De mon point de vue, cet article constitue le chaînon manquant entre mon précédent billet sur l'implication "émotionnelle" entre enseignants et apprenants et mon autre billet sur la gestion mentale.
"Basically, when you feel admiration, the brain has a heightened self-awareness. This affects the body's basic performances in a positive way, leading to better overall performance. It's a startling discovery with many educational implications""If you try to dissociate from your emotions, the worse your decision-making will be. This could be a useful lesson for standardized tests and curriculum makers. Educators should try and help kids analyze their emotions during tests, not put them aside.""there are basics to how the brain learns:
- Critical tasks must be practiced at an appropriate frequency and intensity;
- Practice must take place at the right skill level for the individual student--a skill level that continuously adapts to keep the student challenged, but not frustrated;
- Multiple skills must be "cross-trained" at the same time for lasting improvement;
- Rewards must build as a student progresses, maximizing motivation;
- The learning environment must feel "safe," so students are encouraged to take risks; and
- The content must be age-appropriate and engaging."
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