Summary Of Chapter 14 Brain Based Learning

Chapter thirteen through fifteen of the textbook Brain Based Learning covers many influences that a teacher can have on a students’ ability to learn. First, chapter thirteen discusses teacher communication. Basically, teachers establish the type of environment that will be in the classroom. The way they choose to behave and what to filter shapes the receptive levels of the students. In chapter fourteen, the author ties in non-conscious learning and its impact on the learning process. Non-conscious learning is learning that occurs unnoticed. By “acknowledging the mind’s enormous capacity for reception”, “categorizing the value of visuals, music, stories, myth, metaphors, and movement”, and “addressing perceptions, biases, and barriers before learning” students participate in this type of learning. Finally,
This is due to the fact that what occurs in the brain is woven with actions and behaviors that are visible by a developing audience. When teachers find a place of happiness, their ability to respect and find relations with their students becomes more probable. In chapter fourteen, the author discusses the potential teachers have to influence the way students think and believe. While this could be used in a forceful and negative way, teachers can use non-conscious learning to create an encouraging and supportive environment in which student believe in their ability to be successful. Instead of using bribery and rewards to motivate your students to do your bidding, chapter fifteen discusses many options that teachers can use to achieve active learners. Using one or more strategies to encourage motivation and setting goals, teachers will help student feel inspired to learn and have a desire to continue learning. This can be obtained through the environment of the classroom, teacher communication, and non-conscious