Creating a Felt Sense of Safety and Belonging in School Starts with the Brain Quiz

Which of the following statements make the most sense?

A. Brain states are static.
B. Brains states aren’t impacted by stress.
C. Brain states impact our processing capabilities
D. All of the above.

Why does the fact that we are consciously aware of less than 1% of the data we’re taking in matter?

A. It still takes up space in our brain even if it’s unconscious.
B. Because it means that we feel so much more than we’re aware of.
C. It doesn’t really matter.
D. All of the above.

How can not addressing the unconscious data we take in impact us?

A. It is one of the reasons we get burned out.
B. It can lead to confusion.
C. It gives us more time to focus on things that matter to us.
D. All of the above.

What happens when data reaches the limbic region?

A. It had moved into the upper regions of the brain.
B. It’s scanned for perceived threats
C. We try to make sense of it.
D. All of the above.

True or False. If data makes it to the Pre-frontal cortex that means that a threat was perceived.

True
False

What is our biological imperative?

A. To connect with others.
B. Survival
C. Food and water
D. All of the above

Which statement is most true?

A. We give meaning to experiences in the moment.
B. We give meaning to experiences limiting down the possible options.
C. We give meaning to experiences by searching through our historical filing cabinet.
D. All of the above.

Why does our brain hyperfocus on things that didn’t go well in the past?

A. To make sure it doesn’t miss anything in the present that could be harmful to us.
B. Because our biological imperative is to stay alive.
C. Because it’s trying to protect us from having it happen again.
D. All of the above.

While discussing the perceived threat of perceptions in the unknown, which of the following did we cover as a common challenge due to this threat?

A. Academic times
B. Transitions
C. Bed time
D. All of the above

True or False? There is no such thing as a universal experience.

True
False

When something doesn’t make sense which of the following happens?

A. We don’t feel safe.
B. Our brain stays stuck trying to figure it out
C. We go on alert.
D. All of the above.

Our ability to be congruent and authentic is vital to creating what?

A. The ability to shift perceptions
B. A neuroception of safety
C. An accurate meaning
D. All of the above.

What is going on or happens when we “should” ourselves?

A. We get dysregulated.
B. We create internal incongruence.
C. We are comparting ourselves to a fantasy version of ourselves.
D. All of the above.

True or False? When we “should” ourselves we aren’t valuing who we truly are.

True
False

How can we support others in shifting templates and perceptions?

A. Tell them to take a deep breathe
B. Give them a learning tool to use.
C. New experiences in the midst of activation.
D. All of the above.

Regulation doesn’t mean calm, it means what?

A. To connect
B. To move or breath
C. To name someone else’s experience
D. All of the above.

What is neuroception?

A. A conscious choice when feeling challenged.
B. An automatic reaction to cues.
C. Neural firing that creates a pattern of behavior.
D. All of the above.

Balancing challenge and support does which of the following?

A. Helps students stay in their learning zone.
B. Creates acetylcholine
C. Helps not to push students into their anxiety zone.
D. All of the above.

Staying with an experience, bringing awareness to it and then modeling a way through it does which of the following?

A. Shifts perceptions and offers new templates.
B. Makes me feel better
C. Is too hard to do with an entire classroom of students.
D. All of the above.

Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this program met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Learn how the brain processes information and identify the 4 major perceived threats to the brain.

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.

This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.

Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this program met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Uncover how perceived threats can impact behaviors in the moment.

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.

This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.

Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this program met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Learn approaches for shifting perceptions so students begin to believe they can manage challenging experiences.

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.

This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.

Creating a Felt Sense of Safety and Belonging in School Starts with the Brain Quiz

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