Tasks for this session will be:


Tony’s Story is very familiar to me, because, I have in school many such a cases. When you engage them emotionally, they can easily learn and think!

Task 2 – Emotional brain 

(Amigdala, Lymbic system..) – I think this resource is extreemly important:

Task 3 – Expanding my learning

I found this presentation to be very interesting and informing!

These web-places also strucked my attention, the first one is about the importance of nutritions that influence the brain functioning, and the second one is about different parts of brain, each with it’s own functions:

first- nutrition:


second – parts of the brain:


While investigating different terms considering the influence of emotions on learning, I found astonishing video of a women (she is a pchychiatrist) who had a stroke by her self, and now represents her experience with feelings, emotions, capabilities of thinking during the worst part of the desease! It is one of TED stories:


There was a myth for a long time, that a brain and complete neurosystem is given at birth and stays the same for a lifespan! New researches shows that  this is really a myth! One of the brain’s main features is plasticity! Brain changes as a result of the influence of the environment as well as the changes are result of one’s emotions! The following video shows the importance of prefrontal cortex for both cognitive and emotional contex. It is, actually, the most important section of the brain for regulation and controling emotions. The greater activity of this part of the brain is, the better is control of emotions and amygdala wich is associated with the corttizol, hormon of stress! It means, further more, that training of calmness and patience has a great impact on cognitive functioning. Negative emotions interfere with cognitive prefrontal function. Social and emotional training can shape the brain and even change the gene expression in the brain! Here is the complete presentation, led by Richard Davidson:

And, here are some more resources about the bonds among cognition and emotions:

http://www.charlierose.com/view/interview/10974?sponsor_id=1 The Emotional and Vulnerable Brain

http://www.helpguide.org/toolkit/immordino-yang_video.htm Dr. Immordino-Yang on the role of emotions.

http://www.innovateus.net/health/where-amygdala – from Azhar’s blog (http://azharreflections.blogspot.com/2013/01/neurosci-do-you-have-tonys-in-your.html). This page explains amigdala and it’s function in mental states.

http://www.lumosity.com/blog/lumosity-bright-science/ – luminosity blog

http://www.youtube.com/watch?v=T8OziK-6IQI – Emotion and learning  – experiments, fascinating video


http://neuroscience-maja.blogspot.com/2013/01/dopamine-music.html – music and the brain (dopamin-efect) – Maja Dakic

Finally, my reflections upon this lesson:

When learning, thinking, remembering… one uses the whole brain! Different zones are engaged in every brain activity! That means that one brain function could enable or disable the other brain function! 

How can I use it in classroom?. 

First, knowing all of these new scientific facts, I could:

  • try to make a pleasent atmosphere while learning (that’s something I allready do);
  •  use extrinsic motivation by rewarding the knowledge, so that students would become, somehow, addicted to learning in order to be rewarded! That could return extrinsic motivation into intrinsic
  • try to use touching personal examples and stories during lessons, that would engage students emotionally. That would enable catching the information both on emotional and cognitive plan, and if the information is double catched, it is stronger and much more lasting!

The moderator’s reflection

These are the words of Carla Arena, the moderator on EVO, about the role of emotional brain and it’s consecvences on teaching:

Learning about how the emotional brain works does not give us magical powers to solve all or most of the problems we face in our classes. But it does help us to see many of problems from a new perspective. As we understand better about the influence of the amygdala on behavior, we might be able to help many of our students to learn better.

Learning about emotions in the brain reminds us that as we plan our lessons, we should start at our students, by considering their characteristics and their needs, not at the content we are going

 to teach. It reminds us that our students are the ones who have to be in control – in control of doing, of learning – because learning is pleasurable to the brain. Our amygdala is constantly monitoring our experience to see how things are. For example, when we see happy faces, the amygdala becomes less active than normal. It drops its guard a little. The same thing happens when we are engaged in cognitive tasks – the amygdala becomes less active. If we learn how to get our students more involved in their work, they will feel less nervous, less afraid. This might be one of the ways through which we may gain more control over students’ behavior. So, instead of focusing on misbehavior, we might want to consider engaging our students in work that will give them the pleasure of learning.

As the Brazilian Educator Paulo Freire said, “No one starts to become an educator on a certain Tuesday at 4 pm. No one is born an educator. We make ourselves an educator; we become an educator, permanently, in our practice and in the reflection about the practice.” The Neurosciences – together with many other sciences – does not miraculously give us a manual about how to be a teacher, but it does empower us with important knowledge that may orient our practice.


4 коментара (+додајте свој?)

  1. MaryH
    јан 28, 2013 @ 05:49:19

    I like your ideas for practical application of the things we learned this week!


  2. simonidinpsihoblog
    јан 28, 2013 @ 14:41:26

    Thank you, MaryH!


  3. GlisZoz
    јан 30, 2013 @ 16:31:24

    Vredni kao i uvek, svaka cast.:)


  4. simonidinpsihoblog
    јан 31, 2013 @ 10:37:38

    Thank you, GlisZoz, compliments to your work, too…:))


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