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Mary Immordino‐Yang, A. Damasio (2007)
We feel, therefore we learn: The relevance of affective and social neuroscience to education.Mind, Brain, and Education, 1
K. Yun, Katsumi Watanabe, S. Shimojo (2012)
Interpersonal body and neural synchronization as a marker of implicit social interactionScientific Reports, 2
Mary Immordino‐Yang, Andrea McColl, H. Damasio, A. Damasio (2009)
Neural correlates of admiration and compassionProceedings of the National Academy of Sciences, 106
Vanessa Rodríguez (2012)
The Teaching Brain and the End of the Empty VesselMind, Brain, and Education, 6
Katsumi Watanabe (2013)
Teaching as a Dynamic Phenomenon with Interpersonal InteractionsMind, Brain, and Education, 7
Vanessa Rodríguez (2013)
The Human Nervous System: A Framework for Teaching and the Teaching BrainMind, Brain, and Education, 7
ABSTRACT Teaching is an interaction. It is a relationship between my students and myself. For successful interactions to take place there needs to be trust. In order for my students to be successful I have to be successful as well. My students and I have to have a variety of interactions. These interactions build trust, which leads to bonding. I believe these are the core components to success for myself and therefore my students. The environment that I work in also has to be about trust. I have to feel trusted to do my job in order to be successful. My experiences hopefully will lead to more research and the understanding of trust in the cognitive process of learning.
Mind, Brain, and Education – Wiley
Published: Jun 1, 2013
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