Читать книгу Social-Emotional Learning and the Brain - Marilee Sprenger B. - Страница 25

As I mentioned in the introduction to this book, I created the word selebrate to stand for "social-emotional learning elicits brain responses appropriate to experience." Many researchers (including Nadine Burke Harris, Bruce Perry, Marc Hackett, Eric Jensen, and David Sousa) tell us that a single relationship with an adult can change the course of a student's life. Classroom teachers probably spend more time with students than any other adults. This is an opportunity to model appropriate social interactions, show students that we care for them, and support them in their endeavors. These may sound like parental responsibilities, but our children—our future citizens—are everyone's responsibility. We can positively affect our students' brains. Educational consultant and author Horatio Sanchez (2015) says, "For the brain to do anything, chemical movements have to occur. Health is the ability to manage all the different chemicals the brain produces within a normative range at all times." This ability creates a kind of homeostasis—a state of internal balance and stability among interdependent elements. The following strategies are intended to help teachers help their students reach this level of balance and stability.