The brain chemistry that occurs within the brain involves trust and and mistrust. Trust can be described as something that allows the brain to feel safe. This means that if a teacher creates a sense of trust within their students, they feel as though they have someone to go to if they are struggling. Once this type of connection is built, the brain can then release oxytocin. This oxytocin being released is the result of simple gestures of affirmation or things that make a student feel appreciated. On the other hand, mistrust usually occurs if there is not a genuine connection being built between the students and teacher. This can be because they are not feeling appreciated or not receiving any form of affirmation. This can be in relation to the release of cortisol in the brain because that person probably does not feel comfortable in the environment. 

Mirror neurons can be described as brain cells that can make us copy the behavior of others. This means that if they light up in the brain, they can make someone want to copy the behavior of another. This can be similar to neural coupling which is described as something that occurs in the prefrontal cortex area of the brain that can be activated through the use of storytelling. (Hammond, 73-80). Rapport+Alliance=Cognitive Insight means that every part of a learning partnership is is entail to success. This means that if any specific area of this strategy is forgotten about, there is less likely to be success. This also means that each stage of this process needs to be done in some type of order and that one thing can not fully be achieved unless something else is done before hand. (Hammond, 75). 

The connection between pushing students and avoiding amygdala hijack is that there is a sense of wanting students to succeed on their own without having the students be fully dependent on your help. The push is a way for the teacher to challenge the student while also having a little bit of insight of how the student thinks so they are better able to formulate a plan for their success. This will allow these students who struggle to gain intellectual tools that they will need in order to become strong independent learners. This also means that these type of learners need to be open with what they are struggling with instead of just hiding it. (Hammond, 75). You can get dependent learners to show their learning moves by utilizing the push. This will their cognitive thinking to come into play allowing the teacher to see the process of the students thinking. This is the process of making a students thinking visible to the teacher so they are better equipped when handling dependent learners. This also shows that in order to fully understand a students potential, there needs to be good rapport between the teacher and the student. (Hammond, 75). 

Core practices of affirmation and validation can work through the use of trust that a student can build with their teacher. If this trust is built early on, the student can be more likely to succeed since they will be able to see that someone cares about their learning. These positive relationships can be built from everyday conversations or positive affirmations that occur. (Hammond, 77). Listening is an essential part of building trust because it is how as a sign of respect and that you are willing to hear what your students are telling you. This shows that you value the information and open to changes rather than not having any type of empathy. (Hammond, 77-78).