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Right Brain Learning
Many people learn well with their sense of sight. They can watch someone do something and then they can duplicate the task with practice. Other people learn well through their sense of hearing, listening to instructions. Most people tend to learn best through a combination of their senses, including seeing, hearing and doing. Making is paresthetic or our sense of feelings. Other learning moments rely heavily on taste and smell, such as when someone strives to be a chef. For most of us, it’s the feeling/doing experience that helps us truly integrate new information and skills. Once we are actively involved in what we are learning, we progress more easily.
Many years ago I worked as an adapted physical education teacher in San Diego, California. Some of my students were “severely emotionally disturbed.” I remember an eight-year-old boy who couldn’t write his name. His teacher did not know how to help him succeed since all his previous efforts had failed. One day, I wrote the boy’s name on the floor with chalk in big, big letters. I asked her to walk over each letter, tracing them with the movement of her body. Each time he did, I asked him to say the letter. After this experience he knew how to write his name. I simply needed to integrate this information parenthetically. He was relaxed and having fun. This is right brain learning.
It is natural to learn through our senses. We see, hear, smell, taste and feel. These signals are received by the body before reaching the brain with conscious awareness. Children will visually study an object with great intensity. They touch things on the cheek or on the lips. They often smell or taste like things. Why do babies put everything in their mouths? It is because they are learning about the world around them through their language. They are touched and felt in a much wider way because it is natural. First they learn through the senses and then they learn to think. We are all like that. Sensory learning is primary and logical learning is secondary. When we use more or our mind’s natural abilities for learning, we have more resources to create successful outcomes.
The learning process has four parts:
1. The teacher’s part is to share the information.
2. The student’s part is to focus on what is happening.
3. The part of the student is to receive and hopefully integrate the new information.
4. The student’s part is to remember the information when needed, such as when taking a test or when it is useful in a real-life situation.
Regarding #1, the teacher part of sharing information, it is interesting to note that when we are children in preschool we are joyfully led to learn new things by engaging our senses. We learn our ABCs through song, we learn the months and how many days they have through a rhyme “30 days has September, April, June and November…” We learn simple addition and subtraction by counting items such as blocks or sticks in as we go move them from one place to another. We are actively involved through sensory awareness.
Some of these tactile learning skills carry over into first and second grade, but often by third grade the majority of teaching shifts from right-brain to left-brain teaching. This means that it changes from primarily sensory learning to secondary logical learning. Now we are taught to memorize times tables, or names or dates and math is nothing but numbers on paper. There is a better way.
Learning through right brain sensory awareness is paramount.
Learning through the intellectual concepts of the left brain is secondary.
Studies show that when children engage in right-brain activities like music or dance, they do better in left-brain activities like math and English. When we teach children using right-brain approaches, they are more stimulated and excited. Instead of being bored, they can learn in an engaging and enjoyable way.
Let’s look at number 2, the student’s ability to concentrate. Lack of this ability is often labeled ADD or ADHD. I strongly believe that it is unrealistic to expect a young child to sit in a chair for many hours each day while their brain is being fed information. Many children are medicated so they can fit into this unnatural mold. Young animals are naturally active and energetic. Another common influence behind this problem is lack of sleep. When children are tired they have to be overstimulated just to stay awake.
Consider a young child who has spent most of his time at home where the environment is usually quiet. 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 placed in a room with twenty or twenty-five other children. This child has no experience to learn to block out so much external stimulation. Even if the room is quiet, many children are very sensitive and can feel the abundance of energy in the classroom.
Why do we expect all children to be able to automatically focus in the classroom when most of them have never had the opportunity to learn how to?
Right brain and memory strength
Using the story below, I would like to build on the idea of using sensory learning for greater integration of information and for easy recall later. When we use our senses, it is easier to remember information when needed.
“You’re on your bike and you see a shiny piece of quartz crystal on the ground. You stop and pick it up. You pick it up in the sunlight and you can see a little rainbow in the background. Now you come to a large fountain with something unusual at the top. The water goes down in 3 pools. There are pennies and coins in each pool. You make a wish and throw your piece of quartz crystal into the water. It sparkles in the water “.
* You are riding your bike – Picture it in your mind. to feel What kind of bike is it? What color is your bike?
* You see the shining quartz crystal: what shape, size, etc.
* You hold it in the sunlight – Feel the sun shining on your face.
*Sees a little rainbow inside – Describe it to me. (Watch it.)
* You come to a fountain with something unusual on it. what’s on top describe it to me (see it)
* Water flows into 3 pools of water filled with pennies and coins (Check it out. Look at the coins glistening under the water. Feel the water splashing in your face.)
* Imagine making a wish and throwing your crystal into the water where the sunlight shines.
I tell this story two or three times while asking the child to engage through their imagination. Then I ask the boy to tell me the story. Most children find this easy for them and are usually quite accurate in remembering the key elements. This is independent of the passing time. Even weeks later, they are still able to retell the story with relative ease.
I have used the following ideas to help children learn to focus more effectively:
First, let’s talk about laser beams. A laser grain picks up scattered randomly flowing electrons and moves them all in one direction. Instead of scattering, the electrons form a line of energy, a laser powerful enough to burn a hole through burglary or soft enough to perform delicate eye surgery. What began as scattered chaos becomes focused and useful.
Then we talk about how the mind is like that. It can be scattered or it can be like a laser beam. When it is like a laser beam, it has a lot of power. I also mention that when they are listening to their teacher or focusing on school work, that is the best time for their mind to be like a laser beam. Then we can participate in the following activity:
Laser beam activity
Sit directly in front of the child you are helping, eye to eye when possible. Tell it to be like a laser beam. All they can do is focus on you and your voice. No matter what is going on around them, they are more focused on you and what they are learning. Now tell the short story again.
Next we add some external stimulation. I have another person standing behind the child who is sitting. This person’s job is to be a distraction. They can talk, jump or clap, etc. They keep doing this as you retell the story. You can give the suggestion: “No matter what’s going on around you, you focus more like a laser beam. You focus like a laser beam and nothing disturbs or bothers you.” This continues several times, each time increasing the level of distractions. Finally, have the child tell you the story to see how well he was able to focus on you, regardless of the distractions. This process can be repeated with other stories and great results can be found when we use the information that the child needs to learn for school. We can take your most difficult subject matter and turn it into a successful and enjoyable experience.
Below 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 her fifties when she decided to start a new career. I wanted to be an accountant. She felt overwhelmed with the amount of information she needed to learn and was very worried about being able to pass the test. Now, nothing could be further from creative influences than accounting and numbers, but we were able to use the strengths of the right brain in his 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 around the house. We incorporated it into this single mom’s life. The next shop was a man who worked at home. Again, we imagined this man, what he did and what tax benefits he earned for working at home. For example, “You are allowed to write off ‘x’ percentage of your utilities” became a picture of your lights throughout the house, each showing the number representing the percentage allowed for tax benefits. Soon we had an entire neighborhood complete with clues for most of the information needed.
I am happy to say that this customer has passed his test first time! She felt calm and capable throughout. The information he needed was easy to remember, and instead of stressing out, he had an enjoyable time.
These few examples show ways to bring right-brain sensory processing into learning. Here are some basic thoughts to keep in mind as you move forward:
* Make the images as real as you can – feel like it’s really happening.
* The sillier the picture, the easier it is to remember the information. (Think the Geico gecko.)
* Connect one idea to another to form a story.
* Create a song or rhyme to remember the information.
* Relax and enjoy the process!
When we use more of our minds to learn, learning is fun and easy. Relaxation and enjoyment allow you to integrate and access new information much more easily. Imagine how different our education system would be if we decided to adopt this natural way of learning! Are you ready to experience what your brain can do for you?
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