Teaching With the Brain in Mind

Teaching with the Brain in Mind
FIGURE 6.3
Complex Pathways to Threat Response
lence, are often the ones for whom it is the most
difficult to gain attention. Their vision and voice
shift constantly, scanning the room for potential
predators or “prey.” They often swing or swat at
other students as a way of establishing “rank.” This
territorialism is the source of the comments some
kids make to others: “Don’t look at me that way!”
What they’re doing is fending off potential problems.
Their brains’ receptor sites have adapted to a
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This shortcut ensures
that threat-evoking
stimuli will get
immediate priority
The result is that the body is now flush with chemical responses that enable it to
fight, freeze, or flee. The measurable residue from this single biochemical response
can last up to 48 hours.
survival-oriented behavior. While this behavior
makes for frustrated teachers, it makes perfect sense
to the student whose life seems to depend on it.
The list of possible threats for students is endless.
Threats may exist in the student’s home, on
the way to school, in the hallways, and in the classroom.
Threats might include an overstressed parent
who threatens with violence, a loss of privileges at
school or at home, a boyfriend or girlfriend who