Eric Jensen > Quotes

“The adolescent is the one who wants to experience everything. The adult comes to realize you can't experience everything.”
― Eric Jensen

“Impulsivity is commonly misdiagnosed as AD/HD, but it is actually an exaggerated response to stress that serves as a survival mechanism:”
― Eric Jensen, Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement

“Make good grades the by-product of success in your class, not the central goal.”
― Eric Jensen, Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement

“Some teachers may interpret students' emotional and social deficits as a lack of respect or manners, but it is more accurate and helpful to understand that the students come to school with a narrower range of appropriate emotional responses than we expect.”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

“giving students appropriate amounts of control over their daily lives at school helps diminish the effects of chronic and acute stress and increases engagement.”
― Eric Jensen, Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement

“Common issues in low-income families include depression, chemical dependence, and hectic work schedules—all factors”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

“mood can change quickly, but an attitude changes only through awareness and a true desire to choose a different one. Attitudes influence and flavor a student's every thought and action. An attitude held on to tenaciously will have a significant impact on a student's life. In fact, one of the primary components of school burnout among students is a cynical attitude (Salmela-Aro & Tynkkynen, 2012, January31). Academics can be tough, but nurturing a negative attitude”
― Eric Jensen, Turnaround Tools for the Teenage Brain: Helping Underperforming Students Become Lifelong Learners

“healthy neuron, a stressed neuron generates a weaker signal, handles less blood flow, processes less oxygen, and extends fewer connective branches to nearby cells. The prefrontal cortex and the hippocampus, crucial for learning, cognition, and working memory, are the areas of the brain most affected by cortisol, the so-called "stress”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

“We have discovered that exercise is strongly correlated with increased brain mass, better cognition, mood regulation, and new cell growth.”
― Eric Jensen, Teaching with the Brain in Mind

“rover, or garbage disposal is. Analogies and metaphors that incorporate simple household and backyard items help illuminate content (for example, “Your brain's hippocampus works a bit like a surge protector to limit the risk of overload”
― Eric Jensen, Turnaround Tools for the Teenage Brain: Helping Underperforming Students Become Lifelong Learners

“Chronic, unmediated stress often results in a condition known as an allostatic load. Allostatic load is "carryover" stress. Instead of returning to a healthy baseline of homeostasis, the growing brain adapts to negative life experiences so that it becomes either hyper-responsive or hypo-responsive.”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

“Learn, discuss, then take a walk.” The essential point is that teachers must encourage “personal processing time” or “settling time” after new learning so that material can solidify.”
― Eric Jensen, Teaching with the Brain in Mind

“remember that showing you care has more of an effect on student motivation than your level of content knowledge. When you yourself are enthusiastic and engaged, your students will feel more excited about learning and will almost always work harder.”
― Eric Jensen, Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement

“need to cultivate persistent, purposeful, focused effort to be lifelong learners. On the one hand, a student can rely too heavily on talent and natural abilities, resulting in little effort because he or she is already “good.” On the other hand, some students refuse to try because they feel their situation is hopeless.”
― Eric Jensen, Turnaround Tools for the Teenage Brain: Helping Underperforming Students Become Lifelong Learners

“It is the effort put forth under the hardship of doing that which seems unreachable, unachievable, and just too far out of one's comfort zone that produces substantial growth.”
― Eric Jensen, Turnaround Tools for the Teenage Brain: Helping Underperforming Students Become Lifelong Learners

“From birth to the teenage years, the brain undergoes a fourfold increase in volume”
― Eric Jensen, Teaching with the Brain in Mind

“For students to succeed, they'll need to become consummate lifelong learners. The term lifelong learner is certainly not a new one, and yet there is a lasting quality to it. Its conciseness, its implications, and its universal use all lend credence to its importance. It can define the difference between a life of mediocrity and one of success. One of the primary benefits of learning for life is acquiring the ability to grow and meet the changes and challenges that are ever present at any age. This type of lifelong learning begins now—not after graduation from high school or college, but now. When a student employs the four drivers just listed, he or she will enjoy present academic success as well as success later in life.”
― Eric Jensen, Turnaround Tools for the Teenage Brain: Helping Underperforming Students Become Lifelong Learners

“aggression enables a student to feel in control and take charge of a situation.”
― Eric Jensen, Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement