beyondchips

Modern brain research says we humans have a neurological system that is hardwired for comfort. Conversely, we are also have a primordial predisposition for growth, risk-taking, and change which science argue as essential elements for evolution. In Plato’s allegory, he describes the condition as the difference between remaining shackled in the cave and venturing out for genuine enlightenment. Unlike others life forms, we have the ability to manage or regulate the natural want to leave our comfort zone with the necessity to stay in it. Our daily interactions suggests some are better skilled in doing so than others. As educators, we work with each other and young learners who are intelligent and can make good decisions. The question is, do why people make “bad” choices? This week, I invite you to take a moment to learn, relearn (or unlearn) about the frontal lobe of the human brain by viewing the TEDx video liked below (18 mins).   https://www.youtube.com/embed/v1ojZKWfShQ?si=wq45IDxg...

Stay in your seat. Think before you act. Get a hold of your emotions. Organize your materials. Manage your time. Sounds familiar? These are just a few statements repeatedly shared with some students. At the root of the problem are skills collectively known under the category of Executive Function. Executive function skills develop naturally and through experience. Student needs to work on their executive functioning skills, just like they need to work on their math facts, reading understanding, and other learning objectives we present to them. If we are to extend this thinking, do we then have a duty to help students develop these skills?   Executive functions are processing skills that help us get things done. Every classroom has a wide range of students with different levels of executive functioning skills. Skills such as starting a task, organization, metacognition, inhibition, planning and setting priorities, time management, emotional control, sustained attention, flexibility,...

Think before you act. Get a hold of your emotions. Organize your materials. Manage your time.   Sounds familiar? These are just a few statements repeatedly shared with some students. At the root of the problem are skills collectively known under the category of  Executive Function . Executive function skills develop naturally and through experience. Student needs to work on their executive functioning skills, just like they need to work on their math facts, reading understanding, and other learning objectives we present to them. If we are to extend this thinking, do we then have a duty to help students develop these skills?   Executive functions are processing skills that help us get things done. Every classroom has a wide range of students with different levels of executive functioning skills. Skills such as starting a task, organization, metacognition, inhibition, planning and setting priorities, time management, emotional control, sustained attention, flexibility, and ...