LOVE, LOVE, Help for Billy (Chapter 3, part 1)

Enough already of my LAZY behavior this morning! It is just soooooo addicting.
On to Helping Billy. Chapter 3 was sooo juicy that I have to break my notes for you up into 2 sections. I know how ADHD some teachers can be so little pieces at a time works best, right? (Speaking for myself here- and this will hardly be little!)

The human brain fascinates me. I love to read as much as I can about brain function and learning. Chapter 3 is about the 3 general parts of the brain. In short (as short as I can make it, anyway) the first part of the brain is the brain stem which runs what keeps us alive: heartbeat, breathing, etc. There is no shaping this part of the brain. It does what it does.
Next, and most important to understand as it relates to challenging students, is the limbic system which handles mood, memory, attention, emotions, pleasure, fear, relationships, fight or flight responses...The limbic system also records memories of good and bad experiences and behaviors. It is important to know that this area of the brain handles only the next 15 seconds of life and moment-to-moment survival. I'll get back to this.
Finally, the third area is what separates us from animals- the neocortex or the rational brain. This is where learning takes place, imagination, planning...Morals and ethics reside here. Hindsight, foresight, and insight. Right vs. wrong. And MUCH more.
Most and "good" students go about their day with the neocortex in charge. They can choose to delay responses after thinking them through. This part of the brain allows us to let an unimportant argument go, or to talk things out. It tells us that hard work pays off in the long run. It helps us work toward a goal. Or holds anticipated fears in check (You will be in trouble with Dad when he gets home!). Consequences are registered in the neocortex. Making decisions for the good of all happens here.
What comes next in the chapter, made so much sense! Read on for how all of this relates to challenging students.
When a child comes to you with a rough past (or imprint), what controls his or her actions and decisions is not the neocortex, but the limbic system. This child lives in survival mode looking ahead at the next 15 seconds, not the next hour, morning or day. What is right or wrong has no impact with this child. When the child feels an impulse (fear, need for pleasure), he or she will make it happen despite right from wrong or despite any consequences. Consequences have no bearing on this moment-to-moment decision making. Consequences do not register in this part of the brain from where the child is operating. Sticker charts or earning rewards will not work to change behavior. Missing recess will not work. Recess does not exist in this part of the brain. Just the next 15 seconds.

WHAMMO! As a classroom teacher, I have struggled to understand how a student can be so close to earning a behavior plan reward, and blow it in the final stretch. I never understood why. My mind is reeling reading chapter 3. I am very excited to share more notes on the rest of the chapter. It gets better.

Thanks for being here with me and happy Friday!