I was fascinated to come across this book by David Sousa called "How the Brain Learns". Within the book the author demonstrates how learning happens, and how to facilitate in this process through good teaching. I found one page, 24, to be particularly interesting. Within the first chapter there is mention of how threats and emotions affect memory processing. I didn't take this too seriously. Sousa states that, "We have all had experiences when anger, fear of the unknown, or joy quickly overcame our rational thoughts...this happens because the hippocampus is susceptible to stress hormones which can inhibit cognitive functioning and long term memory...Under certain conditions, emotions can enhance memory by causing the release of hormones that stimulate the amygdala to signal brain regions to strengthen memory. Strong emotions can shut down conscious processing during the event while enhancing our memory of it." If our memories are as strong as Sousa says they are, then how come we can't control the feelings that cause the hormones in the first place? Why do we find it so difficult to examine a situation that we've seen before but just can't face?
To put this a little differently, I look at it from a alternative perspective. As a 9 year old, my 8 year old cousin convinced me to ride a local carnival rider known as the paratroopers. For any of you who have been on the ride before, you know exactly what to expect. The one thing I did not expect was to travel backwards after going forwards. Needless to say, my inner ear was off balance and my lunch was lost. The feeling of fear as I threw up on my cousin was excruciating; so much so that I have never been a ride that I know will take you backwards again. Ever. I'm sure we've all been in situations like this. But how do we face this as teachers? That pit in your stomach when facing a pedagogical or ethical conflict must be excruciating; but how do you pull it back together?
David Sousa goes on to mention at the end of the 1st chapter how to develop a classroom climate conducive to learning.
"Nearly all learning that occurs in schools involves complex cerebral processing. This occurs more easily in environments free from threat or intimidation. Whenever a student detects a threat, the cerebrum [the part of the brain that controls thinking, memory, speech, muscular movement and deep inside, emotion and reason] downshifts [aka the process where the hippocampus is susceptible to stress hormones which can inhibit cognitive functioning and long term memory] and thoughtful processing gives way to emotion or survival reactions. Experienced teachers have seen this in the classroom. Under pressure to give a quick response, the student begins to stumble, stab at answers, gets frustrated, angry, and may even resort to violence.
"Threats to students loom continuously in the classroom. The teacher's capacity to humiliate, embarrass, reject, and punish all constitute perceived threats to students. Many students even see grading more as a punitive than as a rewarding process. Students perceive threats in varying degrees, but the presence of a threat in any significant degree impedes learning. One's thinking and learning functions operate fully only when one feels secure [safety without safety anyone?].
"Teachers can make their classrooms better learning environments by avoiding threats (even subtle intimidation) and by establishing democratic climates in which students are treated fairly and feel free to express their opinions during discussions. In these environments students:
- develop trust in the teacher
- exhibit more positive behaviors
- are less likely to be disruptive
- show greater support for school policy
- sense that thinking is encouraged and nurtured."
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