Girls on the Edge Part 1

It’s amazing how much pressure young girl’s experience. The way girls dress can certainly be a results of their upbringing and socioeconomic status, but it’s their exposure to generations that came before them and how women are portrayed in the media. I can’t help but think that if educators focused more on how young boys perceived young girls, girls wouldn’t feel as much pressure to dress or act a certain way. Sax mentions that for men , sex is about releasing and satisfying an urge and that sex is a driving force of a relationship, and how women think the relationship drives the sex. The physical focus men have on relationships can also influence young women to dress and act different ways.

                Regarding  the cyberbubble, I think that both men and women  who have are active in social media feel pressure to present themselves in a certain way. This is nothing new to me or others I’m sure. Sax notes a response regarding Facebook content from a 17 year old girl. She stated that “It’s not about being authentic. It’s about being cool.” I know I felt pressure to present myself a certain way and I still do, even as an adult, online. Women have a much harder time with judgment online. They want to be seen as fun but not out of control, independent and strong but not seen as aggressive, and as beautiful, but not over sexualized. I suppose men deal with balancing how they present themselves but not nearly to the personal extent of women.

                When reading about body image in chapter 3, it seemed like a huge problem that was being addressed was the use of will power to overcome hunger and other such needs. It seemed that judging by the quotes, that women need to have the power and control over how they look. This just supports the fact that there is so much pressure from a woman’s environment that she feels out of control of herself. Everyone needs to be in control of themselves. To give them the control they want and need, society needs to come to an understanding that there is no perfect person. 

The EQ Factor

Emotions are just as important as intelligence. In this article, the author discusses how emotional intelligence can be measured and why it is important to focus on helping students develop those emotions. In the article, there was an example that caught my attention that involved a hiker walking along a path. As he looks down, he notices a curved line on the ground and jumps up thinking that it is a snake. Much to his relief, it was only a stick. Despite the fact that the stick was harmless, the emotion of fear kick-started his survival instinct. While reading, I thought about the Pixar movie Inside Out. The five core emotions, fear, joy, anger, disgust, and sadness, help the main character survive emotionally and physically. The author writes “Without these emotional reflexes,. . . we would scarcely be able to function.” The important message though from the article, is how a teacher can help students be more self-aware of their own emotions. It is important to create an environment that fosters openness and allows students to feel at ease. This way they can successfully be in control and better understand their own feelings. 

Teaching with the brain in mind second half

After reading the second half of Teaching with the Brain in Mind, I noted on a few points made in the text. It is amazing how social people are. We thrive on drama and relationships, but when I thought about it, I would have thought that these social interactions and cognitive development were two different things. In truth, they are dependent on each other. Not only have that, but the parts of the brain that process cognitive events process social events as well. As a teacher, it will be important to help our students create meaningful and positive social experiences so that they may develop in other aspects as well. I loved the diagram in the text that showed how emotional and social aspects such as heart rate, stress levels, and blood pressure can influence immune system, behaviors, and hormones. I know when I experience high levels of stress, I tend to start feeling sick, and I have to take time to relax. Another point I would like to note from the text is the section on motivation and demotivation. The most important part to me was to know the demotivations so that you wouldn’t need the motivations as often. Some of the demotivations included drug use, the sense that home and classroom work were irrelevant, and lack of positive relationships. Kids don’t need to like school, but they need reasons to keep coming back. Creating relevance in our lessons and presenting ourselves as positive individuals is important so that kids are drawn to school in some way. Finally, I appreciated the section on memory. It is amazing how even adults have a hard time retaining information. The chapter talks about how much of the things that we hardly ever forget are survival based such as eating, knowing our way home, and remembering positive and negative relationships. We remember these things so we can survive. Giving students a feeling of survival in school, without the danger of course, could help them retain information and help them be more prepared for the future.