Careers in Education span from being a one to one teaching assistant, which may or may not require education beyond high school, to holding a doctorate in education with the hopes of changing policy, running a school or teaching future teachers at prestigious universities. The paths to becoming an educator therefore, are as multi-faceted–ranging from the vocational training as a one to one teaching assistant to trial by fire in teacher-certification or principal training programs. Many who enter the field, hold the ideals of wanting to change the world and to contribute to the education of the future generation; however, many of those same inviduals leave the field after a long and albeit arduous career, with little to no passion for the profession they entered or beliefs they had about changing the world.
Why the phenomenon? Our colleagues have narrowed it down to the lack of support overall, both in background preparation and in workplace coaching. No one from either area really says flat out to a teacher-to-be, guess what, your classroom is a mini neighborhood, and you are expected to be town policeman, mayor, judge and parent. Maybe it is time to add therapist and neurologist to this list; skills possessed by these individuals may actually benefit an educator’s craft.
Currently, the majority of the programs that prepare our teachers discuss education theory, history and pedagogy. Many programs have teachers spend an entire semester creating a unit plan of about 5 lessons, when in reality many teachers need to create multiple lessons for multiple grades or multiple subjects in any given day. In addition, they teach to learners ranging from gifted and talented to those struggling to learn–classified, diagnosed or otherwise.
If schools of education added a fraction of the courses required to graduate with a degree in a related therapeutic service, psychologist and neurologist, perhaps it would not only change the approach taken to teaching, but also preserve the mentality educators have at the beginning of the field when they finally leave the field. An even greater outcome is teachers would change the world, at least the world for the children who they had the privilege of teaching. This is the potential of neuropedagogy.
Neuropedagogy blends psychology, neuropsychology, neuroscience, school psychology, educational neuroscience and pedagogy into one, which results in a more complete understanding of the whole child in regards how children learn, how the brain functions and the role emotions play in both. Essentially, neuropedagogy explores the brain, body and mind of a child and takes all into account when teaching in a classroom. However, the first step in teaching from a neuropedagogical point of view is to understand the anatomical brain, the power of neuroplasticity, and what is happening in brains of struggling learners.
Some schools have begun teacher training programs that explore this very notion, Harvard offers a Master’s Degree in Mind, Brain and Education. Courses include: cognitive neuroscience, statistics, educational neuroscience, atypical neurodevelopment, applying cognitive science to learning among other more typical education courses. The Teacher’s College at The University of Columbia offers a Master of Science degree in Neuroscience and Education and the courses are similar to those offered at Harvard. Finally The School of Education at John Hopkins offers a Mind , Brain and Teaching Certificate. The School of Education at John Hopkins has started an entire neuro-education initiative, which aims to inform teaching practices about the the research from neurosciences and how it can positively impact teaching practices. Most likely more programs are out there and gaining steam; however, these programs are all optional specializations in schools of education, not required. Educators or other professionals enrolling in these programs most likely have an understanding and background in the role neuroscience plays in teaching.
It is not enough. This is a fundamental disconnect, which poses to lead to irreparable damage not only for the United States’s educational system as a whole, but for the ability of students to learn and learn to their optimal potential. Little understanding exists on the long-term effects of technology on developing minds, especially given the rate at which children are exposed to it in the 21st Century. Some doctors like Dr. Gary Small have begun studying the impacts. He has found less than positive outcomes on the development of essential executive functioning skills, which require a developed pre-frontal cortex and access to that cortex in order to employ them. Excessive exposure to technology threatens that entire process. Yet, teachers are expected to teach and children are expected to learn. How?
Teachers (and children for that matter) need to understand the brain and how that brain develops a mind and how both affect the body because all impact how a child learns, thinks, behaves and reacts. Take the Child’s Belief-Desire Reasoning developed by Dr. Henry Wellman, from The University of Michigan. This complex thought process occurs instantaneously, and provides a glimpse as to why understanding the brain, body and mind is essential to successful teaching.
Common Core (for better or worse) changed the standards for our children; yet the change occurred before equipping educators with the ability to meet those changes armed with the required knowledge. An education program would not be approved if they failed to teach lesson planning, educational theory, and areas of specialization–whether early childhood or advanced calculus. Neither should they be approved if they don’t teach teachers about the anatomy of the brain, how it functions, and how children learn.
The challenge therefore is to stop separating education from the very field it uses most. Education, meet Neuro.