>> Let’s see What I’m going to do is do a preamble first on what Tom talked about because Tom said to me yesterday — he says, “Mario, you don’t even use your slides.” And I have them They’re all there Hopefully I’ll get through them But sometimes I just start working and — boom — then I’m here So I’m going to do a preamble because I want to cover some of the main points that the slides will cover if you see them [ Laughter ] Now you will have them in the presentation You know what I mean? You do that sometimes in the classroom? >> Never >> Never? [ Laughter ] So I want to do that preamble One of the first things I want to do is I want to talk about that our whole presentation is about development Our students are in development How many people does that make sense to? Raise your hand The people that don’t raise your hand, I’m going to come over and ask you why you haven’t raised your hand There you go See? That’s what you do in the classroom because sometimes they don’t raise their hands and you sit there and you say, “Why didn’t they raise their hand?” So, “Why didn’t you raise your hand?” Okay, good Just like the calculus one That was interesting People kept popping up It was like popcorn [ Laugther ] So we want to get participation in the classroom But development — all of our students are in development And the development is cognitive The development is behavioral The development is emotional Okay? And the development happens where? In an environment And so we can — this is the real beautiful thing of this I need a marker There it is We can operationalize development And that’s where I developed a 0% to 100% method — teaching, learning, advising, counseling method — to operationalize development for students and then for faculty and administrators I was the Associate Dean at San Francisco State of Undergraduate Studies, and I was on the Executive Committee at the Faculty Senate at the same time So an Associate Dean of Undergraduate Studies and on the Executive Committee of Faculty Senate I was chosen by the faculty I’m proud of that So we have to operationalize development So what Tom was talking about today — how many of you heard some ideas that you said, “Wow, those are good ideas.”? How many of you heard that? Good. So you have to make them real, and that’s what he talks about in professional development You have to make those ideas real, operationalize them, then measure them and see how effective we are It’s sort of like SLO, although SLO is kind of like wavering [ Laughter ] Okay, so we have to operationalize development And the 0 to 100 operationalizes development, and that’s going to be one of the main things I talk about So now, besides operationalizing development — and I’m going to talk a little bit about faculty leadership, too How many of you are interested in faculty leadership? Oh, I’ve seen more hands than that [ Laughter ] Okay, so let me get this page that I had here This is not one of my slides, but this is one of the things that I wanted to do to sort of do the preamble So the main points of my presentation — and you don’t have to see this because I’ll cover it — that there are environmental cues in the classroom We got it? Environmental cues How many of you are familiar in the area of psychology classical conditioning? Good. I love that How many of you are not familiar? Raise your hand nice and high Good. So then I want you to pay attention so you can learn [ Laughter ] How many of you have realized that, as professors, that memorization or using your memory is so huge in our classes? And how many of you think that our students need to get better at that? And not just memorize [inaudible], but I’m talking about memorize to understand Does that make sense? Okay, there Come on, now, trust me But you don’t trust me just yet That’s okay So here, I’m going to just show you memorization When I was at Minnesota — a little welfare kid Welfare. Little Black kid from Oakland Although I’m Latino, light-skin Latino, I’m a Black kid from Oakland What’s that about? So I’m getting ready to do my final orals and I know that they’re going to ask me about achievement motivation Right? Anybody done final orals here? Scary, huh? Scary? Raise your hand if it was scary This was scary This is PhD [ Inaudible ] Beautiful Good. Ecuador [ Foreign Language ]

That’s good Okay, I’ve got to keep that in mind Ecuador. So I knew that they were going to say, “Mario, give us a definition of motivation.” So when I thought about that, I got so anxious Anybody ever get anxious when you have to try — yes, good I love that What’s your name? >> Jennifer >> Jennifer So you connect to that, huh? >> I got anxious when you called on me >> Good [ Laughter ] Hold it. Now did you hear the laughter? Because that’s the essence of my presentation — that Jennifer was powerful, and to acknowledge that I got anxious when you called on me It has to do with classical conditioning, too And everybody laughed Why? Because you felt it Everybody get it? You felt, “Oh, yeah, that’s real Don’t come over to me.” [ Laughter ] Do our students like us to call on them? >> No >> No. It reminds me of a joke, but I can’t tell you that because it’s a little bit [inaudible] You know that joke Tommy, right? Okay. So there are environmental factors There are cues that we have to become experts at realizing that they exist because those cues create fear And that fear initiates a worry center in the brain Anybody know what the worry center in the brain is? What is it? Beautiful >> The amygdala >> Say it again >> The amygdala >> The amygdala Beautiful Big hand back there [ Cheering and Applause ] The amygdala is the emotional center of the brain And the amygdala focuses on what? >> Fight or flight >> Fight or flight But because, through evolution, our brain is wired — not Teflon It’s Teflon for good, but it’s Velcro for fear Does that make sense? Why? Why is our brain wired to pay attention to fearful things? Somebody raise your hand in the classroom Good. Very good >> Survival >> Survival Adaptation and survival So our students are wired for fear Does that make sense? And our schools are fear factories [ Laughter ] How many people have heard that before? In elementary school, when a child makes a mistake — you’re hearing how I talk to students in the first days of class to try to connect with them Our schools are fear factories where we learn to compare and despair And a child in elementary school, when he or she makes a mistake, what do the other kids do? >> Laugh >> Come on, a little bit stronger What do the other kids do? >> Laugh >> And how does that child feel? >> Embarrassed >> Embarrassed Vergüenza in Español Vergüenza is a huge word in Español How many people know vergüenza? That’s one of the things you’re going to learn today Let me write it down Vergüenza I like that That’s a learning thing Vergüenza Because if you tell a Latino/Chicano/Latina, “I know a little bit about vergüenza,” what are they going to do? >> What’s that? Sorry [ Laughter ] >> There’s the attention thing in the classroom There’s the attention thing So then you go up to rub them and they say, “What you rubbing me for, boy?” [ Laughter ] When you tell a Chicano/Latino student, “I know a little bit about vergüenza,” what are they going to feel towards you, maybe? >> They’re going to feel like you understand them >> Good. That you understand How many people got that? So vergüenza Vergüenza means embarrassment and shame [ Foreign Language ] I was raised with vergüenza, man I was raised with vergüenza I’m doing Latino brothers and sisters for you — a little Black, north Oakland [ Laughter ] You like that one? Okay. But listen — that look is good You were a little confused with that? >> Well — >> Go ahead >> I’m just going to let that one go [ Laughter ] >> I’m going to let it go I’m going to let that one go I’m going to push you down, but I’m going to let it go There’s nonverbals that we do with students, but there’s a goodness in me Now, 0 to 100 — what is your name? >> It’s Kathleen >> Kathleen, 0 to 100, how connected do you feel with me? 0 is no connection at all; 100, perfect Honestly >> 100% >> You do? >> Yeah >> Oh, beautiful I didn’t know that I was confused, but now I — [ Inaudible ] [ Laughter ] Come on, man, I didn’t say anything [inaudible] Okay, but thank you So vergüenza is embarrassment Okay? So when we become knowledgeable about our students and we can share

that knowledge, they feel connected, too How many people get that? Well, 0 to 100, you have to ask yourself, “How well do I know Chicano/Latino students, their language, their culture, their learning styles, their fears around learning, that I can connect with them?” How many people, 0 to 100, you can ask yourself that? Who’s at 100 here and really understands each Chicano/Latino student or even the word “Chicano”? [ Laughter ] How many people — you know the word? Okay, but how many people know the history of Chicanos in the United States? Beautiful Well, what I’m saying — raise your hand because this is big right here This is the faculty of Moorpark College, and you’ve got 31% Chicano/Latino here And if you don’t know and if you get a person with Chicano, then you learn about Chicanos but then the person says, “Well, I’m Mexicano.” [ Foreign Language ] You’ve made the correction You like that one? [ Foreign Language ] You’ve got to know them to connect to them But this is not simple Just, “Oh, I know a little bit about them.” This is you being committed as a faculty member, faculty senate president This is no different than I talked to our faculty or any other faculty You have to be committed to being professional at what you do, which means knowing your students How many people get that? Beautiful Foster youth, same thing Veterans, same thing And you see how it’s professional development? It takes time But if Moorpark College says we are going to develop this knowledge base in our populations, then we are going to be skillful Are we going to be more effective at retaining graduating? Are we? Yes or no? >> Yes >> A little bit louder >> Yes >> Good. The lights went out Not too loud now We don’t want to darken the place totally [ Laugther ] Environmental cues in classical conditioning This was in a class This happened about three semesters ago “Maria, tell me about — give me the definition of the biological approach in psychology.” And then I called on her, and she said, “Oh, I knew it, I studied it But when you called my name — ” you got it? “When you called my name, I forgot it.” Everybody got it? Her name is no longer a neutral stimulus or a condition stimulus for joy It’s a condition stimulus for what? >> Fear >> Fear. Her name in the classroom So we want to stop using her name in the classroom? No. We have to become competent in how to use her name and go through that fear How many people get that? 0 to 100, how effective are you to go through that fear with students? You have to be honestly task involved with your yourself and say — and how many people want to be committed to being competent at that level? Beautiful I love that We should get a photograph of that one Moorpark College, commitment to excellence That’s what it is — is developing a sense of the 0 to 100, that we are going to develop the competency to be effective practitioners with our students Cognitive factors How many people are familiar with the peg method of memory? Good. Two or three So now memorization — oh, and I want to go back to my PhD So when I sat down — thank you Don’t let me forget Sometimes I will forget; not too often But I went into the final oral And the first question — they said, “Mario, give us a definition of motivation.” Now what had I done? Memorized it Meaning and organization Memorization is organization, but meaning making is understanding it Motivation is all the factors that influence the direction, strength and persistence of behavior towards a goal How many people like that? Motivation is all the factors that influence the direction, strength and persistence of behavior towards a goal How many people like that definition? So in the final oral, they said, “Mario,” and they took out their pens Three of the five PhDs said, “Could you please repeat that?” And I said, “Whoa, I got it now.” [ Laughter ] Now when I taught social psychology at East Bay — that’s what I first did

I taught social psych, abnormal psych, [inaudible] And I would go up to students and say, “What are you teaching Dr. Rivas next semester?” And I said, “Social psych.” I already had it Have you ever heard this before? “I already had that.”? And then you ask them, “Well, what did you learn?” [ Laughter ] Good. Let me get the reaction there from somebody What is the thing we don’t want to hear? >> “I can’t remember.” >> Okay, see? And in the class, we want to watch that So you have classroom management, right? So raise your hand so I can get somebody to get a clear statement Somebody, what do we want to hear? Now then the hands don’t go up What’s going on there? [ Laughter ] What did you say? >> I said, “I don’t remember.” >> “I don’t remember.” Okay. So they said, “I already had that.” I said, “What grade did you get? A ‘B’?” Okay? C’s make me seasick You have to “B” somebody, “A” person So that’s the mentality that I used as a professor C’s are good I mean, it’s okay to get a “C” if you’re trying and learning and you’re developing Does that make sense? But you want to go for that “B” and that “A” But meaning SLOs — I mean, really understanding So then when I taught social psych, what I did is this The first day, the definition Anybody know the definition of social psych? The psychologists in the room? Oh, I put a little stress on you [ Laughter ] [ Multiple Responses ] Very good Do any of the psychologists know — listen Listen to me You’re going to hear the teaching spot from me today I’m giving preamble This is a teaching spot I’m putting the psychology professors on the spot To demean them? To demean them? Everybody says, “Hell yeah What the hell are you doing back here? Leave them psychology professors alone because you pretty soon are going to come over to my discipline.” Communications [ Laugther ] Okay, psychology professor, social psychology, definitions [ Laughter ] Okay, what is your first name? What’s your name? [ Inaudible ] I love it [Inaudible], I’m not going to call you out, but I could bring [inaudible] up And I do that to students in the classroom after I’ve assigned them a reading because I want them to know that I’m serious about them learning So, [inaudible], please come up No, I’m not asking you But do you see what I’m saying? [ Inaudible ] Was saying that she did all this work with these Latino students or these students around biology But she told them it was going to be on the test She gave the test and they still didn’t do it How many times have you ever experienced that? There you go There it is, Tom You see it? This is a challenge Okay. So when I taught it, I said, “Okay, I know about memorization and meaning Meaning and organization.” Social psychology is the discipline — so do they understand what discipline means? No. You’ve got to go for it This is the truth about our classroom I was at Minnesota I was the Assistant Director in Martin Luther King Leadership and Advisory Program, and we had tutors and we had students go in the classes How are you doing? >> Good >> Name? >> Robert >> Robert It’s always good to look at faces and say, “What’s going on here?” [ Laughter ] Because actually I was looking at you and I was looking at [inaudible] I think I shared with — who did I share with? I can’t remember who I shared with That there weren’t a lot of head nodding or moving during Tom’s presentation So I’m saying, “What is that about?” Some people said, “Hmm.” >> We were transfixed >> Oh, beautiful I love it Transfixed I like that [ Laughter ] But, yeah So we don’t know And in the brain, something is going on And in the body, something going on Right? And it is our job to connect And eyes are the windows of the soul, right? That’s right And what in our brain connects to the eyes in the temporal lobe? Psychologists again or biologists Anybody? Go ahead No, [inaudible] >> The optic nerve >> No, not in the temporal lobe The optic nerve is like in the — it’s not in the temporal lobe But good try, though It’s in the — [ Laughter ] The mirror neurons How many people have heard of mirror neurons? Okay, good So you see how I’m just, like, running through stuff? But I want to, and Tom wants to come back so we can so more thorough workshops so you understand mirror neurons Mirror neurons are copy neurons, and they’re in the brain and they work automatically However, here’s my hypothesis, and I haven’t done that research

But maybe somebody here could do it and Moorpark could do it Is that many, if not most, of our students have — and in fact, there’s a connection here Autistic, people with autism, have a dearth of mirror neurons Their mirror neurons aren’t functioning, so they can’t copy well Our students have — chh! Disconnected their mirror neurons Does that make sense? So they can’t monitor us as effectively as they can, and we have to — foom! Fire up the mirror neurons Does that sense? To really make them work more, to make them copy us >> Why? >> Because — >> Why this particular group of students, though, I guess is my — >> All students I didn’t say — >> Oh, okay >> I said all students >> You said our students >> Well, I mean all of our community college students Community college students >> But why? Why the community college population? >> Because that’s where we’re teaching I mean, if I was at San Francisco State, I’d be talked about state university All students need to do that >> Okay >> Yeah. So I’m sorry For clarification’s sake — so, yes, it’s all students But I’m talking about in community college more so because I think, at the UCs, the mirror neurons are firing more and they’re copying and they’re picking up And so we’ll see about mirror neurons, but they’re my ability to be empathetic Beautiful I love it See? Now I’m seeing it more Very good [ Laugther ] Very good I’m seeing it You see in the classroom you can’t sit up here And I’m on different TRCs and I’ve seen professors sit up here and lecture The mirror neurons — I don’t know what the mirror neurons of the students are doing, but the brain is not working as powerfully Now let’s go back to social psych Social psych is the discipline that uses a scientific method to understand and explain how the thoughts, feelings and behaviors of individuals are influenced by the real, imagined, implied presence of others Pretty good? >> Mm-hmm >> Proxemics Conformity, attraction theory Every week — they learn that in the first week They learn that definition Proxemics How does that relate to the definition? Conformity How does that relate to the definition? Attraction theory Does everybody get it? No, I’m not just saying memorization In fact, I feel a little bit affronted that people would even look at me like that I’m one of you I’ve been trained and I’m educated Meaning making is what we want our students to do, not just to memorize stuff But they have to memorize Our students, community college students, students of color, underprepared students especially have to develop that power And that’s the peg method of memory So peg mnemonic Anybody know where the word “mnemonic” comes from? This is not necessarily what you need to know, but it’s powerful because you tell students, “Mnemosyne was the Greek god of memory.” That’s where the word “mnemonic” comes from Interesting? >> Yeah >> I like that You see the heads go up? That’s meaning making and that’s connection in the classroom Now social psychology, where you can’t just give them the definition, you’ve got to keep hitting it over and over [ Inaudible ] I have to remember [inaudible] We’ve got to keep repeating it, repeating it And eventually — here’s my hypothesis again — they have a learning experience that — boom! Kicks them in, and then they’re gone as learners >> Mm-hmm >> Who said “Mm-hmm.”? Okay, come on up here [ Laughter ] Okay, good See? I do this in the classroom This is now the learning spot Look, she gave me a nice big hug That feels good >> I’m in theater [ Laughter ] >> Who’s not in theater out there? Who do we want to get that’s not in theater to come up here? [laughter] That communication Okay. So you said — no, no, no So you said, “Mm-hmm.” Tell us why you said, “Mm-hmm.” >> It makes perfect sense to me That’s how I learn and how I think >> But tell them what makes perfect sense >> Well, explain what you said again and I will — >> What do you think I’m trying to do? I’m trying to remember what I said [ Laughter ] Who remembers what I said? Okay, good, thank you [inaudible] >> You just said that you repeat and repeat and then you [inaudible] >> Yeah. And all of a sudden — okay, so tell them Tell me your name >> Halle [ Laughter ] >> Halle? >> Yeah >> Okay, tell them Paraphrase >> Okay. So I think we repeat and repeat and repeat And I think, in my mind, I feel like, “Oh, I keep repeating the same thing.” But then eventually you see that light go off You see the light in their eyes and they get it and then the information just pours out of them >> Good. The light is the mirror neurons, but it’s also the prefrontal cortex

[ Laughter ] Is it the cingulate gyrus? You see, that’s cognitive neuroscience There’s something going on in the brain And what we want to do is fire up the brain [Inaudible] Halle? >> Halle. Like hallelujah without the “lujah” >> Okay, Halle Big hand for Halle [ Applause ] You see how the environment in the classroom changes and it becomes more active by just bringing people up? You say, “Uh-oh, that could be me.” Yeah, I like that smile I saw it. Yes Because students say, “Who? Me?” So that’s part of being in the classroom Okay, so cognitive factors Cognitive factors are the way we think and how we process information There’s behavioral factors Who’s familiar with S.L.A.N.T? S.L.A.N.T.? So this is the knowledge This is professional development You got me? [ Laughter ] You feel me? I don’t want to make ugly faces Almost getting into my father But I’m going to tell you what it is Oh, you know what it is? >> No, I was just clarifying what that word S-L-A-N-G Slang? >> S.L.A.N.T. Yes, I’m sorry You can’t see it S.L.A.N.T. S-L-A-N-T Very good Thank you very much I appreciate that Tell me your name >> You’re welcome I’m an interloper from Ventura College >> What’s your name, though? >> Anna Carlson >> Anna Carlson Thank you, Anna from Ventura >> Absolutely [ Applause ] >> Come on, a bigger hand than that [ Applause ] What did Anna do? She’s asking for clarification in the classroom Right? How many of our students don’t do that? >> A lot >> Yeah. But who creates the environment for them to do that? >> We do >> 0 to 100, how effective are you as individual faculty members and disciplines SLO related in creating that environment in the classroom? Because that environment is correlated with student success Makes sense? So everybody get what I’m doing here? I’m modeling Okay? S.L.A.N.T. Sit up, Listen, Attend, Nod and Track Inner-city kids, they knew and they told them this in special — not special — in leadership programs, not special programs Leadership programs As Tom said, 1 out of 10 These are leadership programs Sit up, Listen, Attend, Nod and Track That raised grade performance and learning Do our students sit up, listen, attend, nod and track? Do they need to get better at it? >> Oh, yes >> Our students Huh? >> That’s a listening model >> Well, that’s probably where they got it Good. Very good Name again? >> Noh [ Laughter ] Noh? Is that N-G-O? [ Laugther ] >> N-O-H >> Noh? Sorry That is a listening model I’m blushing Anybody can see me blushing just a little bit? So there’s some vergüenza going on there I don’t know what it’s about [Foreign language] Yes, it is a listening model But S.L.A.N.T. The key thing is I do that in the classroom Come on now And I teach them about S.L.A.N.T And I say, “Sit up Come on. Come on Come on, be with me.” Now is that good? You look at my ratings — and I haven’t looked at them I was telling Tom, “Look at my student ratings.” They always tell me, “Dr. Rivas, your student ratings are high.” And they say, “He really changed my life.” So I’m not saying it for me; I’m saying it for you I’m at the point of my life — on September 28th, I had an operation to put in a stent in my ventromedial artery Man, I don’t know where I am As Tom said, “We’re in the last quarter, Mario.” [ Laughter ] But listen But here’s the key thing A lot of you are not in the last quarter, so take what we’re saying to heart Beautiful I love it [Inaudible] >> Me? >> Yes. “Me.” Why do people say, “Me.”? Yes. What’s your name? >> Ruth >> Ruth. Come up here, Ruth Come up here [ Applause ] Yeah, bigger hand than that I know. What’s your name? >> Christina >> Christina Christina is saying, “Damn, he’s coming to me.” Yes, I am coming to you, Christina You see what’s happening? Are students paying more attention? That’s what you want to do — is you want to create more attention In learning, how many — Ruth, right? >> Yes >> Okay, before I forget [inaudible] [ Laughter ] Okay, Ruth Don’t nod Why not? So why did you nod and why did you really connect

with that with your copied neurons? >> I can’t remember Some neurons aren’t functioning very well this morning >> No, that’s not it Who can bring us back in what we were talking about? >> S.L.A.N.T >> S.L.A.N.T. and track And you were saying we want to teach that in the classroom and we want to have students be effective And we as faculty members — faculty Academic senate president Don’t you think I became academic senate president by chance I had to be, first of all — and in a Black Panther college — the African-American faculty said, “Mario, you be the senate president.” So you know I must be doing something right Is that right? >> Yeah >> So I’m just saying that, not about me I’m talking about you faculty leadership So S.L.A.N.T. is important, and it’s important for us as faculty to really teach in the classroom those behavior strategies, those personality strategies Do you agree with that? Yes? >> I do >> So tell them why >> Because we need our students to be engaged And engaged includes sitting up and listening and paying attention >> Good >> Nodding >> Ruth, good Nodding. Can I do that? >> Interacting You can do that >> Good >> He initiates the contact >> I initiate the contact [ Laughter ] She’s enjoying it, but I initiated it >> I’m on the [inaudible] I have to be careful >> [Inaudible] And there’s another thing I hate how [inaudible] faculty are treated Come on, now Too often times it’s kind of like you’re here and you’ve got to do well We’ve got to love anybody who’s hired here and work with them and support them >> They do here >> Beautiful [Inaudible] for Moorpark [ Applause ] So, Ruth, 0 to 100, where are you in being effective in the classroom in creating that attention by challenging, supporting, loving students by really getting them to do that? 0 to 100, where are you? >> I’d like to think I’m around 80% >> Very good Big hand [ Applause ] Beautiful Okay, good Very good She’s higher That’s good How many people need to improve in that area? Good. Uh-huh Who’s like around 50? Beautiful Come on up here [ Laughter ] Thank you, Ruth Yes. Come on up here 50. Everybody understanding the 0% to 100% method? How many people are sort of getting an idea of what the 0% to 100% teaching, advising, learning method is? How many people are sort of getting the idea? How many people are not getting it? Okay, well, how many people just are not going to raise their hand? [ Laughter ] >> Hello >> Hi. So your name? >> My name is [inaudible] >> And you teach what area? >> Child development >> Child development That’s a huge area >> That’s where the action happens >> Yes. So 0 to 100 — [inaudible] she’s our main faculty development in child development at Merritt So where are you in that ability to to really challenge/support students to S.L.A.N.T., to really pay attention and be engaged? >> I think I’m fairly high up >> Oh, I said who’s at 50 I thought you said you were at 50 >> No, I think I’m high up >> Oh, okay Thank you Thank you Big hand [ Applause ] Okay. So what we have to look at is that 0% to 100% method And purposeful behavior is Albert Bandura social psychology developed a method, self-efficacy How many people heard of self-efficacy? The social cognitive theory of learning And he said purposeful behavior is the most powerful vehicle to get people to change their personalities How many of us realize that we’re changing a lot of our — supporting our students to change their personalities? We are, and it’s one of the — Carl Rogers How many are familiar with Carl Rogers? Said that personality change is resistant It’s difficult to do because it’s scary, especially if I’m filled with vergüenza You got me? If I’m filled with shame — and I’m telling you — now I’m going to get into my shame, but let me do biopsychosocial factors How many people know that, as far as having a goal — so how many people, when you’re teaching in your classroom, want your students to have goals of excellence? Good. And when people achieve their goals, they release dopamine How many people are familiar with that? Dopamine is a feel-good neurotransmitter in the brain

Whoa, man We release more dopamine if we think we’re going to achieve the goal than after we’ve achieved the goal Everybody got that? So my perception, my thinking of myself, I can achieve the goal That means I can get an “A” in this class I can learn More dopamine is released and glutamate And what does that do to the brain? >> Energizes it >> Energizes it Who said that? Energizes it, right? And then the brain is more ready to pay attention If I don’t think I can achieve the goal — there’s attribution theory There’s stereotype threat Then the brain is not doing that The worry circuit is being amplified So what’s happening in our classrooms is our students have more worry circuit going than reasoning circuit and their reward/pleasure center How many people get that? Raise your hand So we have to create environments to really empower them to think that they’re going to achieve their goal [ Inaudible ] And we’ll be able to see — look at [inaudible], the way she’s sitting Look at the way she’s sitting She’s leaning forward, she’s smiling Is that the way we want our students to sit? >> Yeah >> Yeah. But when they’re not sitting like that, what do we do? Too many of us retreat to the podium We’ve got to go out to them, love them, challenge them That can be operationalized how you do that We want them to release dopamine How many people have heard of Amy Cuddy? Good. Okay, let me get somebody — okay, good Let me go to the back Amy Cuddy Amy Cuddy Okay, what research? Did you know about her research? >> I do. I know her book “Presence” >> Her what? >> Her book “Presence” >> Beautiful Okay, come on up [ Laughter ] You like that? Look at all the smiles So, name? >> I’m going to take my power posing >> Beautiful Good. So tell me your name >> Jane >> Jane? >> Mm-hmm >> Okay. So Jane Jane has been teaching about Amy Cuddy And she does a talk on where? >> “Ted Talks” >> “Ted Talks” How many people are going to watch “Ted Talks” and Amy Cuddy this weekend? Good >> 20 minutes will change your life >> Listen So if 20 minutes will change our life, what is it going to do for our students and why aren’t we doing it in the classroom? >> I’ve shown it to my students >> You have? >> I have >> Tell them about it Convince them to show it to their students >> You have to show this video to your students Amy Cuddy is a social psychologist I think she’s out of Princeton or Harvard I don’t remember Is it Harvard? Thank you And she did research on body language and how our body language changes ourselves, not how it changes others We already know a lot about that And she did a very simple test Swab, do your power posing, two minutes, or powerless posing, swab, and see if people wanted to gamble Roll some dice And what she found is that people who did power posing for two minutes, their cortisol levels went down and the testosterone levels went up and they felt more confident in themselves And so I’ll let you in on a little secret I’m new here Next week, I celebrate six months >> Oh, beautiful Big hand [ Cheering and Applause ] What are you teaching? >> I’m not I’m a dean now >> Beautiful Dean >> How did that happen? >> Come on, big hand for the dean [ Applause ] Okay, go ahead >> And I was very nervous before the interview So imagine that And so I went into the bathroom and I took my power posing for two minutes [Inaudible] my interviews and now I’m here I’m very happy to be here >> Very good So tell me your name again one more time >> Jane >> Jane. Good So Amy Cuddy basically is this — is that — so I want everybody to get up We can do this in the classroom I do this in the classroom with my students Everybody get up and do it like this How many of you — and you can’t raise your hand Just say yes How many of you feel a little bit more powerful by doing this? [ Cheering ] Yes, good Okay. All right, good Thank you Sit down. Listen Very good, very good Down. Down Down, class, down >> You said two minutes >> I know She did two minutes She also did like this She put a pencil in people’s mouth like this, and that raised testosterone levels So how many of our students are sitting in the class like this not with pencils, smiling,

and how many of them are sitting up in power poses or how many of them are like this? She said women, more than men, sit like this This is a cortisol pose Cortisol affects your hippocampus, which affects your memory How many of you didn’t know that? So we want to create our environment in the classroom so they’re releasing dopamine and glutamate and the positive neurotransmitters And cortisol is a hormone So not releasing cortisol Stereotype threat releases what? Cortisol. Got me? Negative attributions release cortisol Positive attributions, testosterone Testosterone is a confidence hormone; it makes you feel more confident So read Amy Cuddy But now we have to operationalize How are we at Moorpark going to get all the faculty to really start doing this in the classroom by operationalizing how to make this happen? Okay, now let’s go into the — did I take that [inaudible] There it is Okay, good Now we get into the presentation Oh, no, faculty leadership Let me tell you faculty leadership I’m co-chairing the District Education Committee I’m one of the district academic senates at Peralta In the District Academics Senate and in the — let’s go back to the DAS This is faculty leadership Remember what Tom said? He said moving in Who remembers that? [ Laughter ] I love it Moving in Who doesn’t remember? Raise your hand Raise your hand, come on Okay, so — [ Laughter ] Okay, what did Tom say? Okay, so who doesn’t remember what Tom said about moving in and et cetera? [ Background Discussions ] Okay. Okay, moving in, moving through, moving on That’s what the research says our students do You like that? So I took that knowledge from our article at the District Academic Senate, challenged the district administration with the District Academic Senate faculty We have to take leadership in making the environments powerful And we said we want to look at all the money coming in to equity, foster youth, veterans, SSSP We want to take all that money and we want to make sure that we’re covering the important bases and moving in, moving through and moving on How many people get that? Is that powerful? Faculty. But now here’s moving in At the District Education Committee, we did the 0 to 100 with moving in Orientation and, the big one, was early alert How many people have heard of early alert? >> Yes >> So we did a 0 to 100 assessment at the District Education Committee in our four colleges, how well we were doing with early alert, and the rating was 4.3 Not 43, 4.3 And they said where do we want to get to 50? So now we have to operationalize how we’re going to move up as a district for colleges to do early alert more effectively How many people get that? Raise your hand, please Raise your hand Okay. Do you see that? That’s faculty leadership Where am I? Oh, sorry Thank you Thank you, Tom 0 to 100. Being senate president, I haven’t been doing talks for the last year and a half After I get out of the senate president, I’ll probably do it again Tom and I have got some ideas One of my own ideas is that we have to develop a community college certificate nurse psychology down here on teaching in community colleges How many people think that would be a good idea? Yes? >> I’ve been through it >> You’ve been through it? And it’s online, right? >> [Inaudible] program down in San Diego >> Beautiful Well, you can develop one here and get FTES and educate the faculty to become more effective with all these theories and how to apply them How many does that sound good? Okay, so let me show you now This book at Merritt we had a — this book at Merritt, “How Learning Works” We had a faculty reading group I’ll just pass it around so people can look at it But this, “How Learning Works”, is beautiful Seven principles for effective teaching based in research Anybody read it? Beautiful This could be used in the course This could be used in the departments But if you choose to become more effective with your students, this is the sort of reading you want to do

Here’s another one “Transforming Your Teaching by the Use of Cognitive Neuroscience Teaching Strategies” Okay? Good? Sound good? But we have to be committed to it, and this is part of professional development Here’s another beautiful book How many people have seen this book? This is — [chuckles] you like it? >> I just bought it >> You just bought it? Who’s read it? Okay, why did you buy it? >> I read a little about it It seemed really interesting >> Yeah. This is a beautiful book that I use in one of my psychology classes It’s called “Buddha’s Brain”, and it’s the practical neuroscience of Buddha’s brain happiness, love and wisdom But I use it because they have strong intentions of how to increase your motivation, taking in the good, how to make your brain be focused on positive rather than negative Very, very, very powerful book But we can read this here and then we can give this knowledge either in orientation or in workshops for students because we want to empower students to be more effective people in their lives Okay, so now — where is that little thing again, Tom? There it is Okay, so now let me sit there And now — Is it this way? Good. Course pre-assessment survey I do that with students because I want to get a sense of what they do know But I want to ask you, just again as an example in teaching, how many of you — 0 to 100, how familiar are you with cognitive attribution theory with respect to learning? 0 to 100, who’s at 80 cognitive attribution theory and learning? Okay, who’s around 20? Okay, good That’s good Raise your hand nice and tall, high I’m not going to call on you, I promise you [ Laugther ] There you go So do you see? Okay, that’s good Now stereotype threats Ah-ha! Who’s pretty knowledgeable in stereotype threat and is around 80? >> He is >> Okay, good Who needs to learn more about stereotype threat? Raise your hand There it is That’s professional development You have to now prioritize what you want to do Mnemonic use of the peg method How many people are familiar with the peg method? Okay, so let me just do the peg method Give me 10 things, but don’t make them too weird How many of you go shopping at the supermarket and you sort of say, “Okay Oh, I forgot three things.” Does that happen to you — you go and you forget? Okay, so I want you to give me a list of 10 items Just call them out, but slowly Name one >> Bananas >> Bananas Okay, but let me take time so I can use the peg method >> Oh, okay >> Okay >> Milk >> Milk >> Coffee >> Wait, slow down, please Milk, right? Okay. Good Oh, good. And then coffee? Okay, got you Okay, coffee Okay. Okay, next one? [ Inaudible ] What’s that? [ Inaudible ] Okay, that’s a little bit too complex for me just to even hear it What is it? >> Cat food >> Cat food Okay. Okay, got cat food Okay. So let me back up now Milk, coffee — no, no, coffee was three Bananas — slow down Bananas, and then cat food Right? So give me another one >> Toothpaste >> Toothpaste Eww. Okay [ Laughter ] Okay, toothpaste Okay, give me another one Anything >> Bread >> Bread. Okay All right Good. Now I’m getting stressed Okay, here’s the worry circuit working because I did this with Tom last night no problem Right? But the worry circuit in front of you affects me So bread was the last one Toothpaste was the one before that Cat food was the one before that You see now I’ve lessened the worry circuit, I’ve calmed myself down? This is what happens Three is tree So let me tell you how it works One is sun, two is shoe Number-word rhyme And then you associate a visual to it about what you’re trying to remember One is sun Everybody got it? Two is shoe

You see the visual? Three is tree Four is door Five is hive Six is sticks We’re just choosing the words that rhyme Seven is heaven Eight is skate Nine is spine 10 is hen Okay? So one was what? >> Sun >> Sun. Two was? >> Shoe >> Shoe. Three is? >> Tree >> Tree >> Four is door Five is hive That was the toothpaste And what I visualized was toothpaste coming out of a beehive [ Laughter ] Isn’t that good? So anyway, you can teach students to use this peg method, and that’s what I did on my finals I wish I could show you the finals I was so happy that the five main approaches the psychologists used to understand, explain, control and predict mental processes and behavior, the biological approach, the cognitive, the behavioral approach, the psychoanalytic approach, the humanistic approach, they have visuals for them and they remembered them And I said, “Whoa!” Now I’m mentoring students to go into psychology Does that make sense? They can talk about stuff now, but they’re using the peg method Okay? So let’s go back Bread was six — and we can go out Then toothpaste, cat food Now I know milk was in there, but why I got stuck — oh, got stuck on the first three because of the worry circuit Does that make sense? >> Mm-hmm >> It was more — you see how the more recent stuff, I calmed the worry circuit down? How many people are getting that? So if we become powerful with the peg method, the [inaudible] method, how much of our brain is devoted to visuals? How much of our brain? >> A lot >> Yeah, more than a lot Let’s get more than a lot Any specifics? Biology or cognitive neuroscientists? One quarter of our brain, the occipital lobe, is devoted to pictures It’s only the last 2000 years that words have come into play So we want to give students pictures They use pictures to become powerful learners Does that make sense? The humanistic approach — that’s an individual pointing — emphasizes that each person is free to choose his or her future Pointing. And they’ve got breaking chains That’s a picture It has a large capacity for personal growth That’s a big bag with “PG” on it How many people are getting the idea? So then next year when somebody says, “What is the humanistic approach,” they can remember it How many of you think that this is some pretty powerful stuff to help our students be powerful learners? Raise your hand Good. I’m glad I’m making that point Okay, so now theory is the net we weave to cast the meaning of experience I’m just going to go through this This is all theory stuff, but theory is powerful So we want to become — Moorpark wants to become a powerful theoretically based college vis a vis student learning You just apply theory to make learning more effective Does that make sense? Okay? Okay, learning, which involves change in self-organization and the perception of one’s self is threatening My students come into my class and they say, “I can’t learn that way with pictures.” I know a quarter of their brain, so I’ve got to now not give up on them [Inaudible] I can’t give up on them, and I’ve got to figure out different ways of getting to them You like that? You back there, tell me your name Sandy. Sandy is, like, rocking with me, huh? Beautiful She’s releasing that dopamine back there [ Laughter ] We are all meaning makers This is key Tom has introduced immunity to change As far as professional development, Tom and I do a real deep thing How many times do we set goals for ourselves and we don’t do them? And students, how many times do they do that? Kegan’s book “Immunity to Change” defines why that happens and how to change that So we as faculty members can learn to set goals for ourselves and really achieve them We as a collective faculty group can set goals One of the big things as far as equity funds — classroom mentors I know — and I’m doing this next semester — that if I get a classroom learning mentor for my students, I’m going to lose fewer students And I keep a lot, but I lose too many African-American students and I lose too many Latino students How many people relate to that one? So I want a classroom mentor, learning mentor who connects to those students and is an extension of me And I want to use equity funds for that How many people think that’s a good idea? But we, as the faculty, we have to be there at the table to really ask for that and say,

“This is going to work,” and then measure it So we are all meaning makers When we make meaning, we experience hope When we don’t make meaning, we lose hope We are a composition Meaning and understanding, not memorization, creates hope Everybody got that? That’s our big brain What we do with meaning is organize it Perception is organized sensation Conception is organized perception Knowledge is organized conception And wisdom is knowing what to do next But do you hear organization in there? How many people say yeah? Any questions on that? Is it fairly clear? Yes? Let me see a show of hands if it’s fairly clear The more we organize, the more we become clear as to what we’re learning Now that means we have to have organization strategies in our classroom One of the things in [inaudible] book the cognitive psychologist [inaudible], she has one on the sciences, math, English, et cetera in organization And she did an intervention where she taught students in chemistry classes three different strategies on how to read chemistry textbooks They have sequentiation, generalization She defined those She taught students how to read it And what happened to their performance? It went up You teach them organization strategies Organizing learning and development Learning and development We’re all in development, and we’re going from other support to self-support This is a big one, and this really is akin to what Tom was talking about in the information We have to learn to reach out to others A lot of students of color do not want to reach out Okay? Yeah, I see you’ve experienced that Why don’t they want to reach out? Stereotype threat, negative attributions You with me? Now we have to reach them It’s called recruiting them to us Okay? Now this is the beautiful one This is getting into [inaudible] I was trained after my PhD at the [inaudible] Institute in San Francisco You see my development? I’m a welfare kid who flunked out of Laney Everybody hear that? I flunked out of Laney Why? Because I was a Latino kid that didn’t know how to learn, and nobody — Tom says he went and talked [inaudible] about going to college They didn’t even call me I wasn’t even part of that school, really I had to learn how to learn And Ms. Johnson looked at me and she said, “Come on, Mario, you can do this.” And she smiled at me and I remembered Ms. Johnson I went back there You have to ask yourself, “How well do I recruit students to me?” And how many of you — honestly, I want to see honest people — are a little scared sometimes in your classroom that you can’t reach out effectively to students? Honestly. Honestly Beautiful That’s honest That’s task involved I get scared of my students I tell them “Okay, I’m a little bit scared now that I’m not connected with you.” Okay? But when you hold an infant, how does that infant feel? Safe, secure What are they releasing in their body? Hormones and neurotransmitters, oxytocin How many people are familiar with oxytocin? Women have more oxytocin than men Right? It’s released in breast milk, but it’s also related to care So when we care for students and they feel — this is the operationalizing of care, being cared for What Tom talks about — being cared for — you can operationalize it by saying the brain changes when students are cared for and their mirror neurons see that they’re being cared for How do they see it? Just like this And smiling and saying, “Come to see me in my office hours.” I remember a lot of faculty said to me, “How do you get so many students?” I’ve got 12 to 14 students coming to my study sessions Oh, and I want to relate that to being here on a Friday because [inaudible] I don’t have to do study sessions, do I? No, I don’t Why do I do them? Because I am a professional in the community college I’m challenging you here And Tom said, “It’s great to see you on Friday.” BS. I didn’t want to say bullshit [ Laughter ] This is our privilege to be here This is California Community College It is our privilege to work with the people of this nation And I ain’t jiving I’m serious And I’m serious as a heart attack that I almost have to sit down [ Laughter ] How many people like that? But you see — no, no, no, no

Oh, it’s great that you’re here It’s your privilege and you should be committed to being here because this is what this is about — serving students and our community Give me a big round of applause on that A big round of applause [ Applause ] Power to the people [ Foreign Language ] Oh, what’s going on there? Well, let’s find out No, no, isn’t church Oh, who said hallelujah? >> Halle >> Halle. She said Halle Halle. Yeah, it did sound a little churchy People tell me, “You sound like you’re in church.” They let me do a graduation speech in West Oakland Anybody ever been to West Oakland? Graduation speech in West Oakland at a church It was all African-Americans, and they gave me a podium up there where the priest talks And I said something like that And somebody said, “Amen!” I said, “Oh, no, they did not let me in here like that,” because then I went to church on them Why? Because I was raised with African-Americans who gave me so much love that I can cry And I hate that this society hates African-Americans so much I hate it! And we are here privileged to change that stuff Does that make sense? Give me a big round of applause And we need to have more black faces in our faculty Don’t give me no jive that they can’t do this Don’t give me no jive that Latinos and Latinas and Chicanos can’t be professors in community colleges because we can I’m an example of that At Minnesota, the third top nation in the United States, only 188 PhDs the year I got my PhD Welfare kid Flunked out of Laney I got a PhD at Minnesota They said I was one of the heaviest theoretical people they saw But Ms. Johnson — Ms. Johnson, her smiling at me reached me Now you have to ask yourself, “0 to 100, how well am I reaching my Chicano/Latino students, my veterans, my foster youth? How well do I even know what I’m doing with them?” That’s professional development We got it? [Inaudible] But it’s about the experience when I trust myself As a learner, when I have that learning experience — this is Ruth, right? When I have that learning experience, my body feels like relaxed and confident I’m releasing dopamine, glutamate Now here’s Amy Cuddy, too, again The brain stem releases what two neurotransmitters? >> Endorphins >> Say it again >> Endorphins >> Good. Norepinephrine and dopamine Listen to this If I walk around like this — cortisol If I just do this, I will succeed I promise you I will succeed I’m releasing dopamine and norepinephrine out of my brainstem Is that important to know? Do we want students to know that in orientation? Do we want students to know that in our classroom? Yeah. You like it? I love the smile But, see, this is the knowledge that we want to give them to empower them to be effective Oh, I love this one How many times — okay, here It’s a little child learning how to walk Get this on video [ Laughter ] Get this back here now Uh-oh. Okay, get it here Take your time Okay. So a child is learning to walk He or she is down on all fours, puts her hand up here She’s never done it before Right? Puts the other hand up What are they feeling in their body? Excited. And what else? Fear. The same thing that goes in our classrooms with learning math, with learning writing We got it? Then the child goes like this [ Gasps ] Whoa, there’s the only support That may be Ms. Johnson looking at me [ Gasps ] And then the child falls How many times does the child — dang that’s complicated How many times does the child fall when they’re learning to walk before they give up? How many times — listen to the question They don’t, right, [inaudible]? They don’t give up Why? Because it’s built in to stand and feel proud It’s built in When blind people finish a race, what do they do? They do like this? Where did they learn that? Did they see somebody else doing it? It’s evolutionary We are built to stand African-Americans are built to stand Damn, I’m angry!

[Inaudible] built to stand We’re all built to be here and learn White, brown, yellow, red You got me? We’re all here, but you are the leaders Don’t give me no jive You are the leaders You’ve got the jobs, the good jobs that give you the privilege to come here on a Friday Do people get it? Big hand there [ Applause ] I’m serious I’m serious as a heart attack Okay, let’s keep going Learning feels like that Look at those little kids How many people have heard of Jimmy Santiago Baca? No, I think people can hear me back there Right? So Jimmy Santiago Baca, he wrote a book called “A Place to Stand.” He’s all over the United States He was in prison He learned to read and write in prison just like Malcolm X. Jimmy Santiago Baca, “A Place to Stand” It’s on the video You’ll be able to get that And here’s what he wrote He learned to write “But when at last I wrote my first words on a page,” he learned to write in prison How many of our students really are learning to write here? Right, a lot of them “I felt an island rising beneath my feet like the back of a whale.” Is this beautiful? This book, “A Place to Stand” is a book we should read, too “I had a place to stand for the first time in my life” Is that beautiful? How many people think that’s beautiful? [ Applause ] Give him a hand then Invite Jimmy to come and talk He goes around and teaches [inaudible] kids and all kinds of kids, young people, of the importance of writing and poetry We must create places to stand, and this is micro-safe climates that Tom talks about in the orientation assessment We must give them an experience where they feel like they’re standing somewhere that gives them solid ground How many of our students come to orientation assessment and they say, “What was that about? Damn, can I even — ” and how many of them don’t come back after that? We want to give them a place to stand In the counseling experience, in the special support programs, in extracurricular activities, foster youth, all those, we want to give them a place to stand Leadership programs in our classrooms We want to develop teaching strategies where students say, “I go there and I feel firm.” 0 to 100% model of competence — learning, development, success Okay. Who here knows what the word sedulous means? Who here doesn’t know? [Inaudible] Who here is at 0 and understands sedulous? This is our students when they come in with what we’re trying to teach them Right? The theories, the applications, the knowledge They feel at 0 Does it feel good? Not too good, right? Okay, so we’re going to get to know it It’s an adjective It means painstakingly persevering How many people get it now? Pretty good adjective? Do we want our students to be sedulous? >> Yes >> Yes. Maria — now we want to give a little bit more knowledge — Maria was sedulous She never gave up despite the frustration and pain often associated with becoming an effective, successful learner Who’s clear what sedulous means now? That’s the 0 to 100 in our classroom Social psychology, definition, proxemics, attraction theory, conformity This is the theory that got to that We got it? You see the 0 to 100 All learning involves getting more and more information until you understand the knowledge you seek Here’s writing 0 to 100. Now a lot of our students come in When I went in, I was in basic skill writing and I’d written down with Tom’s help and other people’s help — I’ve obviously done a dissertation, chapters and books I was a basic-skills student How many people are happy for that, that I was able to learn? This is what we want our students to hear, that they can learn Too often times we look at them like they can’t learn That’s attribution theory And their mirror neurons say, “I can’t learn,” and then they’re gone The hormones, the neurotransmitters released don’t really work The fear, the worry circuit Okay? So we want to give them a structure for learning, organization Here was the fastest man of the United States — [inaudible] To support students’ development, we have to recruit them to us

This young man, this young African-American man told me — he said, “Dr. Rivas, I read this — ” he read “Buddha’s Brain” He said, “I have never read a book in my life, and I love that book.” Did I recruit him? I hugged him I could cry I loved him [inaudible] and I cried together Fastest man in the United States in the 100 And because our students need us to recruit them, how many people need to get better at recruiting students to you? Very good Good. Now we got it Recruitability To make meaning with others, we have to recruit them to us Too many of our students, especially underrepresented students, have lost this ability and the result is lack of success and education Our classrooms are holding environments where we have to recruit our students to us This young man here, former drug addict, transferred We’re still in touch Beautiful I recruited him Now can you do what I do? Yes. Can you do what I do? >> Yes >> Can you do what I do? >> Yes >> Let me hear it then Can you do what I do? >> Yes >> Do you want to do what I do? >> Yes >> Thank you Recruit people But really be committed Now the faculty leadership here, the senate — Nina is not here That’s why I wanted her to be here We have to challenge each other to do this Kegan says you have to confirm students This is how you do it We have to operationalize, confirm them “Hey, you’re important You can learn.” Look at them That’s confirmation “Come to my office hours Okay, you’re not understanding Okay, you can do it I’m here to support you.” Confirmation Everybody got it? Contradiction “That’s not effective You’re not doing that effectively.” Got it? Was that Halle? All right Continuity Listen. I’ve got a PhD Stick with the process You have to talk to your — speak with me Continuity The orientation programs have to say that The counseling programs have to say that The foster youth programs Continuity We’re here to be a continuous support system to you to empower you Stereotype threat Stereotype threat is a cognitive experience I have to slay the ghost in the room They all think that I’m stupid What are the stereotypes about Latinos and Latinas, the negative ones? We have any Latinos and Latinas in the audience? Go ahead, let me hear it >> They all have 50 children >> What’s that? >> They all have 50 children >> They all have 50 children Beautiful I love it [ Laughter ] Tell me your name >> Andres >> Andres Okay, what’s another stereotype about learning? >> They don’t care about learning >> They don’t care about learning What’s another stereotype? >> They’re late >> They’re late What’s another stereotype? What’s that? Lazy. Right So now if I’m in the classroom, I’m worried about what people are thinking about me That’s releasing what hormone? >> Cortisol >> Cortisol Now we’re getting there, right? Now how do we change that? Say it again? Give them some dopamine? [ Laughter ] Cup of dopamine Because dopamine is related to cocaine Yes, that’s it Come on, you can Sit in your classroom Listen, come up and stand here two minutes for me I love you Now can you say “I love you” to students? Hell yes. I do it all the time I love you I love you as a learner You hear me? I love you You’re special to me Will that release some dopamine and oxytocin? Yes, especially if they believe — you like that, huh? Do you feel it? >> I do >> You feel it? Do you feel me? >> Yes, I’m feeling you >> Beautiful I’m here. Look at that Now you say, “Damn, I’d probably look stupid if I tried that.” No. You’ve got to develop your ability to connect You’ve got to feel stupid because our students feel stupid in the classroom trying to connect to you as a learner Let them know you feel kind of stupid, too, but I’m going to connect to you Vergüenza You like that one, huh? That’s a good one, huh? But not all Latinos are [foreign language], but a lot of us are Stereotype threat activates the worry circuit, and it’s actually ventral anterior cingulate cortex There’s the place in the brain This is real stuff Here you see women with men, decreased math scores More women, less men, higher math performance Stereotype threat at work Now you can’t, “Okay, I’m bringing in the test I’m bringing in 50 African-Americans so you can feel good.” No. But you can shift the situational cues in the classroom Here we have the classical conditioning in the name

Conditioned, emotional reaction to my name [Foreign language] “Oh, God, he’s going to call on me.” Look at him And how many of you had that here when I looked at you and went to call on you? That is cortisol That is a stress reaction Two minutes Good. Okay? [Inaudible] cues in the classroom ourselves I’m a situational cue 0 to 100, how many of you are pretty well connected with me right now, honestly? Good. I had to put myself out here to do that You have to do that with your students Our classrooms — we have to set up our classrooms so students connect to us Our college campuses, low ability attributions How many people need to learn more about attribution theory? Good. So here it is — that if I have low ability attributions, that means I think I can’t write English well, I can’t do English well I feel shame and doubt Vergüenza Is that a good learning feeling? >> No >> No. If I think that English is too difficult to do or science — this is big in the sciences You’ve got to shift attributions How do I feel? Helpless and hopeless Whoa. Depression I withdraw You have to change that And the 0 to 100 is a way of changing it You’re at 40 You want to get to 80 This is how you get there in math This is how you get there in writing This is how you get there in psychology Everybody got that? And then when they start moving up, what do they feel? More dopamine, and they feel hope And they get better, not bitter As you can say, get better, not bitter Now would you kind of look stupid if [inaudible] get better, not bitter Come on, you can do it Damn, look at him Get better, not bitter How many people like that quote? You like it? Beautiful, ain’t it? Good. Task versus ego involvement So now I’m going to finish up and tell you that I’m only about halfway through Tom and I want to come back I’m not trying to sell you anything because I’m going to different colleges I personally, in my last stages of my professional career, want to pick a few colleges — and Tom does, too — where we come steadily and we work around important developmental things Does that make sense? So I’m just making that offer It’s just out there Ego involvement This is the last one I want to finish Compare and despair So when I’m ego involved, I’m comparing If I’m at 40 and I think everybody is at 95, how do I feel? Shame, despair, anger I used to go to San Francisco to the middle schools One of those kids is finishing his PhD now And I talked with him one time when he was just in eighth grade I said [ Foreign Language ] All these seventh-grade kids knew the words about shame And shame is when I reach out and I don’t get support and I withdraw [inaudible] How many people know [inaudible]? [ Foreign Language ] That’s our ethic out here too often But know we’re part Asian I want Asian love I want white love I want brown love Because all of love is learning Everybody got it? So you’ve got to put yourself out there And Black love I definitely need me some black love [ Laughter ] Okay, so ego involved I’m at 40, I’m feeling bad What happened? I don’t know There you go Swoosh! Task involved 40. I want to get to 80 How am I going to get there? Now in the rest of the talk — and I’ll finish now — the rest of the talk, I was going to show more strategies But you have it about how you move from wherever you are in memory strategies How many people are familiar with the jigsaw method? Creating more group learning strategies in the class All those are abilities to release dopamine and create connection for students So I thank you for letting me give you my little bit of love and my knowledge And let’s kick some ass out here with the people Thank you [ Applause ]