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On the companion website for The Teacher and the Teenage Brain you will find resources for:
The writing of The Teacher and the Teenage Brain came about as a result of work I carried out with colleagues in Hertfordshire, in the development of the training programme entitled ‘My Teen Brain’. I have described this process in Chapter 3 of the book. This website contains slides and introductions to three workshops that have been developed over time, originating from the very first programme of training in Hertfordshire. The first workshop was designed for practitioners – usually social workers, youth workers and others engaged in direct work with young people. Due to the commissioning process the workshops were not, initially, advertised directly to schools.
As the workshops were rolled out, however, we gradually had teachers, educational psychologists, school counsellors and others from the education sector asking to attend. This led to increasing interest from schools, and requests for me to deliver a workshop on the teen brain specifically for teachers. I have described the process of developing such a workshop in Chapter 9 of the book.
As the work proceeded those who attended started to ask why we were not developing something similar for students themselves. The argument was put forward that this knowledge would be of considerable value for young people, and we faced pressure to extend the ‘My Teen Brain’ programme to include a lesson plan for students. This work is described in Chapter 10 of the book.
The last stage of the process involved the development of a workshop for parents of teenagers. I was greatly assisted in this particular element of the work by the enthusiasm of staff from the Early Help service in Bedford Borough. They saw that parents would find this knowledge of great value, and they engaged schools in their area to host such workshops. This work is described in Chapter 11 of the book.
All these workshops make use of a set of slides, together with instructions for tutors. In Hertfordshire, it was decided that the workshops would be run by myself together with experienced trainers from the organization Family Links. In all the early work we had two trainers working together, and this pattern has continued in all the ‘My Teen Brain’ training. However, as the work extended to schools and to parents, it was not always possible to have two trainers, and most of the workshops described in Chapters 9, 10 and 11 were delivered with myself as the sole trainer.
Of course, it has not been possible for me to continue to meet the demand for these workshops, and subsequent work has involved the development of a ‘Training the Trainers’ programme. Such programmes have been run in Hertfordshire, Bedford Borough and through the charity Charlie Waller.
On this website the reader will find all the slides that have been used for these three different workshops. I have also provided notes to accompany the slides to make it easier for readers to understand the content of each slide. As far as Tutor notes are concerned, these are most comprehensive for the lesson plan for students (Chapter 10). This is because I have run a number of training sessions for teachers wishing to deliver this workshop in their schools. As far as the parents’ workshop is concerned, I have incorporated instructions to tutors in the actual slides. These are not particularly detailed but should provide sufficient guidance for any experienced tutor. There are no Tutor notes for the slides for the Teacher workshop, apart from the notes attached to each slide. In my view the notes should be sufficient for the delivery of this workshop.
Readers who explore the content of the website may well consider delivering one of these workshops themselves. So, what is required for this to be possible? Clearly it will not be feasible for me to offer training for anyone wishing to pursue this option. Nonetheless experienced trainers should be able to make use of the materials I have provided.
I strongly believe that anyone wishing to deliver one of the workshops must have had previous experience of working with the group selected. For example, anyone thinking about offering the workshop for parents should have worked with parent groups previously. I also advise that the trainer read thoroughly around the subject and get to a point where they feel confident about answering a range of questions to do with brain development. There are a number of good books about the teenage brain, most of which have been referenced throughout The Teacher and the Teenage Brain. I would encourage as much reading as possible before any delivery of the workshops or of the lesson plan for students.
Considerable sensitivity is required in delivering these materials. The reason for this is that the information is of a general nature and does not deal with particular issues or individual cases. Attendees at workshops may have concerns about their own teenagers, or about complex topics such as autism, teenage pregnancy, or childhood trauma. Trainers need to be conscious of such concerns. If offering a workshop, trainers should make clear at the outset the limits of what is going to be delivered. Trainers should ensure that additional information is made available to support anyone who has particular concerns.
As far as the students are concerned, I have made it clear in Chapter 10 of the book that this lesson was not designed to address issues about mental health. I believed it was important to avoid anything that may raise sensitive personal issues. I have included an exercise on dealing with stress, but I have been careful to keep it at a general level. Of course, any teacher will be aware of the need to be alert to individual students who may find the material difficult. All schools will have support systems in place if this proves necessary. However, these materials have been designed so as to avoid causing any distress to students.
During the years 2020 and 2021 I have delivered these workshops through online platforms such as Zoom and Teams. It may be that readers will wish to do the same in the future. Even without the pandemic we have discovered that there are some advantages to online delivery. This format overcomes any geographical constraints, but it is also good for parents since it avoids child-care issues, reduces travel, and makes timing easier. If any reader is planning to deliver a workshop in this manner my experience has taught me that the following are important to keep in mind:
It will be apparent to readers that I am enthusiastic about the value of learning about teenage brain development. I believe that this can make a considerable difference to both adults and young people. I have written this book so that as wide an audience as possible can learn about this topic. This knowledge can be used to improve the personal development of teenagers, and to enable adults and young people to relate to each other in a more positive manner. I wish all readers good luck in furthering their knowledge of this fascinating topic.
John Coleman’s book is beautifully written, thoughtful and creative, and could have a real and positive impact on teachers', parents' and students' lives. He describes the recent science on the teenage brain, from hormones and sleep to risk-taking and social interaction to mental health and mental illness, and how this evidence is relevant for the classroom. Not only does this book provide a succinct overview of the evidence, it also dispels myths, and provides novel and creative suggestions for teachers, students and parents, including lesson plans and workshop ideas. Coleman writes about scientific findings in a way that will engage anyone interested in teaching and nurturing young people.Professor Sarah-Jayne Blakemore, University of Cambridge, UK
This book should be a compulsory part of all teacher training. If you are looking for an essential primer on all matters relating to the adolescent brain, learning and development, read this book. In schools, we are still in the foothills of appreciating how understanding the teenage brain will transform education. The Teacher and the Teenage Brain brought together all my disparate thoughts together into one highly accessible read. Throughout, John Coleman’s compassion for, and understanding of, young people shine through, offering evidence-based research and practical strategies. As a Headteacher, I feel that, if this book was turned into an INSET day, my staff would come away feeling enlightened and enthused.Rob Shadbolt, Headteacher, Wood Green School, Witney, UK
For children who have had adverse childhood experiences in those famously vital early years, how empowering to know there are also important teenage years for the brain's development. It's not all fixed. We can yet make a difference and assist the restructuring going on. Let's get this information into the hands of educators, parents and carers, and create agency for our teens.Sylvia Jennings, Assistant Head, and Matt Warren, Headteacher, Presdales School, Hertfordshire, UK
What is the teenage brain trying to do? What does it feel like to have one? What can go wrong? In his book, The Teacher and the Teenage Brain, trained clinical psychologist John Coleman asks whether neuroscience can actually lead to more effective teaching and learning. His answer is a categorical YES – because it changes the way we understand young people. Direct translation from neuroscience to education is challenging, but Coleman is a perfect example of how it can be done well. Reviewing the latest (and sometimes surprising) findings across areas crucial to the development of the teenage brain – cognitive skills, decision-making around risk, sensitivity to rewards, social skills and peer influence, emotion regulation, and sleep – he shows how new neuroscience findings can help teachers understand their pupils, teenagers gain an insight into the changes they are going through, and parents understand and perhaps interact better with their children. This is delivered in the form of concrete lesson plans for each of these interested parties. This book is a great example of how education can be advanced by multiple contributions of the social and biological sciences.Professor Michael S. C. Thomas, Director, University of London Centre for Educational Neuroscience, UK
In this book John Coleman manages to combine an impressive knowledge and understanding of the brain with his outstanding skill in communicating complex ideas to a wide audience. The book reflects the author’s lifelong work with teenagers, a passionate commitment to education, to working with teachers, and a deep knowledge of the most recent advances in brain science. A ‘must-read’ for students of education and for teachers, The Teacher and the Teenage Brain provides compelling and easily accessible information and insight into one of psychology’s great challenges.Professor Ingrid Lunt, University of Oxford, UK
John Coleman’s 'The Teacher and the Teenage Brain' provides an accurate and up-to-date primer on the essentials of how the brain functions, from its neurochemistry to the multiple brain areas that affect learning. As such, it is a highly useful source of professional knowledge for any teacher. It also draws on recent research to explore several contemporary issues, and it was wonderful to see accurate coverage of the neuroscience of social interaction, sleep, and risk taking, to name just a few. It’s rare to see a book focusing on the neuroscience of the teenage learner in particular, and as well as informing readers it will help to dispel a few myths.Jonathan Firth, University of Strathclyde, UK