Promoting social-emotional learning programs that decrease student conflict and create positive social climates in the classroom are invaluable to learning. Optimism, encouragement, and giving someone the benefit of the doubt have been shown to positively impact performance-and so does a caring and positive regard for students. From a neurobiological perspective, the position of the teacher is very similar to that of the parent in building the child’s brain. That’s why it pays for teachers to create positive social experiences in the classroom. As a result, close supportive relationships stimulate positive emotions, neuroplasticity, and learning. A brain without connection to other brains and without sufficient challenge will shrink and eventually die-moreover, the modern human brain’s primary environment is our matrix of social relationships. Our brains require stimulation and connection to survive and thrive. Here are nine scientific insights that educators might want to keep in mind. If we are going to move forward, we will have to admit that a one-size-fits-all model of education is doomed to fail the majority of students and teachers.Īnd through understanding how students’ brains actually work and using that knowledge to benefit classroom learning, we may be able to positively influence classroom education and prepare students to better face unknowable futures. Students and teachers are not uniform raw materials or assembly-line workers, but a diverse collection of living, breathing human beings with complex evolutionary histories, cultural backgrounds, and life stories. While findings from social neuroscience can provide some welcome guideposts for teachers, they cannot substitute for the flexibility needed in the classroom to accommodate a range of students. This evolutionary history poses a challenge for educators. From the GGSC to your bookshelf: 30 science-backed tools for well-being.
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