I am amazed by the brain. I have researched brain-based learning and Multiple Intelligence Theory. I wrote a thesis averring that when children know how they learn, their motivation levels for academics increase.
I told my class that when we learn new skills or concepts, our brains create more synapses. I explained that learning something new can be uncomfortable. I compared learning to exercising and using new muscles that are first sore, but later become stronger. I may have possibly imparted great wisdom that day.
The easiest way to conceptualize this is that there are more synapses in the human brain than there are stars in the known universe. Memory and learn ing occur when the neurons and synapses reorganize and strengthen them selves through repeated usage.
I have said time after time that the MINUTE we feel that we have a hold of this job, the rotation of the earth changes. All my brain talk seemed silly, since I was the biggest brain hypocrite around. Where were my synapses? Where was my discomfort in the new material that I should be learning? My synapses failed me. Therefore, I probably shouldn’t talk about them.
Another fun fact about me is that I have a difficult time with change. As a child, when my mother would rearrange the furniture-I would become frenzied. A hair cut may have just put me in therapy.
After school, two weeks ago, names were being called on the intercom. The buzz was that if your name was called, your grade assignment has changed. My name was called……
What? Me? Change? Huh?
I walked into the office to see the three administrators smirking just enough to make me more paranoid than usual.
Remember in my last post I wrote, “Last time I checked, I didn’t teach Kindergarten?” I eat my words.
I will be teaching Kindergarten and first grade gifted. I will be doing other wonderful things with literacy and 5th grade math as well.
I have wanted to teach gifted for years, so I am thrilled to have this opportunity. But it all happened so suddenly.
I returned to my room to catch my breath. I looked at the boo-coos of 5th grade resources staring me down. The stress of the classroom move smacked me in the head. The hideout under my desk was looking good.
Last night, I dreamed that I was being observed while teaching the five and six-year olds. My evaluation said that I the vocabulary I was using was too difficult for them to understand. What do you mean? I can’t discuss the thematic relevance of The Odyssey with first graders?
Something strange happened-the synapses in my brain became audible. I would have to learn new curriculum, create extension activities for very little people, and for the first time in eight years-not have a home room. Snap, spark, pow…
In my stupor, I filled out the application for the specialist program in teacher leadership. It was like the automatic writing that people do when they have been taken over by other entities. It was too easy. They can even use my MAT scores for admission! Yes, I skirted the GRE by taking the Millers Analogy Test.
What? Classes begin the third week of May? Spark, crackle, boom…
Later in the week, I went to drama rehearsal. Again, Daniel came to help. Since I am completely directionally challenged, the blocking is a conundrum for me. The synapses fired as I tried to envision stage directions. KABOOM!
I’m grateful for my brain sparks. I continually research and read educational material, but the sparks had dwindled. I didn’t follow my own research-based words. I am happy to say that I am incredibly uncomfortable and thrilled to be in a small panic.
See, this is what I get for being a know-it-all about the brain.