One of many reasons why technology, though a useful TOOL, does not CREATE individualized learning: Safe and Trusting Relationships It is becoming increasingly evident that facial expressions, physical contact, and eye gaze connect us in constant communication exchanges with those around us. It is within this interpersonal matrix that our brains are built, rebuilt, and regulated. A teacher’s supportive encouragement properly balanced with an appropriate level of challenge activates dopamine, serotonin, norepinephrine, and endorphin production at levels conducive to learning (Barad, 2000; Huang et al., 1999; Kang & Schuman, 1995; Kilgard & Merzenich, 1998; Kirkwood et al., 1999; Tang et al., 1999). Through these and other biochemical processes, teacher-student attunement creates states of mind and brain that make students better able to incorporate, recall, and use new information. From a neurobiological perspective, the position of the teacher is very similar to that of the parent in building a child’s brain. Both can enhance a child’s emotional regulation by providing a safe haven that supports the learning process. This “holding environment” optimizes neuroplasticity, allowing for new learning (Kegan, 2000). Among the many possible implications of this finding for the classroom is the fact that teacher-student attunement isn’t a “nice addition” to the learning experience, but a core requirement. This is especially true in cases where children come to class with social, emotional, or intellectual challenges. The social brain takes into account both what we are learning and from whom we are learning it. Source: tolerance.org/magazine/number-46-spring-2014/feature/excerpt-social-neuroscience-education
Posted on: Tue, 11 Mar 2014 01:57:11 +0000
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