6. You ARE your BRAIN!
• Depending on which neurons get stimulated
different neural connections become stronger
while others become weaker.
• ALL talent and skill is created through training
7. Now lets look at 2 potential scenarios
• Little Johnny and Little Joey
10. So Imagine…
A child who has spent the first 4 years of her/his
life…like little Johnny.
Then take that child and plop them into this….
11.
12. What is expected during school?
• Sit
• Listen
• No running
• No hitting
• No talking
• Read
• Number interaction
These are all a physical manifestation of some
type of non-cognitive skill
13. How does this child respond to school?
• Through actions that are categorized as
misbehaviors – but are behaviors that have
been practiced and mastered during
development.
• What’s next from the educator’s end?
15. And so…
• The child who lacks non-cognitive skills
training is placed into situations where they
are provided with as much help as possible –
but before long….
16. Within 3 short years
• The child has developed to the level of
primary self awareness.
• This results in psychological labeling of the self
• And a person who struggles with reading, or
math….what do they tell themselves?
17. Then – here we are
• Our beliefs have a direct affect on our actions
• If a child believes they are incapable then that
is how they will behave.
• All of us are in a constant duality of how we
see ourselves and how we think others see us.
• There is no exception with children – we have
to assist them in understanding their
capability.
18. The tool box…
• The absence of training in non-cognitive skills
results in a student who lacks experience in
how to be a student.
• What are some ways that we can FIT skills
training in our classes?
19. When you have a student who…
• Is having difficulty with your class what do you
do?
20. The CCQ conference
• Cyclical Cognitive Questioning is a student
centered conference with the teacher focused
on a reality based approach through analysis
and logic to reach the student’s rational
thinking mind.
21. CCQ
• Do not ignore problems
• Remove the idea that “practice makes
perfect” replace it with “practice makes
possible”
• “Grab bag of answers”
• Ask why – insist on justification for choices
• “I don’t know” is never an answer when asked
about actions/behaviors
22. The components of CCQ
• BE PATIENT – STAY PATIENT
• Be ResponseABLE
• Go back in time
• Always check for clarification
• When in doubt ask “why”
• We MUST believe that they can improve!
23. Keep in mind
• CCQ is usually something the kid has never
experienced before – there will be emotional
responses
• Keep their counselor's information ready to
report any information the student may have
shared with you
24. Think about the epicenter in one of
your classes
• How do you predict a CCQ conference going?
26. Some common themes to increase
motivation:
1) Keep it real
2) Provide choices
3) Balance the challenge
4) Seek role models
5) Use peer models
6) Establish a sense of belonging
7) Be supportive
8) Strategize with struggling students
27. One last thing
• Practical labeling underpins everything we do
in our environment
• But by psychologically labeling the self and
others we constrain our own neurological
fluidity.
• Growth and its evolutionary counterpart of
happiness and fulfillment are stimulated when
we are not being labeled…
28. • We may have different views and disagree on
practical terms – but interactions that
nevertheless accept us for who we are
without judgment are neuropsychological
catalysts for acknowledging others.
