Taken from Dr. Lori Desautels 20 Principles, found here: http://revelationineducation.com/20-principles-of-educational-neuroscience/
- We are feeling creatures who think, not thinking creatures who feel.
- Attachment to adults is a prerequisite to learning from them. Attachment is the carrier of all development.
Students and adults who are angry, anxious, depressed or feeling negative emotion struggle with learning.
- Environment/Climate intimately affects our neurobiological states.
- Emotion is critical to the learning process.
Movement, breath, and healthy sleep patterns intimately affect learning.
- Serving students begins with teaching them about their neuro-anatomy! When we do, children and adolescents are able to begin self-regulation habits while priming their own brains for engagement and learning connection.
- Behavior is driven by how we see the world. Change how your students see the world and you will change their behavior.
- Many of our students walk into our classrooms and school attuning and living in the brain stem areas – flight, fight, or freeze. Relationships do not matter as much from this brain state as regulation strategies.
- Brain aligned discipline is about prevention and engagement. We must teach the behaviors we want to see and this occurs through daily routines, rituals, and transitions implemented individually, whole class, and whole school.
- All discipline issues with pain-based behavior are regulation issues.
- Hurt people, hurt people.
- Development of relationships, behavior, and learning align with the development of the brain: brain stem (need to feel safe), limbic system (need to feel connection/purpose), to cortex (learning).
- As there is biology of stress, there is biology of hope. We have the inborn capacity of resilience.
- Four questions that drive our deepened understanding of educational neuroscience in schools:
- Am I important to someone here?
- Am I good at something here?
- Am I able to affect change or my world in here?
- Can I share my gifts with someone here?