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Parenting with the Brain in Mind

John.joseph@focuseducation.com.au

Weighted Elements

Why do you come to school? Typical responses: 1. Because I have to (legal or family insistence) 2. To see friends (social networking) 3. To learn (interest in what is being taught) 4. For my career (futures perspective)

Why do some students do better at school than others?

• Motivation • Confidence • Learning strategies • Time allocations • Career aspirations • Preferred learning style • Developmental readiness • Learning disorders

• Physical and mental health • Sleep patterns

• Competing responsibilities • Family aspirations • Nutritional habits • Emotional state • Peer influences • Intellect

• Teacher effectiveness • Poverty

• Language barriers • Feedback and assessments The Four Worlds

World One – the Mind This is the world that is uniquely me; The world of my beliefs and attitudes, my wisdom, my compassion, my integrity, of my journey and expectations through my life. It is the world of my personal likes and dislikes, my biases and prejudices, my loves and fears.

World Two – the concrete world This is the world I learn about through direct experiences. This world represents all the people I have actually met and all the places I have visited. It is the world of practical skills; the world of application.

World Three – the abstract world This is the world I learn about indirectly. The world I know about but have never really experienced. I learn about this world by listening, reading and observing.

World Four – the possibilities This is the world I have yet to experience. It holds all the possibilities that I am not even aware exist. Assessing motivation and confidence 1 2 3 4 5

#1 high motivation, low confidence The Anxious learner #2 high motivation, high confidence The High Flier learner #3 average motivation, average confidence The Competent learner #4 low motivation, low confidence The learner who Struggles #5 low motivation, high confidence The Underachiever learner

Questions to ask children: 1. How would you describe yourself generally? 2. How would you describe yourself as a learner in

different subjects? • Mathematics • Second language • Sport • Society and Environment • Science

Key Emotional Drivers of Children’s Behaviour Excitement Excitement Boredom Enjoyment Guilt Fulfilment Frustration Satisfaction

DESPAIR: Typical self-talk HOPE: Typical self-talk

I can’t do this… I’m dumb and stupid… I’m no good at… Why don’t they… They always/never… I give up… It will never happen… I don’t care…

I can do this if I… I’m capable of… I’m good at… How can I… What needs to happen… Who can help me to… It will take time… I care…

Confidence

Mot

ivat

ion

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How do concepts affect learning? When the concepts people hold are different to the world outside of them, they will often modify their behaviour in such a way as to change the world outside until it matches the concepts they hold. 4 factors strongly affect development of concepts: ¾ Confidence ¾ Motivation ¾ Strategies ¾ Time

CONCEPT: an opinion supported by our experience(s) and linked with emotions – the past. PERCEPTION: what happens in us as a result of what happens to us – the now. Concepts are DYNAMIC. New thinking grows new concepts – the future. We develop concepts about the world extremely early and revise them in light of experience. As we experience life, the brain develops its powerful matching system. Each new perception is matched with an existing concept. If they do not fit, we often feel uncomfortable and try to change our circumstances to make them fit. Concepts range from emotionally neutral to emotionally powerful. Allostasis Carry-over Stress becomes Distress. Distress disrupts homeostasis. The brain of a highly stressed person does not always return to the healthy baseline.

“Allo”– adjusted - “Stasis” – stability

Allostasis is a new stable baseline generated by high levels of stress. Old view Body returns to stable baseline Amended view Body stays at new baseline When the new state is chronic (over a long time frame) and pervasive (every day) the new stable base-line is difficult to withdraw from. The cumulative changes generated by allostatic loads lead to a greater wear and tear on the body. Traditionally, stress was treated after the symptoms appeared. More recently, a model of early intervention and prevention has emerged.

Effect Sizes

Influence Effect Size 1 Feedback 1.13

2 Prior knowledge (IQ) 1.04

3 Teacher quality and efficiency 1.0

4 Direct instruction .82

5 Remediation/Mastery .65

6 Student Motivation .61

7 Class environment .56

8 Challenge .52

9 Peer tutoring .50

10 Parenting involvement .46

11 Homework .43

12 Question-based instruction .41

13 Peer effects .38

14 Use of computers .31

15 Aims and policies of the school .24

16 Ability grouping .18

17 Finances/money .12

18 Team teaching .06

19 Class size .05

20 Retention -.15

Source: John Hattie, Effect Sizes ACER, 2011 Different Purposes for Sleep

Rest Repair Growth Learning/Unlearning Poor sleep leads to:

Increases • Learning problems • Tiredness during class • Aggressive behaviour • Clumsy behaviour • Social withdrawal • Hyperactivity • Weight

Decreases • Academic performance • Growth hormone • Rest and repair • Attention • Memory • Learning

Source: Dr Sarah Blunden, Sleep Psychologist www.unisa.edu.au/sleep

www.sfn.org/briefings/rem_sleep.html

www.sleepfoundation.org/beyond.html

sarah.blunden@unisa.edu.au

}CONCEPTS

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What is Critical, Creative and Curious thinking?

Everyone thinks. It is in our nature to do so. However, not everyone thinks well. And that includes some of top grade-achieving students. My Talents: Why measure profiles? Style, and attributes, rather than intelligence, motivation, or interest is often a major contributing reason for student under–achievement.

The main reason for identifying attributes is to provide the learner with the most appropriate methods of instruction and assessment to maximise motivation and achievement. It is also worth noting that people with similar attributes tend to relate to, and understand each

other, very well. People with opposite attributes may clash because they lack a clear understanding of the motivational elements of each other. Here are some obvious benefits of utilising attributes. 1 Students, you will learn how to: 1. identify your personal and unique attributes profile 2. review your strengths and areas for development 3. research options and preferences for employment 4. identify transition goals from school to further

education and employment 5. articulate your capabilities and plans 6. review and adjust your plans 7. document a meaningful personal learning plan 2. Parents with a list of attributes of each member of the family can � understand why a child clashes with other family

members, why he or she doesn’t like particular family tasks or interests, why he or she seems to be very “close” or in tune with one other family member, or why he or she thinks about a particular issue in a different way to others.

� understand why a child is doing poorly with

particular subjects or teachers at school. � suggest courses and careers that require people

with the strong attributes of a family member. � suggest out of school activities that suit the

attributes of individual family members. � understand why different family members often

have different approaches for doing things, reading books and newspapers, learning how to operate a new gadget, and so on.

Creative Blue Room Thinking 1. Analysing a Creative Design 2. Creative Uses 3. Creative Reversals 4. Creative Problem Solving 5. Creative Possibilities 6. Creative Similarities

Critical Green Room Thinking 1. Distinguishing facts from opinions 2. Distinguishing Certainty from Assumptions 3. Distinguishing Relevant from Irrelevant Factors 4. Judging Reliability of Claims 5. Comparing Different Points of View 6. Identifying Causes and their Effects

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Strategies for helping with homework: the 37s

• Set up healthy routines: 1. Create a personalised learning and career plan 2. Establish time-lines for study 3. Computer games first – homework second 4. Well lit environment 5. Bed before 11pm school nights (older kids) 6. Turn off mobile phones 7. Keep up snacks and water

• Keep the balance right 1. Juggle study and fun 2. List your favourite ways to relax 3. Play sport, music, games... 4. Social networking some of the time 5. Family first 6. Friends critical 7. Determine levels of motivation and confidence • Study effectively: 1. Short rehearsal times (20 minutes) 2. Summarise on completion (mind-maps or lists) 3. Study groups if appropriate 4. Avoid time-wasting; get into it! 5. Ask teachers and parents for help 6. Computer games first, homework second 7. Use your Learning Profile Strategies Help your children to stay motivated at school • every child can learn and every child is born with an

instinctive appetite for learning • build motivation, confidence and strategies to

improve their academic performance at school by capturing their natural instincts and interests

• understand why a child is doing well or poorly with particular subjects or teachers at school

Communicate about subjects, teachers, school, goals and opinions • develop a shared language about knowledge and

skills to enhance life-long learning • understand their emotional responses • build skills of selecting; organising and using

particular learning strategies that are most suited to certain learning tasks

• build skills in reflection and evaluation of their learning outcomes and adjust their approaches and plans, as necessary, over time

Encourage your children to visualise a bright future • grow healthy concepts about learning, the future and

careers • review their learning, emotional and career strengths

and interests, and areas for development • choose appropriate subjects and courses for their

career interests • help a child strengthen or develop areas for personal

and academic growth • develop a personalised learning and career pathway

• suggest possible courses and careers that suit the interests of a particular family member

• support a child moving from one profile to another profile in order to accomplish a career aspiration

Focus Education has an on-line Attributes and

Career Profiling System available for families. Visit www.mytalents.com.au/en

References Parenting: John Joseph, Brainy Parents Brainy Kids Andrew Fuller, Tricky Kids and Raising Real People Andrew Fuller, Raising Real People Marian Diamond: Magic Trees of the Mind Nutrition: Jean Carper, Your Miracle Brain Memory: Eric Jensen, The Great Memory Book Allostasis: Robert Sapolsky, Why Zebras don’t get Ulcers McEwen, B.S. Stress and the aging hippocampus. Fron. Neuroendocrin. 20:49-70 (1999). Sleep: Dr Sarah Blunden, sarah.blunden@unisa.edu.au

For Parenting Resources

Visit Mind Webs: www.mindwebs.com.au

Parenting with the Brain in Mind is available on DVD Filmed in front of a live audience in Sydney

Workshops and Training john.joseph@focuseducation.com.au

Resources www.mindwebs.com.au

Critical and Creative Thinking Resources

www.criticalandcreative.com.au