INSET for Cargilfield Sch - 2hrs
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Transcript of INSET for Cargilfield Sch - 2hrs
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The brains in your
classroom and care:
stress, wellbeing and
performancewith Nicola Morgan
Information, classroom materials
and free resources:
www.nicolamorgan.com
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More information
• www.nicolamorgan.com• Handouts + link to this presentation
• Many free resources, articles advice• Classroom resources – Brain Sticks,
Stress Well and Exam Attack
•
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To consider today
1. How stress affects learning and performance
2. What’s special about teenage stress?
3. Screens/social media
4. Approaching solutions
The key (to everything)
is understanding
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Understanding control
Aiming for
“active agency”
“Our brains are
in our hands”
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Active agency comes from:
1. Understanding how we work
2. Building growth (not “fixed”) mindset
– We learn by doing – skills are acquired, more than innate/inherent
3. Learn to learn from mistakes / failure
– Need chance to fail
– What went wrong? “Metacognition”
– Replace “helicopter” parenting with “safety-net” parenting
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Result: active agency AND resilience
Resilience: • Ability to bounce back after failure or problems• Can be learnt / improved• Requires practice / experience• Is compromised by:
– early difficulties – continued negative events - “learned helplessness”– over-protection
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Over-protection damages resilience
I will be telling parents:
“Be a safety-net parent, not a helicopter parent”
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What makes adolescence special?
A. State of Brain – internal pressures
B. Stage of Life – external pressures
Adolescence is biological, natural,
universal, TEMPORARY () and positive
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Most important brain difference
Prefrontal cortex develops last (mid-20s):
“control centre” – logic/reason, decision-making, impulse control, prediction
Limbic system, with amygdala – emotion, impulse, reward, reaction, instinct
PFC
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This can affect:
• Emotions (volatility / control)
• Empathy
• Impulse control
• Peer pressure behaviour
• And risk-taking
See Blame My Brain for details
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Sleep changes – a triple whammy
• Biological need for more sleep – 9 ¼ hours
• “Body clock” acts differently:
– Switches melatonin ON late at night
– But switches it OFF later in the morning
• Vital for health + wellbeing performance
• See my website Resources + Wellbeing sections
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Teenage stress – “stage of life”
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First, what is stress?
• A positive, biological response to threat
– Adrenalin + cortisol
– To maximise performance
• So, what’s the problem?
1. Over-reaction panic (strategy on website)
2. Cortisol builds up many negative effects
3. “Preoccupation”
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“Preoccupation”
• The “bandwidth” analogy
– Every conscious action uses some brain bandwidth
– If attention is occupied, we cannot perform 100%
– Over-occupation stress
– Performance suffers
• Five BIG bandwidth occupiers:
1. Intrusive thoughts and worries
2. Change and new things
3. Processing information
4. Internet/screens
5. Resisting temptationThe Organized Mind by Daniel Levitin
Consider how these
apply to young people
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Different teenage stressors
• Perfect storm of change
• Exams – high stakes
• A regular school day: – Constant pressure to do better
– Friend/peer issues
– Self-consciousness
– Especially for introverts
Think of each “occupying” bandwidth +
raising cortisol
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Psychology of screens and social media
Applies to all ages
Don’t be over-awed by “digital natives”!
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The Internet + Social Media
Internet/www
• Knowledge, BUT….– Information overload - exhausting
–Repetition of bad news emotional effect
–And anxiety
See The Organized Mind by Daniel Levitin
My book, LIFE ONLINE, comes out early 2019
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…and Social Media
• Social networking very important, but…– Highly addictive – social + curiosity
– More “friends” than we can manage (cf Robin Dunbar)
– Competition with perfect images/lives• Snapchat perfection
– Measuring self-worth by number of “likes”
– “Online disinhibition effect” cyber-bullyingIrresistible by Adam Alter
The Happiness Effect by Donna Freitas
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Major negative results
• Digital overload: ‘continuous partial attention’ and mental exhaustion
• Potential for cortisol build-up
• Potential for increased anxiety
• Loss of attention and focus
• Theft of dreaming time: reacting, not thinking; absorbing, not creating
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We are “programmed” to act in certain ways
For survival or success
So, we should tell them (us?) to STOP, right?
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A. Social – for survival and success
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B. Curious – for success
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C. Distracted – for survival
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Screens give us endless reward buzzes tempting addictive
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Questions?
• And then some much-needed solutions
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1. Teach stress management
• Educate and empower with strategies – for life
• Educate parents, too
• Teach students to recognise symptoms early and take action
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A: Relaxation wellbeing performance
Manage stress
Better sleep
Betterwellbeing
Better performance
Better wellbeing
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B: Empower daily relaxation
Discuss healthy activities to lower cortisol and discuss how these can easily be built into their day
1. Varied – physical and mental
2. Deliberate extra benefit
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Daily relaxation ideas
bath
walk
music
read
drawstroke a
pet
make something
breathe deeply
write
mindfulness
daydream
laugh
be alone OR
social
look at nature
any exercise
SWITCH OFF!
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2. Manage screen time
(See my Life Online website section)
1. Understand the biology and psychology
2. Create strong school policy based on good psychology
3. Include SOS time – Switch Off Screens
4. Model good practice ourselves
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Strategies for screen-time – for parents
1. Know the score – be informed
2. Don’t demonise screens
3. Same behaviours for adults and teenagers
4. Have phones out of sight/hearing when working
5. Practise uni-tasking
6. Notice if self-esteem/stress are affected – SOS
7. Switch off screens 1.5 hours before bed
8. Do enough: exercise, non-screen relaxation, face-to-face, sleep, nothing
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3. Cater for introverts
1. Understand intro/extroversion– Greater need for personal space– Often work better alone
2. Time, permission and place to be alone3. Adapt teaching if necessary – cater for all4. Give introverted students strategies:
– To get what they need– To learn extrovert skills (and vice versa)
See “Quiet Power – The Secret Strengths of Introverts” by Susan Cain
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4. Enable better sleep
See my website and handouts for
advice.
Share with students and
parents.
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Main sleep messages
• VERY important for health, wellbeing and learning
• Get the most you can but don’t panic when you can’t
• Start 1.5 hours before you want to feel sleepy
1. Remove daylight:A. From outside B. From screens
2. Create winding-down routine
3. Block worries from your mind:A. Distance B. Distract
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5. Encourage reading for pleasure
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Evidence?
Reading Agency Literature Review 2015:
• Self-esteem; greater life satisfaction
• Increased vocab and general knowledge
• Increased empathy + self-understanding
• Better mood + relationships
• Reduced stress
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Readaxation
“The deliberate act of reading for the purpose of
relaxation, wellbeing and
therefore performance”
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Why would reading reduce stress?
• Readers believe it’s relaxing – confirmation bias helps!
• Can direct emotions – autonomy
• Allows “engagement” / “flow”
• Chance to forget worries and shift thinking
• Facilitates sleep
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Understanding control
“Active agency”
Their brains
in their hands
Information, classroom materials
and school events:
www.nicolamorgan.com
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The brains in your
classroom and care:
stress, wellbeing and
performancewith Nicola Morgan
Information, classroom materials
and free resources:
www.nicolamorgan.com
![Page 43: INSET for Cargilfield Sch - 2hrs](https://reader031.fdocuments.us/reader031/viewer/2022022415/5a6d57097f8b9ac2418b5d71/html5/thumbnails/43.jpg)
Tasks for Today’s Parents
1. Understand psychology of stress2. Model:
Managing your own stress Growth mindset Healthy screen-time~ pre-bed ~ meal-times ~ when someone is talking
3. Just be there - a strong safety-net4. Don’t bring missing PE kit into school!