007. Nathan Wallis: Engaging the brain, tips for education
5th September 2019
Resources with Nathan Wallis - if you get a chance to see him speak DO IT!! Click image to find out more....
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#Top Tip Takeaways
Each week we have our amazing guests leave us with some top tips to take away. I will then give further information on each of the takeaways so that you can look into them further in your own time. Use #toptiptakeaways to let us know if there are other takeaways you would like to know about.
1. Emotional Regulation 'brain under construction'
2. 'Right Brain Day' - Top Tip especially for working parents
3. Punitive Punishment vs Mediated learning - Challenging our norms
4. Free play and Oral Language
5. Anxiety - Why we need it and how we can create safe environments
2. 'Right Brain Day' - Top Tip especially for working parents
3. Punitive Punishment vs Mediated learning - Challenging our norms
4. Free play and Oral Language
5. Anxiety - Why we need it and how we can create safe environments
1. Emotional Regulation 'Brain under construction.'
Ability to access the thinking part of the brain and emotion should not be in competition we should be setting realistic expectations of developing our learner's brains alongside them. Especially when they go through puberty we need to be their thinking brain for them. Here are some slides and links I have use that you can use to support teaching about emotions and self regulation
Ability to access the thinking part of the brain and emotion should not be in competition we should be setting realistic expectations of developing our learner's brains alongside them. Especially when they go through puberty we need to be their thinking brain for them. Here are some slides and links I have use that you can use to support teaching about emotions and self regulation
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2. 'Right Brain Day' 'Love Bombing' Top Tip especially for working parents
While watching the video below I had a great take away (go to 20minutes in) which is all about setting aside quality time because many parents don't have quantity time. This is a great insight into how we can be fully available for our children where we will not get distracted and make it predictable so it creates an intensity of the relationship.
While watching the video below I had a great take away (go to 20minutes in) which is all about setting aside quality time because many parents don't have quantity time. This is a great insight into how we can be fully available for our children where we will not get distracted and make it predictable so it creates an intensity of the relationship.
3. Punitive Punishment vs Mediated learning - Challenging our norms
When you reflect back their emotions they feel listened to by reflecting back the emotion they are saying then when they feel safe you can think about the other options they could of chosen.
'Being a child is 80% emotional 20% but being an adult is 20% emotional and 80% logical.' (24minutes in) so we are technically speaking two different languages which is why we can end up talking to our learners instead of talking with.
So we could say - 'What were you feeling?' instead of saying 'What were you thinking'
This requires them to name their emotions which you can use the resource below to do:
When you reflect back their emotions they feel listened to by reflecting back the emotion they are saying then when they feel safe you can think about the other options they could of chosen.
'Being a child is 80% emotional 20% but being an adult is 20% emotional and 80% logical.' (24minutes in) so we are technically speaking two different languages which is why we can end up talking to our learners instead of talking with.
So we could say - 'What were you feeling?' instead of saying 'What were you thinking'
This requires them to name their emotions which you can use the resource below to do:
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4. Free Play and Oral Language
Early Interventions may be the answer for many learners who are not 'progressing'. However, Nathan talks about our brains all go through the different stages we just might need to AMPLIFY what we are doing with learners who may nee more support.
For example if a learner is finding it difficult to express themselves, instead of focusing on their letters and word recognition we could work alongside them and gift them vocabulary by having conversations with them and scaffolding their language together rather than testing what they don't know. Jannie van Hees is a researcher who has been looking into Intensive Oral Language in the early year of schooling and this article gives more background into this.
Early Interventions may be the answer for many learners who are not 'progressing'. However, Nathan talks about our brains all go through the different stages we just might need to AMPLIFY what we are doing with learners who may nee more support.
For example if a learner is finding it difficult to express themselves, instead of focusing on their letters and word recognition we could work alongside them and gift them vocabulary by having conversations with them and scaffolding their language together rather than testing what they don't know. Jannie van Hees is a researcher who has been looking into Intensive Oral Language in the early year of schooling and this article gives more background into this.
5. Anxiety - Why we need it and how we can create safe environments
Anxiety has been a word that has been mentioned a lot in a variety of setting but I loved the way Nathan described how we need Anxiety and it is good for us but more importantly. We have to be aware of how we create safe environments because Brain 1 (Survival, Reptilian brain) can not be active when Brain 3 (decision making, thinking Cortex) is active. So when the learners are worried or scared they can not learn as successfully if they were calm and safe.
Anxiety has been a word that has been mentioned a lot in a variety of setting but I loved the way Nathan described how we need Anxiety and it is good for us but more importantly. We have to be aware of how we create safe environments because Brain 1 (Survival, Reptilian brain) can not be active when Brain 3 (decision making, thinking Cortex) is active. So when the learners are worried or scared they can not learn as successfully if they were calm and safe.