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Let Me Feel It With More Science

The Limbic system, the emotional switching station for humans, is connected to the Amygdala which helps with survival and sends emotional prioritized messages.  This Limbic system has feelings as its language. The prefrontal cortex shuts down all those feelings when it senses pain. Almond shaped clusters of neurons must be quieted down for the whole neurobiological thing to work right.

What does this mean to you? Why in 2016 am I writing this book about the brain? Because, right now, with all that is being thrown at kids these days very little time is being spent on the science of what we are doing to them. We have science for athletes. There is science for the food we eat. Science is at the forefront of medical breakthroughs. But until recently, the science behind children’s lives has been kept in the background.

Children are predisposed to try new things. How many times have you heard a parent comment on how mischievous their child has been that day? Have you ever heard a parent, or experienced it yourself, the moment a child is discovered doing something that they don’t want to get caught doing? How many have you been around children when they come up with some hilarious comment about something?

They need to learn and solve problems on their own. They need to feel it! Kids want to be able to sense what is coming. It’s called anticipation. They are tremendously uplifted when they figure something out on their own and receive praise.

There is science behind all of this. Science that was really not needed to this extent just thirty short years ago when kids played outside. They also played with their friends without supervision for hours on end. The expression “be home for dinner” was universally known. This play time allowed kids brains to be primed for learning. Learning that took the shape and form of many different levels of education.

Fear is rampant in today’s children, but was rarely an issue in previous generations. If a child was having a problem playing older kids scooped them up and passed on their wisdom to them as naturally as running after a ball. Different activities created different environments for the kids to learn and explore.

The brain is primed and pumped for more. The kids need to be in a positive setting inside their brains to be able to receive outside stimuli to learn, in and out of the classroom. Ever heard the expression I feel like doing something today? I feel like a cheeseburger? The brain is being primed to receive something good.

When they entered the classroom they were more prepared to learn that most kids today with all their pre programmed specialized training. All these tests on kids today only increase the likelihood that they will either dislike education or be afraid of it.

What if we to bring a paradigm shift to this problem? If we can’t get these overscheduled kids freedom to play outside the school, why not bring it right back into the classroom? Why not schedule 20 minutes of every hour of class time for movement for the kids?

When I was substitute teaching I used to tell the children in my classroom, “give me 35 minutes of effort and I will give you 5 minutes of free time at the end of class. Without really knowing the science behind what I was doing, I was creating an environment that said if you work hard, you get to move around and it worked! The kids were more focused, worked harder, and got more done.

Written by : Jennifer