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Improving student learning with the tools of neuroscience and mindfulness.
How is expanding students’ strengths more effective than improving their weaknesses? Why is creating a school where staff and students feel safe necessary for learning? How can anchoring with simple mindfulness practices prevent classroom behavioral problems?
There is more to a classroom than just a teacher and a group of students. All classroom interactions have “invisible” neurobiological, emotional, and social aspectsthe emotional histories of students, the teacher’s own background and biography. In this book, Kirke Olson takes lessons from brain science, mindfulness, and positive psychology to help teachers understand the full range of their students’ school experiences. Using its classroom-ready resources, teachers, administrators, parents, and policy makers can make the invisible visible, turning human investment in their students into the best possible learning outcomes.
|Publisher:||Norton, W. W. & Company, Inc.|
|Series:||Norton Series on the Social Neuroscience of Education Series|
|Edition description:||New Edition|
|Product dimensions:||5.40(w) x 8.10(h) x 0.70(d)|
About the Author
Kirke Olson, PsyD,a licensed clinical psychologist and nationally certified school psychologist, has devoted nearly 40 years to helping pre-K through graduate teachers apply research on human relationships, neuroscience, and mindfulness to educate even the most complex students. He writes a regular column for the Global Association for Interpersonal Neurobiology Studies and lives with his wife in rural New Hampshire.
Louis Cozolino, PhD, is a professor of psychology at Pepperdine University and a private practitioner. He is the author of The Healthy Aging Brain, The Neuroscience of Human Relationships, The Neuroscience of Psychotherapy, and The Making of a Therapist. He lives in Los Angeles, California.
Table of Contents
Foreword Louis Cozolino xv
Chapter 1 Uncovering the Invisible Roots of Learning 1
Chapter 2 Being Safe and Feeling Safe: The Neurobiology of Classroom Safety 13
Chapter 3 Classroom Relationships: What's Love Got to Do with It? 51
Chapter 4 The Attentional Circuits of the Brain 90
Chapter 5 Explicit and Implicit Memory 111
Chapter 6 Nurturing Student Strengths 132
Chapter 7 Mindfulness: The Mind and Brain Collaborating 158
Chapter 8 Putting It All Together: Classroom Culture 173