Neuroscience of behaviour How do I discipline different

Neuroscience of behaviour How do I discipline different brains Dr Melodie de Jager

NEUROSCIENCE is about a PERSON not a BRAIN

EDUCATION PROCESS ASSESS

Are they ready to learn ASSESS EDUCATION PROCESS

Are they READY to learn ASSESS GRADE R EDUCATION PROCESS

Are they READY to learn ASSESS GRADE R READY for what I am about to teach EDUCATION PROCESS

EDUCATION PROCESS ASSESS DEVELOP

De Jager model of the brain©

De Jager model of the brain© PQ

De Jager model of the brain© EQ PQ

De Jager model of the brain© IQ EQ PQ

EDUCATION PROCESS ASSESS MIND MOVES® DEVELOP

EDUCATION PROCESS ASSESS MIND MOVES® DEVELOP SBST

EDUCATION PROCESS ASSESS Are they NOW ready to learn DEVELOP ASSESS

EDUCATION PROCESS ASSESS DEVELOP DISCIPLINE ASSESS

THINK FEEL ACT

SURVIVAL BRAIN – SAFETY & REGULATING POWER My castle my rules

SURVIVAL BRAIN – SAFETY & REGULATING POWER Aggressive / Defensive behaviour Basic needs Territorial © Mind Moves Institute, JHB 2019 Ritualistic displays / gangs

SURVIVAL BRAIN – constructive discipline • • • uniform, school MOVE build physical strength rid body of adrenalin develop skills WE make the rules cooperation team sport SBST SET THEM UP TO SUCCEED

SURVIVAL BRAIN - POWER

THINK FEEL ACT

EMOTIONAL BRAIN – RELATE & CONCENTRATE MOTIVATE

EMOTIONAL BRAIN – RELATE & CONCENTRATE Emotional / self-centered Day dreams Confuse reality / fantasy © Mind Moves Institute, JHB 2019 Addictions

EMOTIONAL BRAIN – constructive discipline • see & hear the child • show you CARE YOU ARE IMPORTANT • BE a role model • point out relevance WHY IS THIS IMPORTANT • stand your ground • SBST - let them WORK it off SET THEM UP TO SUCCEED © Mind Moves Institute, JHB 2019

constructive discipline • see & hear the child • show you CARE YOU ARE IMPORTANT • BE a role model • point out relevance WHY IS THIS IMPORTANT • stand your ground • SBST - let them WORK it off SET THEM UP TO SUCCEED © Mind Moves Institute, JHB 2019

THINK FEEL ACT

You have to be rational to have a reasonable conversation. . .

THINK TO REASON & TO UNDERSTAND FEEL ACT

THINKING BRAIN – REASON(S) LEFT RIGHT

THINKING BRAIN – REASON(S) UNDERSTANDING - LEFT - • WHAT do we need to do EXACTLY? • HOW are we assessed? UNDERSTANDING - RIGHT - WHERE are we heading with this? WHY?

THINKING BRAIN – constructive discipline • BE a role model • show you CARE ‘I don’t care how much you know until I know how much you care’ • value-based conversations • re-visit boundaries & consequences • SBST - negotiate restorative steps © Mind Moves Institute, JHB 2019

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Dr Melodie de Jager Baby. Gym Institute International Schoolreadiness at Mind Moves Institute Mind Dynamix Institute Senior Mind Moves