Dr. Marc Brackett

It's like a self-fulfilling prophecy. And it's awful. I mean, you see it all the time. We're not born being self-critics. We're born being experience-dependent, right? We depend on relationships. And if those relationships are meaning cruel and people are gaslighters, well, guess what? That's going to end up being how we think about ourselves.

Let's think about right now, right? Our interaction, right? As a teacher, right? I mean, how many of you have ever been, meaning your listeners and you, like how many of us have ever been in a situation in a classroom where it's like, all right, everybody, let's turn to page 357. All right, Mark, you're gonna read paragraph one and Andrew, you're gonna read paragraph two.

Let's think about right now, right? Our interaction, right? As a teacher, right? I mean, how many of you have ever been, meaning your listeners and you, like how many of us have ever been in a situation in a classroom where it's like, all right, everybody, let's turn to page 357. All right, Mark, you're gonna read paragraph one and Andrew, you're gonna read paragraph two.

Let's think about right now, right? Our interaction, right? As a teacher, right? I mean, how many of you have ever been, meaning your listeners and you, like how many of us have ever been in a situation in a classroom where it's like, all right, everybody, let's turn to page 357. All right, Mark, you're gonna read paragraph one and Andrew, you're gonna read paragraph two.

And your brain is immediately gone. So emotions drive our attention. It's so clear, right? If we're not feeling engaged or curious, we're gonna be bored. And again, boredom, not a bad emotion. It just means like what's being presented to me and the way it's being presented is not meeting my needs. It's not engaging me. So my brain needs to do something. I'm just gonna go doodle.

And your brain is immediately gone. So emotions drive our attention. It's so clear, right? If we're not feeling engaged or curious, we're gonna be bored. And again, boredom, not a bad emotion. It just means like what's being presented to me and the way it's being presented is not meeting my needs. It's not engaging me. So my brain needs to do something. I'm just gonna go doodle.

And your brain is immediately gone. So emotions drive our attention. It's so clear, right? If we're not feeling engaged or curious, we're gonna be bored. And again, boredom, not a bad emotion. It just means like what's being presented to me and the way it's being presented is not meeting my needs. It's not engaging me. So my brain needs to do something. I'm just gonna go doodle.

I'm gonna go push the kid here. I'm gonna get on my phone. It's just where we wanna, our brains are wanting to do things. When we're in environments where there's a lot of curiosity, where there is high engagement, attention is much better. So that's the simplest thing to think about.

I'm gonna go push the kid here. I'm gonna get on my phone. It's just where we wanna, our brains are wanting to do things. When we're in environments where there's a lot of curiosity, where there is high engagement, attention is much better. So that's the simplest thing to think about.

I'm gonna go push the kid here. I'm gonna get on my phone. It's just where we wanna, our brains are wanting to do things. When we're in environments where there's a lot of curiosity, where there is high engagement, attention is much better. So that's the simplest thing to think about.

In my work, my whole career has been about building curriculum to help educators integrate emotions into their everyday classroom. And part of what we help them understand, going back to that mood meter, think about that for a minute. You know, a lot of us, because of our dispositions, we tend to speak with a certain cadence. We tend to present in a certain way.

In my work, my whole career has been about building curriculum to help educators integrate emotions into their everyday classroom. And part of what we help them understand, going back to that mood meter, think about that for a minute. You know, a lot of us, because of our dispositions, we tend to speak with a certain cadence. We tend to present in a certain way.

In my work, my whole career has been about building curriculum to help educators integrate emotions into their everyday classroom. And part of what we help them understand, going back to that mood meter, think about that for a minute. You know, a lot of us, because of our dispositions, we tend to speak with a certain cadence. We tend to present in a certain way.

And if you're someone who like lives in the green, right, you're just calm and content and tranquil and peaceful. The spa people. All right. Some of the yoga teachers, right? Let's all turn our attentions to ourselves. They're great. I love yoga. But my point is, if you're always in that green quadrant, like for me, even though I'm like living there a lot, it's like, Give me some energy, please.

And if you're someone who like lives in the green, right, you're just calm and content and tranquil and peaceful. The spa people. All right. Some of the yoga teachers, right? Let's all turn our attentions to ourselves. They're great. I love yoga. But my point is, if you're always in that green quadrant, like for me, even though I'm like living there a lot, it's like, Give me some energy, please.

And if you're someone who like lives in the green, right, you're just calm and content and tranquil and peaceful. The spa people. All right. Some of the yoga teachers, right? Let's all turn our attentions to ourselves. They're great. I love yoga. But my point is, if you're always in that green quadrant, like for me, even though I'm like living there a lot, it's like, Give me some energy, please.

And then there's like, I have a friend who is a principal of a middle school in San Francisco, and she's a former tennis coach. And she walks into the school, team, let's go, go, go every day. It's like, Heather, come on. You're overwhelming me. And then you've got people who might be in that kind of, you know, blue quadrant.

And then there's like, I have a friend who is a principal of a middle school in San Francisco, and she's a former tennis coach. And she walks into the school, team, let's go, go, go every day. It's like, Heather, come on. You're overwhelming me. And then you've got people who might be in that kind of, you know, blue quadrant.

And then there's like, I have a friend who is a principal of a middle school in San Francisco, and she's a former tennis coach. And she walks into the school, team, let's go, go, go every day. It's like, Heather, come on. You're overwhelming me. And then you've got people who might be in that kind of, you know, blue quadrant.

You know, it's like, we've done some education work in the past, you know. And let's be real, how much education reform really matters? Mark, you do all this research, but who's reading it? Is anybody really reading it? Such a downer. Yeah. Or that person who's always in the red. that's activated, like it's caustic.