40 Engaging Brain-Based Tools for the Classroom by Michael A Scaddan

By Michael A Scaddan

This advisor converts present findings on mind examine into enjoyable and potent concepts for introducing brain-compatible studying and bettering attempt ends up in the K–12 lecture room.

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Generally they are best without lyrics. “When you’re looking for comfort, music with the heartbeat effect can be like a return to the womb” (Miles, 1997, p. 63). This effect has a beat at between sixty to eighty beats per minute. Some baroque music is ideal for this effect; however, listen to it first as there is a range in this genre, and some will sound more appealing than others. New age music and favorites such as Burt Bacharach’s “Raindrops Keep Falling on My Head” or “My Favorite Things” from The Sound of Music are also worthwhile (Campbell, 1992).

A subtle but very important message about learning. 27 10 Punishment and Consequences P unishment in this section is defined as a purely spontaneous emotional reaction rather than a logical response to an incident. The problem with punishments is that because they are given in haste and are often excessive, they are frequently reneged upon and even apologized for (Biddulph & Biddulph, 1998). The student then learns that he only need to wait or plead innocence and then the punishment is reduced or removed altogether.

However, be aware that once an acknowledgement or celebration is given, it is easy for the learner to expect it again if they repeat the behavior. If they are given out too regularly, they will become the “carrot” and as such, they are now a reward. This needs constant awareness and monitoring by the teacher. Satisfaction is deeply rewarding. Stickers, prizes, or others forms of rewards were the most obvious targets for our school’s anti-extrinsic rewards campaign. However, we also noticed that other rewards were offered, often unconsciously.

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