Children Learn Best When They Like Their Teacher Right Brain Learning

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Right Brain Learning

Most people learn best with their eyes. They can watch someone else do something and then they can repeat the task in practice. Some people learn best through their hearing, by listening to instructions. Most people like to learn best by using their strengths of seeing, hearing and doing. Action is kin-esthetic or our feeling. Sometimes learning is as much about taste and smell as if one were trying to become a chef. For most of us, it is hearing/doing that helps us integrate new knowledge and skills. When we participate in whatever we are learning, we progress easily.

Many years ago I worked as a PE Teacher in San Diego, California. Some of my students were “very mentally disturbed.” I remember an eight-year-old boy who could not write his name. His teachers didn’t know how to help him succeed because everything he had done in the past had failed. One day, I wrote the boy’s name on the floor with chalk in very large letters. I asked him to walk over each letter, following it with his body movements. Every time he did, I asked him to say the letter. After this happened he knew how to write his name. He just needed to incorporate this information with interest. He was relaxed and happy. This is good brain training.

It is natural to learn through our own strengths. We see, hear, smell, taste and feel. These signals are received by the body before reaching the brain and consciousness. Children learn by seeing something very powerfully. They touch things to their cheeks or lips. They usually smell or taste things. Why do babies put everything in their mouths? It is because they are learning about the world around them through their language. They touch and feel in many ways because they are natural. They learn through their senses first and then they learn to think. We are all like this. Mental learning is primary and logical learning is secondary. When we use more or the natural ability of our mind in learning we have more resources to produce better results.

There are four levels of education:

1. The teacher’s role is to share what he knows.

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

3. The role of the student is to receive and integrate new information.

4. The part of the student is to remember the information when it is needed, such as when writing an exam or when it is useful in real life situations.

Regarding #1, the teacher’s role in sharing information, it is interesting to note that as preschoolers we are excitedly led to learn new things through the use of our strengths. We learn our ABCs through music, we learn how many months and days are in the music “30 days have September, April June and November…” We learn to add and subtract by counting things like blocks or sticks and moving them from one place to another. We are engaging actively through emotional awareness.

Some of these creative learning skills persist into first and second grade, but often by third grade, most learning shifts from right-brain learning to left-brain learning. This means that it changes from conceptual learning to secondary logical learning. Now we are taught to memorize times tables, or names or dates and math is just numbers on paper. There is a better way.

Learning through proper brain recognition is essential.

Learning through left brain thinking is secondary.

Research shows that when children do 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 pathways, they are motivated and happy. Instead of being bored, they can learn in a fun and interesting way.

Let’s look at #2, the student’s ability to focus. Lack of this ability is often referred to as ADD or ADHD. I think it is unreasonable to expect a young child to sit in a chair for hours every day because his brain is given information. Many children are given medication to help them get into this unnatural mold. Young animals are naturally active and energetic. Another thing that causes this problem is lack of sleep. When children are tired they have to work harder to stay awake.

Think of a young child who has spent most of his time at home where the environment is peaceful. Even with siblings, the amount of external stimulation is limited. Now this same child is three or four or five years old and is placed in a room with twenty or twenty-five other children. This child does not have any experience of learning how to block external stimulation. Even though the room is quiet, many children are very sensitive and can feel a lot of energy in the classroom.

Why do we expect all children to observe in class when most of them have never had the opportunity to learn how to do so?

The Right Brain and Memory Power

In the following article, I would like to expand on the idea of ​​using mental learning to integrate more information and to remember more easily later. When we use our energy it is easier to remember what we have learned 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 in it. Now you come to a large surface. A spring with a strange substance on top. Water is flowing down into it. three pools. There are coins and coins in each pool. You make a wish and throw your piece of quartz crystal into the water. It sparkles in the water.”

Sensory integration

* You are riding your bike – Visualize this in your mind’s eye. Listen to it. What kind of bike is it? What type of bike is yours?

* You see a quartz crystal – What shape, size etc.

* You stand up to the sunshine – Feel the sun shining on your face.

*You see a little rainbow inside – Explain it to me. (See.)

* You come to a fountain with a strange object at the top. What is above? Explain it to me. (See)

*Water is flowing in three pools of water full of coins and coins (See. See the coins being torn under the water. Feel the water splashing on your face.)

* Imagine making a wish and throwing your crystal into the water as you shine with the sun.

I tell this story two or three times and ask the child to collect it in his mind. Then, I ask the child to tell me the story. Many children find this easy for them to do and tend to be more accurate in remembering the most important things. This does not depend on how much time passes. Even after several weeks, he can easily repeat the story.

I have used the following tips to help children focus better:

Laser type

First, let’s talk about laser beams. A laser beam picks up scattered electrons that are moving randomly and moves them all in the same direction. Instead of scattering the electrons form a line of energy, a laser that is powerful enough to burn a hole by stealing or gently to perform eye surgery. What started out as scattered chaos is now focused and practical.

Then we discuss the state of mind. It can be scattered or be like a laser beam. When it is like a laser beam, it has more power. I also tell them that when they are listening to their teachers or concentrating on school work, this is the best time for their thoughts to be like a ray of light. Then we can do this:

Laser Beam Operation

Sit facing the child you are helping, face to face if possible. Tell him to be like a laser beam. All they can do is focus on you and your voice. No matter what happens around them, they only think about you and what they are learning. Now tell the short story again.

Then we add external stimulation. I have another person behind the child who is sitting. This man’s work is confusing. They can talk or jump or clap their hands and so on. He continues to do so as you retell the story. You can offer the idea, “No matter what is going on around you, you are focused like a laser beam. You are focused like a laser beam and nothing bothers you or distracts you.” This continues several times and each time the level of interference increases. Finally, ask the child to tell you the story to see how he can get along with you, without relying on distractions. This can be repeated with other subjects and the best results can be obtained if we use what the child needs to learn in school. We can take their most difficult part and turn it into something positive and fun.

Below is a real-life example of how this same experiential learning can work in higher education for adults.

I worked with a client who was in his fifties when he decided to start a new career. He wanted to be an accountant. He was very worried about the many things he needed to study and he was very worried about passing his exams. Now, nothing could be further away from creative influences than accounting and numbers, yet we were able to use brain power in his learning process.

In his mind we created a neighborhood. In the first house there was only one mother and two children. We put important tax notices on the door and around the house. We plugged it into the mother’s life. The next shop was a man who worked from home. Again, we considered this man, what he did with the tax benefits he got from working at home. For example, “He is allowed to write down ‘x’ percent of his consumption” became a picture of his lights throughout the house, each showing a number representing the number of tax allowed. Soon we had a whole community with lots of useful information.

I am happy to report that this client passed his test the first time! He was always calm and efficient. What he needed was easy to remember and instead of stress, he had a good time.

These few examples show ways to bring about the right brain, the evolution of the mind in learning. Here are a few things to keep in mind as you move forward:

* Make the images as realistic as possible – feel like it’s really happening.

* The image is easy to remember. (Think Geico’s gecko.)

* Connect one idea to another to make a story.

* Make a song or song to remember more.

* Relax and enjoy the process!

The more we use our minds to learn, the more fun and easy it is to learn. Relaxation and excitement allow new information to be integrated and accessed more easily. Imagine how our education would change if we chose to follow this natural way of learning! Are you ready to experience what your brain can do for you?

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