Keefauver Book Review

Teaching with the Brain in Mind by Eric Jensen
Book Review by Dean Keefauver

Jensen's book is a look at "brain compatible learning." In Chapter 1, he gives much of the research background information that lays the foundation for addressing specific issues in later chapters. Essentially he uses current brain research, with all of the modern medical technologies that have unlocked what was previously only educated guesswork based on behavioral observations, to create classroom instructional ideas that support how the human brain works, learns, and reacts. With modern technologies such as Magnetic Resonance Imaging (MRI), electroencephalograms (EEG), and Positron Emission Tomography (PET), doctors are able to "see" and understand what is taking place in the living brain that previously could only be surmised posthumously by looking at brain material from cadavers. Being able to better understanding what is taking place in the brain during certain types of activities or in response to certain stimuli can have an impact on how we deal with students at school and how we present information. Jensen points out that brain research is not a "holy grail" to learning, but certainly can present "ideas or paths that have a higher probability of success" for educators.

Jensen covers two intense topics in Chapter 6 entitled, "How Threats and Stress Affect Learning." He states, "Excess stress and threat in the school environment may be the single greatest contributor to impaired academic learning." As this may seem like a rather over-exaggerated statement, he is quick to describe all of the many behaviors and other external stimuli that fit into one (or both) of these categories. He also describes in detail the impact these two stimuli have on how the brain functions and the effect it can have on memory, creative thinking, problem solving, etc. Taking all of this information together, it makes much more sense why this truly can be a huge detriment to learning.

Jensen begins by stating that behaviorally speaking, threats do little to encourage or create the true desired behaviors we would like to see in students. Moving quickly beyond the behavior realm, he then begins to explore what is actually taking place biologically during moments of threat and stress. When stress occurs, the adrenal glands release a peptide called cortisol that prepares the body for a fight or flight response. Unfortunately, this can lead to suppressed or even damaged brain cells in the hippocampus which affects memory. Taking it a step further, chronic stress can make the body more susceptible to illness, which can start a downward cycle of illness leading to missed classes due to test stress, which then causes poor performance on tests, which then increases stress levels for upcoming tests, etc.

Several factors that can cause stress are discussed. A stressful physical environment (including something as seemingly non-threatening as poor lighting!) can have direct impact on student failure. One biological response to stress is the tendency for the eyes to become "more attentive to peripheral areas as a natural way to spot predators first." Handy in a life-threatening situation out in the jungle, but makes it rather difficult for a student to track a line of text across a written page. Fluorescent lighting can also be a cause of stress. In one study, students exposed to full-spectrum lighting missed 65% fewer days of school due to illness as compared to their counterparts who were exposed to fluorescent lighting!

Social situations are discussed as a natural cause of stress for students. When stressed, serotonin levels decrease, which can lead to increased violent or aggressive behaviors. Social hierarchy plays a role in student stress as well. Students who have leadership roles at home (be they positive or negative roles) but are just "one of many" at school can act impulsively. Jensen suggests using a rotating system of roles in the class to allow for all to be leaders and followers at various times, therefore offsetting some of the potential negative effects of this type of stress.

Another environmental stress that we all endure deals with the fact that our predictions rarely match reality. Just as we as adults have small issues throughout the day that don't measure up to what we expected (a broken copy machine was used as an example), so too do students have many moments throughout the day where expectations are not met. All of these add up to an increasing level of stress. Jensen suggests providing predictability through procedures and rituals to counteract this stress buildup.

Next, Jensen notes that even though different people respond to threats differently from a behavioral perspective, biologically our brains all respond in predictable ways. Essentially, when threatened, our brains signal the release of adrenaline, vasopressin, and cortisol. This leads to the flight or fight responses mentioned earlier. Factors leading to this state can include such simple things as harsh comments or sarcasm. Students who come from homes where these types of behaviors are the norm—particularly homes with frequent violence—are often the most inattentive as their brains are in a constant scanning mode looking for "predators." There are endless other stimuli that can cause this same response at school. Bottom line is, "Threats activate defense mechanisms and behaviors that are great for survival but lousy for learning." Jensen further explains that this "survival" will override pattern-detection and complex problem solving. The result can be instead of understanding broad, underlying theories and concepts and being able to connect those to larger scale understanding of many things, students instead remain in a shallower domain of memorizing isolated facts.

Another large issue Jensen deals with in this chapter is "learned helplessness"—seen as nearly complete apathy and persistent passivity on the part of the student. This can be caused by trauma, lack of control, or by decision. Trauma—verbal, physical, or psychological—can come in many forms, sometimes as simple as being embarrassed in front of classmates. Lack of control happens when the student literally has no control over the traumatic event and is therefore immobilized. Sometimes asking students to accomplish as task for which they are not capable can cause this. "Decision" refers to a student making a paralyzing decision that they "can't do anything right," that eventually leads to no effort. The students who are most at risk of learned helplessness are those who deal with threat or violence at home on a regular basis. Interestingly, these same students may be some of the more outgoing and verbal students, seemingly most able to cope with failure. However, they may actually be the students least equipped to deal with it.

Looking at the biology of learned helplessness gives educators information that can help these students to succeed. A study was done with dogs to emulate learned helplessness. In a nutshell, after the initial negative stimulus created a resigned helplessness in the dogs, it took 30 to 50 attempts on the part of trainers to get the dogs to a place where they were actively engaging in choice-making again. This is compared to students who have "learned" to be helpless. How many times do we as teachers "try" to get a student motivated before we give up?—five, maybe ten times? It may take dozens of times.

Finally, Jensen recommends two approaches for reducing stress in students. First, manage the conditions that can induce it; and second, to use personal strategies to mediate and reduce it. Teach students what can cause stress and what to do about it. Things such as time management, regulated breathing, down time, relationship skills, and peer support can help. Positive activities—drama, games, exercise, celebrations—can offset negative effects of stress. Jensen recommends providing a "start of class transition time" for students that allows them to transition from pre-class circumstances, whatever they may be. Be diligent about reducing the threat-potential in the classroom. Deal with disciplinary issues in a way that doesn't humiliate the student. Allow for student input to reduce threat/stress levels, such as asking if students need a little more time to complete an activity.

Questions: What are some practical ways we can help reduce student stress levels in our secondary classrooms? Are any of our current instructional behaviors potentially "threatening" to our students? If so, what can we do to modify those behaviors? What are some signs we can look for to recognize increased stress levels in our students?