The Master Teacher Blog

The Master Teacher Blog
Providing you, the K-12 leader, with the help you need to lead with clarity, credibility, and confidence in the ever-evolving world of education.
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Five Ways to Give Your Brain an Upgrade

Thinking Frames

Five Ways to Give Your Brain an Upgrade

Have you ever wanted to give your brain an upgrade? Wouldn’t it be great if we could make an appointment, schedule a procedure, and immediately have a more powerful, flexible, productive brain? Sounds impossibleand it is, at least for the foreseeable future. Nevertheless, there are steps we can take, habits we can build, and strategies we can employ to increase the capacity and productivity of our brains. 

We do not have to rely on technology, take medications, or modify our genetics. By adopting and regularly practicing a few habits, we can experience significant benefits for our brain function. We can start by refusing to relegate our brains to serving as storage units. Memory is important, but our brains are built to be active, learn, and grow. We can increase our brain capacity by treating it much like a muscle and regularly stretching, exercising, and building strength. Here are five actions we can take and habits we can adopt to get started. 

Attend to your attention span. 

Many factors affect our ability to sustain our attention. Distractions, interruptions, multitasking, and ongoing habits can reduce the time our attention stays focused on any one source. Some people argue that our attention spans have naturally shrunk over the past number of years, but the research is not consistent on that point. What we do know is that switching from one topic to another saps mental energy. We also know that most people can lengthen their attention span with effort and practice. Further, as our ability to pay attention grows, so does the information our brains take in and can apply to tasks, challenges, and other activities dependent on brain power. Paying attention is a skill we can build. 

How to grow your attention: Pay attention to your attention. When do you feel your mind begin to drift? Are there times when paying attention is more difficult? When you feel your mind begin to wander, try reminding yourself why paying attention might be important at that moment. Try discretely timing how long you can sustain your attention. Having a purpose for paying attention, consistent practice, and noticing progress are three of the most effective ways to grow your attention span. 

Ignite your imagination. 

Imagination is a wonderful thing. It is too bad that it is so often most accessible to children. Imagination helps us to conjure, examine, elaborate, and create what could be. Our imagination is free from the constraints common to most other forms of thinking. Our imagination can also make what seems impossible possible. Meanwhile, the activities associated with imagining can stimulate new brain pathways, unearth hidden connections among ideas and issues, and even complete half-thoughts and partial understanding. Imagining is one of the most powerful and effective brain-growth exercises. The responsibilities and routines of life can keep us away from exploring and discovering through imagination. Yet, imagination allows our brain to roam and explore in ways rarely available through other means. Imagination is often called the brain’s stimulation engine. 

How to free your imagination: Mental rehearsal can be a powerful way to prepare for an event or activity because it activates brain regions that simulate reality. Similarly, imagining alternatives can help you move beyond rigid thinking and improve your creativity, problem solving, and adaptability. Employing your imagination to create mental pictures and build contextual stories can also strengthen learning experiences and memory. Further, imagining future scenarios can help to anticipate consequences, rehearse decisions, and emotionally prepare for what may lie ahead. 

Surround yourself with stimulating people. 

Some of us had people in our lives when we were young who said things like, “Choose your friends carefully. Who you hang out with is who you will become.” We may have doubted this advice, but it turns out to be far more true than false. The people with whom we converse, hang out, and otherwise spend time can have a more powerful influence on us and our brains than we realize. They can influence our values, how we spend our time, what we talk about, and what we learn. 

When choosing friends and colleagues: You cannot always choose with whom you must work, but you can decide who you want to listen to and with whom you will spend time when you do have a choice. Your selection criteria should be driven by what you aspire to be. For example, if you want to be an authentic person, you need to spend time with authentic people. If you seek to be more open-minded, you need to seek out open-minded people who can help you to grow in that direction. Life is short: Spending time with people who drag you down, limit your perspective, and narrow your interests can work against building your knowledge and deepening your wisdom. 

Curate your curiosity. 

Curiosity might be compared to the starter unit in an engine. It stimulates the brain to be alert, engaged, and ready to learn, and it is also proactive, seeking information rather than just receiving it. Curiosity enhances the pleasure of learning by improving the brain's efficiency in processing information. Further, curiosity deepens learning, enhances memory, and activates the brain’s reward system, resulting in the release of dopamine. Consequently, motivation, anticipation, and engagement grow. 

How to become more curious: Curiosity rests and builds on other brain capacity-building elements, such as attention, imagination, and associations with interesting people. You can activate your curiosity by intentionally approaching situations and issues with questions rather than judgment or conclusions. Exposing yourself to novel concepts and experiences can stimulate curiosity. Allowing yourself to wonder rather than expecting to have answers can be a freeing experience and a stimulator of curiosity. Questions like “What would happen if..., “What am I missing….,” and “How else might I think of this…” can be great place to start and way to form a curiosity habit. 

Enlist your environment. 

This strategy may seem too simple to work. Yet, research shows that when we shift, modify, or rearrange our surroundings, our brain takes note. Our brains notice novelty and unfamiliar contexts. Redecorating and resetting a room we occupy frequently can give us a new perspective, stimulate changes in brain waves, and improve our memory. Interestingly, even reorganizing our immediate workspace can refresh our thinking, stimulate ideas, and motivate us to begin a task we have been putting off. 

Ideas for changing surroundings: Consider moving your desk or worktable to face another direction. You might add some artwork or pictures to create variety and stimulate your thinking. Occasionally, move out of your regular workspace and try thinking and working in another location. Changing environments can also be helpful in capturing information in memory. Moving from one location to another while reading or studying can “location-stamp” memories, making what you learned easier to recall. 

We might think of the brain as a place to store information, but its real value lies in building meaning, making connections, and expanding our ability to think and learn. However, unless we consistently focus our brains in these directions, we risk allowing them to become stale and to atrophy rather than to grow, strengthen, and perform. 

Shape Students for Life: 5 Transformative Teacher Habits

Relationships and Connections

Shape Students for Life: 5 Transformative Teacher Habits

One of the most rewarding aspects of teaching is hearing from former students about the profound and lasting impact we have had on their lives. They might describe a characteristic or value we demonstrated and instilled in them, emphasize the impact of a special project or challenge we presented that convinced them of what they could achieve, or they might tell us of how really seeing and believing in them and their potential gave them confidence to shift their perspective and aspire to more than they had imagined possible. The list could go on.  

However, it all begs the question: What is it that we do that can have such a life-changing, lifelong impact? We may not see or understand the influence we have on some students in real time. We might never know our impact on others. Yet, we have the opportunity every day, every week, and every year to change students’ lives and give them access to possibilities that never would have occurred to them without spending time with and learning from us.  

So, what are some of the most impactful behaviors in which teachers engage that hold the potential to change lives? Here are five behaviors people point to when describing educators whose imprint shifted the trajectory of their lives.  

“Seeing” students. Students want to feel seen. They seek reassurance that they are worthy and matter. For students who often do not feel seen, the experience can make an outsized difference. Having teachers greet them by name, be interested in and remember details about their lives, and notice when something is bothering or distracting them communicates the message that “You matter to me.” Being truly seen can be enough to carry students through a difficult time and give them confidence to keep on keeping on. 

Believing in students. All students want teachers who believe in them, but for students who do not yet believe in themselves, the experience can be transforming. Having an important person in their lives see potential they have not considered or believed they possess opens new possibilities and freedom to dream. When students do not yet believe in themselves, a teacher’s confidence can serve as borrowed confidence until they do. When students feel the confidence of a trusted adult, they can aspire to high standards, knowing they can succeed 

Being fully present for students. Having someone’s full attention and commitment to understand can be a rare and precious gift, especially for students with few caring adults in their lives. Students remember teachers who were mentally in sync with them rather than rushed, distracted, or detached. Teachers who are ready to listen, engage, and assist are important and appreciated, especially when students are facing life challenges, confused, or in crisis.  

Refusing to give up on students. Teachers who remain committed, nudge students to do their best, and always get better matter to students. Students can become discouraged, convinced they cannot succeed, and may even want to abandon the struggle altogether. Often, it is a teacher who refuses to believe that success is not possible, insists on continued effort, suggests different strategies and approaches, and encourages students to persist until success is achieved. Memories of these struggles and pride in the outcome can build lifelong gratitude.  

Modeling integrity and grace for students. Students notice when a teacher’s words match their actions—or when they don’t. Authenticity creates credibility. Students want to be confident that what a teacher tells them is what the teacher believes and lives. Students notice how teachers behave under pressure. Times of crisis, conflict, and drama are times when students pay particular attention to teacher behavior. Grace under pressure makes an impact. Calmness during emotional storms creates emotional and psychological safety and engenders confidence. Students often aspire to emulate the models of integrity and grace they were exposed to early in life.  

The truth is that we have more influence on students’ lives than we realize. Unfortunately, we are unlikely to know the full impact we have had on the aspirations, achievements, and life views of most students we have taught and nurtured. However, if all or most of these five behaviors are part of our approach to students and our work, we can be confident that our influence is wide and profound for an inestimable number of students. 

What Great Educators Say and Why It Matters

Climate and Culture, Communication, Relationships and Connections

What Great Educators Say and Why It Matters

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