Based on the article AND connecting to your own experience as an adolescent or your own children or students.)

// Adolescents appear to have at least 3 strikes against them when it comes to using logic to weigh the risks in dangerous or sometimes even everyday types of decisions. The more primitive regions of their brains are strong and tend to drive behaviors. The immature region responsible for the logic of long term benefits does not always override the impulsive, survival oriented hypothalamus. Any additional trauma to the mix such as abusive households or drug and alcohol use and the issue becomes even more severe. //

// Working in the EBD unit, I see A LOT of impulsive behavior. I have a lot of students that react to things BEFORE they’ve really gotten a chance to analyze what was said or done to them. ~JULI //

// As an adolescent, I was a good listener. I was told to observe those people in my surrounding who were successful at school. Success was the degrees you hold or the type of job you had. It was not money, it was the things you do to advance humanity. My cousin was a doctor and I was very proud of him. At school I did experience the difficult teen years, with changes in the brain and the body. At some point I thought I was so powerful that I could do anything( like traveling to foreign countries, learning to speak their languages and getting to know their cultures). My family was very supportive and guided me through rough time. I was also madly in love with a girl, who made me feel special. i had to do well to impress her at that time. I did what I was told to do: to memorize what I could not grasp at that time. Many years later, I still get excited because I find myself with a reserve of knowledge that I can recall. Mamadou //

The brain of the adolescent is yet in need of adult guidance to resolve a degree of problems due to the hormones of feelings driving them without weighing the consequences of their actions One of my students was bit by a friends snake because he had gotten to comfortable with him and laid on him therefore the snake responded with a bite to his hand. Another student we are dealing with are being sexually driven and interested in the opposite sex and much o f their conversations are about boyfriends, who likes who and passing notes, exchanging phone numbers, emails, text and social network accounts. This is creating loss of friendships and jealousy (haters) among one another, which lead to a lot of verbal disputes, threatening looks and trading of friends/ seating arrangements at lunch or the bus ride home. Denise

This question makes me think back to middle school when I was being bullied so badly. It interfered with my ENTIRE life. I was so extremely stressed, I constantly had fear. I would break out with zits because I was so stressed. I would become physically ill. I wouldn't eat because I would hide in the bathroom during lunch. It affected my grades because I couldn't concentrate. It affected my family and social life because I felt isolated. It is crucial for adolescents to feel like they have a connection with someone...anyone that they feel they can trust. I went to my guidance counselor but that was a joke and then my parents and teachers thought I was just trying to get out of class. It was horrible. ~Christen

The brain of an adolescent is that they need strong adult guidance and help with all the decisions that they have to make though out their teen years. This is so true as I look at the middle school kids here at school. They act so immature that it doesn't make sense. I have to remind them how to act, but i really think that this is just the new age kids because I do not remember acting as silly as these kids. ~Tiaa

<span style="color: #800000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Adolescent students have so much going on. They are worried mainly about their relationships with friends, when their parents and teachers want them to concentrate more on their learning. Adolescents have to have a very strong personality to give into to peer pressure. Adolescents will reach a maturity level around the age of 20. They are not thinking logically most of the time and this way parenst and children may have many arguements during this time in their life. Which means that teachers have to work hard to keep teenagers interested and involved in school. In essence- you have to put on a show!! ~Caryn

According to the article the adolescent brain is driven by the hypothalamus, which drives the survival needs to eat, fight or flight and sex. This part of the brain goes against the social structure, morals and safety of society. Having worked with adolescents for several years, it is apparent that this is the case. Many of my students have a difficult time making logical decisions and sometimes seems as if they are unaware that they made such an illogical choice or questions the reason it is actually not a good decision. Tamika

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Response- I think that these young children have a lot going on in their lives. These children see a lot. They are faced with not being loved, cared for and in a lot of cases these children are raising children that their parents don't want to raise. I think that these issues are brought to school and it makes it even harder to teach because we do not know what these children will face once they leave our class. ~Tia

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Response...I agree with you Tiaa. The problems and things these children are having to deal with and be exposed to are happening at a much younger age now too. Therefore by thetime they get to the adolescent stage of life they have hardened and built up quite a wall of protection. It makes it difficult to break Down that walltoo establish trust which really needs to be in place before any real learning takes place. I am reminded of the awesome keynote speaker from the conference. She established a relationship with those boys and then they wanted to learn.--Christen

7. What was at least one ah-ha piece of learning (content focused) you experienced from reading these articles? // I found the four articles really intriguing…I mean I never thought knowing how the brain works could potentially impact how I teach. In all my years of learning and schooling, I’ve never came upon the works of the brain until now. ~JULI //

Response to Juli: I also found the articles intriguing, it was very useful to be able to explore the brain and how this research is connected to what we deal with in classroom everyday. In this day and age when education is widely ridiculed and teachers are not being given credit for dealing with all the issues in the classroom. This piece of information can help us to begin to take more creative approaches to the issues children bring into the classroom, therefore creating more positive outcomes. Tamika

// After spending 10 years in Milwaukee and reading many books about the brain, I had no ah ha moment. I was a science teacher for my first 3 years and the 8th grade curriculum spent an entire month about the Nervous system and learning. I was also trained at Alverno College on H. Gardeners' theory. Mamadou //

One thing that I found interesting with this articles is the brain structure. I always heard about the different parts of the brain but did not know exactly how everything works. I did not know the amygdala is the part of the brain that is the seat of emotions. It is also a tiny area.~ Tiaa

My ah ha moment was to learn more about the effects of stress on the student’s performance; such as inattentiveness, lack of participation and brain freeze. As adults can have overloads, children can also have the same type of exhaustion. I also liked the fact that the foods served for breakfast and lunch affect the student’s performance, carbohydrates and protein are able to set the learning mode. Denise

I really connected with the Blue article called Using Brain Research in the Classroom. It was just very interesting to see how the brain is affected socially and emotionally and how the littlest thing can affect us and our students. It reminded me to be gentle. It reminded me to be open-minded and to question. It reminded me of how important it is to take just a couple minutes at the beginning of the day to connect with your kids and each other as a "family" can effect your entire day. Greeting the kids is also so important. I often find myself bustling around my room trying to get stuff done when I should be greeting my kiddos to read their moods and set the stage. ~Christen

The article that really was a mirror image of myself was the article "How the Adolescent Brain Challenges the Adult Brain". This was definitely me as an adolescent. I wish that this article would have been around for my parents to help them deal with my mood swings as a teenager. ~Caryn

Reading these articles are helping to connect the science to my art as a teacher. There are several techniques that I already use in my classroom that I’ve learned through trial and error. These techniques help me realized that they definite methods that will help increase classroom learning as well as incorporating others that I have not yet employed in my class environments. Tamika

8. What is at least one thing you will take from these readings and use within your own teaching or professional life? <span style="color: #800080; font-family: Georgia,serif; font-size: 14px;">One thing that I will take from these readings is to make sure that I am excited about whatever I am teaching at the moment even if it does not excite me. I learn that being excited helps the children emotionally. I try hard to do this everyday but there are some days that a lesson does not excite me because I know that it is a difficult lesson for the children but if I do something exciting to get them to learn then they will be just as excited.~ Tiaa

// On back of the yellow sheet, it provided me with some suggestions that help to differientiate instruction. Out of all the suggestions, I only use word walls. I like the idea of teaching in a different location and the use of videos and television programs. A goal of mine for next school year is to get a smart board in my room to take advantage of this technology. A few teachers in my building look at me crazy because I don’t utilize a smart board, because of my age. Although I am a young teacher, I just never got into using technology…so this summer I guess I’ll be enrolling in “Smart Board Use 101” //// J //// ~JULI //

// i will always try to create a safe environment conducive to learning free of stress. Mamadou //

I will be more attentive to the facts of culture, the learning styles, even thought I use these a few more reasons were shared as to why I should be using these methods of instruction to gain more from the students and availing them more opportunities to use their learning styles to grasp the information shared. I am concerned about the attention span and the sides of the brain have an affect as to which one is active and the one that is more predominant for the student learning style. The social, emotional and cultural values of the students need to be included in the planning of lessons and instruction to appropriately be at a level for the students to attain the concepts of the lessons. Denise

Oops I kinda said that in the #7 answer! I plan on doing community circles and guided math/reading which will allow me to speak with my students and work with them in smaller groups!~Christen

Respond to Juli- I think that I would like to take a course on differentiate instruction. I have seen other teachers do it and tried it in my room to what I thought I was doing. However, I do not think I'm doing it right. The ideas in the article are great help and I will save this article to do more of these things next school year. ~Tiaa

<span style="color: #800000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">One thing that I will take away from the articles and keep in mind is constantly providing an emotionally and socially safe classroom. I know that this has to be reset every year. This can be done once I have learned about my students and their needs. ~Caryn

Understanding brain research and how the adolescent brain is driven will be information that I can share with my students, their parents and other staff. This knowledge may help everyone involved understand why we face some of the issues we have in our classroom. I plan to make brain research public in my classroom in the upcoming school year and proactively us it as a tool to guide instruction. Tamika