Nature to Nurture the Educator's Brain

Nature or Nurture? The Educator’s Brain Needs Both

Dr. Linda Karges-Bone

NEW DELHI: A global team of about 300 scientists studied over 30,000 brain scans of people from 33 countries and found that eight common genetic mutations are behind the aging of brain. This was the largest collaborative study of the brain to date and its findings could lead educators to targeted therapies and interventions for Alzheimer's disease, autism and other neurological conditions. ( Source: https://www.lef.org/news/lefdailynews?NewsID=23406&Section=Aging) The findings were published in the respected scientific journal Nature and outlined new findings in an increasingly fertile area of research on aging: the importance of genetics.

         As educators and others who work with human brains know, genetics are only part of the story. Genes must be “turned” on in order to carry out their missions, whether positive or negative in the aging story. There is always a “nature or nurture” conversation going on in the background of our lives and educators should listen carefully.

         There do seem to be genetic pre-dispositions for aging more slowly and gracefully, but they seem to be impacted by other external factors as well. So today, let’s consider the “nurture” side of the equation. Let’s look at “7 Ways to Nurture the Brain” in order to turn on the genes that might affect slower aging and, concurrently, turn off the genes that might trigger faster aging processes.

Nurturing Strategy #1 Adequate Sleep

Educators work during students’ waking hours. True enough. But programming can include ways to help shape more healthy sleep experiences. The brain repairs itself during deep cycle sleep. Without that essential repair time, genes are more prone to turning on and attempting to “fix” what is perceived as an issue. What can we do to support essential sleep?

*Provide CD’s for soothing sounds to be played during transition and practice times.

*Plan lessons  to talk about restful sleep.

*Share ideas for room arrangement at home, such as avoiding clutter, that prevent sleep transition.

*Discuss the role of caffeine in sleep disorders.

Nurturing Strategy #2: Coping Mechanisms

We cannot avoid stress. It is real and it is everywhere. Educators can help participants to avoid turning on genes that prove damaging by showing them ways to cope with daily stress. Here are a few:

*Use Bibliotherapy with students. Select a piece of children’s literature, which can reduce anxiety about issues such as loss, friendship, or change, to use in a therapeutic setting[i]

*Provide opportunities for journaling and conversation about stressful issues.

*Employ art therapy as a soothing mechanism. Painting, crafting, and using clay are all therapeutic.

*Teach clients positive “self talking” skills such as using “I messages” when communicating during stressful situations. In an “I message”, the individual avoids the accusatory “you” statement and instead , attempts to explain how a situation impacts him or her personally.

Nurturing Strategy #3: Social Capital

Humans crave connections. The belief that our presence and participation in a group is vital and welcome boosts serotonin and dopamine levels, which keep the brain youthful and healthy. Unfortunately, the natural distractions, distances, and disappointments of growing older may trigger less socialization and that is bad news for the brain. One of the savvy educator’s  primary directives then, is to build Social Capital. Some ideas:

*Create activities that form pair bonds. For example, give students each a playing card ( sorted into matching pairs) and ask them to find the group member who matches with them ( Hint 2 Jokers ) . This pair will then engage in whatever the activity or challenge might be.

*After a film, an activity, or a lecture, pass out “secret envelopes” with questions in them. The individual who has the envelope will pose the question and then ask for responses from the group.

*Celebrations are ideal for building Social Capital. Integrate multicultural or unusual celebrations to tie into Number 4: Novelty!

*Working together on a cause, such as saving pennies to donate to a favorite charity and then presenting the filled penny jar to a dynamic speaker from the organization would work nicely.

Nurturing Strategy #4: Novelty

Novelty is the fancy word for “interesting” and the brain likes it! Remember, our task is to balance nature and nurture by using events and experiences to keep our natural, genetic pre-dispositions at bay. It appears that novelty reduces anxiety, which reduces inflammation. Keeping things lively is the signature of a skilled educator.

* Change your appearance to align with themes. Wearing costumes, using props, or simply adding a fun or whimsical hat or vest creates interest.

*Use unusual textures in crafting, such as cut vegetables and paint to make prints or decorate plain note-cards. Involving all senses builds novelty.

* Introduce new information in small doses, such as an ethnic celebration such as “Chinese New Year” with horoscopes and fortune cookies.

*Remember “Current Events” from junior high? Keep a current events board with clippings and articles and discuss them. Avoid depressing topics such as terrorism or epidemics, but do keep folks current. Is the president on a trip to China? They  might be interested in the first lady’s  dress for the trip.

Nurturing Strategy #5: Reducing Inflammation

The stress hormone cortisol is the enemy of healthy brains. Inflammation makes cells and tissues cranky and can trigger undesirable genetic changes and shorten telomeres. Telomeres are an essential part of human cells that affect how our cells age. Telomeresare the caps at the end of each strand of DNA that protect our chromosomes, like the plastic tips at the end of shoelaces. Source: www.tasciences.com/what-is-a-telomere/  What can the educators do to reduce inflammation? Isn’t that a very personal set of choices? Yes, but there are ways to connect participants to choices and challenges that could help to reduce their own levels of cortisol.

*Provide green tea, iced or hot as a beverage of choice during refreshment time in the lounge or meeting.

*Integrate humor into activities. A simple cinema event showing familiar comedies can be impactful.

*Introduce yoga ( chair yoga) or meditation as a choice.

*Contact a massage school training program and see if students can earn clinical hours by providing shoulder or neck massages to teachers.

Nurturing Strategy # 6: Neuro-Architecture

Just like the term says: “brain architecture” or neuro-architecture is a specific, targeted attempt to create visual-spatial settings that please the brain and spirit. These settings have the potential to reduce stress and thereby keep genes in check ( if they are damaging) or increase the likelihood that good genes will be triggered. What can educators do as active neuro-architects?

*Use soothing colors as many areas as possible. Greens and blues are particularly good choices.

*Employ aromatherapy to increase focus. Scents such as sage, eucalyptus, mints, and cinnamon are helpful.

*Create meeting places that encourage conversation and interaction. Think circles of chairs, small couches, or bistro tables for tea.

*Use technology such as slide shows of beautiful scenery or tapes of natural sounds to replicate experiences that you cannot readily access.

Nurturing Strategy #7: Nature ( The Real Thing)

This article begins with the question of choosing “Nature or Nurture”, with the term nature defined as “internal factors” in one’s own physical body. Let’s shift the focus to a more organic view of “Nature” as the great outdoors, sunshine, and the aesthetics of natural beauty as an anti-aging force. Educators  can help by :

*Moving traditional “indoor” events to an “outdoor” venue.

*Setting up walking trails that are accessible and realistic for participants.

*Bringing fresh flowers and plants into the setting.

*Organizing field trips to gardens, plant nurseries, or zoos.

As a candidate in teacher education, over 30 years ago, conversations about “nature vs nurture” were all the rage. Though we did not have evidence from genetic testing, MRI’s, and the human genome project, the essential controversy remained. Professors loved to pose some kind of exam question with the “Nature vs Nurture” core. I learned quickly that the right answer was: “One cannot choose. One must address both.” In classrooms and in activity settings, one cannot choose. To choose is to lose. Do not lose critical opportunities to maintain optimum brain and body fitness. Think about both nature and nurture and reap positive results.

[i] Dr. Bone’s newest book: “Bibliotherapy: Children’s Books That Train the Brain and Jumpstart the Heart” is available from www.educationinsite.com

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