Edu Coach: Counseling - Neuroeducation

  3 different ways to learn. By Gisela Lopez We often affirm or hear that it is enough to live an experience to learn what it is about. However, if all brains do not receive, incorporate or interpret information in the same way, it would be interesting to compare what neuroscience says about three types of learning that we should not ignore. I have a few questions to get you started: Is it true that learning occurs just by experiment? What kind of learning is connected to learning through experiential experience? Can parents or teachers contribute and create efficient mechanisms that positively influence children's education? Let's find out the answers. Here are some types of learning to intentionally take into account in our daily practice, at home or in the classroom: 1. Learning by repetition. We know that memory plays a vital role in the learning process. Often, carrying out or proposing repetition activities in the classroom is taken as unproductive. Remember that memory i...

   Tres distintas maneras de aprender. Por Gisela López Con frecuencia afirmamos o escuchamos decir que es suficiente vivir la experiencia para aprender de qué se trata. Sin embargo, si todos los cerebros no reciben, incorporan o interpretan la información de la misma manera, sería interesante contrastar qué dice la neurociencia en relación a tres tipos de aprendizaje que no debemos dejar de lado. Tengo algunas preguntas para comenzar: ¿Es verdad que para aprender basta con experimentar? ¿Con qué tipo de aprendizaje se conecta el aprender a través de la experiencia vivencial? ¿Podemos los padres o maestros aportar y crear mecanismos eficientes que sumen positivamente a que los niños logren aprender? Aquí algunos tipos de aprendizaje a tomar en cuenta intencionalmente en nuestra practica diaria, en casa o en el aula de clase: Aprendizaje por repetición. Sabemos que en el proceso de aprender, la memoria juega un papel muy importante. Muchas veces se toma como poco productivo el ...

Positive discipline: Kindness and firmness that respect cortical maturation. By Gisela Lopez Neuroscience indicates that human brains remain in the maturation stage until approximately 21 years of age. It means that it covers the ENTIRE school stage. Within this process, any learned reaction, organizational dynamics, conflict resolution strategy, and habits, among others, will basically be learned or taken from the environment and/or stimuli to which it is exposed, that is, everything that interacts with that brain. While this maturation is being built, we all go from the first stage: being newborn babies, fully assisted and cared for by parents, whose priority is to meet the needs of these little ones, to a second scenario where we are seen as manipulative children and adolescents who have no needs to cover, and, on the contrary, have the intention of making us angry, taking away our peace of mind and always maintaining oppositional positions to what adults propose. At what point does...

  Disciplina positiva: Amabilidad y firmeza que respetan la maduración cortical. Por Gisela López La neurociencia indica que el cerebro de los seres humanos se mantiene en etapa de maduración hasta aproximadamente los 21 años. Significa que abarca TODA la etapa escolar. Dentro de este proceso, toda reacción aprendida, dinámica de organización, estrategia de resolución de conflictos, hábitos, entre otros; será básicamente aprendida o tomada del ambiente y/o estímulos al que se le exponga, es decir: todo lo que interactué con ese cerebro.  Mientras se va construyendo esta maduración, todos pasamos de una primera etapa: el ser bebés recién nacidos, totalmente asistidos y atendidos por padres, que su prioridad es cubrir las necesidades de estos pequeñitos; a un segundo escenario en donde somos vistos como niños y adolescentes manipuladores que no tienen necesidades por cubrir, y, por el contrario, tienen intenciones de hacernos enojar, quitar la tranquilidad y siempre mantener pos...

 Neuroeducation = Neurosciences at the service of education. By Gisela Lopez. Scientific advances have significantly impacted different aspects, one of which is education. Thanks to this, we managed to move from a macro perspective of brain functioning to understand the internal. Understand that there are cells that are related to cognitive and affective functioning. Then, the dialogue grows between different professional specialties pertaining to children's education. It had been a long time since maintaining a divorced job between psychologists, teachers, and neuropediatricians. But now, a community of trainers had been formed, and neuroeducation was born. We could understand that executive functions were not matters of perception or personality; now, they were already explained by scientific research. The dialogue grew among these specialists who understood that learning responded to emotions, genetics, cognition, movement of the body, and respect for the rhythm of maturation ac...