The document discusses how our brains seek an energy match with others and our environment. When a match is found, neural pathways are strengthened through repetition. It advises avoiding matching negative energy from students and instead reinforcing positive behaviors to encourage satisfaction and build new pathways. The document provides strategies like removing emotion, minimizing engagement, and using "When...then" statements to match positive energy levels instead of entering power struggles.

1. A Look into the Brain
Emily Robb

2. Did you know…?
• Our brains are always looking for an energy
match.
– Friendships
– Significant other
– Careers/office
• When we find a match, we feel good and
pathways are formed.
• The more pathways that are formed, the more
ingrained this process becomes.

3. Did you know…?
• If we are a quiet person, we tend to gravitate
towards quiet people.
• If we are a loud, outgoing person we tend to
gravitate towards loud and outgoing people.
• We also feel at peace when our brain energy
matches the environment that we are in.

4. Did you know…?
• The brains of our students, are wired the same
way.
• They are seeking an energy match.
• When they are matched, pathways are paved
and satisfaction is felt.
• The more times the match is made, the more
embedded the feeling of satisfaction becomes.

5. What does this mean for us?
• What this means is that when a teen is riled up
and ready to go, he or she is going to feel
satisfied when we enter into a power struggle
and match his or her intensity level.
• The more times this happens, the more
ingrained this pattern becomes.

6. So what do we do?
• What we need to do is stop matching with
negative energy.
• We must work to match positive energy, and
build pathways the reinforce expected and
positive behaviors.

7. How?
• Do not enter a power struggle.
• Remove emotion from your voice.
• Avoid eye contact.
• Use as few words as possible.
• Remove yourself from the situation or area.

8. Then what?
• Start building new pathways with
encouragement.
• Match energy levels when things are positive.
• Use the “When you ___ I feel ____,
because___” approach.

9. Let’s practice…
• With a partner, role play the following scenario.
A student asks if they can go and get a drink of
water. You know that in the past, this student has
abused the hall pass privilege. Your response is
no. When s/he hears this, s/he becomes angry and
argues. What do you do? Remember:
– Do not enter a power struggle.
– Remove emotion from your voice.
– Avoid eye contact.
– Use as few words as possible.
– Remove yourself from the situation or area.