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Throughout Brain and Behavior my mind tries to take in the information as it may apply to reaching my students. So I ask: Does the model of a disconnected nervous system work to explain how my students learn? I’m not aware of an automatic learning structure employed by the students except that which will give them the best grade for the least amount of work. My strategy for this baseline thinking is to implement the element of surprise occasionally and to award the best grade for the least amount of product that covers succinctly the most amount of material. Throwing out this dodge ball hits many in the class that think they are getting away with less work and sometimes challenges those who know differently and still strive for success. Culling out these students is one of the first steps of classroom differentiation.