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The Real Reason School Feels Hard: How Your Brain Avoids Thinking · A Capture Deep Vibs A Positive Space For Inspiration And Embracing Of Heart

• 0:05
  Speaker 1: Ever wake up to the sound of your alarm blaring
• 0:07
  Speaker 1: in your ear, knowing you're about to bark on a
• 0:10
  Speaker 1: full day's worth of classes, and yet something in you
• 0:14
  Speaker 1: just can't quite get excited to learn? Like, you know
• 0:18
  Speaker 1: you're going to work really hard all day, but you
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  Speaker 1: also know most of what you're about to hear will
• 0:23
  Speaker 1: just bounce right off your brain? We all have days
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  Speaker 1: like that. But what if there's A reason why some
• 0:34
  Speaker 1: students get more bored with school than others. It turns
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  Speaker 1: out our brains actually avoid thinking until precisely the right conditions.
• 0:45
  Speaker 1: Contrary to popular belief, it's kind of a hassle for
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  Speaker 1: our brains to actually think when it comes to stuff
• 0:52
  Speaker 1: we don't like. Because the brain was created for just that.
• 0:57
  Speaker 1: Avoiding thought. Because it takes a lot of effort to think.
• 1:02
  Speaker 1: And it's sometimes a slow and painful process to delve
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  Speaker 1: into issues we find too weird or too uncomfortable. Maybe
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  Speaker 1: we don't like that teacher, or we hate that annoying
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  Speaker 1: guy who sits in the front row sipping his coffee
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  Speaker 1: way too loudly. Just something about any lesson we encounter
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  Speaker 1: in our day-to-day lives will bother us so much that
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  Speaker 1: we'd rather avoid it than be immersed in it. But
• 1:34
  Speaker 1: when we like something, we don't got to think about
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  Speaker 1: it as much. It's something that comes to you so
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  Speaker 1: naturally that the thoughts just fill in the gaps. So
• 1:46
  Speaker 1: little problems you once struggled with, like maybe finding the
• 1:50
  Speaker 1: fastest walking route to work or spotting the best Groupon deal,
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  Speaker 1: will be far easier to solve. Instead, We rely on
• 2:01
  Speaker 1: our memories of success to get us through the day. So,
• 2:07
  Speaker 1: how does this all tie back to education? Despite our
• 2:12
  Speaker 1: brains being slightly confused as to how it thinks, our
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  Speaker 1: natural curiosity always takes over, especially when it comes to
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  Speaker 1: opportunities to learn. Whether your thing is calculus or film
• 2:26
  Speaker 1: theory or Italian Renaissance architecture, class discussions allow your natural
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  Speaker 1: thought process to thrive that much more freely. So, how
• 2:40
  Speaker 1: can you get the most pleasure out of learning or teaching? 1.
• 2:47
  Speaker 1: Always look for problems to solve. Problems, of course, meaning
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  Speaker 1: mental work that poses moderate challenge. Push people's thought process
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  Speaker 1: just a bit further See if their explanation is a
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  Speaker 1: viable option towards reaching a goal. Make sure, though, not
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  Speaker 1: to over-explain things. Two. Respect people's limits. If they're getting
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  Speaker 1: uncomfortable during discussion, know when to back off, or even
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  Speaker 1: sometimes saying you're sorry. Three. Be open to rewording your
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  Speaker 1: questions in case someone doesn't get it right away. Four.
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  Speaker 1: Know when to play devil's advocate. Has there been a
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  Speaker 1: lot of agreement or even disagreement? Why not throw a
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  Speaker 1: little wrench into the works with a new thought? Five,
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  Speaker 1: really listen to answers given to you. Not everyone is
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  Speaker 1: gonna share your level of happiness or outrage over a subject,
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  Speaker 1: so worry less about emotion and more about just what
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  Speaker 1: a person is saying. Six, let people know when you're
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  Speaker 1: changing things up and switching topics. You'll get a new
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  Speaker 1: chance to engage people because all eyes will be on you.
• 4:11
  Speaker 1: You're the one in charge as a teacher. And finally,
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  Speaker 1: document your feelings. Write down all the moments things went
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  Speaker 1: right or wrong in class, and every time you felt
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  Speaker 1: a problem was solved successfully or could have been solved better.
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  Speaker 1: With enough practice and patience, you might just be able
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  Speaker 1: to think your way into doing anything you set your
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  Speaker 1: mind to. As long as you don't hit snooze too
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  Speaker 1: many times, of course.