Neurotransmitters Pt. 3: Norepinepherine.

Norepinepherine is another neurotransmitter that has an impact on learning. I like to think of norepinepherine as the sabre-toothed tiger neurotransmitter. Essentially, if when our ancestors were peacefully walking through the woods and a sabre-toothed tiger jumped out, norepinepherine (or adrenaline) would pump into their systems and trigger the flight or fight reflex. It would trigger an increased heart rate to pump more oxygen to the brain. It would also be the neurotransmitter used by the brain to focus all of our ancestors' senses on the threat posed by the tiger. Finally, it would create a permanent record of where and when the tiger leapt out so that the threat could be avoided in the future, provided our ancestors were not subsequently mauled by the animal.
　
Thus, norepinepherine is a neurotransmitter used to respond to stress and challenge in a more focused way. Certainly too much stress can inhibit learning. However, some stress, particularly good stress (eustress as opposed to distress) can really benefit learning by increasing attention, elevating alertness, and augmenting memory.

To harness the power of the neurotransmitter norepinepherine in the classroom, incorporate challenge and competiton. Ask your students meaningful questions and elicit their responses. Provide your students opportunities to move, perform, and interact. A four-corners activity where students move to the corner that best represents their opinion about a question posed and then come up with support points to present to the class to back up this opinion is an activity that could stimulate norepinepherine.

Compare theses two methods of review: One is to use notes to complete a worksheet independently in order to organize ideas for studying. Another is to create a Jeoprody style quiz activity based on content to be tested that students play in teams. The second activity, and the test itself, both provide challenge and stress that triggers norepinepherine release. These type of activities contribute to what I like to call "Wide-Awake Learning." They add just the right amount of sabre-toothed tiger to the classroom so that students are stimulated and engaged. In fact, of all the neurotransmitters, perhaps none contribute to fully engaged learning more than norepinepherine.

However, this does not negate the importance of the type of learning exemplified by the first review option described. This option, however, would likely result in the release of the last neurotransmitter I would like to discuss: serotonin. Stay tuned.

Neurotransmitters Pt. 2: Dopamine

Dopamine is the reward neurotransmitter, the neurotransmitter responible for drive. It is the neurotransmitter used whenever the brain wants to reward us for doing something good for our survival and for the survival of our genetic code in generations to come. Thus, when we have sex, we receive a rush of dopamine that makes us feel great. Interestingly, when we have meaningful sex with a partner in a monogamous relationship, we receive a much greater rush of dopamine than when we simply "hook-up." Just thinking about someone we are attracted to, even an ex-boyfriend or girlfriend who broke our hearts, causes the brain to release dopamine. This is why we love sad songs. Relationships with others also lead to dopamine release, for these relationships contribute to our survival.
　
Eating and thinking about food also results in dopamine release. For our ancestors, as they rose atop a hill and saw before them a herd of wildebeast, they would feel the exhaltation of a dopamine rush for they knew they would eat soon and survive. Dopamine is our brain's way of rewarding us for surviving. As well, this dopamine rush would create a network of neural connections linked to the experience so that our ancestors would remember where and when they found the wildebeast. Essentially, they would learn, and this would help them find food in the future. In fact, the act of climbing the hill, or any exercise for that matter, can lead to a dopamine rush, as exercise is good for our survival and, in the days of our ancestors, something important that needed to be remembered would often follow exercise.
　
In our world, success also produces a dopamine rush. When we score a goal, write an excellent paper, nail a presentation, master a level of Super Mario or receive a phone call telling us we got the job, our brain rewards us with dopamine, and dopamine produces lasting learning. When our friends praise us, our teachers reward us, or our bosses make note of our accomplishments, we feel great about ourselve and them. This is the effect of dopamine.
　
So, how can we use what we know about dopamine to turn the classroom into a better learning environment. First of all, we should develop meaningful relationships with our students. If they trust us and know that we really want the best for them, just being around us will produce dopamine in their brains and allow them to use these neurotransmitters to learn what we have to teach. Our students should know that we love them and we should praise their courage, their persistance, their hard work, and the character traits that make them who they are.
　
As well, we should provide choice and the chance to make decisions. When we feel like we are in control of our own destiny, we produce dopamine. The more autonomy a student has, the more each accomplishment will mean to her or him, and the more dopamine will be produced.  Students who are able to make choices become driven to succeed.
　
Providing meaningful, challenging learning experiences while also providing the support needed for a student to be successful will also lead to dopamine production. A kid with severe dyslexia faced with a challenging reading assignment will lose confidence and dopamine production will shut down. Ever notice how the kids who hate school tend to also be pretty grumpy when they are in class? This is because they don't experience the dopamine rush that those who love school feel when they succeed. And because the school haters are grumpy, they disinvite the affection that they need to experience a dopamine release and are even less likely to learn anything. Thus the cycle continues. However, teachers have the power to break this cycle by loving the kids who need our love most and by finding ways, no matter what, to help students succeed. The kid with dyslexia who uses the audio book to learn and answers a question right in front of the class can get the same dopamine rush as the kid who does not need this support.  As kids develop competence and as they achieve meaningful results, they become driven to succeed.  And the neurotransmitter responsible for drive is dopamine.
　
Finally, laughter is a great way to produce dopamine. Joy produces dopamine which in turn makes us feel joyous. Music released dopamine.  Art and beauty release dopamine.  Therefore, be a source of joy in your classroom and make light of your self while taking your work seriously. You'll find that your kids will learn better thanks to your humour and the environment you create, and you might just experience a dopamine rush yourself as you succeed in being the teacher your kids need you to be. Dopamine: a pretty powerful neurotransmitter and a great learning stimulator wouldn't you say?

P.S. Dark chocolate, well the cocoa in dark chocolate, is rich in the amino acids that are used to produce dopamine. That's why women prefer chocolate to men!!!