In this three-part series called “Teaching Based on Science, Not habit,” Laura brings to life the brain reasons for behavior and the mind methods for preventing challenging behavior through the promotion of social, emotional and cognitive skills.
Participants will not only gain valuable evidence-based strategies for developing the mind and brain, they will 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.
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 of labeling children as “defiant” or “challenging” and managing their behavior, teachers will learn to develop the child by seeing the child behind the behavior. From this attuned stance, adults begin to understand why children don’t always “do better” even when they “know better.” Teaching practices, or mind methods, that prevent challenging behavior and promote social, emotional and cognitive development are explained in the context of how they support brain development.
In Training Two, the brain’s drive to meet three basic needs will be explored as the primary reason for challenging behavior. Participants will explore the difference between “needs” and “wants” to strengthen their ability to see the child behind the behavior. Additional teaching practices, or mind methods, designed to help children meet these three basic needs in developmentally appropriate and culturally responsive ways will be offered to replace outdated practices that ultimately serve neither the teacher nor the child.
Training Three integrates the information about the brain reason’s for behavior and mind methods for preventing challenging behavior by promoting social, emotional and cognitive development. The function of behavior is introduced: what are children trying to get, avoid, and/or express (emotion)? The brain’s drive to avoid, approach and/or attach to meet the three basic needs and functions will solidify 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 by providing both research outcomes and practical strategies. 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.