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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 ...

Students getting up from their seats seems to be a thing these days, and many struggle when students get up and leave with or without permission. Rather than react, consider a more fundamental and proactive approach. When was the last time the classroom looked transformed communicating a shift in mindset?  Some say, offering students agency over their seating arrangements, promotes students thinking about the learning environment and the freedom to make their own positive decisions. This, of course, can be seen as a difficult departure from the control of the seating chart and not everyone is ready. The seating arrangement impacts the dynamics and flow of instruction. Lessons in a U- or circle-shaped classroom encourage greater student participation and interaction than those taught in rows. Standing desks, exercise balls, and beanbag chairs are just a few of the flexible seating alternatives that provide kids the freedom to learn in the most productive setting for them. Each learn...

  In the book How Children Fail, the author likens students belonging either to a group of hopeful travelers on a journey with wonderful thoughts of an eventual arrival at a destination, or prisoners in a chain gang forced to work under threats of punishments with no knowledge of where they are at the moment, or will be down the line. Here’s the book: http://www.schoolofeducators.com/wp-content/uploads/2011/12/HOW-CHILDREN-FAIL-JOHN-HOLT.pdf   Many students perceive schools as a place where they are forced to go, where they are told what to do, and where their lives become miserable if they don't comply. For these students, the primary goal of school is not learning. Rather it is a place where mundane activities are performed with minimum effort and unpleasantness. They are often labeled as those who don't care.   Here’s a way forward for your consideration…   https://ace.edu/blog/new-kids-on-the-block-reaching-and-teaching-generation-alpha/   Key points of the ...

  Once in a while articles find me and I am compelled to share. This one is about how to deal with people who may be hostile. We perceive them to be angry, antagonistic, abrasive, harsh, etc. and we are often times called to engage similarly thereby increasing the propensity for an escalation.   The brief article allows for a brief reflection on how we deal with hostility. The best part is, there is a way out. The answer starts with the person in the mirror… I invite you to read on.   https://www.psychologytoday.com/us/blog/fulfillment-at-any-age/202307/understanding-the-abrasive-individual

Christensen, E. W., Anakwe, U. P., & Kessler, E. H. (2001). Receptivity to distance learnings The effect of technology, reputation, constraints, and learning preferences. Journal of Research on Computing in Education, 33 (3), 263-279. https://doi.org/10.1080/08886504.2001.10782314  While this article was written some time ago, it continues to reverberate with timeless ideas that remain relevant today. In the context of technology and education, the best indicator of students' openness to distance learning has to do with how valuable they believe distance learning tools are. The article emphasizes the importance of assisting students in appreciating the benefits and use of platforms and technologies for online learning. Technology that promotes interactivity and collaboration is of utmost importance. In addition, features that foster flexibility, relationship-building, and student-centered learning attract further engagement. When promoting online learning as an option to in-per...