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MOBILISING THE BRAIN
The left and right hemispheres of the brain have different roles. Roughly speaking the left-hand side handles logic and the application of learned information. The right-hand side is involved with creative activities. The subconscious brain plays an important role in inspiration, intuition, and the resolution of problems. Analysis of the mental processes of the highest achievers in all forms of human endeavour reveals their success to be due to the use of all regions and linking the left and right hand sides of their brains.
Research also indicates that we use only a tiny percentage of our brains. It is argued therefore that we can all accomplish much more if we expand the boundaries of our expectations and do not restrict the mental routes we take to reach them. When this concept is applied to literacy it is obvious that reaching the goal of learning to read and write is speeded up by mobilising more of our overall mental resources.
We can improve physical performance by exercising in the gym. Likewise we can improve the performance of our minds by exercising our brains.
The human body has an impressive ability to adapt. If we stop wearing shoes the brain sends messages to the soles on our feet to increase the production of surface skin cells (the epidermis). After a while we can walk comfortably without shoes, even over pebbles.
The brain has a similar ability to adapt and compensate in the process of learning English. For instance the image produced at the back of the eye (the retina) by the lens is upside down. The brain compensates for this and we see the image the right way up. If we invert the image, in front of one eye.
The image on the retina is upside down.
The brain turns images from the eyes the right way up even if one of them is upside down.
The brain will be confused at first. We will see the object as the right way up with one eye and upside down with the other. However, before long, a correction mechanism will come into play. The two images will be superimposed by the brain and we will see the image, of a boat say, the correct way up with both eyes.
Another example of the ability of the brain to adapt to meet a demand occurs when a blood vessel becomes blocked or damaged. This triggers a brain response which results in the alternative routes along which the blood can flow expanding their capacities.
The brain works in a similar way when relating words to objects. If one mechanism for doing this does not function efficiently the brain can, within limits, develop and expand alternative mental pathways to the desired end result. This is apparent in different approaches to word recognition.
In the “look and say” method students are taught to associate the layout of a group of letters with an object. This can be speeded up if the shape of the object in question can be related in some way to the layout of the letters. The word aeroplane for instance can be recognised more rapidly if the ‘p’ and the ‘l’ are used to symbolise the wings.
The word for aeroplane can also be broken down into the sounds of each letter and learned phonetically. This requires a different mental pathway, or mindset. The brain can switch from one to another. The lesson to derive from this, especially when helping students who have learning difficulties, is to offer the brain alternative routes and develop the ones that work best.
Education in its broadest sense doesn’t stop and start at the school gates. Helping youngsters to continue learning out of school in an exciting way is rewarding for all concerned. The cliché practice makes perfect applies to almost everything we do, especially learning a language. It’s another one of the oddities of the brain that validates encouraging children to practice at home what they have learnt in school. The best way to do this, especially with youngsters who are reluctant pupils, is to turn work into play. There are innumerable ways of achieving this. Making a game of reading road names or recognising words on the sides of buses on the way home from school, with modest rewards for a high score, is an example. Above all it should be fun. If it isn’t, don’t do it.
Grandparents are often recruited, especially in times of emergency, to collect young children from school. Rushing out of school clutching a cherished piece of schoolwork is an exciting moment for a child. Having it received with enthusiasm by a parent or grandparent brings extra pleasure and adds to the satisfaction of going to school and learning, An animated chat on the way home about what has happened during the day can be very revealing. It is an opportune time for discrete enquiries to find out what subjects a child might be finding difficult and would benefit from a little help at home. It is very important however, that parents not become obsessive about education and over ambitious for their offspring to achieve high grades. A balance is needed.
Coming out of school is a time for youngsters to let off steam and release the pent-up energy they have accumulated in classrooms during lessons. All juvenile mammals have this need. Watch what happens when a young dog is let out of the house and taken to a space where it can run around. It radiates its delight at being set free. Likewise, children need time when they can let all thoughts of passing tests and exams fly away and enjoy being free with a minimum of restrictions.
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