Over the time that I have been in education, there has been a concentrated push to incorporate the latest in brain research and neuroscience into curriculum design. It is REALLY smart to do so. The benefits are bountiful for teachers, from student engagement in content and skills to varying assessment techniques that truly identify student strengths and opportunities for growth. Neuroscience has advanced educational practice and has had a tremendous impact on best practices in pedagogy.
A noticeable gap exists in how neuroscience is applied to classroom management, however. This includes sharing rationale behind classroom management techniques with the parent constituency to help further understanding of tactics used to manage student behaviors. For example, Project-Based Learning has been implemented into classrooms all over the country as a way to engage student interests and vary assessment, but do classroom practices around student seating reflect the same application of brain-based principles?
The Association for Middle Level Education (AMLE) has wonderful resources for middle school educators. Once such resource is the research summary published back in 2014 of work completed by Micki Caskey and, the late, Vincent A. Anfara, Jr. entitled Developmental Characteristics of Young Adolescents. This work breaks down adolescent development into numerous categories, including physical, intellectual, moral, spiritual, psychological, and social-emotional. This resource includes not only details pertaining to research findings, but also implications for educational practice.
Warning: Hoity-Toity Brain Stuff Ahead
One of the key pieces of info in this resource is around prefrontal cortex development. The prefrontal cortex is the reasoning center for the brain, and it is going through tremendous change during adolescence. This growth and change doesn't stop until the early to mid twenties in the average human being. Therefore the adolescent brain, in some instances, uses the amygdala for reasoning functions. The amygdala is the part of the brain that commands some instinctual responses in human beings- think fight-or-fight response. This occurs because the amygdala has gone through the overwhelming majority of its development by the time adolescence occurs. The implication is that adolescents are hard-wired to react, instinctually, without going through the same reasoning process that adults go through prior to making a decision.
For example, a 13 year old knows that class starts in one minute and doesn't want to be late. The 13 year old runs to class knowing that, instinctually, running gets one to a destination faster than walking. As an adult, one could be in a similar situation and consider running to the destination. The prefrontal cortex in the adult reasons that a quick survey of the hallway is a good idea prior to running. The adult surveys the hallway and notices the signs that the floors are newly waxed and reconsiders. The amygdala in the 13 year old decided that running was the best option and the kiddo starts running, only noticing the signs after slipping and falling onto the ground.
SO, whats the point- connect this to classroom management, already!
As educators, we must remember that our adolescents are not hardwired to make decisions the same way that adults are. Classroom expectations that are grounded in punitive consequences for student mistakes do not yield consistent behaviors in all students. One saying that I have used for years is: "I did not get into education to crucify, decapitate, or incarcerate. I got into it to teach!"
Knowing that students are developing as reasoners, ground classroom management in routine and process, making sure to explain the rationale to students. Classroom management strategies are teaching opportunities to help budding adolescent reasoners. Most adolescents will not consistently understand the "why?" behind a process. This may not be intuitive for students. Make question and discussion a part of explaining classroom management techniques. Engage students in dialogue about the rationale behind classroom expectations. This includes explaining that behaviors are choices and that these choices result in positive and negative consequences. This engagement helps adolescent prefrontal cortex development.
It is also important to give consistent feedback as students carry out classroom management strategies. Reinforce correct behaviors with positive affirmation. This, again, helps prefrontal cortex development in students. Also, adolescent brains are hardwired to be more enthused by praise than adults brains (this is a part of prefrontal cortex development, as well).
When a behavior is incorrect, consistently correct this behavior and follow through with appropriate consequences as outlined during discussion of classroom expectations. If a student consistently is not meeting your expectations, ramping up the severity of the consequence may not yield the desired behavioral change. Rather, engage the adolescent in dialogue and ensure that the student clearly understands the process and rationale behind the expectation. You can even have the student, where appropriate, practice by modeling the expectation so that feedback can be offered in an intimate setting.
When it comes to managing classroom behaviors, remember that, as educators, we must use our brains...and understand our student's brains, as well.
Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published articles on education.
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