In this three-part series “Teaching Based on Science, not Habit,” Laura brings to life the brain reasons for behavior and the mind methods for preventing challenging behavior. How? Through the promotion of social, emotional, cognitive, and relational skills.
Participants gain valuable evidence-based strategies for developing the mind and brain. By examining the science of the brain, they strengthen their understanding of brain development to promote second-order, or lasting, change in the classroom. This training can be tailored for educators from Pre-K through Grade 12.
What does teaching based on science, not habit look like?
Training One sets the foundation for this series by exploring the mind and brain in the context of relationships. Participants will gain working knowledge of the brain to help them “update their software” about the reasons for children’s challenging behavior. Instead managing children’s behavior, teachers will learn to develop the child.
The brain reasons for challenging behavior
In Training Two, Laura presents the brain’s drive to meet safety, satisfaction, and connection needs. Participants explore the difference between children’s “needs” and “wants.” With this distinction clarified, they learn to see the child behind the behavior. Simultaneously, Laura offers additional teaching practices, or mind methods, designed to help children meet these three basic needs in developmentally appropriate. What’s more, participants release outdated practices that ultimately serve neither the teacher nor the child.
Training Three integrates the brain reason’s for behavior and mind methods for preventing challenging behavior by promoting social, emotional, relational, and cognitive development. Participants work to understand the function of behavior; or, what are children trying to get, avoid, and/or express (emotion)? Putting it all together, the brain’s drive to avoid, approach, and/or attach to meet the three basic needs and functions solidifies participant’s ability to see the child behind the behavior. This brain knowledge, coupled with practical evidence-based strategies for the classroom, will help adults work smarter not harder when a child has challenging behavior.
The goal of this series is to give educators the resources they need to update outdated practices. Through research outcomes and practical strategies, participants gain 21st Century knowledge about teaching with the brain in mind. With this, teachers will consider behavior as communication to be understood versus stopped or punished. When teachers understand the brain reasons for behavior, they have more tools at their disposal for prevention, promotion, and intervention.
Hear Laura discuss children’s safety, satisfaction, and connection needs in Pre-K Teach and Play podcast 27.