In Sept 2013 I gave my “Brain Coach” talk at both Dulwich College and Sydenham High School. That’s the second consecutive year that Sydenham girls entering their GCSE exam year will get my crash course in applied neuroscience. The talk is summarised here on the Girl’s Day School Trust website. It covers changes that take place in their brains as they learn and various neuroscience-informed strategies to manage stress better, stabilise mood, boost problem solving and enhance exam performance. It’s the third year in a row that I’ve shared these insights with Dulwich lads about to embark on their A-levels (and I’ve just been invited back to speak to the Year 11’s in Sept 2014!). Nothing quite like repeat business to confirm you have a product that is highly valued and well received!
I’d jump at the chance to give this talk at schools all around the country. Feedback from teachers year on year indicates that students really do benefit from a better understanding of what is going on within their skulls as they learn and acquire new skills. Understanding that all their effort and hard work actually leads to physical changes in the brain is highly motivating – the audience is left to connect the dots themselves – there’s no need to ram it down their throats. Realizing that feeling stressed is a sign that body and mind are being mobilized to deal with the cause of the stress turns a negative into a positive – simply by pointing out the common misunderstanding. And advice on how to reduce levels of the stress hormone cortisol when it all starts to become too much to bear gives the students a sense of control over their state of mind. Mnemonic techniques to help them retain important information in mind not just for exams, but for a lifetime – surely the whole point of education after all – has a completely transparent utility. Here’s some feedback from a teacher Lisa Cornell who invited me to speak at Sydenham High School:
The talk .. was inspirational for staff and students alike. The students enjoyed your informal yet informative style. You made difficult concepts easy to grasp. They especially liked how you applied these high level ideas to their everyday lives and studying. You were witty and most importantly not in the slightest bit patronising. You managed to use an array of high level language and technical terms [yet] alienated nobody. I particularly liked how you broke down the latin of long words (eg explaining adrenal).
From a teacher point of view you were engaging, entertaining and a very safe pair of hands for our students to work with. A very good litmus test for any speaker is if students stay behind to speak with you. That you had a ten strong audience of Y11s for half an hour after home time says a lot. Some of those students who stayed I have never seen so enthusiastic about anything!”
I would love to get up on stage in front of many more schools each year as I genuinely feel it is one of the best uses of my broad knowledge of neuroscience and aptitude for conveying it in plain english. If you would like me to speak at your or your teenager’s school then please do drop me a line.
You might also consider following me on Twitter. I flag at least 3 interesting pearls of wisdom from the world of neuroscience and psychology research every day.