The Role of Emotion and Reflection in Student Achievement: (The Frontal Lobe/ Amygdala Connection)

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9781467877152: The Role of Emotion and Reflection in Student Achievement: (The Frontal Lobe/ Amygdala Connection)
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The book introduces readers to the two ways the brain is programmed to learn. It explains how these two systems affect classroom instruction and explains how the events of the culture affect brain development. It also explains how to set up a brain-compatible classroom and the underlying principles that guide all stu- dent learning. The book is loaded with student projects of all kinds that are emo- tonally engaging to students and help them learn more successfully. The book also explains how the emotional part of the brain (the limbic system) many times interferes with learning and prevents reasoning, thinking, and problem-solving to occur preventing students from using the rational parts of the brain (the frontal lobe system) to occur. The book explores how dysfunctional behavior in school such as ADD, & ADHD are related to school skill development and achievement. The argument is made that pre-requisite school success skills that lead to proficiency in reading, writing, calculating, and problem-solving are not really taught but merely assumed to be learned from the home and the early grades. Not only that but these pre-requisite skills are ALL found in the frontal lobe executive functions. The students who have those skills are almost always the high achievers in school. Those students that don't have these school success skills simply don't achieve at the level of the other students who have those skills.

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About the Author:

Lee has worked as a teacher for over 45 years and as a consultant for almost 30 years. He has extensive experience in the classroom teaching in grades 5-12 as well as working in college. He has spent most of his public school life teaching English at the elementary, middle school, and high school level, serving as an English Department Chairman for seven years, and another 4 years Direc- ting an Alternative High School in Cinnaminson, New Jersey. He has worked in Deptford Township, Cinnaminson Township, and finished his public school career teaching in Cheltenham Township in Cheltenham, PA. Throughout his career he has developed many innovative ideas and techniques to use in instruction in in Brain-Compatible teaching and learning. He has worked for Bucks County Intermediate Unit and has in-serviced teachers in such various topics as "Co- opertive Learning" "Stress Management" "Discipline and Self-Concept" "Port- folio Use in the Classroom" "Standards, Instruction and Assessment" as well as "Learning Styles: RB/LB Strategies" He has been working for the last 8 years for Regional Training Center-a graduate training center offering Masters Degree programs. His specialty is designing courses on the Brain and Learning as well as a course in Dealing with ADHD Type Behavior.

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9781467877169: The Role Of Emotion And Reflection In Student Achievement: (The Frontal Lobe/ Amygdala Connection)

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ISBN 10:  1467877166 ISBN 13:  9781467877169
Publisher: AuthorHouse, 2012
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Book Description AUTHORHOUSE, United States, 2011. Hardback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****. The book introduces readers to the two ways the brain is programmed to learn. It explains how these two systems affect classroom instruction and explains how the events of the culture affect brain development. It also explains how to set up a brain-compatible classroom and the underlying principles that guide all stu- dent learning. The book is loaded with student projects of all kinds that are emo- tonally engaging to students and help them learn more successfully. The book also explains how the emotional part of the brain (the limbic system) many times interferes with learning and prevents reasoning, thinking, and problem-solving to occur preventing students from using the rational parts of the brain (the frontal lobe system) to occur. The book explores how dysfunctional behavior in school such as ADD, ADHD are related to school skill development and achievement. The argument is made that pre-requisite school success skills that lead to proficiency in reading, writing, calculating, and problem-solving are not really taught but merely assumed to be learned from the home and the early grades. Not only that but these pre-requisite skills are ALL found in the frontal lobe executive functions. The students who have those skills are almost always the high achievers in school. Those students that don t have these school success skills simply don t achieve at the level of the other students who have those skills. Seller Inventory # APC9781467877152

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Book Description AUTHORHOUSE, United States, 2011. Hardback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****.The book introduces readers to the two ways the brain is programmed to learn. It explains how these two systems affect classroom instruction and explains how the events of the culture affect brain development. It also explains how to set up a brain-compatible classroom and the underlying principles that guide all stu- dent learning. The book is loaded with student projects of all kinds that are emo- tonally engaging to students and help them learn more successfully. The book also explains how the emotional part of the brain (the limbic system) many times interferes with learning and prevents reasoning, thinking, and problem-solving to occur preventing students from using the rational parts of the brain (the frontal lobe system) to occur. The book explores how dysfunctional behavior in school such as ADD, ADHD are related to school skill development and achievement. The argument is made that pre-requisite school success skills that lead to proficiency in reading, writing, calculating, and problem-solving are not really taught but merely assumed to be learned from the home and the early grades. Not only that but these pre-requisite skills are ALL found in the frontal lobe executive functions. The students who have those skills are almost always the high achievers in school. Those students that don t have these school success skills simply don t achieve at the level of the other students who have those skills. Seller Inventory # APC9781467877152

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Book Description Authorhouse. Hardcover. Condition: New. 240 pages. Dimensions: 9.0in. x 6.0in. x 0.7in.The book introduces readers to the two ways the brain is programmed to learn. It explains how these two systems affect classroom instruction and explains how the events of the culture affect brain development. It also explains how to set up a brain-compatible classroom and the underlying principles that guide all stu- dent learning. The book is loaded with student projects of all kinds that are emo- tonally engaging to students and help them learn more successfully. The book also explains how the emotional part of the brain (the limbic system) many times interferes with learning and prevents reasoning, thinking, and problem-solving to occur preventing students from using the rational parts of the brain (the frontal lobe system) to occur. The book explores how dysfunctional behavior in school such as ADD, and ADHD are related to school skill development and achievement. The argument is made that pre-requisite school success skills that lead to proficiency in reading, writing, calculating, and problem-solving are not really taught but merely assumed to be learned from the home and the early grades. Not only that but these pre-requisite skills are ALL found in the frontal lobe executive functions. The students who have those skills are almost always the high achievers in school. Those students that dont have these school success skills simply dont achieve at the level of the other students who have those skills. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Hardcover. Seller Inventory # 9781467877152

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Book Description AUTHORHOUSE, United States, 2011. Hardback. Condition: New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. The book introduces readers to the two ways the brain is programmed to learn. It explains how these two systems affect classroom instruction and explains how the events of the culture affect brain development. It also explains how to set up a brain-compatible classroom and the underlying principles that guide all stu- dent learning. The book is loaded with student projects of all kinds that are emo- tonally engaging to students and help them learn more successfully. The book also explains how the emotional part of the brain (the limbic system) many times interferes with learning and prevents reasoning, thinking, and problem-solving to occur preventing students from using the rational parts of the brain (the frontal lobe system) to occur. The book explores how dysfunctional behavior in school such as ADD, ADHD are related to school skill development and achievement. The argument is made that pre-requisite school success skills that lead to proficiency in reading, writing, calculating, and problem-solving are not really taught but merely assumed to be learned from the home and the early grades. Not only that but these pre-requisite skills are ALL found in the frontal lobe executive functions. The students who have those skills are almost always the high achievers in school. Those students that don t have these school success skills simply don t achieve at the level of the other students who have those skills. Seller Inventory # LIE9781467877152

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