I can completely relate to the section about committing to eating right and then making food choices the exact opposite of that commitment. If I have no power over the shut down of my neocortex during that time, how much worse is it for a student who is chronically thinking and reacting from the limbic or reptilian sections of the brain? The book states that Billys actions are not behavioral, but are regulatory. I think back to some of the problems I had with a particular Billy this past year and wonder how the outcomes could have been different if I had known his actions were not behavioral choices.
Kim, I was drawn to this too! As an adult who has the ability to reason and is self aware, I still have moments that I don't think past the next fifteen minutes. I say something and immediately think, why did I say that or why did I do that? I'm adult give into the right now moment, not thinking about the repercussions. Of course, a child that does not even have a fully developed brain is going to do this!
Kim, I thought the exact same thing. I have been raised that every single decision we make is a choice. After reading this chapter of the book, I now see that there ARE some things we have no control over. The book says that Billy reacted this way chronically. I am excited to learn that teachers, parents, and basically anyone who puts in the effort, can change or rewire a brain.
What I found interesting about the 4th chapter is it’s connection to something I read before. Howard Gardner authored the Theory of Multiple Intelligences. His theory basically states that there are many types of intelligences and each of these intelligences should be fully explored, realized and developed within each child. Chapter 4 delves into the many developmental deficits, stemming from childhood trauma, that could be at the root of “Billy’s” acting out. In theory, a symptom conveys an underlying condition. As abilities are displayed, intelligences are discovered, and as negative behaviors are displayed deficits are revealed.
Yes Mrs Veda! That last sentence is so good! As a society we celebrate when those intelligences are discovered as we should but we need to also pay attention to when those negative behaviors start and find those deficits. That is a powerful statement!
I loved that the author pointed out in chapter 3 that a child's nervous system and neurological pathways have plasticity and the ability to adapt and change and acquire. And if the damage happens when the child experiences fear then it stands to reason that repair can happen when the child feels loved and safe.
Yes! Amanda I agree! I am a glass half full type of girl- optimistic probably to a fault so reading about how there is hope for our Billys just makes my heart happy! I don't want any teacher to feel like a Billy is a lost cause. "Repair can happen when the child feels loved and safe" is some good news for educators and parents of a Billy!
Yes, I agree too! I liked the quote that says, "too much emphasis has been placed on what behavioral techniques should be used and which punishments should be imposed. IEPs are fraught with techniques that are far removed from human relational experiences.." Its amazing what a relationship can do to change a child.
I found the Anatomy of Learning chapter extremely interesting. As a momma of a 2 year old and a 6 month old, I enjoyed reading about their brain development. I even discussed some things from the book with my husband; particularly how our interactions with our kids now shape their education and future. We knew that but it was thought provoking reading it from the brain development point of view. After this discussion, I realized most Billys of the world don't have parents that understand (or unwilling to sacrifice or are Billys themsleves) the impact of their actions that their infants or toddlers will deal with for the rest of their lives. The Billys have to have someone advocating for them if they are ever going to have a chance.
I agree with Rachel on how parents interactions shape their future. We as educators see those parents who are advocating for their child and this does make it easier to work with them knowing someone is trying to make their child's life better.
I found the first page of the 3rd chapter interesting. We have done all this research...the "Decade of the Brain," and we have seen lots of neuroimaging technology to see different areas of the brain (how we react, etc) BUT "neither of these history-making advances have changed the way we approach disruptive children in the classroom."
I can think of a few students that cause me problems in the library. I hope in the second part of this book, we see some different ways to approach these children, so that we approach disruptive children differently.
I know some of these kids have terrible home life but I never thought it could affect that many developmental areas. It is neat to read why it affects each one. I will for sure think differently when I am having problems with one of these students.
The anatomy of learning was so fascinating to me. Reading about the 3 parts of the brain and what each part controls was very interesting to me. The way the author explained top down control versus bottom up control made so much sense. The explanation of how consequences don't exist in the limbic system sure does explain why write offs, missing break time, etc etc does not change the behavior in the moment of a student experiencing bottom up control. It is completely beyond him to control that behavior. We as teachers have to change our way of thinking for our Billys- because traditional behavior techniques will leave everyone frustrated.
The early impact of the six developmental area. For pre-school and kindergarten these six areas are assess. Most of the time the students who fail two or more areas are our Billy's. I have struggled over the years with this, because we can bridge or even close some the gaps for children 3-5 years old. But there are not enough facilities to help. Meaning in some school districts you have between 6-8 kindergarten classes, but you only have 1-2 preschool classes.
This theory again takes me back to the stress inservice we had at the beginning of school. It is amazing, but not completely surprising, that stress could effect one in so many different ways. I remember the presenter saying, “you may not remember every traumatic situation, but your body does.” I think that could take this book’s theory of developmental deficits to another dimension.
Chapter 3 really caught my attention because I never realized how much early trauma could affect a child’s brain function and how that brain function affects a child’s behavior. It was interesting to read and learn about the top-down and bottom-up control systems. This helps me better understand why a child might be behaving the way they are behaving and find more successful ways to approach their anxieties and stresses
I found it very informative when the author explained that instead of the brain working for students from the "top down approach" students like Billy are being guided by the limbic system. The author notes that because of this a student is not guided by morals or personality or choice. Instead they are relying on their instinct and emotions for survival. I found it very interesting that this is the reason behind why traditional behavior techniques - detention, sticker charts, etc.- don't work for Billy. Traditional techniques are what I rely on and I can see that it is time for something new for the "Billys" in classroom. Billy doesn't worry about what will happen in the future (whether he has detention or not or if he can fill his chart with stickers) he only worries about his survival in the moment.
Both chapters were very good and a reminder of why students do and do not do certain things or respond to certain things. We all learned development of the child and the brain, but a great reminder to me was in development deficits-cognitive development. As teachers, we often get students in our class and we think "oh my goodness, why does this child not know or understand this". Progression of development is dependent on previous stages of development. So I can not expect a student to learn fifth grade skills if they have not mastered first grade skills. We also see the "pockets of brilliance" in each class we teach, some students are brilliant in some areas but lacking in other cognitive areas. This is also based on that early childhood development. Reminded me of why students excel in some areas and lacking in others.
These chapters show why students make the choices they do and how we can better identify the reasons for these choices. The importance of relationships and the mentioning of relationships over technique. I feel that many times we want to try and look for a fix on eliminating behavioral issues in the classroom when we just need to develop better relationships with our students. “Learn the Learner”
I love reading about brain development. There were some very interesting facts in these chapters that caught my eye such as: the brain can form up to 40,000 new synapses every second in children less than two; there are "pockets of brilliance" in children like Billy, and more. I also thought it was interesting to know that it isn't always the techniques, but it could be the relationships.
I keep going back to page 44-academic development-because that is my role in Billy's life. I know relationships are important and we do more than just teach for sure but I want my students to succeed. "Trauma impacts a child's ability to concentrate, organize, and process information." Page 44...my goal now is to work one-on-one with my future Billy's to model organization to help them from reaching the level of frustration that causes him to act out negatively.
I have always enjoyed learning about how babies develop and how his/her brain is affected by their environment. It is becoming more and more obvious how many of our students do not seem to be receiving the love and attention they need as babies and their development shows when they enter school. The cognitive development example of building and 13 story building and skipping a floor cannot happen because the next story relies on the previous story. I do think a good teacher can really make a difference with a child just by giving him/ her lots of attention and recognizing what he/she needs.
I agree with you Mrs Lori. I feel like the root of most students problems is the lack of attention they get from their parents at home and the negative influence they receive from social media, television, etc. I have to remind myself each day I get in front of the class that most of them were not raised the same way I was. We may be the only “parents” they will have during the school year.
These chapters shed light on the developmental delays that come from insufficient early childhood nurturing. It was interesting to read about how much of an impact these deficits can have, and how teachers should be conscious of the fact that Billy has had missing developmental steps; he is not just a bad kid.
I like how you pointed the developmental delays. These are not just delays in their academics but in learning how to cope and deal with the different things life throws at them. While Billy has emotional deficits, he can still learn how to cope with difficult situations. We just have to realize that he is not a bad kid just as you said above.
These chapters discuss the brain functions that appear when Billy exhibits undesirable behavior. It caught my attention when it said that these actions were not a choice but something that they cannot control. They cannot regulate what happens when they fall into the "the fight or flight" mode. He is not developed enough to know how to handle his emotions in stressful situations.
I found it interesting how page 29 begins to bring to light the idea that children who behave in ways that we see as being unacceptable are not making the conscious decision to do so. They are reacting to a stimuli in a manner in which they are accustomed to. I like the idea of educating the child about their own behavior in order to help them realize the proper way to address a situation. This opens up the possibility of the student understanding the reason they react to a given situation in a way deemed disruptive in a classroom setting.
I can completely relate to the section about committing to eating right and then making food choices the exact opposite of that commitment. If I have no power over the shut down of my neocortex during that time, how much worse is it for a student who is chronically thinking and reacting from the limbic or reptilian sections of the brain? The book states that Billys actions are not behavioral, but are regulatory. I think back to some of the problems I had with a particular Billy this past year and wonder how the outcomes could have been different if I had known his actions were not behavioral choices.
ReplyDeleteKim, I was drawn to this too! As an adult who has the ability to reason and is self aware, I still have moments that I don't think past the next fifteen minutes. I say something and immediately think, why did I say that or why did I do that? I'm adult give into the right now moment, not thinking about the repercussions. Of course, a child that does not even have a fully developed brain is going to do this!
DeleteKim, I thought the exact same thing. I have been raised that every single decision we make is a choice. After reading this chapter of the book, I now see that there ARE some things we have no control over. The book says that Billy reacted this way chronically. I am excited to learn that teachers, parents, and basically anyone who puts in the effort, can change or rewire a brain.
DeleteWhat I found interesting about the 4th chapter is it’s connection to something I read before. Howard Gardner authored the Theory of Multiple Intelligences. His theory basically states that there are many types of intelligences and each of these intelligences should be fully explored, realized and developed within each child. Chapter 4 delves into the many developmental deficits, stemming from childhood trauma, that could be at the root of “Billy’s” acting out. In theory, a symptom conveys an underlying condition. As abilities are displayed, intelligences are discovered, and as negative behaviors are displayed deficits are revealed.
ReplyDeleteYes Mrs Veda! That last sentence is so good! As a society we celebrate when those intelligences are discovered as we should but we need to also pay attention to when those negative behaviors start and find those deficits. That is a powerful statement!
DeleteI loved that the author pointed out in chapter 3 that a child's nervous system and neurological pathways have plasticity and the ability to adapt and change and acquire. And if the damage happens when the child experiences fear then it stands to reason that repair can happen when the child feels loved and safe.
ReplyDeleteYes! Amanda I agree! I am a glass half full type of girl- optimistic probably to a fault so reading about how there is hope for our Billys just makes my heart happy! I don't want any teacher to feel like a Billy is a lost cause. "Repair can happen when the child feels loved and safe" is some good news for educators and parents of a Billy!
DeleteYes, I agree too! I liked the quote that says, "too much emphasis has been placed on what behavioral techniques should be used and which punishments should be imposed. IEPs are fraught with techniques that are far removed from human relational experiences.." Its amazing what a relationship can do to change a child.
DeleteExcellent point about the IEPs. It seems that most techniques focus on removing the child from the group.
DeleteI found the Anatomy of Learning chapter extremely interesting. As a momma of a 2 year old and a 6 month old, I enjoyed reading about their brain development. I even discussed some things from the book with my husband; particularly how our interactions with our kids now shape their education and future. We knew that but it was thought provoking reading it from the brain development point of view. After this discussion, I realized most Billys of the world don't have parents that understand (or unwilling to sacrifice or are Billys themsleves) the impact of their actions that their infants or toddlers will deal with for the rest of their lives. The Billys have to have someone advocating for them if they are ever going to have a chance.
ReplyDeleteI agree with Rachel on how parents interactions shape their future. We as educators see those parents who are advocating for their child and this does make it easier to work with them knowing someone is trying to make their child's life better.
DeleteI found the first page of the 3rd chapter interesting. We have done all this research...the "Decade of the Brain," and we have seen lots of neuroimaging technology to see different areas of the brain (how we react, etc) BUT "neither of these history-making advances have changed the way we approach disruptive children in the classroom."
ReplyDeleteI can think of a few students that cause me problems in the library. I hope in the second part of this book, we see some different ways to approach these children, so that we approach disruptive children differently.
This is my response for question #1. Jill Renfro
DeleteI know some of these kids have terrible home life but I never thought it could affect that many developmental areas. It is neat to read why it affects each one. I will for sure think differently when I am having problems with one of these students.
DeleteThe anatomy of learning was so fascinating to me. Reading about the 3 parts of the brain and what each part controls was very interesting to me. The way the author explained top down control versus bottom up control made so much sense. The explanation of how consequences don't exist in the limbic system sure does explain why write offs, missing break time, etc etc does not change the behavior in the moment of a student experiencing bottom up control. It is completely beyond him to control that behavior. We as teachers have to change our way of thinking for our Billys- because traditional behavior techniques will leave everyone frustrated.
ReplyDeleteThe early impact of the six developmental area. For pre-school and kindergarten these six areas are assess. Most of the time the students who fail two or more areas are our Billy's. I have struggled over the years with this, because we can bridge or even close some the gaps for children 3-5 years old. But there are not enough facilities to help. Meaning in some school districts you have between 6-8 kindergarten classes, but you only have 1-2 preschool classes.
ReplyDeleteThis theory again takes me back to the stress inservice we had at the beginning of school. It is amazing, but not completely surprising, that stress could effect one in so many different ways. I remember the presenter saying, “you may not remember every traumatic situation, but your body does.” I think that could take this book’s theory of developmental deficits to another dimension.
ReplyDeleteChapter 3 really caught my attention because I never realized how much early trauma could affect a child’s brain function and how that brain function affects a child’s behavior. It was interesting to read and learn about the top-down and bottom-up control systems. This helps me better understand why a child might be behaving the way they are behaving and find more successful ways to approach their anxieties and stresses
ReplyDeleteI found it very informative when the author explained that instead of the brain working for students from the "top down approach" students like Billy are being guided by the limbic system. The author notes that because of this a student is not guided by morals or personality or choice. Instead they are relying on their instinct and emotions for survival. I found it very interesting that this is the reason behind why traditional behavior techniques - detention, sticker charts, etc.- don't work for Billy. Traditional techniques are what I rely on and I can see that it is time for something new for the "Billys" in classroom. Billy doesn't worry about what will happen in the future (whether he has detention or not or if he can fill his chart with stickers) he only worries about his survival in the moment.
ReplyDeleteBoth chapters were very good and a reminder of why students do and do not do certain things or respond to certain things. We all learned development of the child and the brain, but a great reminder to me was in development deficits-cognitive development. As teachers, we often get students in our class and we think "oh my goodness, why does this child not know or understand this". Progression of development is dependent on previous stages of development. So I can not expect a student to learn fifth grade skills if they have not mastered first grade skills.
ReplyDeleteWe also see the "pockets of brilliance" in each class we teach, some students are brilliant in some areas but lacking in other cognitive areas. This is also based on that early childhood development.
Reminded me of why students excel in some areas and lacking in others.
These chapters show why students make the choices they do and how we can better identify the reasons for these choices. The importance of relationships and the mentioning of relationships over technique. I feel that many times we want to try and look for a fix on eliminating behavioral issues in the classroom when we just need to develop better relationships with our students. “Learn the Learner”
ReplyDeleteI love reading about brain development. There were some very interesting facts in these chapters that caught my eye such as: the brain can form up to 40,000 new synapses every second in children less than two; there are "pockets of brilliance" in children like Billy, and more. I also thought it was interesting to know that it isn't always the techniques, but it could be the relationships.
ReplyDeleteI keep going back to page 44-academic development-because that is my role in Billy's life. I know relationships are important and we do more than just teach for sure but I want my students to succeed. "Trauma impacts a child's ability to concentrate, organize, and process information." Page 44...my goal now is to work one-on-one with my future Billy's to model organization to help them from reaching the level of frustration that causes him to act out negatively.
ReplyDeleteI have always enjoyed learning about how babies develop and how his/her brain is affected by their environment. It is becoming more and more obvious how many of our students do not seem to be receiving the love and attention they need as babies and their development shows when they enter school. The cognitive development example of building and 13 story building and skipping a floor cannot happen because the next story relies on the previous story. I do think a good teacher can really make a difference with a child just by giving him/ her lots of attention and recognizing what he/she needs.
ReplyDeleteI agree with you Mrs Lori. I feel like the root of most students problems is the lack of attention they get from their parents at home and the negative influence they receive from social media, television, etc. I have to remind myself each day I get in front of the class that most of them were not raised the same way I was. We may be the only “parents” they will have during the school year.
DeleteThese chapters shed light on the developmental delays that come from insufficient early childhood nurturing. It was interesting to read about how much of an impact these deficits can have, and how teachers should be conscious of the fact that Billy has had missing developmental steps; he is not just a bad kid.
ReplyDeleteI like how you pointed the developmental delays. These are not just delays in their academics but in learning how to cope and deal with the different things life throws at them. While Billy has emotional deficits, he can still learn how to cope with difficult situations. We just have to realize that he is not a bad kid just as you said above.
DeleteThese chapters discuss the brain functions that appear when Billy exhibits undesirable behavior. It caught my attention when it said that these actions were not a choice but something that they cannot control. They cannot regulate what happens when they fall into the "the fight or flight" mode. He is not developed enough to know how to handle his emotions in stressful situations.
ReplyDeleteI found it interesting how page 29 begins to bring to light the idea that children who behave in ways that we see as being unacceptable are not making the conscious decision to do so. They are reacting to a stimuli in a manner in which they are accustomed to. I like the idea of educating the child about their own behavior in order to help them realize the proper way to address a situation. This opens up the possibility of the student understanding the reason they react to a given situation in a way deemed disruptive in a classroom setting.
ReplyDelete