Behavioral Analysis Exercise: The Amazing Teen Brain
The limbic system and prefrontal cortex play an extensive role in human behavior. The limbic system is a set of structures within the brain that controls human emotions and memories; intensifying during puberty. On the other hand, the prefrontal cortex is responsible for regulating behavior and thought analysis. This is developed later than the limbic system which has already begun developing during puberty as stated earlier. Due to the differences in developmental time, the extremities such as, controlling our temper when we feel angry, are enhanced. It can be seen especially in teens since their prefrontal cortex is barely developed at this time.
According to the “Behavioral Analysis Exercise: The Amazing Teen Brain,” a hypothetical situation …show more content…
Despite this not being an ideal situation; Mark was more likely to lash out due to the circumstances of abuse in his home. Contrary to the reaction of Mark’s teacher; school is supposed to be a safe and educational space for children. The situation showed a completely different idea in regard to what a school should be like. “What most determines teen behavior, then, is not so much the late development of executive functioning or the early onset of emotional behavior but a mismatch in the timing of the two developments. If young teens are emotionally propelled by the limbic system, yet prefrontal control is not as good as it is going to get until, say, age 25, that leaves a decade of time during which imbalances between emotional and contemplative thinking can reign” (Giedd 35). As teachers, we must understand how the adolescent brain functions and interpret it as the student trying to rationalize the situation at hand; or another situation that may have occurred at a different time. A teenager could lash out due to a misplacement of anger or other emotions …show more content…
The frontal cortex provides humans with the ability to “achieve goals, solve problems, and regulate behavior…it includes the ability to control emotions and inhibit responses” (Durwin 99); this is known as executive functioning. These skills are mostly inherited from the child's parents, but in some cases; it is affected environmentally. Furthermore, this leads to the inability to control any or all emotions and decision-making; which could explain Mark’s behavior in the situation discussed earlier. The circumstances that occurred could have been handled differently if the teacher had been more compassionate towards the specific individual’s needs. The idea of positive attitude, “meaningful verbal praise to get and keep students actively participating in the learning process,” (Thompson 15) is an example of what could have been done in this situation as well as, creating a fair environment. Instead of being praised; the educator could have verbally told Mark, in a calm manner, how his actions were wrong and what he could do to change them. In addition, the teacher should consider pulling the students to
According to the “Behavioral Analysis Exercise: The Amazing Teen Brain,” a hypothetical situation …show more content…
Despite this not being an ideal situation; Mark was more likely to lash out due to the circumstances of abuse in his home. Contrary to the reaction of Mark’s teacher; school is supposed to be a safe and educational space for children. The situation showed a completely different idea in regard to what a school should be like. “What most determines teen behavior, then, is not so much the late development of executive functioning or the early onset of emotional behavior but a mismatch in the timing of the two developments. If young teens are emotionally propelled by the limbic system, yet prefrontal control is not as good as it is going to get until, say, age 25, that leaves a decade of time during which imbalances between emotional and contemplative thinking can reign” (Giedd 35). As teachers, we must understand how the adolescent brain functions and interpret it as the student trying to rationalize the situation at hand; or another situation that may have occurred at a different time. A teenager could lash out due to a misplacement of anger or other emotions …show more content…
The frontal cortex provides humans with the ability to “achieve goals, solve problems, and regulate behavior…it includes the ability to control emotions and inhibit responses” (Durwin 99); this is known as executive functioning. These skills are mostly inherited from the child's parents, but in some cases; it is affected environmentally. Furthermore, this leads to the inability to control any or all emotions and decision-making; which could explain Mark’s behavior in the situation discussed earlier. The circumstances that occurred could have been handled differently if the teacher had been more compassionate towards the specific individual’s needs. The idea of positive attitude, “meaningful verbal praise to get and keep students actively participating in the learning process,” (Thompson 15) is an example of what could have been done in this situation as well as, creating a fair environment. Instead of being praised; the educator could have verbally told Mark, in a calm manner, how his actions were wrong and what he could do to change them. In addition, the teacher should consider pulling the students to