Engaging Students at the Junior High Level: How to Overcome Biological Hindrances to Learning and Foster a Prosperous Classroom Environment for a Student\u2019s Ultimate Success<\/p>\n
In the teenage years, as one undergoes puberty, many biological changes are occurring. In order, to understand how to teach students at this level, teachers should be aware of how their brain works and the ways in which they learn. Taking a look at the process of myelination and examining different hormones, grasping the effects of poverty on the brain, and seeing how those with disabilities differ in the learning process provides insight into the effects on learning.\u00a0In schools today there are various types of learners. Some learn through visual means, some auditory, and some kinesthetic.\u00a0Through understanding these types of learners, a teacher can construct a classroom that accommodates students and pushes them to their highest potential.\u00a0With the background knowledge of brain structures and functions, it becomes easier to limit distractions in the classroom, build lesson plans which collaborate and invent, and enforce classroom structure and discipline. This also informs how technology is used in the classroom and what type of relationship a teacher should have with students. All of these components construct a complete view of how a classroom can cater towards students and assist them to reach success, no matter the biological hindrances.<\/p>\n
BIOL 499, Capstone<\/p>\n
Paul Allee<\/p>\n
P103<\/p>\n
10:30 – 11 AM<\/p>\n
Return to schedule<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Engaging Students at the Junior High Level: How to Overcome Biological Hindrances to Learning and Foster a Prosperous Classroom Environment for a Student\u2019s Ultimate Success In the teenage years, as one undergoes puberty, many biological changes are occurring. In order, to understand how to teach students at this level, teachers should be aware of how … Continue reading “Emily Sanders”<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[57],"tags":[730,122,66,661,733],"class_list":["post-187","post","type-post","status-publish","format-standard","hentry","category-spring-2017","tag-allee-p","tag-biol","tag-biol-499","tag-capstone","tag-sanders-e"],"_links":{"self":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts\/187","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=187"}],"version-history":[{"count":3,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts\/187\/revisions"}],"predecessor-version":[{"id":283,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts\/187\/revisions\/283"}],"wp:attachment":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=187"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=187"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=187"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}