learning styles Tag

Posts tagged 'learning styles'

Children with Auditory Processing Disorders or Not?

A brain made from words marking the different brain functions

I went to study special education to help children and adults with learning difficulties. When I started my journey, over 30 years ago, I thought there were many people with learning difficulties. I still think there are, but in the past, I was convinced they were “organic” – physical, possibly genetic – and therefore hard to change.

Now, after seeing so many children and people of all ages, I think that social attitude creates or aggravates the problems in many cases. Many people have small difficulties that are blown out of proportion and labeled as disorders.

Auditory processing disorders are very popular and easily labeled, even among very young children. Every year that passes, I hear about younger and younger kids with auditory processing disorders. Recently, I even talked to a mother whose son was one year old and she insisted he had an auditory processing disorder. I am qualified enough to know that I cannot assess a child for APD at one year of age.

Read Children with Auditory Processing Disorders or Not? »

Children with the Kinesthetic Communication Style

Kinesthetic kids love mess. Two boys cutting out Halloween pumpkins

The idea that all kids are the same is false and brings parents and teachers into lots of trouble. Every time these kids are not “the same” as others, they think something is wrong with them. Nothing is wrong with them! They are just different and we should all be happy that there is not such a thing as “one size fits all”.

In my kids’ assessments, I check children’s communication styles. If I know their communication styles, I know what challenges they have and why, and I know the best ways to introduce new information to them.

During our sessions together, I pay attention to how they move. I check if they stand up while they work and if they move their legs or other body part. I notice if they are social and friendly and pay attention to how they talk about others. Moving a lot and talking about emotions, fairness, kindness and caring are typical for kinesthetic children.

Read Children with the Kinesthetic Communication Style »

Common Myths about Kids’ Learning and Success

Sometimes, kids’ worst obstacles are their own parents’ misconceptions about kids’ learning and success. As a teacher, I have seen many kids struggle on a daily basis to meet the extremely high and unrealistic expectations their parents set for them. These high expectations for children usually go hand in hand with expectations parents set for themselves.

Such extreme standards bring pressure, tension, pain, depression and a great feeling of inadequacy, both for the parents, and the child. Unfortunately, children carry this feeling with them into adulthood, and raise their own kids using the same misconceptions.

Here are some common myths I have heard over the years, about what will bring success and facilitate kids’ learning.

Myth #1: Kids’ learning is improved by pain and punishment

It is true that humans over time have learned through cause and effect. They improve and evolve by seeing the consequences of their actions.

However, using punishment as a teaching tool does not make children learn what you think (not even if you call it “consequences”). They learn to be afraid and to avoid the punishment. The lesson you were trying to teach them is completely lost. This is because the need to avoid pain is stronger than almost anything and they will do whatever they can to avoid it.

The more painful the punishment, the less they will learn of what you are actually trying to teach them.

Read Common Myths about Kids’ Learning and Success »

Kids Learn Through Play

For children, life is a playground. They love to play. From tiny babies who hold toys and manipulate them clumsily, to school children, who play sophisticated games that require thinking, planning and manipulating, kids just love games. In fact, games are a source of calm and comfort for most. They stimulates the mind and body using a “fun incentive”.

Education in early childhood is very important in building the foundation for happy learning. The early impression children have of learning determines their attitude towards acquiring new knowledge later on in life. Researchers discovered that pre-teen children who called their learning activities “play” were more successful, happier in school and more socially content at the end of adolescence than those who considered their learning activities “work”.

Children play games for many purposes. For example, games can be used to improve social skills. During games, kids must negotiate, share, relate and connect with others. This helps develop understanding, compassion, empathy, acceptance and trust. Later on, this allows healthy intimacy.

Read Kids Learn Through Play »

Teaching & Education Beliefs: Caring

Previously on Teaching & Education Beliefs, I wrote it was the last set of beliefs, but they were not. Sorry. Today’s beliefs are. Here are the last 20 of my top 100 beliefs about teaching and education.

All kids are gifted. Every child has some talent or skill. Teachers are there to help them develop and excel in it. But remember, numeracy and literacy skills are not the only gifts available and they are not great predictors of excellence in the future.

Kids’ hobbies are very important for their emotional intelligence, more than their academic success. Encourage kids to have hobbies, share yours with them, introduce them to different people with different hobbies and give a stage in class to share theirs.

This post is part 6 of 6 in the series Teaching & Education Beliefs

Read Teaching & Education Beliefs: Caring »

Teaching & Education Beliefs: Attitudes & Responsibilities

Here are the last 20 of my top 100 beliefs about teaching and education. Today’s beliefs are about teacher’s attitudes and responsibilities. To read all of them, check out the Teaching & Education Beliefs.

1. In order to raise a new generation of thinkers, teaching should encourage kids to question, even it is means they question you. During my lessons, I teach the kids to question me and the world around them; we should not keep doing things just because we always have. If we do that, we never grow and evolve. Our job as teacher is not to think for them, but to teach children to think for themselves.

2. If you focus on a child’s problems, all you will see is problems. If you focus on their strengths, you will see their gifts. Teachers consider kids problematic or gifted depending on what they focus on.

“Teaching is not about what we give our students but about what they choose to take. We spend too much time giving our students information and too little teaching them how to absorb it” – Ronit Baras

This post is part 5 of 6 in the series Teaching & Education Beliefs

Read Teaching & Education Beliefs: Attitudes & Responsibilities »

Teaching & Education Beliefs: I Am an Educator

In today’s part of Teaching & Education Beliefs, I want to share with you the first 20 of the top 100 beliefs I have about teaching and education.

Last week we discussed where beliefs about teaching come from: from our parents and our own teachers. In this post, I want to share some helpful tips that I found useful through my career.

1. I am an educator. I teach, I coach, I present, I motivate, I do public speaking, I write, I do my community work. In all those roles, I educate kids and grownups on how to find the gifts they have inside and let themselves shine.

2. School is not a place where kids come to gain knowledge; it is a small version of real life. Children have opportunities to use trial and error without detrimental consequences. Kids come to school to learn about themselves, grow and evolve.

This post is part 2 of 6 in the series Teaching & Education Beliefs

Read Teaching & Education Beliefs: I Am an Educator »

How to Raise Gifted Children: Switch-Finding Rules

To help your children find their gifts and talents, it is good to find yours first. Children learn best by example and this will make you a role model for being gifted. Here are my simple rules for finding your switch.

Do not do anything out of fear, guilt or shame, because that will just make your brain a darker place. If you want to help your kids, make sure they do not do things for you. Doing things just to please others is a sign of a dark, dark place and no learning and growth can happen there. So do not make your kids feel guilty for not practicing their musical instrument and do not make them feel bad about not achieving.

Most people (and children) already have the light shining through them, but they just do not recognize it or appreciate it. Finding the things you are good at is a very good way to narrow down the search for your light switch. If you let go of following the school system, which only focuses on three areas, you will find that there are millions of other places to look and millions of things to look for.

The “things I am good at” list is a very important list for grownups and for kids. Kids are not used to saying things like that about themselves and they grow up to be grownups who do not appreciate themselves. Try making this list on your own, but if you are stuck, ask others to help you by telling you what they think you are good at. Children may need more help to make this list. As I always say, aim to put 100 items on your list.

This post is part 3 of 4 in the series How to Raise Gifted Children

Read How to Raise Gifted Children: Switch-Finding Rules »

How to Raise Gifted Children: Find the switch

In my parenting workshops, when I talk about ways to find that switch in the kids’ brain and talk about Eden, who is emotionally gifted, and Tsoof, who is musically gifted, I get a feeling that many of the participants believe that they were born gifted. The hardest thing for me to do in the workshop is to convince them that Eden and Tsoof were as ordinary and special as all other kids in the world. Sometimes, when I manage to convince my clients how we did it, they sit there in shock and in silence for a minute and ask, “Do you mean your kids are just regular kids?!”

Yes, I do!

“They are as regular as others and they are as special as others. All kids have the light inside. The only difference between them and others is that their parents dedicate enough energy to finding the switch that turns on the light”.

I believe that the essence of life is finding that switch and turning the light on. This light is where all good feeling resides. Where success can find a home, abundance is on our dinner table constantly and happiness shines in every corner of our being. I consider people lucky if their light is on or if they know where the switch is and they can turn it on at will.

The great thing about that light is that it can be used in dark times and life is full of dark moments.

The best time to find the switch and turn the light on is during childhood, long before the dark ages of our conditioned adulthood, long before we think of ourselves as frustrated and unable. This requires parents to dedicate much of their energy to finding that switch.

This post is part 2 of 4 in the series How to Raise Gifted Children

Read How to Raise Gifted Children: Find the switch »

Misdiagnosing Learning Difficulties in the Early Years

Teachers and educators (myself included) believe in the power of our vision to make a difference in the lives of students. We think that if we start early, we will guarantee their success in the future. The risky part in education is reducing our evaluation methods to using statistics and making false assumptions about what is normal and what is not.

The official introduction of those assumptions occurred in 1904, when the psychologist Alfred Binet was asked by the French government to develop a test that would identify students with learning difficulties that required special help at school. The original request meant to cater better for students who needed help, but it gave birth to the test that later distorted education systems everywhere – the IQ Test.

The “Crystal Ball” of the Education System
Based on the IQ test, students were positioned in a single, permanent place on the famous “bell curve” and that determined their potential for life. Shortly after its creation, the IQ test turned into the “crystal ball” of the education system. Children took the test and their future was decided. The IQ test took over the education system. Instead of being a helping teachers teach and helping students learn, it turned into an evaluation system that focused on formal scores and taught kids to pass tests.

Read Misdiagnosing Learning Difficulties in the Early Years »