“El cuerpo sólo puede producir una determinada cantidad de energía y si está constantemente siendo utilizada en los circuitos cerebrales de respuesta al estrés, entonces ya no queda mucha energía para dedicarla a los circuitos cerebrales del desarrollo y de crecimiento”
“Sin gritos ni castigos”, Sandra Ramirez
Niños/as que viven en ambientes poco sintonizados con sus necesidades desarrollan una activación crónica en sus circuitos cerebrales designados al estrés, aún si no hay una amenaza evidente.
Cuando un/a niño/a crece en un entorno que no es sensible a sus necesidades (no las detecta, no las observa y no las cubre, o lo hace inadecuadamente), vive en una modalidad de supervivencia. Percibe el mundo como hostil, incongruente y peligros, y reacciona a él de manera reactiva, defensiva y buscando el control. Entra en una modalidad de respuesta protectora e instintiva de pelea, huida o congelamiento.
¿Cuántos estudiantes en tu clase crees que están en esta situación? ¿Conoces a las familias y/o el entorno de esos estudiantes? ¿Qué herramientas le entrega el colegio a esas familias, para que los estudiantes puedan salir del modo de supervivencia y tengan un aprendizaje significativo?
Cuando un niño/a no se siente comprendidx, integradx, valoradx y que pertenece al grupo, adopta conductas que buscan captar la atención. Nuestro cerebro está condicionado para ello, y si no logra estos objetivos, hará lo necesario para que lo/a escuches, observes, consideres o te relaciones con él/ella, aunque sea desde la violencia, agresión o daño.
Cada estudiante ha desarrollado un determinado estilo de apego en base al acompañamiento que ha tenido de sus cuidadores, pero aunque los padres hayan desarrollado un apego seguro o inseguro con sus hijxs, una educadora tiene el poder de revertir negativa o positivamente esta situación (Howes, Matheson, & Hamilton, 1994).
Se ha comprobado que una buena calidad de apego entre lxs niñxs y sus profesoras/es suele estar relacionado a una conducta empática y pro-social en la sala de clases, a mostrar menos irritabilidad y aislamiento, y a desarrollar más competencias para regular los conflictos interpersonales (Mitchell-Copeland, Denham, & De Mulder, 1997).
¿Cómo puedes trabajar tu capacidad para corregular las emociones de tus estudiantes para facilitar mejores relaciones, comportamiento y desempeño en la sala?
Seguro has escuchado o conoces la metodología AMAR, de Felipe Lecannelier. Te dejamos un video para que la conozcas si aún no la conoces:
21 Comments
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