Fran Detower

Francisco Garabitos

NYC Dept of Education

The Primal Network Brain and the Cognitive Brain

Developing a Group Leader Mentality for Parents &Teachers

Controlling and managing the Classroom

Most approaches to child’s care today are focused on pampering cognitive behavior and understanding academic subjects based on ‘children first’ ideology. On the contrary, we believe that academic skills are secondary to psycho-motor skills, and that children should not to be the center of social attention but need to be assigned a place of limited importance within the adult group. They shouldn’t get an automatic power rank like we do, because social-academic status is something humans develop into over-time and only exists within the context of other adults. Who is in control of the family unit?

Parents and teachers often make the mistake of ‘over-devotion’ by endlessly worrying about finding the right clothes, toys or preferred food, but spend little or no time about setting role models or selecting what behavioral principles they will teach them. Being subservient to please a child compounds the mistake as we emphasize their ‘baby caring’ rights and privileges, instead of nurturing their social limits and responsibilities.

Yes, a child needs love, understanding, nutritious food, clothing, toys and a safe environment. But another equally powerful and important necessity is to develop a strong physical body and a clear leadership-example to follow as the dominant source of social energy in their lives. Children need to know and feel, at all times, who is in charge for their emotional stability, growth and security.

The Primal Network Brain: 

Ancient people (Egyptians, Indians, Chinese, Mayans) believed that the center of intelligence and emotions was in the heart and/or other internal organs; modern scientists of today assert that the center of reason is in the brain. I believe that both assertions are partially correct but I go further to propose that we think and learn with all the living cells of the body, including the cells in your guts-feelings. There is evidence of energy release, hormonal fluids and neurological activity not only in the encephalic mass but change & re-adaptation happens also at the molecular level. In addition to the brain mass, there is an electrical-pulse network of chemical fluids, hormones and tissues stretching through the entire body with multiple reaction-control centers that automatically run basic behavior and physical reaction patterns, common to all humans and other animals.

I call this network of semi-automatic responses the “Primal Network Brain”. It is fueled by DNA instruction, pre-wired by a hereditary line of instinctive and habit formations triggered by automatic reactions to a multitude of environmental stimulus. The brainy mass of neurons located in our head, is commonly referred as the central processing unit of conscious knowledge, cognitive reasoning and comparative understanding. Although this encephalic mass may control mind-full actions, most cellular functions are reaction-directed and it can’t be override by the conscious Brain. The tiny pituitary gland triggers most of the hormones relief system and the Cerebellum automatically coordinates the daily functions of most of the organs that form the physical body. The primal network includes an immense amount of survival skills, ancestral fears and counter-measures inherited from our reptilians and mammals ancestors.

Much emphasis has been misplaced on the conscious brain, but In order to better educate, guide and modify the total behavior of a growing child, we must address both brains; apply the techniques of cognitive psychology advanced by B.F. Skinner and Bloom’s taxonomy but  also pay attention to the Primal Network which controls unconscious-automatic reactions triggered by pre-conditioned responses...Yes I referring to Ivan Pavlov’s Classical Conditioning, which I believe can be extended to human behavior.

Consider the fact that Mother Nature does not provide cognitive explanation for the primal survival instinct to any kind of animal, they just use it. Consequently a parent or a teacher should not waste time providing redundant explanations and details when giving simple direct primordial instructions. Children become unstable when adults try to explain the implications of primal commands (such as; stop, come here, eat, sleep) the reasons for which could not be comprehended at their developmental level of meta-cognition. 

The Primal Network Brain theory implies that children, like all other mammals at early age, are biologically wired to mimic actions and follow direct instructions from either aggressive or calm-assertive adults. The mother and/or father must embody a calm-assertive leadership example. Adults must be aware that from the moment children are born, the parent sets initial rules, boundaries and limitations directly into their blank network. By conscious choice or for biological tradition, the mother determines what to eat or do, how, when and where. She also allows children to share activities with each other. When she wants play to end or just disagrees with what’s going on, she is expected to interfere without hesitation. In every day good and bad interactions, the nurturing parents introduce rules, boundaries and limitations and, in doing so, it helps programming the primal network-brain with a pattern of stimulus and responses that determines future behavior.

Unlike other animals, children actually engage both physical and intellectual attention at the same time, even when you are not intentionally teaching them. While growing into adulthood, children naturally look up to their surroundings parents and teachers to set and reinforce their primal tendencies. We should guide them both ways; physically, so as to control their bodies and mentally, so as to follow the social rules of the group to develop their cognitive brain-power through the learning academic subjects.

Learning begins at home, it expands in school:

Children do not learn at school only: They are learning and growing at all-time, here, there, everywhere -but at different pace and style. If teachers do not establish behavioral structure but shower them with unconditional rewarding affection, they may see the school as an extended privilege from their home family. We often develop an adult agenda for our children and want to make students feel like our babies. This may be why some students do and others don’t listen to some teachers: They feel like at home, unfortunately, some students do not listen to their indulgent parents either.

Teachers must establish control routines from day one: 

Teachers must assume the role of the group leader from day one; this role is not limited by gender; a female or a male can become a class leader in control. Although the process of teaching involves teachers and learners, it’s first upon you, the teacher, to create the intentional mood for what you want students to learn, not what you’re feeling.  Second, It is about clear guidelines for students to follow your instructions and third but no least, it is about the student biological abilities and emotional willingness to learn the task at hand.

When children come into the classroom and meet face to face with the teacher, they need to know that every day in the school setting, there are two initial positions: The adult and the child, the teacher-leader and the student-follower. In an organized classroom, everything is pre-planned and nothing is open for debate.  As an assertive leader, you don’t want to project nervousness, you don’t show uncertainty but clear direction; don’t project, confrontational dominance but show nurturing control. Children pick up on teacher’s feelings of confidence, doubts or worry; they will follow your example when you are assertive or move in to fill the gap becoming dominant by disruption when you are distracted.

To be a teacher in control of the room you should arrive early, premeditate on your day knowing that the energy you’re generating internally is half of the message you’ll be sending out. Just standing by your door, welcoming your students, demonstrate that they are coming into your classroom, under your control. Walk within the class-group and move like a leader that owns the entire space would and students will be more likely to follow your instructions. When you guide your class in this way through the morning routine -with plenty of work-task listed on board- you have consolidated social control before you can teach anything.

One more thing you can remember is that students are not mature adults; they are developing humans who usually do not know the difference between what they need and what they want. If we don’t provide them with clear, guiding and procedural samples to function within an organized group, they will learn by instinctive negative reaction to the chaos around them and won’t develop a balanced socio-academic life.

Re-introducing Clear Rules and Limitations:

CROSS WHEN GREEN, STOP WHEN RED... At all times! People ask me when they should start setting rules and limitations. The answer is on first contact and always! Most teachers try to be friends with students first and wait too long to teach them rules. Meanwhile, the disruptive students are normally introducing their own rules and preferences. At any point, confrontations may arise and social reorganization will be required, because the teacher may have to regain the leadership position lost at the beginning.

Class membership is a privilege that all members want to keep. All students should be aware that there is a system in place in which the teacher has the authority to enforce rules and remove any student at any time.

*Here, teachers need to work closely with school administration to post, distribute and discuss clear procedures, rules and consequences. ***All adults member in contact with learning children should abide and re-enforce the same rules & limitations***

We all shoud re-introduce class rules and enforce it at any time there is disruptive behavior. Whether they claim to know their limitations or not, the sooner you are seen as the class-leader in charge, the sooner you get to enjoy a healthy, happy and obedient group of students willing to learn.

Verbal Commands and Body Language:

Although we use language, we communicate through body posture and social energy at every moment. When the class-leader projects a calm-assertive energy, it is likely that the rest of the class will respond with calm-attentive disposition. Mean what you say and say what you mean with a clear non-negotiable authority. At the end of the conversation, it must be clear to the child that she or he must behave accordingly to you and that the leader has the authority to remove anyone from the group.

When people see a hyperactive, lazy or shy student, they tend to console or try reasoning with them like they would argue with an adult. Avoid one-to-one interactions in the classroom: Issue an immediate verbal warning, write a demerit, remove the child immediately and schedule a conference for later. Avoid giving personalized public attention because it is the beginning of giving control of the group to a single student. The moment that a teacher focuses on or confronts an individual, the classroom is likely to get neglected.

The use of verbal instructions directed at the Primal Response Cellular Network must be kept to a minimum number of words and supported by a physical gesture of authority; Standing by, looking and/or pointing at:

Sssth!; Ahgtt!… Stop!;  Read!; Write it down!; Be quiet!; Silence!;Sit down!; Line Up!; Get up!; Get in!; Get Out!;  Yes!… No!

These are non-negotiable commands and need not to be explained further. Once the educational process is on the way with students following directions, the teacher can migrate upward to use higher level, cognitive type of questions, explanations and instructions: Please explain your answer; What happen to the hero in the story? What do you think?… Write your comments using complete sentences, save and print your responses.

Redirecting Social Behavior:

Social Energy is what I call a conscious presence: the act of projecting exactly what you want and which role you are playing at that very moment. If hyperactive nuisance  and excessive talking is a problem, consider the implications of the primal instinct to find a solution. The natural state of the human child is not talking and jumping; yes they need to talk and jump around but make it clear it is not acceptable at that moment in the classroom.

Move about and get closer to the disruptive student, redirect attention to the posted rules and limitation of the classroom, take sideline notes of the violation and continue the main course. Within the classroom, members communicate through visual, verbal and a constant flow of social energy. Students sense the confidence levels of their teachers and will attempt to take control of the classroom setting if they perceive weakness. When students take control, bad behaviors, such as excessive talking, walking around, pulling, pushing or general noise will naturally develop.

We must remember to maintain a system for control; Reinforcement of the teacher role as the leader and the students as the follower must happen at every moment, every day. Children don’t need to be given a reasonable explanation to follow procedures and simple instructions. The primal brain network is not rational but triggered by instinctual reactions, it responds better to calm-assertive leadership with simulation, drill and practice but not to emotional arguments or negotiations.

Bad behavior as a sign of a bigger problem.

Children that react in a noisy, rampant or deranged way for no apparent reason are trying to communicate some kind of frustration. The uncontrolled excitement that we see in non-productive students is a way of burning off the excess energy that has been building throughout the day or the week. The so-called disruptive nuisance, which is often ongoing and not in response to any particular stimulus, is an unconscious distress signal: Somehow the child physical-developmental needs are not being met.

An assertive teacher must make sure to provide physical activity and a mental-learning opportunity while maintaining rules and limitations. During class-transfer in transit, make sure that your class is not in front of you. Alternate your position instead; keeping your group to your side or behind you. Always walk in-or-out the door ahead of your students when leaving the classroom. Position an alternate front-line student that would follow your instructions; This will reinforce that you are the leading figure from any location.

Give your students something meaningful to do before you share any reward or special attention. This way the students learn to earn their prizes. For example, have your student perform a read, write and show task before giving away candy treats, verbal praise, awards or good grades. This is a basic behaviorist fulfillment formula: guide their energy with control task-exercise, maintain-enforce discipline and finally, give a reward or show approving affection. Thus, your reward-approval will act to reinforce the previous exercise and behavior: work+rules+reward= control. Notice, there is no punishment on this formula.

The Human touch:

Some educators are being told; “do not touch students”. This approach may do more harm than good. Humans are affectionate, socially gregarious animals and bonding-touch means a lot to them. The extreme of a “no touching” policy goes against the very foundation of social development, human bonding and educational theories.

Teach your children that touching is OK throughout all human cultures. There is no law against gentle, friendly touch or preventive use of physical force to restrain a child in danger. However, misplaced affection, aggressiveness and the use of force at the wrong time can be detrimental. Here are a few of thoughts and techniques on touching.

Body proximity;  Every person has a personal comfort zone of approximately two square feet around them. Getting close to someone concentrates your social energy near that person and you can use the moment to bond, suppress, reinforce or control the individual’s behavior.

Hand signaling and body gestures; Humans communicate through sound, visual symbols and gestures. Use a combination of these to instruct and exert control.

Hand landing; a soft touch on the head or shoulder signals approval & reassurance.

Hand gentle jolt or a shove off; a sudden tapp with the end of your fingers, or gentle push -like as to alert somebody- prompts a short release of adrenaline and serves to stop one activity and redirect the attention-focus into another. 

Hand shake; use it as the universal symbol of mutual bonding agreement, reinforcement of good behavior and welcoming sign as member of the group in good standing.

Hugs and kisses; should be encouraged and reserved for close friends and family members.

Force: Teachers and parents should avoid hitting, slapping, whipping, kicking, punching, pushing, pulling or grabbing too hard for it may be misconstrued as punitive aggression and it could lead to physical counter-reactions and/or legal confrontations.

Conditioning Reward Approach:

Traditional methods use prescribed punishments and “fear of consequences” as a deterrent to bad behavior. However, in most cases there is no need to threaten, nor discipline a child with any form of corporal punishment or verbal reprimands. A quick-temporary removal from the group is often enough (time out or day suspension). Show your conditional approval after a student changed an unwanted behavior into a behavior you asked for. Remember, anytime you give affectionate attention, good grades, food, money or toys it reinforces the behavior preceding it.

The corrective avoidance when you remove a student from the group is not to harm but to deny reinforcement of the negative behavior. Don’t share affection when your child is…fearful, anxious, possessive, dominant, aggressive, whining, begging or breaking the rules. It is my recommendation to give rewards, use the human touch and share affection always to reinforce the previous rules!

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Additional  Q&A:

Is there a special training for “Primal-Control”?

The basic approach is based on my own version of  ‘Primal Network Brain’ and this is a custom program that I use  with "on the job" training only. I paid attention to all my past teachers and took their best practices out of the box. I learned prime, animal-like training drills from my primary school teachers and meta-cognitive inquiry from my dissertation’s advisers: In addition to a bachelor and two master in Education, this approach is grounded on 25 years of working directly with literally thousands of children.  I’m a real world educator, a flexible pragmatist that combines cognitive and conditional behaviorism based on the work of Pavlov, Cesar Millan, Skinner, Bloom, Piaget, Lee Canter's assertiveness and H. Gardner’s multiple intelligences.

How is this method different from others?

I am all-inclusive: Most teachers are expected to teach by following authoritative mandates, limited reward and punishment or to follow one specific mass-strategy for learning; pampering children by over- reasoning or by consensus. But, most of the bureaucracy relies on short-sided view of cognitive theories. My technique is aneclectic approach that include both cognitive and behavioral routines aimed at prompting instinctive obedience through short commanding drills & practices, then use guided questionings to elicit higher level thinking.

Although academic instruction is one of the main objectives, it can only take place after the group is under physical control of the teacher. The student also must be able to quietly gain control of his/her own body (Primal Networking Brain) in order to engage the higher level thinking abilities.

Can anyone become an Assertive Teacher?

Yes, to a certain extent everyone can be assertive.  It requires a flexible will to go an extra mile and multiple skills, particularly when dealing with aggressive children. We recommend that parents and teachers – especially ones with aggressive children – always consult the professional chain of resources available in the school system.

What are the most common mistake people make with children?

They don’t establish discipline routines and do not project a clear leadership role model.  Almost all children problems come from two main sources: lack of physical and mental balance and/or lack of a clear position in the group with no leadership role to follow.  Additionally, especially in the U.S., parents tend to give affection, rewards and more affection, when what children really need is physical activity, clear rules, scholarly discipline, a sample to follow…. and then they should receive rewarding affection. 

What are some things that a parent can do to help children?

“Monkey see-Monkey do.” Get up early and let your children see you getting ready for work as they learn to take responsibility to get ready for school. Eat a light breakfast with them at home.  Walk together to school if possible. Transfer your leadership role to your children’s teachers in a visible-verbal way; Follow through with homework and keep an open channel of communication with everyone that is in contact with your child.

For further discussion of the Primal Network Brain, multiple intelligences and assertiveness, contact: fgart44@gmail.com