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Survival of the fittest? In the 21^st Century, survival requires much more that that. Humans must develop complex, higher order cognition skills, such as the ability to communicate and embrace interpersonal relations. And, of course, they still need to develop literacy and numeracy skills and the ability to leverage technology. Neuroscience tells us that optimum learning for human beings takes place in a social context, which means that students learn best when they are interacting with both the material to be learned and with each other as well. Learning is a social activity that is heavily influenced by…interaction with the larger social environment (Caine and Caine 1995).  A classroom where students interact comfortably and see themselves as part of a learning community is optimal. The research on cooperative learning suggests that working in groups addresses the human need for interaction, enhances interpersonal skills through practice, and strengthens learning at the same time. In addition, each student’s role in contributing to the group and working toward a common goal can act as a powerful motivator (Jensen 2005).

As teachers, we need to understand the distinction between putting students in survival mode where one feels threatened (fight or flight), and putting students in a safe learning mode where one’s attention is on the task at hand. In survival mode, the brain is reactive, focusing on self-protection, rather than forming new connections. In the learning mode, it is laying down networks and connecting the neurons that construct new knowledge.  How a person feels in a learning situation determines the amount of attention he or she devotes to it, and increased attention is more likely to result in learning and retention (Greenleaf 2003). We must create a comfortable climate, because anything that students might interpret as punitive or threatening may act as a barrier to learning (Della Neve, Hart and Thomas 1986).

Assuming that a classroom is a safe place, we still have the task of engaging the learner. We know through brain research that the brain responds to novelty. We also know that the brain is a pattern seeker. So let’s transform “Fight or Flight” into “Facilitating Learning.” Because learning is making and strengthening neuronal connections, learners will seek to hook new information to that which is already known. “Meaning” is one of the two factors that most influence student engagement in learning. Therefore, we should plan lessons in such a way that they consciously build bridges for students to make meaningful links from context to curriculum. For example, imagine that you are teaching your students about Japan. If you were consciously planning to make a link with the known experience of children you could begin by asking questions such as: Have you ever heard of Pokemon or played Nintendo? Have you ever eaten sushi or worn a kimono? Are any of your friends, neighbors or classmates Japanese? These simple triggers will prompt students to make links from the content to be taught to the reality of their lived experiences. If there were no current experiences with which to link, then we can take advantage of the second biggest influence on learning-emotion. We can do this by creating an experience with our students using a brain-compatible approach. By arriving in class wearing a kimono or martial arts uniform you could certainly capitalize on novelty. From there, any number of activities could engage students emotionally. Think of planning a virtual trip to Japan and all that could be learned about the country through that simulated experience.

To effectively apply brain research, we teachers must be aware that learners in survival mode cannot be in learning mode. Remembering that learning is a social behavior, we must plan lessons that make connections to students’ real experiences, and also take advantage of the power of positive emotional experience (Park, 2006). That is how we can transform “Fight or Flight” into “Facilitating Learning” so that our students will thrive, not merely survive.