Strategies to Strengthen Students' Processes

Students come from a myriad of backgrounds and therefore start each day in the classroom with individual needs and levels of readiness to learn.  Through observation, study, and research, it has been determined that these cognitive levels and positions are not permanent but rather ever changing throughout the life of every individual (Jensen, 2011).  Student IQs were observed and compared among home life situations.  It was found that orphan students with lower IQs whom were placed in foster homes in which they were loved on, encouraged, and supported increased their IQs sufficiently.

Through these observations, several conclusions began to be made, including the importance of brain based learning.  No two minds are alike and it is crucial to a successful classroom that all minds are supported and taught in an enhancing environment.  The brain learns best when faced with a balance of comfort and challenge (Lackney, 2002).  In order to achieve that fine balance, Lackney and Jensen agree that brain based learning designed classrooms are the way to go.

A brain-based learning design differs in every classroom.  It is critical to ensure the success of the design that all factors be taken into consideration: school, community, and population.  Each grade level also determines the needs of the design (Lackney, 2002). In the fourth grade at Southwest Elementary, my cooperating teacher and I have begun to find strategies that work.

It is critical that the classroom is a safe, positive place for students.  The behavior management plan should maintain a positive focus, highlighting those who are doing what they should be rather than appealing to those attention seekers with negative reprimands. My internship classroom has successfully utilized this safe place to learn with a positive focus as well as multiple platforms for recognition and authentic educational experiences, however there is always room for growth. Students participate regularly in realistic experiences interacting with the objectives in a life-like manner to gain valuable, authentic comprehension.

Looking forward to areas in which to improve, the options are endless.  Many strategies have been tested and deemed successful for brain-based learning by teachers nationwide.  Such strategies that apply to the fourth grade, particularly at Southwest in my student teaching, include a greater array of platforms for recognition, providing motivation for the students as well as highlighting each student's talents and abilities.  

The students also deserve the right and opportunity to partake in the creation of the class constitution.  Though the teacher retains veto power, students should feel the democratic principles of the classroom more so than dictatorship limitations.  From this student involvement and ownership of the classroom stems the student ownership of their learning, encouraging and challenging to students to partake in the opportunities for critical thinking and the comfort to take educational risks, trying new things.

With the combination of encouragement, consistent positivity, and authentic learning experiences the classroom atmosphere will increase.  A whole brain approach could also aid in the brain based learning designs if implemented.  Integration of the arts and physical interactions with learning also support brain-based learning and is an area in which my cooperating teacher and I work to implement as well (Lackney, 2002).

The research on brain-based learning is quickly increasing and growing abundant.  The substance behind the theory has depth and significance, facing schools and educators with a new way of thinking which may greatly enhance the educational environment and atmosphere for all involved.

Jensen, E. (2011). Teaching with poverty in mind, what being poor does to kids' brains and what schools can do about it. Alexandria, VA: Assn for Supervision & Curriculum

Lackney, J. (2002). Brain-based learning design principles. Retrieved from http://www.designshare.com/Research/BrainBasedLearn98.htm