Meeting the Young Learner’s Needs

Parents can support young learners in discovering their needs and gifts.

Parents can support young learners in discovering their needs and gifts.

I often hear from parents who are discouraged about their child’s learning progress. Sometimes they’ll tell me that their youngster is bright, and that he or she shows interest in learning at home during weekends or vacation time. Yet at school, they say, that same child is bored or struggling, slower than others in completing work, looking for ways to avoid assignments, and—once home—often stalling on homework or forgetting to do it.

In any case, when parents make an appointment with me for a balancing session, I tell them that the ideal situation is for me to work with the whole family on the first visit. I explain that there will be “homeplay” for the whole family to do together. Homeplay, usually drawn from the Brain Gym® activities, is not something that the child does because he has a learning problem, or that he should be required to do. The purpose of these activities is for everyone to move and play together, becoming more balanced as a family, and research shows that synchronous movement is one vital way by which we connect with our surroundings and create social bonds.

Most parents understand, and are delighted to participate. Often, during that first balance for their child the parents themselves make profound shifts in their own ability to read, write, relate, or organize—shifts that exemplify for the child what learning can be like. Through such experiences, parents gain insight into the sensory skills actually involved in the learning process, and so develop empathy for the challenges their child is facing. Often a parent discovers that he or she has the same mixed-dominant(1) learning profile as the child, and discovers how to more effectively use this pattern. I might also share with them the finding that, in a study done with 461 high school students, 80% were found to be weak or inadequate in one or more of three key visual abilities(2). Now parents can better understand why moving and accessing the whole body is essential for addressing one-sided habits, and they can advocate for their child’s gifts and abilities, as well as their own. Nearly always, the whole family discovers how much fun it is to move together, lengthening muscles or dancing around with The Cross Crawl; mirroring one another with The Double Doodle, drawing soothing shapes on one another’s backs, or self-calming with Hook-ups or the Positive Points. 

I’ve found that, when the parents are aligned and in balance, the children immediately do better—even before I work with them individually. I believe this is at least in part because stress contracts muscles and restricts movement patterns, and children imitate a parent’s body posture, whether that posture appears dynamic or stressed. Most often, in one to four sessions a child will no longer feel left behind in his classroom. At schools where I’ve served as a consultant, I’ve found that, when the teachers are balanced, the students attend and focus better. If the teachers are stressed, the students will act out.

A child can do his best when he knows his parents hold a neutral space for his learning.

A child can do his best when he knows his parents hold a neutral space for his learning.

For more than forty years, I’ve worked with those of all ages who have been diagnosed with such labels as dyslexia, dyscalculia, autism, Asperger’s syndrome, and learning disabilities—and even with children as young as nine months who were “failing to thrive” or slow to crawl. I’ve worked with children one-on-one, with their parents or caregivers participating or looking on, and also during courses, teaching the children in front of a group of adult students.

While teaching in Europe, I’ve had parents talk with me about a son or daughter who, they said, was hopelessly far behind and completely unable to learn. I’ve done balances with these same young people, teaching them simple Brain Gym, Vision Gym®, and other Edu-K activities, and have seen them discover how to learn on their own—often in that single session. Movement is a language in itself, one that somehow communicates beyond culture and instructional translation. Once youngsters realize how they can bring attention and movement to their learning process—purposefully waking up their eyes, ears, and whole body to the joy of learning—they begin to transform not just reading, writing, and math, but also how they interact with family members and friends.

Here are three of the reasons I believe the Edu-K work is so effective:

  • I ask people what they want to improve. Human beings are natural learners. But when they are overwhelmed by what they can’t do, or by analysis and information, they often forget their own interests. When we can support a person in rediscovering her innate curiosity, she naturally regains the confidence and motivation to explore the world and reclaim her place as a ready learner.
  • I teach from whole to parts, providing a personal, big-picture context (such as movement itself) with which to associate specifics. I engage learners through movement and play. It’s part of our innate intelligence, as seen in infancy, to learn through movement and exploration. Infants are tremendously motivated to take the micro-actions that, done repeatedly, will eventually become a visible movement such as rolling over, turning the head, reaching, or grasping. Toddlers continue to learn sensory and motor skills, best acquired with the support but not the interference of their caregivers. Pioneering educator Maria Montessori, MD, referred to such play as “the work of the child.”
  • I help learners to identify a next learning step—the specific aspect of the learning process that is challenging to them, and to understand that aspect in terms of underlying physical skills. I help a child to focus on that aspect only, until it has been mastered and integrated into the child’s functioning. Learners’ joy and pride in learning a specific ability is exciting to behold. They can readily see the commonsense logic of developing the physical skills needed for learning. This approach helps alleviate the shame and blame—any perceived need for judging skills or their lack—that has so often become associated with learning. From this more neutral place, children are able to appreciate the simple movements that help them experience the physical skills of learning and that give them the time to integrate these into function.

Learning is a lifelong process. Yes, it has its accompanying frustrations and difficulties. The pleasure is in turning such challenges into capabilities. Every person has within himself all that he needs to experience success, happiness, and the joy of learning.

Through the years, I’ve developed many learning models, sequences, and protocols that support this movement-based approach. These include the Dynamic Brain (a working model of the brain), the Learning Flow (that makes visible “the high and the low gears” of learning), the 5 Steps to Easy Learning, and the 3 Dimensions and 5 Principles for Movement-Based Learning.

I love teaching parents and educators how to do what I do. There’s nothing more wonderful than seeing the light go on in a young person’s eyes—or in the eyes of any learner, at any age!

 

1Rowe A. Young-Kaple, MS. Eye Dominance Difference Connection to LD Learning Disabilities. World Journal of Psychology Research, Vol. 1, No. 1, September 2013, pp: 01- 09: (mixed dominance with left-eye dominant: n= 54 LD (15%); mixed dominance with right-eye dominant: n=12 LD (6%); all right side dominant: n=38 LD (12%); n=119 or 12% of the total population of n=998 were identified as having a reported learning disability (LD). Available online

2David Grisham, OD, MS, Maureen Powers, PhD, Phillip Riles, MA. Visual skills of poor readers in high school. Optometry – Journal of the American Optometric AssociationVolume 78, Issue 10 , Pages 542-549, October 2007. © 2007 American Optometric Association. Published by Elsevier Inc.

For more research on interpersonal synchrony and its effects on social bonds, see:

Cirelli, Laura K., Kathleen M. Einarson, and Laurel J. Trainor. 2014. “Interpersonal Synchrony Increases Prosocial Behavior in Infants.” Developmental Science: This study of 14-month olds  “. . . support[s] the hypothesis that interpersonal motor synchrony might be one key component of musical engagement that encourages social bonds among group members, and suggest[s] that this motor synchrony to music may promote the very early development of altruistic behavior.”

Shaw DJ, Czekóová K, Chromec J, Mareček R, Brázdil M (2013) Copying You Copying Me: Interpersonal Motor Co-Ordination Influences Automatic Imitation. PLoS ONE 8(12): e84820. doi:10.1371/journal.pone.0084820

Hove MJ, Risen JL (2009) It’s all in the timing: Interpersonal synchrony increases affiliation. Social Cognition 27: 949–960. doi: 10.1521/soco.2009.27.6.949 PubMed/NCBI

Photo Credits: ID 16450697 and 17770996 © Yuri Arcurs | Dreamstime.co

© 2013 by Paul E. Dennison. All rights reserved.

Brain Gym® is a trademark of Brain Gym® International/the Educational Kinesiology Foundation. Click here for the name of an instructor near you.

Life Begins with a Joy of Learning

dreamstime_m_31251723For newborns, life begins with a joy of learning. Parents can see that, for the infant, everything is new and absorbing. Fresh discoveries are made moment by moment. Although a newborn’s brain weighs only about 25 percent of its eventual adult weight, by age three it will have produced billions of cells and hundreds of trillions of synapse connections between these cells. 

Never is the learning curve so steep as it is in the first seven years of life. During these formative years, a child will follow an innate impulse to move their whole body, to creep or crawl, to walk, to skip, to speak a language, to relate to others, to communicate feelings and needs, and to explore and interact with his environment using his eyes, ears, and hands in a total focus of his absorbent mind. His ability to make choices and to move autonomously in relationship to the pull of gravity happens concurrently.

What is learning, then, and how do children actually learn best? Is there any research to show that children learn effectively sitting in a chair at a desk and reading textbooks, or answering test questions, focusing on information, without any apparent personal motivation beyond that of a grade?

The word education comes from the root word “educere,” meaning to lead or draw out. This is not about memorizing or “stamping in” disconnected information. The Brain Gym® approach to learning is through the joy of play and movement activities. The intent is to stabilize the physical skills of learning so that the mental skills can proceed as part of discovering how to think and solve problems within a context of inquiry, practice, and application. It’s the exploratory practice and application that makes learning real and transferable to ever-new learning situations. Such self-initiated learning questions the traditional classroom or homework approach as being inconsistent with modern neuroscience. It turns out that intelligence is not a fixed IQ score; nor is it planted firmly in the brain from birth. Rather, it forms and develops through the entire lifetime.

The fascinating science of neuroplasticity, intensively researched for two decades, shows that natural, self-motivated learning literally grows the brain. According to author, neurologist, and educator Judy Willis, neuroplasticity is best understood as the selective organization of neuronal connections. This means that when people physically practice an activity or access a memory, their neural networks—groups of neurons that fire together, creating electrochemical pathways—shape themselves according to that activity or memory. These brain pathways are like a system of freeways connecting various cities: the more “automobiles” traveling to a certain destination, the wider the “road” that carries them.

Neuroscientists have been chorusing “Cells that fire together, wire together” since the late 1990s, meaning that if you perform a task or recall some information that causes different neurons to fire in concert, it strengthens the connections between those cells. Over time, the connections become strong, hardy systems that link various parts of the brain, and stimulating one neuron in the sequence is likely to trigger the next one to fire. Thus, says Judy Willis, “When you help your child grow in skills, strategies, and higher levels of thinking, he becomes increasingly engaged in learning, in and out of school. . . . Positive expectancy changes brain neurochemistry, which increases your child’s brain growth and development.*

In advancing the Brain Gym model, I drew from the work of respected educators who had studied the growth of the natural learner for many years. Those pioneers in the field of education, including Marie Montessori, John Dewey, Lev Vygotsky, Jean Piaget, John Holt, and William Glasser, all understood that the child is the curriculum, and is always more important than any subject matter to be memorized. This is especially so now, when any inquisitive child who wishes to pursue her own self-initiated inquiry can find such information on the Internet.

When young children go to school, they most often take with them their initial passion for learning. Those who have had rich experiences of whole-body movement and hand-eye exploration have an advantage over those that are less prepared to sit still and think. For children who are ready, the new knowledge and experiences that might await them there can feel like a thrilling prospect. Most youngsters want to learn and do their best in school. Some successfully maintain their enthusiasm for learning through the school years and even through life. Such students tend to become leaders who radiate their love of life.

Unfortunately, through tests, report cards, and comparisons to others, all too many lose that joy of learning, living in a constant state of fight or flight that affects not only muscular tension but also sensory abilities. They might struggle with the physical skills of sitting, eye-teaming to read, or relaxing the hand to write, and might not get the coaching they need from their parents or teachers. For various such reasons, discouragement sets in. “I hate school” becomes associated with the learning process. In a world of abundant opportunity, far too many children give up on themselves and hold back from taking the risk to do their best.

Once the stress reflex has limited a child’s natural joy of learning through movement and play, how can adults help to restore it? As parents and teachers, we need to notice the signs that children are becoming stressed or discouraged and be there for them, supporting them to restore curiosity and engagement as they move, play, stumble, get up again, and reach for the novel and stimulating experiences upon which they can build their learning. We can guide them to cultivate sensory modalities, rather than override them by excessing sitting or near-point focus. As the adults in their world, we must model for them our own love of movement and learning and the risk-taking that expands our own horizons. Are we increasing our capabilities? Are we growing ourselves and our own brains? Are we excited about life? Or have we allowed ourselves to keep repeating the same movement patterns, thoughts, and negative attitudes—just to survive? If we’re simply surviving, we might actually be moving backward rather than forward. Life is a process of growth and discovery, not maintenance of the status quo.

I envision a learning environment connected with the senses, nature, and the community, where pleasure, critical thinking, high self-esteem, and lifelong learning are honored as capabilities of each and every child.  A child-centered education draws out and builds upon prior experience and knowledge. I believe that children are better at constructing their own knowledge than we will ever be at knowing how to break what they need down into subjects and sequences and lessons that they must tediously work through in order to emerge at the end educated. For this reason, play and the freedom to move and explore are paramount.

 

*Willis, Judy. How Your Child Learns Best: Brain Friendly Strategies You Can Use to Ignite Your Child’s Learning and Increase School Success, © 2008, Sourcebook, Inc., p. 275.

Photo ID 31251723 ©  | Dreamstime.com, used with permission.

© 2013 by Paul Dennison. All rights reserved.

Brain Gym® is a trademark of the Educational Kinesiology Foundation/Brain Gym® International. Click here for the name of an instructor in your area.

 

Learning Calls for Physical Skills: The Role of Movement-Based Teaching

dreamstime_m_15847073Learning is defined as the acquisition of knowledge or skills through experience, practice, or study. Learning depends on the ability to not only take in new information, but to also successfully transfer it from one subject area (such as spelling) to another (such as reading), and even to completely new territory (perhaps story writing), an ability that depends on skills of movement. Yet only recently are educators coming to recognize movement as the learning vehicle that it is. Educational programs have overemphasized declarative knowledge, which focuses mainly on the taking in of information, as learning itself. Without procedural knowledge—learning that is movement based—students are unable to apply what they know to new situations.

Most often, any academic program at school has been separated from physical education. One essential task of skilled teaching is to join and create harmony between the mental and the physical—between declarative and procedural knowledge. Learners access declarative knowledge by use of words . . . by reading, thinking, and conversing.  Yet it’s the procedural knowledge that gives us the physical maps to practice, experiment, and bring the new learning into our muscles and movement patterns.

In Edu-K, we emphasize the procedural and start with the physical. We use simple physical activities as the primary context for acquiring new experience, as well as the vehicle for transferring new learning. These are purposeful activities, most taking about 30 seconds to do; not simply exercises or random movements. Most can be done while sitting, or when standing by a desk. Once children learn the movements, they can use them on their own, as needed. For example, we might do the Thinking Cap from the Brain Gym® activities, unrolling the ears from top to bottom three times, to teach the auditory skill of making a spelling distinction. When both ears are open, the sound of the spoken word pen will be more distinct from the sound of pin. We might then use the Thinking Cap again to help learners transfer that skill of auditory discrimination to better enjoy the sounds of language when reading.  Having both ears open allows for a greater sense of the lyrical flow of words, along with their meaning. Once again, we can scaffold this learning by having students listen to their thoughts while writing creatively. In other words, movement-based learning uses physical function as a way to bring learners’ attention to an experience of their senses as they engage in the learning process.

The educational theorist Jean Piaget described the learner’s cognitive structure as beginning with concrete operations, then moving to image-making, and finally to abstractions. In Edu-K, we find that the learner’s development of an internal map of the body gives the concrete experience essential to ease of function. This internal map includes feedback from proprioceptors, the “brain cells” in the muscles, an awareness of the relationship of joints to bone, an internal awareness of balance and directionality, and an ability to stand aside and notice or observe these functions. The learner is asking, in a pre-cognitive way: Where am I in space? Where is one thing in relation to another? The answer to these questions is given only through movement. The answers pave the way for explorations of What are these different elements of the world around me? And who am I in the world?

In A User’s Guide to the Brain, clinical professor of psychiatry at Harvard Medical School John Ratey, M.D., informs his readers that “. . . the brain’s motor function affects so much more than just physical motion. It is crucial to all other brain functions—perception, attention, emotion—and so affects the highest cognitive processes of memory, thinking, and learning.”

Through movement, the learner discovers how to notice, cultivate, and enjoy his own sensorimotor patterns instead of overriding them, abstracting his experiential learning into image and words. He begins to initiate and integrate his own self-directed learning, developing skills of feedback, feed-forward, and self-control. Integration of procedural and declarative knowledge results in knowing how to learn.

 

**Ratey, John J. A User’s Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain. New York: Vintage 2002, p.175.

***For more information about the Thinking Cap, as well as the other Brain Gym activities, see Brain Gym®: Teacher’s Edition by Paul and Gail Dennison, © 2010.

This movement-based, experiential approach to learning, as well as the 26 Brain Gym® activities, are taught in Brain Gym® 101: Balance for Daily Life, and other Edu-K courses.

To read the Italian translation of this article, click here: http://tinyurl.com/nv3l3fu or https://sigridloos.wordpress.com/2015/05/05/

The photo is © Goldenkb | Dreamstime.com, used with permission.

© 2013 by Paul Dennison. All rights reserved.

Brain Gym® is a trademark of Educational Kinesiology Foundation/Brain Gym® International. Click here for the name of an instructor in you area.

 

Cramming, or Relaxed Test Taking? Succeeding at the College Level

http://www.dreamstime.com/royalty-free-stock-images-college-student-reading-over-grass-image28690289Tyler, a third-year college student, summarized his recent private session with me in this way: “I’m thinking about the midterm now without having a knot in my stomach. I can see that it’s only a test—no problem. I know the material in a new way.”

According to the American Dream 2.0* report, 46 percent of college students fail to graduate within six years. Many of these are gifted individuals with much to offer society, yet apparently the stress of competing in an academic environment with tedious reading assignments, driving demands for term papers, and the need to cram for comprehensive exams can be so overwhelming that it breaks the spirit of many.

Tyler was referred to me by his college advisor, who had suggested that a Brain Gym® session might help him get back on track with his academic program. On the phone, Tyler said he had been an all “A” student who consistently did well in his reading and test scores throughout high school and his first college years. Adept at using his iPad and computer, and a fast typist, he had recently hit an impasse and was rereading his nightly assignments two or three times in order to understand and remember the material.

When Tyler arrived for his session, he explained that in the last few weeks he had felt tense and often unable to sleep at night. Before exams, he needed to stay up all night rereading his books and cramming, yet when an exam was in front of him he often couldn’t think what to write: “It’s like my brain shuts off and I can’t think or remember.”

Tyler’s goal for the session was to enjoy his studies and remember what he learned, especially during tests. I asked him to read aloud from one of his history textbooks. He read the words without thinking, and then was unable to tell me in his own words about what he’d read.

I used Edu-K’s 5-Steps to Easy Learning, including seven in-depth assessments, to help Tyler become aware of key aspects of his sensorimotor intelligence. Surprisingly, he was able to cross the midline, which is usually the challenge for readers who word call without thinking. The mechanics of information processing were easy for Tyler. Clearly he had integrated the physical skills for reading, yet he was still finding challenges in meeting the demands of the academic world.

Next I asked Tyler to think of his examinations. He immediately held his breath, and then said he was breaking out in a cold sweat.

“Tyler,” I said, “I can see that you’re bright and capable. Is it possible that the stress at school is getting to you to the point of shutting down your senses and your ability to physically participate?” Tyler agreed that this was a concern for him, and that he had lately become fearful about his memory and his health.

I responded: “Do you get that when your stress level goes up, your ability to think goes out?” I explained that when we’re anxious, often we can’t think and remember because the sympathetic nervous system is preparing us physiologically for a life-threatening danger, like a grizzly bear. We have no time to reflect on the situation or analyze it. We must be ready to either fight for our life or run away. Only when we’ve restored the ability to logically process our circumstances can we let go of the negative stress that we no longer need, coming back to a state of body/mind integration that lets us play, laugh, relate to others, and experience the pleasure inherent in our work.

After he did several Brain Gym activities, the big “aha” came for Tyler when I asked him to think of a test again while holding his Positive Points with his fingertips. The Positive Points are two places on the forehead, above the center of each eye and midway between the hairline and eyebrows. Behind these points are the prefrontal poles, the foremost points of the prefrontal cortex—locus of the executive functions of planning, choice making, and intentional social behavior.

According to John Ratey, MD, and neuroscientist Elkhonon Goldberg, when the prefrontal cortex is engaged, it helps to regulate the fight-or-flight hyperarousal response.** Holding the Positive Points for a minute or two increases the vascular pulsations (which are palpable) in this area.

After his Positive Points process, Tyler laughed and said that he felt like he was back in his body.

“What happens now when you think of the test?” I asked. Tyler responded, “It’s no big deal. When I did the Positive Points, I could feel my thoughts getting organized in a more cohesive way.”

As Tyler read for a second time, he was anticipating where the text was leading, and afterward his summary showed good comprehension. He commented that he could also now feel the movement of his body, which he had somehow not been doing for a long time (sensation often diminishes during a long-term stress response).

For homeplay, I taught Tyler two more activities from the Brain Gym 26***—Hook-ups and Balance Buttons—that he agreed he could use in calming himself back in the classroom. The Hook-ups activity helps one to slow down and breathe while experiencing the comforting containment of crossed arms and ankles. Balance Buttons help to release tense neck muscles and reestablish the balance of the head over the torso, and so allow one to feel safe moving in space without losing stability.

“Wow. I’m going to do Hook-ups, Balance Buttons, and the Positive Points every day before I study, and especially before exams,” Tyler declared. “Now I can study without freaking out. Maybe I’ll enjoy learning at the same time. That would be awesome!”

 

* “The American Dream 2.0” report of January 2013 was created by a coalition of educators and leaders and sponsored by the Bill & Melinda Gates Foundation. For more information: http://americandream2-0.com/

**Ratey, John, with Eric Hagerman, Spark: The Revolutionary New Science of Exercise and the Brain. New York: Little, Brown and Company, 2008, p.159; Goldberg, Elkhonon, The New Executive Brain: Frontal Lobes in a Complex World. New York: Oxford University Press, 2009, p. 119.

***For more information about the Positive Points, Hook-ups and Balance Buttons, as well as the other Brain Gym activities, see Brain Gym®: Teacher’s Edition by Paul and Gail Dennison, © 2010. To see a photo of the Positive Points and description of how to do the activity, click here.

The photo is © Anniwalz | Dreamstime.com, used with permission.

© 2013 by Paul Dennison. All rights reserved.

Brain Gym® is a trademark of Educational Kinesiology Foundation/Brain Gym® International. Click here for the name of an instructor in you area.

 

Taking “Whole Brain” Vision to Moscow

Paul_Flowers2Although I’ve taught in more than 20 countries during the past 35 years, mid-July of this year I experienced my first trip to Moscow. In the 1980s biologist and educator Carla Hannaford of Hawaii first took the Edu-K work to Russia. She was followed there in the 1990s by educators and Brain Gym® instructors Joan Spaulding of Colorado and the late Dorothy H.L. Carroll of Pennsylvania, who taught hundreds of students. Psychologist Svetlana Musgutova, a resident of Moscow at the time, became a Brain Gym International Faculty member and continued to develop the community there for many years. Today, the major leaders of Edu-K once living in Russia have moved on to other locales. So Elena, my sponsor for this trip, requested that I bring my latest thinking to the Brain Gym Instructors and new enthusiasts there.

I found Moscow to be a sprawling city with a multitude of beautiful botanical gardens. On my first day there, Elena and her daughter, Knesia (also my translator), took me walking in the beautiful Tsaritsyno, the Queen’s Garden. On day two my dear friend of many years, Renate Wennekes from Germany, a Brain Gym International Faculty member, arrived to co-teach with me. That evening, we four enjoyed dining on the Moscow River cruise ship and sharing stories about our experiences teaching through movement.

Another evening Renate, Elena, Knesia, and I enjoyed seeing the rousing Russian National show “Kostroma!”* which includes vigorous Cossack dancing—something I’ve always loved to watch. Yet another time we walked around the city center seeing Red Square and the Kremlin, along with its red walls and towers. I was delighted to see St. Basil’s with its unusual architecture of four palaces and four cathedrals—many topped by golden or multicolored cupolas—which I had long heard about.** Wherever we went, I met people who were vigorous and robust, and who seemed typical of suburbanites everywhere, busy pursuing their day-to-day lives.

Active Independence or Passive Compliance 

For me, the real excitement of this journey began when I gave a public introductory talk at the Alpha Hotel. I noticed a woman whom I’ll call Ruth, sitting with friends in the center front row of the conference room. Through translation during the question and answer period (the participants spoke little English), I learned that Ruth was a 2nd grade teacher who had been using the Brain Gym activities with her elementary school students. Ruth expressed anger and frustration as she asked me why doing the activities hadn’t helped one seven-year boy in her class. This student, she said, refused to read his history assignment because it was on the topic of war. Even after he did the Brain Gym activities, he still refused.

I explained that the purpose of doing the Brain Gym activities is not to control someone’s behavior. Instead, it’s to give individuals the tools they need to become . Each of the specific 26 activities teaches a physical skill needed for classroom learning, such as sitting, head-turning, hand-eye coordination, and accurate use of tools—for example, how to best hold a pencil for writing and how to access eye-teaming skills when holding a book for reading. I elaborated that when the stressors around the mechanics of functioning are addressed, the natural mental acuity needed to learn is more available. I told Ruth that I think it’s wonderful for a seven-year old child to feel that he can choose what he will or will not read. This shows an active independence instead of the passive compliance we see in many schools and societies. Ruth nodded in understanding and agreement.

The Joy of Eye-Teaming

The next day, with Renate assisting, I began teaching my two-day course: The Dennison Approach to Whole-Brain Learning. I especially enjoy sharing this introduction to my Edu-K work with teachers, as they recognize the challenges to learning and can appreciate seeing people overcome them. It’s thrilling to watch students as they discover their learning profile and then use simple Brain Gym activities to access the learning midfield and make immediate and significant improvements in reading, listening, and writing skills.

One experience was especially meaningful for me. During the opening circle for the course, the participants introduced themselves, again through translation. When I asked who would like to improve their reading, Ruth (from the previous day) eagerly volunteered and told the group that, as a child, she had been told she had a lazy left eye and could do her best with her “good” eye. I had Ruth read aloud. She slowly and precisely read the Russian text left to right, focusing from her right visual field and carefully pronouncing every word. Afterwards, I asked her to say something about what she had read. She could not verbalize any of the content. I checked her ability to track, which requires crossing of the visual midline and seeing in the midfield where the left and right visual fields overlap. She was unable to access this skill.

I encouraged Ruth to choose from the Midline Movement category whatever Brain Gym activity she felt called to. Together, she and I did about 30 seconds of Belly Breathing as the first part of the Learning Menu. Suddenly, Ruth joyfully exclaimed: “I cannot believe it; I can see with my left eye again!” We continued the menu by doing the Lazy 8s and the Cross Crawl.

As a post-check, I asked Ruth to track across her visual midline and focus in her midfield, which she was now able to easily do. She then read a new text, with ease and fluency. She was able to put the text into her own words without difficulty. I could see that Ruth was able to move her eyes smoothly over the words while listening to herself say them–that is, she was able to think while looking, and so access her comprehension.

Ruth said, “Now I understand what you mean by the physical skills of learning. Now that I can see without straining my eyes, I can hear myself thinking and I can trust my eyes to see the information I need.”

Although during the course the translation into Russian had sometimes sometimes presented a challenge, I felt that for most of us that day the language of movement transcended any linear thinking.

 

*See a segment of this dance on YouTube.

**See our facebook page for a photo book from Paul’s trip.

To discover more about Paul’s approach to teaching, see Brain Gym® and Me: Reclaiming the Pleasure of Learning, by Paul E. Dennison, © 2006.

See also Discovering the Reading Midfield

Research Nugget: Visual Skills and Reading

Reading a printed page presents its own issues, as there is much more to reading than simply looking at an object. Experts have said that the eye muscles can move nearly 10,000 times in an hour of reading; that means the eyes must be able to refocus effectively in order to take in information without backtracking. http://www.loc.gov/rr/scitech/mysteries/muscles.html

© 2013 by Paul Dennison. All rights reserved.

Brain Gym® is a trademark of Educational Kinesiology Foundation/Brain Gym® International. Click here for the name of an instructor in you area.

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