I met Jack, 16 and a high school junior, in October of last year. when he was feeling ready to give up on school and quit. On the phone, his father told me that Jack hated school, was falling down in his attendance, and was struggling just to get passing grades.
Later that week, Jack walked into my office with his dad, shoulders slumped and looking discouraged. After the introductions, I talked with Jack about what he liked and didn’t like about school. He said that he didn’t do well because he was afraid of his teachers and didn’t think they liked him. I asked Jack what he would do if he didn’t have to go to school every day. His eyes lit up as he promptly said he would work for his uncle, building houses, and he smiled when I suggested that school is just a game we play so we can graduate, get a diploma, and eventually, as adults, do the work that we enjoy doing.
Jack said that it was his dream to design houses like the ones his uncle built. We came up with a goal for him to trust himself to succeed in his own way. So, for his pre-activity, I suggested that he draw a house as he imagined it. His three-dimensional perspective was amazing. “Wow, I see you really could be an architect!” I said, adding, “I’m sure you realize that school tests measure information retrieval, not drawing ability or imagination. When you get to graduate school, your gifts in this area will be recognized. Right now, I want to help you discover how to stop trying so hard, let go of your anxiousness, and just do your best to hang in there and play the school game.”
I explained that, when we’re afraid and feeling down, we are more likely to move in compensatory ways—even taking on postures that don’t help us to feel good or support our best learning abilities. Moving in new ways, I said, can shift how we feel and learn. Together we did some Brain Gym® activities: PACE, Lazy 8s, the Double Doodle, and the Lengthening Activities. After the balance, Jack’s growing self-esteem was evident in his improved physical alignment and focused vision as he now laughed and made eye contact.
A few months later, Jack came for a follow-up session. He had been doing his PACE activities every day, as well as the Footflex, to help him stay on track with his goal. He was now doing better in his classes, felt more comfortable with his teachers, and said that it helped him to remember the reward that “the school game” would offer him after he graduated.
As an educator who stays current on the research in neuroscience, I know that students are able to learn better when they can self-calm and be at peace within their environment the way Jack learned to do. Being in such harmony means feeling safe—feeling that we belong, that we have a place in life and are valued.
Unfortunately, the focus on standardized requirements has pulled many public schools away from whole-child teaching and learning. Fear of the negative results of measurement and evaluation has too often changed the school environment from a place of engaging mentors and stimulating learning activities to one of burdensome homework and anxiety about test performance. Less time is spent on interactive art, music, and outdoor activities that honor a diversity of learner skills and interests.
The Brain Gym® program, when offered for even a few minutes a day, has been found to help students let go of stress and fear, move purposefully toward their goals, and attend to the joy of learning that is the natural focus of every child.
To discover more about Paul’s approach to teaching, see Brain Gym® and Me: Reclaiming the Pleasure of Learning, by Paul E. Dennison, © 2006.
Note: Thomas Armstrong, Ph.D., the director of the American Institute for Learning and Human Development and the author of 15 books including Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life, argues that there is no ‘normal’ brain or ‘normal’ mental capability, and that it’s a disservice to learners to assume that their differences involve only deficits. Armstrong instead describes learners in terms of their diverse gifts and intelligence, which he refers to as neurodiversity.
© 2013 by Paul Dennison. All rights reserved.
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