Lately, I’ve been reading Zaretta Hammond’s work that connects learning theory and brain science. A common theme in my reading as of late is that the teacher’s primary role is to help students move from dependence to independence through care, trust, and appropriate challenges (also called productive struggle or the zone of proximal development). She emphasizes that rigor is not defined by more memorization and understanding but by deeper analysis, evaluation, and creation. In fact, when we focus too much on remembering and understanding, teachers become the marginalizers of their own students by limiting their brains’ development and growth.
The brain has three layers that all impact student learning. The innermost is the reptilian region, which has the job of keeping us alive not through thinking but through automatic functions. This part of the brain constantly notices one’s surroundings for threats and rewards. Consequently, teachers must create classrooms that feel physically, socially, and emotionally safe; and they must explicitly communicate the rewards that will come from the learning and growth for the day. On top of the reptilian region is the limbic region, which interprets experience, holds memories, and processes emotions. This region is also essential for survival.
On top of that is the neocortex region where analysis, creation, self-regulation, and organization take place. When students perceive threats, the neocortex region gives way to the innermost regions that are wired to address threats through automatic responses such as fight, flight, freeze, or fawn. As a result, the part of the brain where academic learning occurs reduces its abilities and impact until safety is achieved.
Neurons, or the gray matter, of our brains are also important for teachers to understand in order to create optimal learning environments. The gray matter can grow and increase as neurons create neural pathways through challenges and practice. More challenges and practice create longer-lasting pathways. When practice and challenge are absent, the pathways disappear (or more accurately are reabsorbed) because the brain interprets the pathway as nonessential learning.
In summary, learning best occurs when students feel safe and cared for. Physical, social, and emotional threats impair the brain’s ability to participate in academic learning because we are wired for survival first. But, that’s not enough. Challenge and practice are also essential for optimal learning. Both requirements call for teachers to be Warm Demanders, which hearkens back to our 10-15-24 Teacher Talk episode on being a Warm Demander. When teachers do not provide safety, care, challenge, and practice, we marginalize our own students, as opposed to providing them all with more options and opportunities for their lives.
