Should A 4 Year-Old Know How To Spell Their Name Right Brain Learning

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Right Brain Learning

Many people learn well through their sense of sight. They can watch someone do something and then they can copy the work and practice. Other people learn best through their auditory sense, by listening to instructions. Most people tend to learn best through a combination of the senses including seeing, hearing and doing. Making is kinesthetic or our sense of feeling. Other moments of learning rely heavily on taste and smell such as when one is striving to be a chef. For most of us, it is feeling/experiencing that helps us truly integrate new information and skills. Once we are actively involved in everything we are learning, we progress more easily.

Many years ago, I worked as an adaptive PE teacher in San Diego, California. Some of my students were “severely emotionally disturbed.” I remember an eight-year-old boy who could not write his name. His teacher did not know how to help him succeed because all his previous efforts had failed. One day, I wrote the boy’s name on the ground with chalk in big letters. I asked him to walk on top of each letter, drawing them with his body movements. Every time he did this, I asked him to say the letter. After this experience he knew how to spell his name. He simply needed to integrate this kinesthetic information. He was relaxed and having fun. This is right brain learning.

It is natural to learn from our senses. We see, hear, smell, taste and feel. These signals are received by the body before reaching the brain and conscious awareness. Children will visually study an object with great intensity. They touch things on their cheeks or in their mouths. They often smell or taste things. Why do babies put everything in their mouths? That’s because they learn about the world around them through their language. They touch and feel in a wider way because it is natural. They learn with their senses first and then they learn how to think. We are all this way. Sensory learning is primary and logical learning is secondary. When we use more or our mind’s natural ability to learn we have greater resources to create successful results.

There are four parts to the learning process:

1. The teacher’s part is to share the information.

2. The student’s part is to focus on what is happening.

3. The student’s part is to receive and hopefully integrate the new information.

4. The student’s part is to remember the information when it is necessary, such as when taking a test or when it is useful in a real situation.

Regarding #1, the teacher’s part in sharing information, it is interesting to remember that when we are children in kindergarten we happily lead them to learn new things through engaging our senses. We learn our ABCs through songs, we learn the months and how many days they have through a rhyme “30 days there are September, April, June and November…” We learn simple addition and subtraction by counting items such as blocks or sticks as we learn . move them from one place to another. We actively engage through sensory awareness.

Some of these tactile learning skills remain in the first and second grades, but often by the third grade, most instruction shifts from right-brain to left-brain instruction. This means it changes from primarily sensory learning to secondary logical learning. Now they teach us to memorize the times tables, or names or dates and mathematics is nothing more than numbers on paper. There is a better way.

Learning through right brain sensory awareness is primary.

Learning through left brain intellectual concepts is secondary.

Studies show that when children engage in right-brain activities like music or dance, they do better with left-brain activities like math and English. When we teach children through the right brain approach, they are more motivated and excited. Instead of feeling bored they can learn in an engaging and fun way.

Let’s look at #2, the student’s ability to focus. This lack of ability is often labeled as ADD or ADHD. I feel strongly that it is unrealistic to expect a young child to sit in a chair for hours each day while his brain feeds on information. Many children are given medication to manage to fit into this very unnatural mold. Young animals are naturally active and energetic. Another common influence behind this problem is a lack of sleep. When children are tired, they have to overstimulate themselves just to stay awake.

Consider a young child who has spent most of his time at home where the environment tends to be peaceful. Even with siblings, the amount of external stimulation is limited. Now, that same child is three or four or five years old and they are put in a room with twenty or twenty-five other children. This child has no experience in learning how to block out a lot of external stimulation. Even if the room is quiet, many children are very sensitive and can sense the abundance of energy in the classroom.

Why do we expect all children to automatically focus in the classroom when most of them never have the chance to learn how to do so?

Right brain and memory power

Using this story, I would like to build on the idea of ​​using sensory learning for greater integration of information and to facilitate recall of information at a later time. When we use our senses it makes it easier to remember information when needed.

“You’re riding your bike and you see a shiny piece of quartz crystal on the ground. You stop and pick it up. You hold it up to the sunlight and you can see a little rainbow deep inside. Now you come to a big. fountain with something unusual on top. The water flows into 3 pools. There are coins in each pool. You make a wish and throw your piece of quartz crystal into the water. It shines in the water.”

Sensory integration

* You are riding your bike – Imagine this in your mind’s eye. Feel it. What kind of bike is it? What color is your bike?

* You see bright quartz crystals – What shape, size etc.

* You hold it up to the sunlight – Feel the sun shining on your face.

*You see a little rainbow inside – Describe it to me. (Look it up.)

* You come to a fountain with something unusual on top. What is on top? Describe it to me. (See it)

* The water flows down into 3 pools of water filled with coins and coins (Watch it. Watch the coins glisten under the water. Feel the water splash on your face.)

* Imagine making a wish and throwing your crystal into the water where it shines in the sunlight.

I tell this story two or three times while asking the child to engage through his imagination. After that, I asked the child to tell me the story. Most children find this easy to do and tend to be quite accurate in remembering key elements. This is independent of how much time has passed. Even several weeks later, they are still able to tell the story with relative ease.

I have used these ideas to help children learn to focus more effectively:

Laser beams

First, we talk about laser beams. A laser weight picks up randomly flowing scattered electrons and moves them all in one direction. Rather than scattering electrons to form a line of energy, a laser that is powerful enough to burn a hole in a thief or gentle enough to perform delicate eye surgery. What started out as scattered chaos becomes focused and useful.

Then we talk about how the mind is like that. It can either be diffuse or it can be like a laser beam. When it is like a laser beam, it has a lot of power. I further mention that when they are listening to their teachers or concentrating on school work, that is the best time for their minds to become like a laser beam. Then we can engage in this activity:

Laser Beam Activity

Sit directly across from the child you are helping, eye to eye when possible. Tell him to be like a laser beam. All they can do is focus on you and your voice. No matter what else is going on around them, they are more focused on you and what they are learning. Now tell the short story.

And then we add some external stimulation. I have another person standing behind the child who is sitting. This person’s work is a distraction. They can talk or jump or clap etc. They continue to do this as you retell the story. You can give the suggestion, “No matter how much money goes to your side, you focus more like a laser beam. You focus like a laser beam and nothing disturbs or disturbs you.” This continues several times in and each time the level of distraction increases. Finally, have the child tell you the story to see how they were able to focus on you, independent of the distractions. This process can be repeated with other stories and great results can be obtained when we use the information that the child needs to learn for school. We can take the most difficult subjects and turn it into a successful and enjoyable experience.

The following is a real-life example to show how this same sensory learning can work in more advanced adult learning situations.

I worked with a client who was in his fifties when he decided to start a new career. He wanted to be an accountant. She felt overwhelmed by the amount of information she needed to learn and was very anxious about passing her test. Now nothing can be more creative influence than that of accounting and numbers, but we could use the power of the right brain in its learning process.

In his imagination we created a neighborhood. In the first house lived a single mother with two children. We put the necessary tax information on the door and in the house. We put it in this single mother’s life. Next store was a man who worked at home. Again, we imagine this man, what he did and what tax benefits he earned for working at home. For example, “He has the right to write the percentage ‘x’ of his utilities” became an image of his lights throughout the house, each person showing the number that represents the percentage allowed for tax benefits. Soon we had a whole neighborhood complete with clues for most of the necessary information.

I’m happy to say this customer passed his test the first time! He felt calm and capable throughout. The information he needed was easy to remember and instead of being stressed he had an enjoyable time.

These few examples demonstrate ways to bring right brain, sensory processing to learning. Here are some basic ideas to keep in mind as you progress:

* Make the images as real as you can – feel like it is really happening.

* The more the image the easier it is to remember the information. (Think about the Geico gecko.)

* Connect one idea to another to form a story.

* Make up a song or rhyme to remember the information.

* Relax and enjoy the process!

When we use more of our minds to learn, then learning is fun and easy. Relaxation and enjoyment allow new information to be integrated and accessed more easily. Imagine how different our education system would be if we decided to embrace this natural way of learning! Are you ready to experience what your brain can do for you?

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