In chapter 5, Zull returns to a few topics we previously discussed, and describes the way in which feelings impact memory. This connection can be a bit confusing, because feelings have the ability to both help with memory and help with forgetting. For example, extreme stress can permanently damage memories, but short-term stress hormones can improve long-term memory.
This chapter reminded me of a Maya Angelou quote I like to use in professional development related to classroom culture. She said: “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” As teachers, we have an important responsibility to create an environment where students feel valued, safe, and comfortable.
As to how I'm applying this to my work, in the past I've considered classroom culture to be an area that warrants focus and attention at the start of the year, but once it's reached a certain level, I tend to focus on other areas with teachers (like planning, data analysis, etc.) Based on our readings I've reconsidered this, and even in classrooms where transitions are smooth and students are generally on-task, I've think it's important to keep considering class culture as a key lever for improvement. In Zadina's workbook she suggests that teachers create as state of relaxed attentiveness, by playing background music with 60-80 beats per minute (Zadina, 2008). This is a strategy I used in my class project, and also a quick suggestion I've given to teachers in order to improve classroom environment, and also learning. Although it's hard to know immediately what the effects of music are on learning, it does seem to create a calm environment where students are focused. It also helps to regulate volume in the classroom, which I think further contributes to improved attention.
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