All Wired Up: The Teenage Brain Revealed

Michelle Khouri

Dr. Sheryl Feinstein is an Assistant Professor of Education at Augustina College in South Dakota, where she teaches courses in educational psychology and adolescent development. In her presentation titled “Teaching the At-Risk Teenage Brain,” Feinstein explored the functions of the teenage brain and how these processes explain their sometimes questionable behavior.

Feinstein, who has conducted boundless research and written two books on the subject, defines the at-risk teenager as one in danger of emotional and/or academic problems, including youth crimes, violence, and substance abuse. Factors that put teens at risk include poverty, academic failure, and delinquent friends, among others.

According to Feinstein, the adolescent brain differs from the adult brain in three primary areas: 

• There is an overproduction of dendrites (greater propensity for learning new things). 
• Pruning, or loss of dendrites not being used, occurs more rapidly. 
• The decision-making process is governed by the amygdala (rather than the frontal lobe), making teens more emotional and less logical than adults.

Use of the amygdala as the primary cerebral decision-maker is also the cause of misunderstandings, incendiary language, bad decision making, disorganization and forgetfulness. With these things in mind, teachers can use proactive and reactive strategies for possible student confrontations, including:

• Transitions are difficult; give one-step directions.
• Teach self-determination skills.
• Reduce distractions, seat them near the front, clear the desks of objects.
• Stay calm and non-confrontational.
• Don’t get off topic and don’t defend yourself.

• Don’t point the blame.

Understanding the cerebral functions that cause certain behaviors is a big step towards knowing how to effectively teach teenagers and defuse any possible confrontations.