Saturday, October 2, 2010

Seth Godin and the The Lizard Brain

One of my favorite authors is Seth Godin. I tweet a lot of links to his blog.  I specifically like his postings about The Lizard Brain. The Lizard Brain is the "resistance" in our head that tries to stop us from carrying out an idea.  The resistance tries to stop us from carrying out an idea because the resistance tells us people will laugh at us. Godin says we must fight the resistance, quiet the resistance, and indeed, carry out that idea. How can this information help us in the education field? In the following video, Godin discusses the Lizard Brain.


5 comments:

  1. I think the "lizard brain" speaks loudly in education in many ways: if I change ____________ in the way I teach, will my students still pass the standardized tests? Will my principal support me? I can't do it on my own, but my partner teacher refuses to change. What if my students don't "get it"? Will I lose my job? I know many of these pop into my brain when I think of making major changes in my classroom.

    I've been on the fence this year with a new alg I program that is definitely not status quo, but is one I truly believe is better for my students. My lizard brain has caused me to doubt myself with all the "what ifs". Watching this has helped me recommit to the program and not go back to doing the same old thing just because it's comfortable.

    Thanks for sharing!

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  2. Thanks Joe and mathrabbit1 for your comments. Indeed mathrabbit1, the Lizard Brain works against us every day in the classroom. In order for real change to occur we must fight the resistance and follow through with our ideas.

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  3. Focus too much on making things work as they are and you can be assured nothing will ever change.

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  4. Watched this and was challenged to "ship more". First to be more deliberate in getting things done -- apply what I already know in a comprehensive way -- easier to think about and talk about the change rather than doing it. Second to take some time to consolidate rather than moving on to the next "product" -- establish a base camp at my current elevation (both in my thinking and in my classroom) before moving further up the mountain.

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