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Cheri Dotterer: Today, I'm going
to share three tips with you
about how much the words we say
interfere with our kids. Hi, I'm
Cheri Dotterer. I'm here from
think, learn, live, where we
build spaces to help you think
clearly, learn easily and live
safely. One of those sayings
that a lot of teachers, maybe
therapists, maybe parents,
somebody, some adult, says is
that kids lazy. I just cringe. I
don't know what to how to
respond to it. I it just like,
there's something that goes up
my spine that just is, like that
chill. You know what I'm talking
about. I don't know if you agree
with that saying or not, but
that's one that just greets at
me. So I want to share today
three tips on how to avoid
recommending the word lazy into
your vocabulary. Number one, the
problem isn't motivation. It's
overload. Neurologically, our
system has this framework that
it lives by, where if we go too
much, one way, it's going to
react one way. If we go too
much, the other way, it's going
to react the other way. But
school puts us in this system
where it is taking us too much
to the one side, and we're
constantly there. We need to
bring it back, and we need to
have this spectrum of learning,
because if our bodies notice a
threat, their kids hair on the
back of their head is going to
stand up, the kids are going to
get that chill down their spine,
and their body is going to say,
no, no, thank you. I am not
doing that again. Well, that
doesn't work so well in school,
but that's what happens with an
overload. Kids are looking at
safety. Well, the kids aren't,
but their brain is their brain
is saying, I don't know. I
didn't like that the last time
we did it, so I'm not doing it
again. And if you continue to do
it that way, it's not gonna work
for me. So the brain feels
threatened. So that's point
number two, the brain feels
threatened. So number one was,
the brain is an overload, and we
have to get it back to like a
homeostasis. State number two is
the the brain. When it brain
feels threatened, it
dysregulates. I mentioned this
in one of my other videos. We
have the body, we have the mind,
but we also have the spirit,
which is housed in our
subconscious mind. That
subconscious mind is controlling
everything that we do. So if
that subconscious mind feels
that threat, that threat is
going to be Whoa, whoa, whoa,
whoa, whoa, whoa, wait a minute.
I often relate our brain, our
subconscious mind, which happens
to be in the limbic system. Our
limbic system has this filing
cabinet. Our limbic system is
like a filing cabinet inside the
filing camera. Every memory that
we have throughout the day goes
in that cabinet on the outside
of the file. Is that emotion
that went with that memory that
I like to use the traffic light
where we have a red flag, a
yellow flag and a green flag.
Yes, we have many. We have a
total of eight emotions. I just
go with this one to make it
easy. Where we go? No way I am
not doing that again. Well, it
wasn't too bad. Maybe we'll try
that one more time, where number
three, let's go. So let's take
this to something at school
where they want to, they want to
go, they want to go outside to
recess, because they have that
freedom to be creative, where,
when they are sitting in the
classroom, their logical brain,
their left side of the brain, is
getting pounded with Things that
it has to do in process, but
sometimes we need to switch it
over and get that creative brain
being part of the learning
experience. So think about this.
How can you create a creative
experience in your classroom?
That's going to create both
sides of the brain working a
novel experience, novel meaning
new a new experience for them,
will create that engagement. It
will rewire their brain. It will
move the needle from the red
zone or the yellow zone to the
Green Zone. Let's do this again.
So when they're put their that
memory in the filing cabinet,
they're going to go, yeah, next
time the teacher wants me to do
that, I am ready. I am all for
it. I've experienced it. I think
I've got this. My point here is,
we blame the learner when the
environment dysregulates them.
So what is going on in your
environment that is creating
that filing cabinet and those
sticky notes to be read? Number
three, environment shapes
learning more than effort.
Environment shapes learning more
than effort. Learning isn't just
about information. Let me repeat
that. Learning is not about
sharing information. Learning is
this process of environment, of
engaging in the entire
environment, it is. It takes
those experiences over time and
a lot of green sticky notes for
kids to truly engage in that
experience. Let me read this to
you. Neuroscience Research
indicates that learning occurs
when students understand
concepts without the pressure of
solving for the answer. Let me
repeat that. Neuroscience
research indicates that learning
occurs when students understand
concepts without the pressure to
solve for the answer. So we
can't persuade a disc look
dislocated, yeah, okay, maybe I
should keep that one it. We
can't persuade a dysregulated
brain. We're not going to get
that subconscious mind to agree
if it's feeling threatened.
We're not going to get that
subconscious mind to get out of
that refusal state until we
regulate that brain into a
positive situation. We need
those green sticky notes on the
outside of that memory envelope,
think about how you can change
your environment to be more
positive if you want some
strategies and some more tips on
actually how to do that. Go,
grab handwriting, brain, body,
disconnect. It's the seventh
birthday for this book, and this
has been Cheri Dotterer of
think, learn live. I will see
you in the next video.