What is it that we still don’t get? – Relational pedagogy and why relationships and connections matter in early childhood.🧠🌱
👇👇👇

Young people have to be regulated before we can tell them what they have done wrong.

The cortex also has to be open for business before we collaborate,connect,reflect & problem solve.

Basic neuroscience
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If you want to teach a young person who has trauma related dysregulation,you have to regulate them before you teach them. Your intention is to reach the cortex,but first, you have to deal with the trauma altered systems that originate in the lower parts of the brain.🧠🌱

If schools want to improve attainment, it should first focus on our young people's happiness and wellbeing.

Wellbeing first. Attainment second.🧠🌱

Poor outcomes aren't inevitable.

While Adverse Childhood Experiences point to adversity, there is a science of hope.
#relationships
#whathashappenedtoyou
#traumainformed
#traumareepinsive
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As you see below,some of our nurture neurons have been updated. Teaching our young people Clydebank High nurture that the brain has neuroplasticity, the ability to rewire itself.
🧠New connections.
🧠New behaviours.
🧠 Practice.
🧠Neural networks.
🧠Thoughts & emotions.🧠🌱

twitter.com/gerrydiamond71…
Hopefully, this answers your question.🧠🌱

Emotional awareness & self-regulation,not incentives, change behaviours.

This is why behaviour charts/cards fall short.

Behaviour cards/charts/stars may temperorarily stop behaviours ,but they are punitive & lack what underlying reasons the behaviours may be communicating🧠🌱

Punishing behaviour by excluding young people never works, in my opinion.

I have never seen a pupil return to school even after multiple exclusions and change their behaviour.

We need to address the pain that is driving it.🧠🌱

I'm a great believer in when children know better,they do better.

This is why I teach them about their brains and bodies, including the biology of what is driving their behaviour.

All our young people should know about nervous system states ,cortex, limbic, and brainstems. 🧠🌱

After my last presentation with staff from Glasgow Clyde College on Trauma Informed Responsive Practices. This follow-up session will focus on Collaborative Problem Solving using a trauma informed/responsive/sensitive and brainaware lens on the 21st May.🧠🌱

Our core task is to regulate the brainstem of our young people who are dysregulated. A child who is dysregulated will not be able to engage .We need to regulate the brainstem back to the thinking brain so our young people can access skills needed for cognitive processing.🧠🌱

What are their limbic & nervous system challenges.Where are they socially,emotionally and developmentally. Listen to them,hear their challenges.Scaffold reachable goals, instead of unrealistic expectations.🧠🌱

oprahdaily.com/life/a60671527…
Oprah on Teens and Technology

“The reality is that teens are dealing with things that we in previous generations never had to.”🧠🌱

Resilience is built by teaching our brain and nervous system how to respond to moderate character building stress. Resilience is a neuroplastic process your brain can learn.🧠🌱

New logo put together from my son, who is involved in content creation.

Everything from logos,ads,short/long form content business flyers, etc.

Instagram.
DiamondMarketingSolutions.
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Stressed brains can't learn, think, or make the best decisions. It does not have the ability to absorb and retain information.

How it does have the ability to learn is how safe it feels within it's environment.

Educators need to know this.

Basic neuroscience. 🧠🌱

If you are truly trauma aware,informed,sensitive and responsive,you should understand the role of attachment,the nervous system & brain development. That symptoms are adaptations from growing up in an abnormal harsh psychological environment that you had to adapt to survive🧠🌱

My Protective Brain.🧠🌱