Forward

I am not a neuroscientist. I am a practitioner. I teach! For a quarter of a century I have been busy

trying to find the best way to reach and teach young people and lead a learning organisation.

I never enjoyed school—but I saw an amazing opportunity. If someone could turn school into a

good place—thousands of young people would feel good about themselves, taste success and

learn vital skills, concepts and attitudes and values that would benefit them in life. School could be

a great place—a spring board to adult success. I set about to achieve that goal. It took me seven

years of teaching at the chalk-face before I was given my own school to run.

It was clear. School had to be based on how the brain learns. Neuroscientists were discovering

how humans learn and process information. The functional MRI scan was giving us clear pictures

of how the human-being embeds knowledge, but schools continued in their old traditional meth-

ods—preparing students for a world that no longer existed.

I am fascinated by neurobiology. The brain is a complex system of sub-system. My intention in

this book is not to simplify the brain. My purpose is to explain the complexity in teacher-language

and create opportunities for educators to see how their teaching style could change lives.

We are all different. We are unique. Schools teach big groups and it is a constant battle not to al-

low the one-size fits all policy to prevail.

Gender is a dangerous topic in the 21st century. This book is not about sexism. It is not about one

sex being better than the other. It is about biology and brain processing and finding ways to en-

sure that all children, despite their chromosomes, are given a chance to taste success. Hopefully,

this will lead to a massive reduction in the high drop-out rate we are experiencing in our schools.

Read and apply. Test the ideas and apply the principles. Build a classroom environment where chil-

dren feel safe and have a sense of belonging. Hold children accountable for their behaviour by al-

lowing them to process the information using their whole brain—then enjoy the environment you

have created and watch your students grow into high functioning, responsible adults.

Thank you for being a teacher! You are greatly valued!

Page: 2

cerebrum

Thinking brain

thalamus

Directs traffic

hypothalamus Keeps body on schedule. Determines hunger and thirst.

pituitary gland

Influences growth of the body

basal ganglia

Keep movements from going out of control

amygdala Emotional library of the brain

brain stem

This is all that reptiles have.

cerebellum

Balance, posture, co-ordination. Also: cogni-tion, novelty & emotions

medulla Pathway for motor sig-nals. Centre for breathing and heart control

pons

Relay station for our sen-sory information

hippocampus

Sorting and storing memo-ries

pineal gland

Third eye of the brain

cortex Size of a pillow slip

corpus callosum

Connects left and right hemispheres

LOBES

Frontal

Temporal

Parietal

Occipital

Page: 3

The average boy is less mature than the average girl when he starts school. By school age, the average

boy is less mature socially, less verbal, and more active than most of the girls. "We ask too much of

boys developmentally in the early years and they taste too much failure and frustration in school," says

Michael Thompson, Ph.D

Inner strength is built on commitment. Girls need to know that they have the commitment of at least one

significant adult in order to grow happy, confident, secure and resilient feeling that they have something to

give others. Birth parents are not usually the ones who can offer it. Girls who are able to commit to learn-

ing, organisations and friendships despite personal difficulties usually acknowledge the commitment of

someone who spent time with them, showed interest in the things they did, accepted them uncondition-

ally and, crucially, was reliable and there in times of need. Elizabeth Hartley-Brewer, author of Self-esteem

for Girls 100 Tips.

The primary school classroom is four-fifths language based, and girls are, on average, stronger than boys

in language. "Boys start slower in the areas of reading and writing. This is true not only in the United

States, but also in each of the 30 countries involved in a recent international study. I feel that boys in the

United States develop an idea early on that they are not good at the kind of literacy schools require. And

then a deficit or problem becomes an identity. By the time boys reach middle school, or even the upper

primary grades, they lack the fluency and sometimes practice to be successful. When they reach high

school they develop coping strategies where they fake it," comments Thomas Newkirk, Ph.D. author of

Misreading Masculinity.

Boys are more active than many girls and have trouble sitting still for long periods of time. Experts agree

that physical play is essential for boys and girls, particularly young children in the motor stage of develop-

ment. In fact, moving around helps them learn. But many schools have cut down on recess and outdoor

play in order to make time for meeting state academic requirements. "Today, most kindergarten curricula

expect boys to sit still much of the day and to do written work that many of them cannot master. Our de-

mand for more and earlier skills, of exactly the type that boys are less able to master than girls, makes

them feel like failures at an early age," says Jane Katch. "The most tiring thing you can ask a boy to do is sit

down. It's appropriate to expect for kids to sit still for part of the day, but not all of the day," adds Joseph

Tobin.

Socially there are two main girl types these days, and they are contradictory. One of them is strong, self-

confident, able to deal with change and eager to perform; the other feels herself disadvantaged with

boys, has a low level of self-confidence and sees her prospects as narrow. Then there are girls and

women who refuse to be slotted into one or the other group and are searching for their own position,

their own path. High self-esteem is the best protection you can give girls. A high self-esteem means you

consider yourself important and valuable, regardless of your appearance, ability or performance. If you

feel you are important, you speak up for yourself and defend your rights and your body. Any woman can

become a victim of a violent act, but statistically speaking, the risk is slight for women with high self-

esteem because they do not display inhibited body language which indicates fragility, uncertainty and a

general lack of self-confidence. Gisela Preuschoff, author of Raising Girls.

The rush to equality has caused much harm—through mistaking equality for sameness. Boys and girls

grow differently, and should not be lumped together and expected to thrive. In secondary schools,

especially, there are important reasons for separating girls from boys into classrooms where both sexes

can be free from vulnerability to pressure from the opposite sex; free to learn and explore their fragile

new identifies without falling into the stereotypical and defensive pretence of being macho or sexy,

cute or coy, aggressive or smart. Steve Biddulph

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The Gender-based classroom relies on six brain principles:

1. There are biological SEX DIFFERENCES between boys and girls that impact

learning.

2. The way the brain PROCCESSES incoming sensory information is affected

by gender.

3. The best exercise for the brain is …. EXERCISE.

4. The brain functions optimally when it FEELS SAFE.

5. CONNECTIONS on the outside with people create neural connections on

the inside.

6. The brain is HIERARCHICALLY organised.

This Concept is based on a desire to use neurobiological research in order to:

• Increased academic achievement

• Decreased behaviour problems

• Improved relationships

Success in this project depends on:

1. High levels of MOVEMENT & EXERCISE during the academic day.

2. Regular VESTIBULAR STIMULATION.

3. Brain Smart strategies to UNITE and CONNECT all students and teachers.

4. The ability to disengage STRESS.

5. Creating a SAFE family–based environment where all are allowed to make mistakes and

learn from the consequences.

6. Having visual and clearly defined CLASSROOM RULES (Great Expectations) with pre-

determined and agreed upon CONSEQUENCES .

7. Generating DOPAMINE and OXYTOCIN in boys and SEROTONIN in girls.

8. CELEBRATING the achievement for all students and teachers.

The question is always asked—”Is it better to be in a single-sexed class or a co-ed class?” Research

does not support one over the other. There is strong evidence that both benefit children. It is

however, easier to teach a gender-based classroom. This brochure will show that boys and girls

need different activities and teaching styles in order to embed learning. The highly competent

and energised educator can meet both needs. The majority of teachers who educate in difficult

environments with great demands simply do not have the energy to make it happen day after

day. In South Africa, where 75% of teachers are female, lack of understanding of the male brain

and male brain processing often prevents boys from feeling successful at school. Gender-based

classrooms sets boundaries and procedures to equip teachers to cope effectively and create a

classroom culture of success and caring.

Page: 6

Sex Difference: Corpus Callosum (Anterior Commissure) Laterality and crossing the midline

This is the bridge between the left hemisphere and

the right hemisphere. The left hemisphere is

slightly bigger in girls and they use 12 000 words a

day. They are often stronger in languages. The

right hemisphere is slightly larger in boys. The only

use about 3 000 words a day, but show an affinity

for spatial activities like Mathematics, Science and

sport. The Anterior Commissure is bigger in women

resulting in rapid cross over between left and right

hemispheres.

Sex Difference: Sight—Retina cells

Males have cells in the retina that are attracted to

moving objects. This gives then an added advan-

tage of being interested in sports that involve ball

movements.

Boys are more likely to be colour blind and do not

use colour in same way as girls. Girls problem

solve best in 3000K lights (warm light), whereas

boys problem solve best in 4000K light (cool blue

light). Boys can visually separate objects from the

background better because of their lack of concern

for colour.

Sex Difference: Hearing (Size of cochlea) McFadden, 1998 Girls more sensitive to sound. Boys have longer cochlear response. Boys are better at sound location.

The length of the cochlea is slightly longer in the

male ear. This results in girls hearing up to SEVEN

times louder than boys. Boys respond to aural

questions slower than girls. Boys don’t hear soft or

high sounds as well as girls.

Boys often congregate at the back of the classroom

because they are aware that they cannot HEAR and

therefore don’t want to be targeted by the

teacher.

Sex Difference: Taste and Smell (Sensitivity)

Sense of smell and taste is stronger in girls. Male

brains will seek salt and pepper and spices to add

flavour to their food. (Velle, 1987).

Female brains are more accurate at identifying fla-

vours. Girls complain about the smell of food.

Boys object to new tastes.

Sex Difference: Touch/Skin sensi-tivity

Boys are very physical. Boys use acceptable

(masculine) touching techniques like wrestling,

rugby, punching and shoving. Boys have to touch

to learn. Signs in shops Do not touch should be

replaced with NO BOYS ALLOWED! Boys learn best

by manipulating their environment. (Grossman,

1994).

Girls are more sensitive to touch, but boys have a

higher pain and cold threshold. (Lamberg, 1998)

Page: 7

Sex Difference: Reading Ability

Males only use the left hemisphere while reading.

Women use the left and the right hemisphere. Girls

have a larger language centre in the brain. Girls speak

earlier than boys and speak more often to adults.

Spelling and grammar advantages for girls will con-

tinue in adulthood (Kimura, 2000)

Because girls are better at Primary School reading—

boys often feel that reading is for girls and opt out,

focusing rather on spatial activities like Maths, Sci-

ence and Sport.

Boys battle with phonological processing because

they do not hear the correct sound of the phoneme.

Sex Difference: Hippocampus

The Hippocampus is involved in subtle evaluation and

memory is held here for a period of time. If the brain

does not feel that it is important, it sends it to the

Recycle Bin (forget). The brain is designed to forget.

If first wave of a lesson was not dynamic

The male brain has a SURGE PROTECTOR and

switches off when it experiences an overflow of infor-

mation.

Sex Difference: Blood Flow

Girls have 15% more blood flow to the brain. The

blood carries oxygen and glucose—essential for mem-

ory.

The rule is: If you are 5 years old, move every 5 min-

utes. 10 year olds—every 10 minutes. After 17 years

old, we must all move every 17 minutes.

Movement and activity improves blood flow to the

brain that carries oxygen and glucose.

Sex Difference: Amygdala (Emotional library)

The amygdala exerts a tremendous influence over the

cortex. It is more reactive while the cortex is reflec-

tive. The primary task of the amygdala may be its re-

sponsibility for linking emotional content to memory.

It is activated by fear as well as uncertainty. We rarely

get angry for the reason we think. Rather, each time

we react, it’s the retriggering of an earlier, stored re-

action.

The amygdala grows rapidly in adolescent boys which

could explain the high levels of aggression. Women in

their mid 40’s experience a similar reaction when

their amygdala grows to the size of an adolescent

teenager.

Sex Difference: Pre-frontal cortex (Executive control centre)

This is the CEO of the brain. The BIG SEVEN functions

are managed n the pre-frontal cortex:

1) Organisation 2) Time management 3) Prioritization

4) Working Memory 5) Flexibility 6) Empathy 7) Im-

pulse Control. It is here where all decisions are made

and where emotional control is exercised. It is the

centre of problem solving. Unless pathways have

been laid in childhood, the female brain matures at 22

years of age and the male brain at 30—35 years of

age.

The executive brain shuts down under stress.

Page: 8 Summary Gender DifferencesSummary Gender DifferencesSummary Gender DifferencesSummary Gender Differences Part of Brain Differences Impact

Amygdala Larger in boys and adult females

More aggressive

Basal ganglia More active in females Thoughts and actions Relationships

Broca’s area Highly active in females Language and articulation

Cerebellum Larger and stronger connections in females

Fine-motor skills

Cerebral cortex Females use more volume and it is more active

Multi-tasking and use of both hemispheres

Corpus Callosum Larger in females by 20% Co-ordinates both sides of the brain

Frontal lobe More active in females and it matures much faster

Morals, values, decisions, impulsivity, control

Hippocampus Larger and more active in females

Memory storage Birthday recall etc

Hypothalamus Denser in males More constant sex drive

Left hemisphere Bigger in female brain Better at all languages

Occipital lobe (Visual perception)

Tunnel view in males Radar view in females

Direct focus in males Holistic focus in females

Parietal lobe More active in females Tactile sensitivity

Right hemisphere Bigger in boys Superior at spatial relationships

Temporal lobe 12% bigger in females Superiority at all communication tasks

Wernicke area Active in females Definitions and vocabulary

Gender and Brain-based Learning, Jesũs Amaya, PhD, Universidad de Monterrey

Source: Sex differences in Human Neonatal Social Perception, Simon Baron-Cohen, 2000

BOY GIRL As babies, more interested in

mobiles and moving objects.

As babies more interested in a young

woman’s face.

Is a Verb artist:

Draws pictures of actions.

Is a Noun Artist:

Draws pictures of people, pets, flowers,

houses.

Prefers trucks as toys.

Prefers dolls as toys.

Negative attitude to reading and

writing.

Loves to read and write.

More impulsive and aggressive. Brain is more decentralised and

integrated. Integrates thoughts and

emotions.

More behavioural problems. Excels in language and auditory skills,

fine motor skills and attention to

detail.

Classroom risk-takers.

Challenge boundaries to see reaction.

Generally compliant and follow direc-

tives.

Reads non-fiction

Prefers to read narrative texts

Loves repetition and memorising

Loves creative learning techniques.

Prefers traditional approaches like

memorisation, repetition, abstraction.

Generally more attentive in class.

Page: 9

Page: 10

DOPAMINE DUDES

Boys need EXERCISE and

SPORT

Boys need COMPETITION

Boys need a CHALLENGE

Boys need RECOGNITION

Neurotransmitters transports information across the SYNAPTIC GAP.

It is in this GAP that learning takes place.

Boys need Dopamine and Girls need Serotonin.

BOYS GIRLS

SEROTONIN SALLYS

Girls need FRIENDSHIP and

SOCIAL CONNECTIONS

Girls need a SENSE OF

BELONGING

Girls need to feel

UNIQUE and SPECIAL

Girls need to TALK about

issues and emotions

Axon

Synaptic gap

Neurotransmitters

(dopamine, serotonin, oxyto-

cin, glucocorticoids)

Dendrite

If the blueprint for learning is... the effective flow of information from

the senses through the different parts of the brain to produce output in

the form of behaviour, (de Jager 2006), then why do so many learners

struggle to master the skill of learning?

Understand the brain: The brain is

made up of three levels (MacLean

1990). This can be depicted in an up-

side down triangle. The first level is the

survival brain (1), the second level is

the emotional brain (2), and the third

level is the cognitive brain (3). Accord-

ing to survival brain specialists, there

are certain signals to indicate that neu-

rological immaturities in the survival brain have caused a break down in

neurological development and the flow of information. In layman’s

terms—if the flow is not right—learning barriers will present.

When a baby is are born, she looks like a little human, but she does not become a human being until she devel-

ops. A baby raised by wolves will have the features of a human, but not behave like a human. Development is

the key ingredient that transforms a baby into a human being. This development is dependent on the baby hav-

ing positive conditions, interacting with caring adults and having a healthy body. (de Jager, 2006)

The neurological system is the communicator network that links all the different systems (organs, bones, mus-

cles, senses, veins) together. Babies are born with the blueprint for unfolding the development of the entire

communication system and do not have to rely on someone else to plan its development. This blueprint consists

of a set of reflexes designed to ensure survival.

Our reflex system is essential to the baby’s survival since reflexes act as basic training for all later skills such as

talking, drawing, reading, writing, paying attention, playing and performing. Reflexes emerge sequentially,

strengthening to fulfil a function before being inhibited again, and pass the responsibility to continued develop-

ment on to the next reflex. They are designed to have a limited lifespan. Once they have done their job, they

retire and allow the thinking brain (3) to take control. However, when a reflex does not complete its job prop-

erly, it remains active and acts as a signal indicating some neurological weakness.

The reflex system develops chronologically, which implies that specific milestones should have been achieved by

a certain age. According to Goddard, any interruption in the sequence of reaching developmental milestones will

result in earlier reflexes remaining active in the system and disturbing the emergence of subsequent reflexes. As

a result all further neurological development will be built on shaky foundations.

If the reflex system is interrupted, the body will attempt to compensate, which takes an enormous amount of

energy and effort. The neural system is stimulated through movement. Telling a child to sit still does not address

neural immaturities, movement does. Movement is the learner’s first language. Once he becomes confident at

moving, he automatically starts stimulating his Emotional brain (2)– this helps him to know who he is and what

he can do. This gives him the confidence to make contact with others and develop his second language—his

mother tongue! Movement stimulates the emotional brain which develops his language. These three are critical

to the development of the cognitive brain which ensures progress at school.

Movement is critical if you want to access the emotional brain of the student so that the language brain can be

stimulated. When the emotional brain can sense and feel success, the teacher will have access to the cognitive

brain to address the learning challenges.

Page: 11

So let’s get moving!

Crossing the midline integrates brain hemispheres to enable

the brain to organise itself. When learners perform cross

lateral activities, blood flow is increased in all parts of the

brain making it more alert and energized for stronger, more

cohesive learning. Movements that cross the midline unify

the cognitive and motor regions of the brain: the cerebellum,

basal ganglia, and corpus callosum while stimulating the pro-

ductions of neurotrophins that increase the number of syn-

aptic connections (Dennison, Hannaford). Most of the activi-

ties we do in physical education cross the midline and re-

quire coordination of body systems for mastery at any level.

Daily physical movement then becomes essential for opti-

mum learning.

Movement Produces:

1. Fresh oxygen to the brain. The brain needs oxygen in

order to function. As soon as the quality of oxygen

drops, the ability to fix attention (remain focused on a

fixed topic) drops and the hippocampus regards the

incoming sensory information a not essential. It is

therefore not embedded into memory.

2. Glucose: Glucose is essential for memory. Brain glu-

cose concentration is an essential variable that influ-

ences brain function. Elevations in brain glucose lev-

els can occur in response to meals, drugs, stress, exer-

cise, and diabetes. Memory is one crucial function

that is influenced by changes in brain glucose levels.

During movement, the liver naturally produces glu-

cose in the form of glycogen (Marise Parent).

3. Norephinephrine: This is a memory fixative which is

produced during moderate exercise. It acts as a glue

that adheres to information instructing the brain that

it must be remembered.

4. Neural Traffic between hemispheres: Doing exercise

that forces the brain to cross the midlines, improves

brain processing. In order to process, neural path-

ways cross over the corpus callosum. For example, in

boys—memory of nouns is stored in the left hippo-

campus and memory of pictures and topography is

stored in the right hippocampus. Therefore to con-

nect the name with the picture requires a cross-over

ability. In the amygdala, memory of spelling, reading

words, vocabulary and reading intellect is based in the

left amygdala while mathematical calculation and performance is based in the right hemisphere. If boys

do not move, they battle to do Story Sums in Mathematics which requires a language component to

their spatial ability. Movement is therefore essential.

5. Vestibular System Stimulation: The vestibular system is the gateway into the emotional brain. Move-

ment is the learner’s first language. Movement stimulates the emotional brain – this helps him to know

who he is and what he can do. This gives him the confidence to make contact with others and develop

his second language—his mother tongue! Movement stimulates the emotional brain which develops his

language.

6. Dopamine in boys and Serotonin in girls: These neurotransmitters are required to give boys a sense of

reward and girls a feeling of being calm and in control of the situation. They are both produced during

exercise.

• Oxygen …pumped to the brain• Glucose generated from liver

• Norephinephrine – memory fixative• Neural traffic across corpus callosum• Vestibular system exercise• Dopamine & serotonin

Page: 12

Page: 13

In order to FEEL SAFE, schools must ensure that there are SAFETY PLANS in place.

1. Passage safety: Keep to the left in single file. No obstructions on the window side of the

passage to ensure free flow of traffic. Stairwell management, entrance and exit of building

management. Before school policy and after school policy.

2. Passage Walking during academic day. Policy: Walk About Discs. Ablution Pairs Policy. Ac-

cess to Reception Card.

3. Classroom Rules and Consequences: Our classroom rules are called Great Expectations.

and consequences are negotiated and laid down.

Consequences must be negotiated and agreed on at the start of the academic year. Eight Consequence Cards are then

printed. When a student makes a mistake by not upholding the Great 8 Expectations—we allow FAILURE, but the Con-

sequence Card must be collected and completed by the following academic day.

What are consequences?

Consequences are learning tools. They represent learning by trial and error. It is not human nature to feel bad about

mistakes and good about accomplishments. We learn this mind set. Most teachers have never fully grasped the reality

that mistakes are opportunities to learn. The concept of failing forward—learning from our mistakes, has never been

fully embedded in school discipline programmes. The reason for this is that the designers have failed to see the oppor-

tunities for learning that grow out of mistakes. Punishments and rewards rely on judgment, but consequences rely on

REFLECTION. Reflection is the ability to view the situation with a clear mind. Children have to learn to behave like sci-

entists and study their own behaviour. The skill of reflecting on the choices made and the outcomes that result is at the

heart of emotional intelligence. The ultimate outcomes is the empowering belief that happiness is an inside job and

therefore available to everyone.

Consequence for Great 8 Expectation No. 6: We shall not laugh at or make fun of a person. Using put

downs and sarcasm prevents us from feeling safe.

Reflect on your actions that led to you receiving this CONSEQUENCE CARD 6 and write a 10 line paragraph where you

RECOGNISE that your behaviour was HURTFUL and suggest ways of REGULATING it in future. This must be handed in

to the Consequences Monitor before 08:30 on the next academic day. Please have it signed by your

parent or guardian.

1. We shall value one another as unique and special individuals.

2. We shall help each other whenever possible.

3. We shall bring our learning equipment each day.

4. We shall listen carefully and take turns to talk.

5. We shall encourage each other to achieve our personal and group out-

comes, recognising and applauding every effort.

6. We shall not laugh at or make fun of a person. Using put downs and

sarcasm prevents us from feeling safe.

7. We shall use good manners, showing courtesy and greeting teachers

and visitors appropriately.

8. We shall practise virtuous living using Godly principles.

Page: 14

Not all Consequences have to be written journal work. It could be TIME OUT in the

THINKING CHAIR

THINKING CHAIR/THINKING MAT/PONDER POOF

Place a chair or mat in a space in your classroom. The position is important because

it should not be an isolation punishment. Consequences are NEVER designed to hurt

a child and gain revenge for unacceptable behaviour. Education is not about design-

ing punitive methods. Education is about getting the brain to process through all

three levels of brain function so that a pathway to the pre-frontal cortex can be de-

veloped in order to master the CEO functions of the brain. Sending a child to another

teacher is punishment, not a consequence. The embarrassment, hurt, and sense of

feeling degraded e will ensure that all brain processing happens in the Survival Brain

and the response will be automatic depending on previous experiences..

Every Expectation must have a Consequence that forces the brain into processing mode.

Consequence Card for Great 8 Expectation No. 4: We shall listen carefully and take turns to talk.

Move briskly to the Thinking Table/Mat and ponder our Great 8 Expectation No.4. Think about your actions and

come up with a personal plan to improve your response. Set the timer for 10 minutes. After 10 minutes, apologise

appropriately to your teacher and return to your work station. When your teacher is free, share your personal plan

with her/him.

Remember, discipline does not have to be immediate. Teaching moments happen at home too. The purpose of the

Consequence Card is to create a Teaching and Learning moment. By sending the Consequence Card/Sticker home for

a signature will give care-givers an opportunity to engage with their child about the behaviour.

We learn correct behaviour by being taught. Expecting appropriate behaviour guarantees major disappointment.

Create opportunities in your classroom to teach appropriate behaviours.

Page: 15

STRESS shuts down access to the EMOTIONAL brain and the PRE-FRONTAL cortex forcing us to op-

erate (process sensory information) in the SURVIVAL brain. This is the part of the brain that con-

stantly asks the question ….. AM I SAFE?

Although the brain adapts well to stress most of the time, when the stress-related hormones

known as glucocorticoids are chronically elevated, students can become distracted, hurried,

apathetic, ditsy and disinterested in learning.

Primary Activation

The body prepares itself for threats by producing a bath of glucocorticoids, of which adrena-

line is one, in an effort to protect itself.

An excess of glucocorticoids leads to premature ageing and an acceleration of brain cell

death.

Reactivation happens when a prior activation is triggered. The amygdala remembers the

previous experience and recreates the past in the mind.

Distress Impairs Learning

Short-term trauma—like the death of a school friend. This can lead to bad memories or dreams, emo-

tional numbing and feelings of detachment.

Acute Stress Disorder—generated by an unusually traumatic event that provokes fear. It is character-

ized by panic reactions, mental confusion and inability to work.

Post Traumatic Stress Disorder– is the chronic version of the above. Often caused by a natural or man-

made disaster.

20% of 11 –17 year olds suffer from a stress disorder. This could take the form of:

• Clinical depression

Depression is an intense, pervasive and serious mood disorder that attacks both the

mind and the body. This highly disruptive condition impairs academic performance,

job performance, family life and can lead to suicide.

• Reactive attachment

This first presents in 11 year old who never experienced the initial embryo –hand con-

nection with their mother (often as a result of an unwanted pregnancy).

• Learned helplessness

Perceived understanding that they have no way of getting out of the situation—or

helping themselves.

• Bipolar or anxiety disorder

This is a severe rollercoaster illness characterised by extreme highs and lows. It in-

cludes severe mood swings. There are strong genetic links, but has an 80% recovery

rate if detected early.

Look at www.kidshealth.org for more information on this.

The moment we are under stress, the human being drops down a brain level and brain processing

happens in a predominantly SURVIVAL BRAIN mode. If a teacher is upset by a student’s behaviour

and drops out of the pre-frontal cortex into the emotional or survival brain—the behaviour of the

teacher will determine the behaviour of the student. We can only control our own behaviour. Oth-

ers must be managed. We manage behaviour by:

1. Being well prepared for each lesson

2. Creating the right learning environment

3. Teaching to the modality of the students in my class

4. Using a lot of movement and music

5. Generating sufficient dopamine in boys and serotonin in girls

6. Relying on humour and novelty

7. Using repetition and allowing processing time.

8. Managing the stress of students.

Page: 16

Students must be taught to manage their stress

levels. This is referred to as a Brain Smart Start to

any lesson or activity.

STAR:

Smile—Take a Breath—And—RELAX

or

STOP—Take a Breath—And—Relax

The emphasis is to slow down, breath fresh oxygen

into your lungs and allow the oxygenated blood to

flow up to your thinking brain, take a GAP and not

REACT, but rather allow yourself time to ponder on

the best RESPONSE.

BALLOON BLOW UP

Using your arms with your hands in front of your

waist - create a large balloon as your inflate your

lungs using a collection of short breathes. Then

release the air through your teeth and simultane-

ously drop your arms in a circular movement

By lifting your diaphragm during this exercise you

gain access to the pre-frontal cortex of your brain.

This is where EXECUTIVE decision are made.

PRETZEL

Stretch out your arms in front of you, cross them

over and turn your hands to make a grip. Pull them

in under your chin and use your thumb to rub your

top lip. Cross one leg over the other. Force blood

from your carotid artery collecting in your angry

top lip back up to your pre-frontal cortex.

DRAIN

Stand up and place your arms out in front of you.

Drop your hands at your wrists to make a tap.

Now, starting from your feet—tense every muscle

group as you move towards your head, finally tens-

ing you arms and hands. Then relax all muscles

while making a Shhhhhhh sound as the water pours

out of the tap. Shake off the last drips from the tap

and repeat the activity.

Ear Rubbing

Teach students to rub their ears from the top of

the ear down to the bottom, rolling out the flap of

the ear. The ear is home to 409 acu-pressure

points and stimulation has a direct impact on the

vestibular system.

These ideas are referred to as BRAIN SMART

strategies.

V-A-K Method for Effective Memory Dr Abigail Norfleet James

This is a list of study practices by learning style. It is not all-inclusive, but may give some ideas for alternative study techniques

and for some problems to watch out for.

VISUAL LEARNERS remember what is SEEN! • Charts, graphs, and visual presentation of material

• Video material

• Use of varicolored highlighters to colour code information

• Use flashcards – writing and viewing them helps

• Use or draw illustrations to help remember

• Make a chart of the relationship of the characters to each other

• Outline the main points of the material

• Class demonstrations

• Develop a blueprint of a plan of action

• Make a collage of visual images to tell a story

• Use a calendar to help plan long term assignments

• Use vari-coloured files in which to store homework and papers

• Learn from blackboard presentation

• Present historic material or events in a story on a timeline

• Use a matrix to explain information

• Use lists to plan strategies for studying

• Mark up margins of book with key words, symbols, and diagrams

• Use a chart to organise information in a problem

• Use large square graph paper to create charts and diagrams

• Translate words and ideas into symbols, pictures, and diagrams

• Use educational computer software especially computer graphics

• Take notes and outline using webbing or mind mapping

• Organise material to be learned into charts and visualize

• Draw pictures or other visuals of the material before answering an essay question

• When reading, see the material as a movie or video

• Charades

Watch out for

Inability to relate facts to coherent whole

May not see the whole picture

Doodling (may be used to help focus)

Over underlining

AUDITORY learners remember what is HEARD!

• Books on Tape/Recordings for the Blind and Dyslexic

• Working with other students in study group or joint project

• Seminars

• Put desks facing other students

• Read the text or information being learned out loud

• Record lectures and review tapes later – note counter position for important points to avoid having to

listen to the whole lecture again

• Use mnemonic devices like the peg system for memory

• Put information to be learned to familiar music

• Use a pointer or a place keeper when reading

• Class discussion

• Use the calendar function on a computer to remind of upcoming assignments

• Need to use phonics to learn to read

• It may help young children to talk while they write

• Put written work in folders specified for that purpose

• Debate controversial topics from class material

• Interview an expert in a field

• Lead a brainstorming session to solve a problem

• Use jokes, riddles, and tongue twisters to learn material

• When solving a problem, talk the steps out loud

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• Dictate papers

• Read papers out loud to proofread

• Use rhymes or rhythms to memorize material

• Close eyes and talk out the answer to self before answering an essay question

• Spelling bees and Trivial Pursuit®

Watch out for

Inability to put knowledge down on paper

Tiring when writing

Mixing up words that sound alike such as then and them, homonyms are a big problem

Getting off track in a busy classroom

Losing written work

KINAESTHETIC learners remember what is MANIPULATED or TOUCHED!

• Activities, projects, and lab exercises are the best way to learn

• Act out a portion of a play or book

• Use the computer to organize material and run spell check

• Write lists over and over

• Use the fold-over technique to learn vocabulary

• Make models (flow charts or 3-D)

• Work with small parts of text at a time

• Shift frequently between tasks when doing homework

• Use outdoors as classroom if possible

• Use of trial and error to solve problems

• Use checklists to complete tasks

• Collect examples of material being studied

• Prepare a storyboard to begin the process of writing a story

• Design a game using information from a story

• Store homework in large colored envelopes

• Set goals for completion of work and stick to them

• Sit near the front of the class

• Do not put desks facing one another

• Put steps of a problem on flash-cards, shuffle the cards, then arrange them in the proper order

• In math, turn paper sideways to use the lines to maintain proper columns

• Copy class notes into a computer file

• Listen to tapes while exercising, walking

• Use educational computer software

• Dictate papers

• Let someone else proofread papers

• Use combo notes (combine notes from class with outline of text) or annotate lecture notes with material

from text

• Write a brief outline before answering an essay question

• Simon Says

Watch out for:

Superficial level of understanding

Overwhelmed by long text passages

Lack of organization

Not hearing directions given orally

Pigsty backpack

Poor spelling

Impulsivity

GENERAL PRINCIPLES FOR TEACHING BOYS

1. Time management is huge. Always help boys with

this.

2. Squeeze notes technique.

3. Clean desk and backpack once a week.

4. Use a variety of study techniques to learn mate-

rial.

5. Study in little bursts and in “lost” time.

6. Distributed practice is more effective than massed

practice.

7. Start reading the newspaper – even the comics

section by 4th

grade.

8. Practice skimming and scanning.

9. Review class notes frequently. Are they attractive

to a male brain?

10. Learn different problem solving techniques.

11. Multi-format tests to assess all modalities.

12. Encourage self-advocacy for learning.

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Page: 19

The Gendered Classroom BOYS GIRLS

Speak low, slow and loud VOICE Moderate speech, not too loud

Tunnel vision Thick retina—can see moving objects well.

VISION Place additional information on the walls/boards.

Use motion to attract attention. Boys require big movement by their teachers.

MOTION

Hands-on learning essential. Boys love to touch KINAESTHETIC

Longer cochlea = delayed hearing. Do not hear high sounds. More ear infections Hearing loss sooner

HEARING Hear seven times louder than boys

Loves to see things in 3D. Use a ball, maps, models, science experiments. Great at target shooting. Suspend items from the ceiling. Posters should be mounted to create 3D effect in classroom.

SPATIAL

Apply a little stress to the situation STRESS Stress hinders a girl from learning

Amygdala makes boys aggressive and impulsive AGGRESSION

Focus on action in a story or writing. Allow ac-tion pictures alongside the written text.

ACTION

Foster co-operative and indirect competition COMPETITION No competition, rather co-operation

Do not depend on facial information. Verbalise what you want them to hear.

FACIAL INFORMATION

Strong at reading non-verbal clues

Cool white light and bright classroom More boys suffer from colour blindness

COLOUR Use colour to organise information.

No lectures. They switch off. Short, sharp, clear instructions. Stop whining.

LECTURING Love the gentle, calming sound of the teachers voice.

Shoulder to shoulder problem solving PROBLEM SOLVING

Face to face problem solving

VAK: Apply visual, auditory and kinaesthetic learning to all aspects of the lesson

VAK

Use cooperative projects designed in the jigsaw principle.

CO-OPERATIVE LEARNING

Ability must be judged—not effort. Assess abil-ity, not the amount of time invested.

EFFORT Effort is key to doing well. Be aware that this leads to test anxiety.

Recognition and validation essential. The re-ward drug dopamine is produced with recogni-tion.

DOPAMINE

SEROTONIN Affirm, give treats, make girls feel unique and loved. Create time for talk. Calming drug

Teach rules and quick methods MATHS SCIENCE

Teach through language and tell stories to em-bed knowledge

Avoid harsh discipline. Set rules and award con-sequences when rules are broken. Be fair.

DISCIPLINE Set boundaries and apply consequences consis-tently.

Boys love repetition and memorisation REPETITION Provide opportunities

Drug of connectivity. If a boy feels connected he produces oxytocin. Oxytocin essential for collaboration

OXYTOCIN Produced naturally in females. They nurture naturally.