A 12-year-old middle school student I’ll call Aaron had several times been sent to the principal’s office for hitting his classmates and otherwise causing disruptions in his sixth-grade classroom. After repeated warnings, Aaron had been suspended for two weeks. This incident was related to me by a Brain Gym® Instructor, who learned of the episode shortly after it happened, when she was invited to teach the Brain Gym program in the boy’s classroom.
In each of the hour-long sessions, the instructor led the youngsters through the PACE activities, ending with Hook-ups. She added a new Brain Gym activity each visit—for reading, handwriting, and other academic skills—and the kids did these while either sitting or standing next to their seats. At the end of each session, she asked the students which activities they liked, and why.
The Brain Gym Instructor said that Aaron at first just sat in his chair passively and observed, refusing to do the activities or to share. She said that she emphasized to the children that they could use the activities, especially Hook-ups, to develop choice-making skills and the ability to stop and think, rather than losing self-control and being at the effect of their stress or anger.
As the six weeks of sessions went on, Aaron began joining in to do the movements, and eventually started commenting on various activities. During the last session, he said, “I like doing Hook-ups. It helps me stop and think, and I don’t get angry over nothing.” Aaron’s teacher told the Brain Gym Instructor sometime later that, as the school year continued, Aaron went on to become a model young citizen at the school, one who took pride and pleasure in helping others to learn the Brain Gym activities.
Through the years, I’ve heard hundreds of similar reports, from parents and educators alike, and in some cases even from formerly difficult children themselves. One teacher said that the Brain Gym activities had replaced use of the rod at her school. In some juvenile detention centers, Hook-ups has been offered for years as an alternative to “take down.” Many classroom teachers have told me that they use Hook-ups to address discipline problems, freeing them to do the quality teaching for which they entered the profession.
I believe that children are naturally loving and cooperative. It’s been my experience that few people of any age enjoy losing control of their feelings or actions. Most people would rather have self-control and talk things over, instead of lashing out (either physically or verbally) without thinking and then having to deal with the unhappy consequences of their actions.
While it isn’t a subject area in most schools, the nurturing of self-discipline underlies the whole development of a child. What if Aaron had continued being punished by being blamed or shamed in front of his classmates, or even spanked or otherwise physically reprimanded? Would he then have learned self-restraint and how to calm himself? It’s unlikely.
In many public and parochial schools, the practice of hitting students is still seen as an acceptable form of discipline; in many states, it’s actually still legal for teachers and school administrators to paddle children. The latest report by the U.S. Department of Education Office of Civil Rights showed that in 2006 (the last year data was available) more than 200,000 students received some sort of physical punishment at school. Fashion designer Marc Ecko has initiated a campaign to end school spankings, or, more precisely, corporal punishment. Ecko makes a good point: in all 50 states, it’s illegal to hit a prisoner or an animal, but in 19 states it’s allowable to deny children due process before they go over a teacher’s knee.
For more information, see Ecko’s Unlimited Justice website.
© 2013 by Paul E. Dennison. All Rights Reserved.
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