Chrysalis School

Teaching to the Brain

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How the Brain LearnsResearch: In his model of how the brain learns, David Sousa emphasizes the importance of experiencing success in accepting or rejecting new learning. When a student experiences success or failure in a learning situation, corresponding positive or negative emotions are connected to it. Success tells the brain to focus on the subject for further processing, while failure creates a block and develops resistance to new learning in that area.  

Practice: This is why it’s so important that we create the right educational experience for each student in every subject. If a student has experienced failure in a particular subject there will naturally be resistance that inhibits their flexibility in this area. Under these circumstances we can offer individual courses that can tailor the subject to the student’s interests, abilities, and preferred learning style to start building success and change how the brain reacts to new learning.

Is Your Child Reading Too Early?

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20131119_101845Research: A number of studies are beginning to emerge to support the claim that children are learning to read too young. They argue that starting formal schooling at 5 has no long-term benefits, can be damaging to other areas of development, and can affect their self-confidence if they aren’t ready. The new recommendation is for children to begin around age 7, allowing playful learning approaches to take a more prominent place in their development until then.

Practice: At Chrysalis each child is allowed to take the next step in their academic path when they are ready. Since we individualize every student’s program, there is room to develop at their own pace, without ever feeling frustrated, behind, or belittled by the process. With older students who’ve developed a reluctance to read from previous school experiences we start small, hone in on their interests, and get creative with what counts as reading (graphic novels, online content, non-fiction, etc.).

Teachers Need Summer Break Too!

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Research: Blogger Joshua Block writes about the importance of summer break for teachers, noting that reflection and rejuvenation are critical parts of the profession to escape the mechanization of routine. Teachers use this time to develop new ideas, engage new experiences, work on their professional development, and gather energy for another big year to come.

Practice: Our teachers are big-time adventurers! They’re volunteering, travelling, hiking, climbing, writing, attending workshops, spending time with family, and much much more this summer! Keep reading our staff highlights all summer long to see what they’re up to and what adventures they’ll have to share with your child!

10403754_10100950675131470_6952113015170804811_oStaff highlights: Maggie Onewein took a trip to Zion National Park, Bryce Canyon National Park, and the Grand Canyon, where she hiked through beautiful orange canyons and biked the rim of the Grand Canyon. Where have your adventures taken you

 

Confident Learners

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Research: In his argument about the industrialization of schools, Peter Senge argues against the traditional role of the teacher as the locus of control in the classroom, saying that no one teacher should be able to unilaterally judge a child’s performance, ability, style, or behavior. The teacher-as-manager model places undue weight on quantitative measures of performance, fails to acknowledge the subjective nature of assessment, and can negatively influence a child’s confidence as a learner.

Practice: At Chrysalis we recognize the importance of formulating teaching teams to properly assess a child’s progress. Even in our elementary program students are paired with a variety of teachers who coordinate and communicate with one another to gain insight into the needs and nature of the child. Each teacher sees something different in every student, and putting those pieces together to understand how to best serve their needs is one of the things we do best. We share, strategize, and make adjustments until we get it right.

Eliminating Stress to Promote Learning

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Research: Neurologist Judy Willis argues the importance of eliminating stress from the school environment to promote learning. Just as the brain needs stimulating input, it also needs rest to be able to process it. Overstimulation can lead to burnout, which engages filters in the brain that limit the flow of information and inhibit learning. Neurologists often subscribe to the saying, “the brain downshifts under stress.” By contrast, the brain works at optimal levels in positive emotional states.

Practice: At Chrysalis we know we need relaxed brains to work with, so we create conditions that allow for it: allowing students to work at their “just right” level of challenge, reducing competition, creating a positive social culture, allowing students a say in their scheduling, and giving them time during their day to process what they’ve learned and prepare for their next task.

Our Campuses

Chrysalis High School and Middle School
15900 Woodinville-Redmond Rd NE
Woodinville, WA p: (425) 481-2228

Chrysalis Elementary Campus
17005 140th Ave NE
Woodinville, WA p: (425) 481-2228

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