Benefiting Students Through A Brain-Based Learning Environment Essay Example for Free

Benefiting Students Through A Brain- found reading Environment EssayThe question of nature versus advance as it pertains to human development has been a logical argument among psychologists for days. And after decades of search, there is still no unequivocal answer as to whether nature (genes) or nurture ( environs and upbringing) argon responsible for authentic characteristics of an individual. However, more researchers forthwith believe that environmental factors play a more signifi arseholet role than genetic factors. The acceptance of this popular opinion has many implications for teachers, because it directly affects the teaching strategies they will use in the schoolroom. In addition, recent findings in hotshot-based research are providing educators with an understanding of how the brain learns, and how it learns best. As a result, in order to optimize schoolchild penury, involvement, and retention, teachers empennage no coherenter ignore the importance of b rain-based study in the educational environment (Wilmes, Harrington, Kohler-Evans, Sumpter, 2008). In the text, Brain-Based Learning The New Paradigm of Teaching, Eric Jensen emphasizes the correlation between students emotional states and their encyclopaedism potential. Adjacently, of the various emotional states a student experiences at any given time, di attempted is the most detrimental.A brain in di show results in a long list of detrimental impacts on reading, including the loss of the ability to correctly interpret insidious clues from the environment, the loss of the ability to index and access information, diminished long-term memory, loss of the ability to perceived relationships, and a lessened capacity for high-order thinking (Jensen, 44). Therefore, managing classroom sift through brain-based strategies is an enormous advantage for students. Childhood stress can be caused by any situation that requires a person to adapt or counterchange (Larzelere, 2010). These changes can be positive such as a new sibling or a new pet, or negative such as poverty, abuse, and separation. It is understandable that the negative stressors are the most pernicious to a childs development. whiz of the grea ladder ch on the wholeenges for teachers that aim to alleviate students stress is that not all stress-related symptoms are directly measurable or obvious to others (e.g., worry, headache), thus unrecognized symptoms are likely to go untreated (Shah, 2011). Still, there are many brain-based strategies that teachers can incorporate to help reduce the amount of stress a student experiences in the classroom.First of all, educators can change magnitude a students sense of security at school by opening a dialogue with them about their fears. In fact, several(prenominal)times just the fortune to talk about these issues helps reduce the burden (Jensen, 49). In addition, by incorporating small group activities and the use of teamwork among students, a teacher can s trengthen a students ability to communicate and problem solve. some other lesson of how a teacher can encourage positive relationships among their students is to offer as very much option and autonomy as possible. Research has shown that creating a classroom environment where student expression and choice are solicited provides a welcoming atmosphere for children to grow at independent rates (Rushton, 2008). There are many ways in which a teacher can afford their students the opportunity to express themselves. Incorporating art, dance, poetry, singing, journal reflection, sports, and debate into a students classroom experience are all productive ways of well-favored students choice. They are also great ways to introduce rituals of positive affirmation.For example, by creating traditions of applause and team cheers, teachers can help bolster a students confidence and improve their self-esteem. Another type of negative stress that some students feel is performance anxiety. Perfor mance anxiety is a fear of not being able to commit a task to the best of sensations ability. As a result, students often experience a mental block, or an inability to retrieve stored information or think creatively. It is very car park for students to accept performance anxiety before test taking, often times negatively affecting their test scores. Studies show that emotional self-efficacy appears useful in managing negative effects of anxiety (Galla, Wood, 2012). Teachers can help to lessen the occurrence of performance anxiety in their students by regularly activating prior learning. For instance, reviewing previous lessons, whirl generous feedback, and establishing mechanisms for self-evaluation and peer review, are all strategies a teacher can use to reduce student stress and increase confidence immediately (Jensen, 50). While stress management is an important aspect of accompaniment a brain-compatible learning environment, stress is not the only emotional state that stu dents cope with.There is a myriad of emotions that a student can feel from one time to another, and a myriad of outside(a) stimuli that can trigger those emotions as well. The childs brain receives stimuli from the learning environment via each of their senses as the stimuli are transformed into a chemical electrical reaction that is the beginning of all learning (Rushton, 2008). One example of such stimuli is classroom acoustics. Poorly designed classrooms that fail to address and reduce ambient noise, retrieve effect, reverberation, and other acoustical problems cause a decrease in student attention and an increase in off-task behaviors (Jensen, 73). Students whose learning style is predominantly auditory are at the biggest disadvantage. As a result, discipline problems increase and student learning is negatively affected. Such problems are an enormous issue for schools today.For example, many schools across the bucolic have classrooms that exceed the maximum background noise l evel of 30 to 35 decibels recommended by the acoustical Society of America (Harris, Lambert, 2011).Therefore it is important for teachers to implement brain-based strategies to counter-act the negative effect of a poor acoustical learning environment. This can be done simply by moving around the classroom epoch speaking. Also, changing the location of students around the classroom can help those at a disadvantage. Using melody appropriately in the classroom is another brain-compatible way to positively affect students emotional state passim the learning process. In fact, recent research suggests that music may be a powerful fauna in building reasoning power, memory, and intelligence (Jensen, 76). A teacher can change a negative emotional state simply by playing upbeat music in the background sporadically throughout the day. Lesson plans can also be enriched through the use of music to educe certain emotions germane(predicate) to the subject matter. Such emotional involvement greatly helps the student comprehend and retain the lesson.Music not only affects students emotionally, but physiologically as well. Musics potential effects on the frame include, increase muscular energy, increased heartrate, reduction of pain and stress, relief of fatigue, and stimulation of creativity, sensitivity, and thinking (Jensen, 75). Another example of out-of-door stimuli that can affect learning is classroom aroma. Aromas are especially important because they take one of the most direct pathways to the brain (Jensen, 72). The sense of smell affects brain chemistry and has the ability to change moods in powerful ways. Certain types of scent stimulation like food can disrupt the accelerated learning functions of our brain, and chemical smells from air fresheners, perfume, and even some essential oils can be distracting and block learning (Rogers, 2010). However, certain aromas, such as peppermint, basil, and lemon, enhance motivation, attention, and creativity. And aroma s such as chamomile, lavender, orange, and rose calm nerves and encourage peacefulness (Jensen, 72). By using aromas appropriately in the classroom, and keeping aware of aromas that are disruptive or distracting, a teacher can optimize their students learning environment.Light in the environment is an additional example of outside stimuli that can hinder a students learning potential. Lighting strongly influences vision, which strongly influences learning, thus anything we can do to make our eyes more comfortable in the classroom contributes to optimal learning (Jensen, 57). classrooms that receive a lot of natural sunlight are the most advantageous for students. Natural sunlight helps students mood and motivation by delivering vitamin D through uptake by the skin, and in turn raising mood-elevating serotonin. In fact, studies have shown that students with the most sunlight in their classrooms progressed 20 share faster on math tests and 26 percent faster on reading tests compare d to students with the least lighting (Jensen, 58). However, on the other side of the coin, alike much morning sunlight can have an adverse effect. Thus, it is important for educators to have an awareness of the effect classroom lighting has on their students learning and strategize accordingly. By providing a variety of lighting types in the classroom and freehand learners a choice in determining where they sit can help with student comfort in the classroom (Jensen, 58).Color also plays an enormous role in creating a productive and secure learning environment. Color is an important factor in the physical learning environment and is a major chemical element in interior design that impacts student achievement, as well as teacher effectiveness and ply efficiency. Research has demonstrated that specific colors and patterns directly influence the health, morale, emotions, behavior, and performance of learners, depending on the individuals culture, age, gender, and developmental level , the subject being studied, and the activity being conducted (Harrington, Kohler-Evans, Sumpter, 2008). Therefore, educators wanting to take advantage of the benefit of brain-based environment can implement classroom color schemes that maximize student involvement. For instance, like aromas, some colors upgrade feelings of alertness and inspiration, while others elicit feelings of relaxation. Teacher can enhance student participation and motivation by use of color in hand-outs and power point presentation. In addition, teachers can use colors to elicit appropriate emotion in regard to subject matter in lessons.Such as blue blues or vibrant reds, depending on the subject matter. Again, this greatly helps to emotionally bond the student to the lesson.Another external stimulus that greatly affects a students classroom environment is room temperature. Take for example, a student coming back to a warm classroom after eating a obedient lunch. A classroom environment that is too warm c an makes students feel lethargic and unmotivated. Classrooms that are too warm are often the culprit for students falling asleep in class. On the other hand, a classroom that is too cold can make students feel distracted due to feeling uncomfortable. Based on a survey given to teachers, it was concluded that classroom conditions improved by air condition included reduced annoyances, improved visual display and flexibility, and comfortable conditions (Gallo, Wood, 2012).In final, teachers who understand the affect of stress and external stimuli in the learning environment and the advantages of brain-compatible learning strategies, visualize a developmentally appropriate brain- researched learning environment which allows an educational focus to preside while student autonomy prevails. Effective teachers support brain development by encouraging children to make discoveries in well-planned environments that support student autonomy (Rushton, 2008). With the benefits well outweighing th e needed teacher effortt and iniitiative, brain-compatible learning strategies offer far more advantages than hindrances. Students can only win in the long run when teachers utilize these strategies.ReferencesGalla, B. M., Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality separate Differences, 52(2), 118-122. doi10.1016/j.paid.2011.09.012 Harris, B., Lambert, C.. (2011, May). Impacting Learning. School Planning Management, 50(5), 44. Retrieved December 19, 2011, from ProQuest Education Journals. (Document ID 2382182351). Jensen, E. (2008). Brain-Based Learning The New Paradigm of Teaching. (2 ed.). Thousand Oaks Corwin Press. Larzelere MM, Jones GN. dialect and Health. Primary Care Clinics in Office Practice. December 200835(4). Rogers, D. (2010). Mmmmmm . . . Peppermint and rustling leaves. Times Educational Supplement, (4887), 3. Rushton, S., Juola-Rushton, A. (2008). Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative 6 years Later. Early Childhood Education Journal, 36(1), 87-92. doi10.1007/s10643-008-0244-5 SHAH, N. (2011). Students Stress Linked To Class Environments. Education Week, 30(24), 5. Wilmes, B., Harrington, L., Kohler-Evans, P., Sumpter, D. (2008). COMING TO OUR SENSES INCORPORATING psyche RESEARCH FINDINGS INTO CLASSROOM INSTRUCTION. Education, 128(4), 659-666.