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Lori Desautels @desautels_phd

Lori Desautels @desautels_phd

Dr. Lori Desautels, is an Assistant Professor at both undergraduate and graduate programs at Marian University in Indianapolis. Before coming to Marian University, Lori taught emotionally troubled students in the upper elementary grades, worked as a school counselor in Indianapolis, was a private practice counselor and co-owner of the Indianapolis Counseling Center. Lori was a behavioral consultant for Methodist Hospital in Indianapolis on the adolescent psychiatric unit.
Lori's passion is engaging her students through neuroscience in education, integrating Mind Brain Teaching and learning principles and strategies into her courses at Marian. Lori has conducted workshops throughout the Midwest on Mind Brain Teaching and Learning creating two webinars and a series of articles for “Inside the School,” an online publication originating from Madison Wisconsin. Lori’s articles are published in Edutopia, Brain Bulletin and Mind Body Spirit international magazine. She recently was published in the Brain Research Journal for math and sciences for her work in the fifth grade classrooms this year during a faculty in residence position with Washington Township Schools. Lori graduated with a BS in Special Education, from Butler University, with an MS in counseling from Indiana University and earned her Ph.D. in philosophy with an emphasis in early adolescence/ thought formation from AIHT and Indiana University. Lori's website is at www.revelationsineducation.com. Lori has written a book entitled, "How May I Serve You, Revelations in Education" published in March of 2012. She has currently completed a second book, entitled, “Unwritten, The Story of a Living System”, co-authoring with educator Mr. Michael McKnight published by Wyatt McKenzie Publishing available winter of 2015.

Posted by on in Student Engagement

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A year and a half ago, I decided that I needed to return to the K-12 classrooms and really experience ground-level teaching, testing, core standards, differentiating, and emotionally connecting with children and adolescents in ways I had not for many years. I have been and still am an assistant professor in the school of education at Marian University, but the environments, experiences, and my own learning have grown and changed immensely from returning to the classroom 18 months ago.

I asked the university for a course release, taking the lectures, research, and strategies into the early adolescent grades. And three and a half semesters later, I am discovering, sometimes failing, sometimes celebrating, but always walking the walk of my graduate students and sharing these experiences with my pre-service teachers. Two mornings a week, I have entered six fifth grade classrooms in three elementary schools in Washington Township, a large Indianapolis public school district. Currently, I am co-teaching in four different seventh grade classrooms. I am learning more than I ever could have imagined, but the greatest lesson has been discovering the three key themes or words that keep showing up with the hundreds of students that I have had the privilege to teach and mentor.

I have surveyed the students and teachers with these questions in mind:

What does your teacher say to you that feels encouraging or motivating?
What do you want to hear from your teacher about your performance or disposition in school?
From a variety of educators and students in three large districts, four elementary and middle schools, along with undergraduates, the answers to these questions have affirmed how very significant social acceptance and feeling "felt" are inside of schools.

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