According to brain-based learning, there are optimal learning times throughout the day due to normal brain fluctuations, and educators must respect such fluctuations if they are to manage the learning environment. Without respecting the emotional and physical needs of the brain, it gravitates towards the survival mode by perceiving stress. As a result, adrenaline is released causing negative changes in the student's behavior, which in turn, causes them to react defensively and disruptively.
An obvious strength to the theory of brain-based learning is that application can be integrated in small approaches and parents can actively participate. Educators can easily begin by addressing the "rules" for learning, and thus survive in the jungle. School lunch programs are a means for providing the nutrition aspects for learning, and in turn, parents can stress the importance of rest to their child. Teachers can utilize classroom methods that respect and enhance the capabilities of the workings of the brain.
One of the obvious weaknesses of the brain-based approach is the complex nature of the brain itself. The controlling areas of the brain are entirely too complex for an educator to gain full understanding; therefore, teachers may feel overwhelmed with approaching such a theory. Instead of taking a systematic approach, educators may overindulge in trying to satisfy all scientific aspects of the brain.
Equally important are the management skills as described by Wong and Wong (2001) in determining teacher success. H. Wong believes it is imperative that management methods begin the first day of school because this can determine the respect the teacher will receive for the duration of the year. The Wong model believes (2001) classroom management refers to all things that a teacher does to organize students, space, time, and materials so that instruction in content and learning can take place.