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Right Brain Learning
Many people are good visual learners. They can repeat the task by watching someone else do something and then practice it. Others learn best aurally by listening to instructions. Most people learn best through a combination of their senses: seeing, hearing, and doing. To do is kin, or our senses. Other learning moments depend heavily on taste and smell, such as when someone aspires to be a chef. For most of us, it is the feeling/doing experience that helps us truly integrate new information and skills. If we are actively involved in everything we are learning, we will progress more easily.
Many years ago I worked as an adaptive physical education teacher in San Diego, California. Some of my students were “very emotionally disturbed.” I remember an eight-year-old boy who could not write his name. All his previous efforts had failed, and his teacher did not know how to help him succeed. One day I wrote the boy’s name in big letters on the ground with chalk. I asked him to walk over each letter and trace them with his body movements. Every time he said it, I asked him to say the letter. After this experience, he knows how to write his name. He just needed to combine this information aesthetically. He was relaxed and cheerful. This is right brain learning.
Learning through our senses is natural. We see, hear, smell, taste and feel. These signals are received by the body before reaching the brain with conscious awareness. Children will explore objects with great intensity. They touch things to their cheeks or lips. They often smell and taste things. Why do babies put everything in their mouths? Because they learn about the world around them through language. Being natural, they reach and feel on a wider scale. They learn first with their senses and then learn how to think. We all are. Sensory learning is primary and logical learning is secondary. When we use more of our mind’s natural abilities to learn, we have more resources to create successful outcomes.
The learning process has four parts:
1. The teacher’s role is to share information.
2. The student’s task is to focus on what is happening.
3. The student’s role is to receive and integrate new information.
4. The student’s role is to recall information when needed, such as when taking an exam or in a real-life situation.
Regarding #1, the teacher’s exchange of information, it is interesting to note that as kindergartners, we are excited to learn new things by using our senses. We learn our ABCs with songs, we learn the months and days with the rhyme “30 days are September, April, June, November…”. moving them from one place to another. We actively participate through our senses.
Some of these tactile learning skills persist into grades one and two, but by grade three, most teachers shift from right-brain to left-brain teaching. This means that there is a shift from primary sensory learning to secondary logical learning. Now we are taught to memorize timetables or names and dates, and math is nothing more than numbers on paper. There is a better way.
Right brain sensory learning is fundamental.
Learning is secondary to left-brain intellectual perception.
Research shows that children do better in left brain activities such as math and English when they engage in right brain activities such as music and dance. When we teach children in a right-brain way, they are more motivated and excited. Instead of being bored, they can learn in an interesting and enjoyable way.
Let’s look at #2: Student Focus. Lack of this ability is often labeled as ADD or ADHD. I strongly feel that it is unrealistic to expect young children to sit in a chair for hours every day, as their brains are fed with information. A lot of children are given drugs to get this unusual pattern. Young animals are naturally active and energetic. Another common effect behind this problem is insomnia. Children need to overstimulate themselves to stay awake when they are tired.
Let’s assume that a young child who spends most of his time at home tends to have a calm environment. Even with siblings, external stimulation is limited. Now this child is three, four or five years old and is placed in a room with twenty or twenty-five other children. This child does not have the experience to learn how to block external stimuli. Even if the room is quiet, many children are very sensitive and they can feel the abundance of energy in the classroom.
Why do we expect all children to be able to focus in class when most of them have never had the opportunity to learn how to do so?
Right brain and memory power
Using the following story, I want to build on the idea of using sensory learning to make information more cohesive and easier to recall later. Using our senses makes it easier to recall information when needed.
“You’re riding your bike and you see a shiny quartz crystal on the ground. You stop and pick it up. Hold it up to the sunlight and you’ll see a small rainbow inside. Now you’ve reached a big place. A fountain with something unusual on it. Water 3 pools flows into. Every pool has pennies and coins. Say your wish and throw the quartz crystal into the water. It sparkles in the water.”
* You are riding your bike – Visualize it with your own eyes. Feel it. What kind of bike is this? What color is your bike?
* You see a sparkling quartz crystal – What shape, size, etc.
* You hold 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 an unusual item on top. What’s on top? Please explain to me. (See)
* Water flows into 3 pools filled with pennies and coins (Look at this. See the coins glistening under the water. Feel the water splash on your face.)
* Imagine making your wish by throwing your crystal into the water that glistens in the sunlight.
I tell this story two or three times while asking the children to participate in their imagination. Then I ask the child to tell a story. Most children find this easy and tend to be fairly accurate in recalling key elements. It doesn’t matter how much time passes. Weeks later, they can still retell the story with relative ease.
I have used the following ideas to help children learn to focus more effectively.
First, we talk about laser beams. A laser bean picks up a random stream of scattered electrons and moves them all in the same direction. Instead of being scattered, the electrons create lines of energy, a laser powerful enough to burn a pinhole or soft enough to perform delicate eye surgery. What begins as a scattered mess becomes focused and useful.
Then it is said that the mood is like this. It can be diffused or like a laser beam. It is very powerful like a laser beam. I would go on to mention that when they are listening to their teacher or concentrating on schoolwork, the best time for their minds to be like a laser beam is. Then we can participate in the following activities.
Laser beam operation
If possible, sit facing the child you are helping. Tell him to be like a laser beam. All they can do is focus on you and your voice. No matter what is happening around them, they are more focused on you and what they are learning. Now tell the short story again.
Then we add external stimuli. Another person is standing behind the sitting child. This person’s job is to distract. They talk, jump, clap, etc. They will continue to do so as you retell the story. You could suggest, “No matter how much is going on around you, you’re more focused like a laser beam. You’re focused like a laser beam, and nothing gets in your way or gets in your way.” This goes on several times, each time increasing the level of distraction. Finally, tell a story to find out how well the child was able to focus on you despite distractions. This process can be repeated with other stories, and we can achieve great results when we use the information the child needs to learn in school. We can take their most difficult subject and turn it into a successful and enjoyable experience.
Below are real-life examples of how this sensory learning can be effective in more advanced learning situations for adults.
I worked with a client in his fifties when he decided to start a new career. He wanted to be an accountant. He was overwhelmed by the amount of information he needed to learn and worried about passing his exams. Now, accounting and numbers couldn’t be further from creative influences, but we were able to harness the power 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 posted the necessary tax information around the door and house. We made it into the life of a single mom. The next shop was a home worker. Again, we can imagine what this person was doing while working at home and what tax deductions they were getting. For example, “He’s allowed to deduct ‘x’ percent of his utility bill” becomes an image of his lights throughout the house, each showing a number that represents the percentage of the tax credit he’s allowed. Soon we had an entire neighborhood where we could get most of the information we needed.
This customer is happy to pass the test first time! He felt calm and capable the whole time. It was easy for him to recall the information he needed and he had fun instead of stressing out.
These few examples show how the right brain and sensory processing can be brought into learning. Here are a few key points to keep in mind as you progress.
* Make the picture as real as possible – make it feel like it’s really happening.
* The sillier the picture, the easier it is to recall the information. (Think of the Geico gecko.)
* Connect one idea to another so they form a story line.
* Make up a song or poem to remember the information.
* Relax and enjoy the process!
Learning is fun and easy when we use our minds more to learn. 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 adopt this natural learning approach! Ready to experience what your brain can do for you?
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