Raymond Cooper

Math Methods 723

Prof. Gardella
Reflection #4

The metaphor of the sensory register as a set of venetian blinds is a central concept of
chpater2. The sensory register, which is composed of the Thalamus in the Limbic System and
the Reticular Activating System in the Brain Stem, functions as a type of filter. If a person
identifies the information being presented as being of the type with which he/she was
successful in the past, the filter is more likely to let the information through than in the case of
associations with failure. This sense of past success or failure is an essential component of a
persons self-concept. I once read that discipline is the means by which knowledge enters the
mind, but it seems that the self-concept is of just as great, if not greater, importance.
How to deal with reluctant learners is not an easy question. The author suggests that
when teachers provide successes, students are encouraged to open their sensory registers, but
supplying these initial successes is a tricky issue. One relevant approach which we have
discussed in class is working up from very fundamental ideas until there is a realization, at
which point a name is given to that principle. The general idea is that because the information
is presented in a different way, the impulse to filter is out is not initiated. Another approach is
to actually explain the dynamic to the students, to discuss self-concept and filtration. The
author asserts that students should recognize that they can manage their emotions for greater
productivity and can develop emotional skills for greater success in life. So much of what
grounds the system of expectations which forms the self-concept is the emotional coloring
associated with past experiences. This type of basic knowledge of neurological processing may

help students to observe themselves and slowly become more aware of their psychological
triggers. This knowledge can be thought of as a type of seed. Of course, this is an issue of
cultivation for the students. As for the teacher, another approach which touches on the general
theme of this chapter, which is that emotion, interest and self-concept play a profound role in
learning, is finding out about the different interests of the students, and trying to connect your
lesson plans and make your sessions as accessible as possible to people with different
inclinations and learning styles.
Another principle to consider is being a representative of a higher principle who
commands respect without causing a level of fear which shuts down the learning process.
According to the author, data affecting survival, data generating emotions and data for new
learning are processed in the given order. Thus, if a student feels threatened, he/she will be
unable to focus on the curriculum. The author notes that teachers can create better learning
environments by not making threats and establishing democratic climates. This notion of
democracy puts the author in the John Dewey camp of liberal progressive education. In that
spirit, another approach that may be useful is not only to show students possible applications
of what they are learning but also to allow them to choose projects. In the chapter it is noted
that interest expands the attention span. This is likely to happen if there are engaging projects.
Of course, that presupposes a basic level of understanding has already been achieved. As a dry
run of basic reflection and effective action I would employ some of the ideas listed at the end of
chapter under the title Using Synergy to Enhance Learning.