Managing impulsivity habits of mind
Joachimde posada – managing impulsivity
Do you ever have the habit of just saying whatever comes to mind? Do you find yourself regretting what you’ve said after you’ve said it? Do you ever find yourself saying to yourself, “I really shouldn’t have said that.” Isn’t that not what I meant?
You may find yourself doing some work before reading the instructions. Then you know that if you had read the instructions, you would have noticed that you were not required to do one thing but were required to do another.
The primary function of your brain is to ensure your survival, and all of the structures in your brain are involved in ensuring this. Originally, these systems were designed to withstand attacks by wild animals or rivals. In today’s culture, the risks are often social rather than physical. The brain, on the other hand, does not distinguish between the two; the same processes are at work regardless of whether the danger is actual or imagined.
When a person perceives a situation to be dangerous, the brain undergoes a series of changes. Chemicals are released that boost heart rate and lung capacity, enhance visual alertness, provide glucose for extra power, and suppress all unnecessary functions like digestion and immune function. The “fight, flight, or freeze” response is the name given to this biological response. Many of these changes take place in the neo-cortex of the brain, which is responsible for critical thought and problem solving. It’s also where impulsivity is dealt with. The neo-cortex becomes less functional during times of perceived danger. (Consider a time when you were offended and couldn’t come up with a successful retort until later!)
Habits of mind animations: managing impulsivity
OVERVIEW OF Handling IMPULSIVITY
One of my year-long priorities is for students to reduce the amount of demerits they obtain for poor impulse control by half during the year. My students are less than two years away from graduating from high school, so self-control is crucial. My students must learn to control their emotions in order to make well-informed and responsible decisions. I explicitly teach and strengthen impulse control in my classroom through classroom routines, independent study, and behavior monitoring to help students develop their impulse control. Our class addressed “triggers or unique conditions that make it difficult to handle impulsivity” at the start of the school year (Johnson et al., 2005). Then, through interactive modeling, we settled on movement, speech, and role impulse management expectations. Every day, students are reminded of their expectations orally and visually, and their progress is monitored so that they are aware of their progress. To read more about how handling impulsivity is specifically taught and reinforced in my classroom every day, please scroll down or click on the table of contents below. VISION OF IMPULSE Control TABLE OF CONTENTS Presentation on Impulse Control Classroom Graphics for Impulse Control Tracker for Impulse Control Reflection of the Instructor
Habits of mind – introduction
“The ability to deny impulse in the service of a target, whether it be constructing a company, solving an algebraic equation, or chasing the Stanley Cup, is perhaps the essence of emotional self-regulation.”
“Your life is the culmination of all of your conscious and unconscious decisions. You can control all facets of your life if you can control the act of choosing. You will discover the liberation that comes with being in control of your own destiny.
“Teach yourself to be patient. When your thoughts become nervous about the outcome of an objective, discipline them. Anxiety, fear, discouragement, and failure are all symptoms of impatience. Patience fosters self-assurance, decisiveness, and a logical perspective, all of which contribute to success.”
Wondergrove learn presents: managing impulsivity
Taking Control of Impulsivity
The habits of mind show: art costa on impulsivity
Managing impulsivity and thought about choices before making them is one of the most challenging aspects of becoming a child. As a result, there was a natural issue with giving in to urges in my classroom. In a number of fronts, name-calling, rash decisions, and a lack of thought contributed to poor decisions. My first line of defense against impulsivity was explicit instruction as students watched a video about impulsive decisions. Scholars worked in groups after seeing the film to decide what the cause was, what the action was, and what should have been done differently.
Explicit Instruction: Impulsivity Management
Scholars who watched the video took careful notes on the behavior and events that led to those actions. They then split up into groups to discuss the causes and consequences of the behavior in the short film. This video was chosen because students have enjoyed watching short Pixar films all year. They adore the clever, no-word shorts. They enjoy speculating on what’s going on and debating each of them. When I came across this video, I knew I had to include it in this tutorial. Scholars would enjoy the video but would also be expected to discuss how it demonstrates impulsivity. They worked on a reflection to find out what could have caused the issue and what the birds might have done differently. After that, we went on to directly teaching the habit. Students became more introspective as they moved from viewing the video to focusing on their own lives. Scholars were then divided into groups and instructed to follow the explicit teaching lesson plan outlined below. Scholars addressed what it takes to manage impulsivity and why they feel compelled to act impulsively. This is a good way to connect concepts from the short film to concrete meanings and examples of impulsivity in my students’ lives.