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Learning Steps - A Learning community
Volume 2
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Schooling the Kid Step-21
The right and the left brain concept
Endorsing
similar views to what has been said about the evolution of the human brain by
Wallace, Daniel Goleman writes in his book “Emotional Intelligence”:
“The Homosapiens neo-cortex, so much larger than in
any other species, has added all that is distinctly human. The neo-cortex is
the sea of thoughts; it contains the centre that put together and comprehends
what senses perceive. It adds to a feeling what we think about it – and allows
us to have feelings about ideas, art, symbols and imaginings.
In evolution, the neo-cortex allowed a judicious fine
tuning that no doubt has made enormous advantages to an organism’s ability to
survive adversity, making it more likely that the progeny in turn pass on the
gene that contains the same neural circuit. The survival edge is due to the
neo-cortex ‘s talent for strategizing ,long term planning, and other mental
wiles. Beyond that the triumphs of art,
of civilization, and culture are all fruits of neo-cortex.”
So much is to
support the idea that the brain in continually evolving responding to the
culture (which includes the innovations, life styles and new learning). No
wonder we expect our new born to be more responsive and adoptable to the
latest.
We noticed
statements about the two halves of the brain - that it comprises of two
distinct portions – the left brain and the right brain. Neurologists have shown
that the right side of the brain controls the left side of the body and the
left side of the brain controls the activities of the right side of the body.
Hence if someone is paralyzed on the right, it means that there are lesions of
the left side and vice versa.
Further, a lot
of research has also been done on certain faculties of learning being
exclusively associated with either right or the left side. Let us see what the
scientists have got to say:
Some basic
skills of the two halves of the brain:
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Right brain
|
Left brain
|
|
Logical
Mathematica;
Linear
Sequential
Verbal
Rational
Serious
|
Intuitive
Artistic
Non-linear
Simultaneous
Visual
Emotional
Playfrul
|
What are the
preferences of functions on both sides?
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Right Brain
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Left Brain
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Prefer things in sequence
Learn best from parts to
whole
Prefer a phonetic reading
system
Like words, symbols and
letters
Want to gather related
factual information
Prefer detailed orderly
instruction
Experience more internal
focus
Want structure and
predictability |
Be more comfortable with
randomness
Learn best from whole to
parts
Prefer a whole-language
reading system
Like pictures, graphs and
charts
Rather see or experience
first
Want to gather information
about relationships and things
Prefer spontaneous learning
environments
Want open ended approaches,
novelty and surprises |
Well, before we
see what are the current views and researches on this particular approach,
remember that physical exercises for the right side of the body strengthened
the left side of the brain and those of the left side nurtured the right side
of the brain. Many of the activities we do carry out in everyday life enables
this. Some psychologists do suggest that a baby in the formative years
(especially six months old) should be allowed to crawl as much as possible for
it helps in nurturing both sides of the brain and for a holistic growth. Hence
let us not get panicky, when the kids at home delay their time to stand up and
are still crawling!
More about the
right and the left brain in the future issues. Keep reading!
G.Balasubramanian
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Learning Steps - A Learning community
Volume
2
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Schooling the Kid
Step-22
The versatile brain
The evolutionary biologists have debated on various
approaches to the evolution of the brain. Whatever be the mode and process of
evolution, they tend to agree on certain common grounds which explain the role
of intelligence and its application. Writes, Dr. V. S. Ramachandra, in his book
“Phantoms of the brain” “General Intelligence evolved, the argument
goes, so that one can communicate, hunt game, hoard food in granaries, engage in elaborate social rituals
and do the myriad things that humans enjoy and that helps them to survive. But
once this intelligence was in place, you could use it for all sorts of other
things, like the calculus, music and the design of scientific instruments to
extend the reach of our senses. By the way analogy, consider the human hand.
Even though it evolved its amazing versatility for grasping at the tree
branches, it can now be used to count, write poetry, rock the cradle, wield a
scepter and make shadow puppets.”
It appears therefore that it is important to provide the
required opportunities for the brain to acquire its functional versatility.
Parents, teachers, schools and other systems need to understand this, Says Ben
Jessen “Many educators unknowingly
inhibit the brain’s learning ability by teaching in a ultra-linear, structured,
and predictable fashion. The result is bored or frustrated learners who then
perpetuate the underachievement cycle.”
Listen to the views of Jessen, who summarizing a world of
research on brain and its functions says: “Biologically,
physically, intellectually, and emotionally, we are doing many things at once.
In fact, the brain can’t do less than multi-processing! It is constantly
registering perceptions (over 36000 visual cues per hour) monitoring our vital
signs (heart, hormone levels, breathing, digestion etc.) and continually
updating our reality (matching new learning with representations from the
past). In addition the brain is attaching emotions to each event and thought
forming patterns of meaning to construct the larger picture and interfering
conclusions about the information acquired.”
Here are some excerpts on how the brain processes
information:
Linear Vs. Holistic Processing
The left side of the brain processes information in a linear manner.
It processes from part to whole. It takes pieces, lines them up, and arranges
them in a logical order; then it draws conclusions. The right brain however,
processes from whole to parts, holistically. It starts with the answer. It sees
the big picture first, not the details. If you are right-brained, you may have
difficulty following a lecture unless you are given the big picture first. That
is why it is absolutely necessary for a right-brained person to read an
assigned chapter or background information before a lecture or to survey a
chapter before reading. If an instructor doesn't consistently give an overview
before he or she begins a lecture, you may need to ask at the end of class what
the next lecture will be and how you can prepare for it. If you are
predominantly right-brained, you may also have trouble outlining (You've
probably written many papers first and outlined them latter because an outline
was required). You're the student who needs to know why you are doing
something. Left-brained students would do well to exercise their right-brain in
such a manner.
Sequential Vs. Random Processing
In addition to thinking in a linear manner, the left brain processes
in sequence. The left brained person is a list maker. If you are left brained,
you would enjoy making master schedules and and daily planning. You complete
tasks in order and take pleasure in checking them off when they are
accomplished. Likewise, learning things in sequence is relatively easy for you.
For example, spelling involves sequencing - if you are left-brained, you are
probability a good speller. The left brain is also at work in the linear and
sequential processing of math and in following directions.
By, contrast, the approach of the right-brained student is random.
If you are right-brained, you may flit from one tack to another. You will get
just as much done, but perhaps without having addressed priorities. An
assignment may be late or incomplete, not because you weren't working but
because you were working on something else. You were ready to rebel when asked
to make study schedules for the week.
But because of the random nature of your dominant side, you must
make lists, and you must make schedules. This may be your only hope for
survival in college. You should also make a special effort to read directions.
Oh yes, the mention of spelling makes you cringe. Use the dictionary, carry a Franklin
So much to know about how mind
processes the information! Isn’t it interesting to note that the brain is more
disciplined than what we imagine it to be? Isn’t it following a sequence or an
order? Don’t you think this understanding would help to strategize our pedagogy
in such a manner that learning could be facilitated?
G.Balasubramanian
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Learning Steps - A Learning community
Volume 2
|
Schooling the Kid
Step-23
The brain and the Jazz quartet
We saw in the
earlier issue how the right side of the brain processes information and the
left side. One would wonder to know whether each unit of the brain acts
independently.
They do, but
then they function together as a single unit. There is so much of harmony and
so much of synergy – probably it is a lesson we should learn on Team work!
Robert
Sylvester, a retired professor of the University of Oregon
Explaining this
phenomenon further Ben Jessen says “The
four separate areas or lobes of the cerebrum blend like four different
musician’s instruments without overt communication, yet they make great music
together. Much of our learning happens in random, personalized, often complex
patterns that defy description except in the most reductionist terms. In fact
the brain thrives on multi-path, multi-model experiences. Any teacher who
thinks they can inspire great learning by teaching with a singular approach is
going to be sadly disappointed.”
He argues
further “As children we learned about
our neighbourhood from scattered, random input that was messy at times and left
room for explanations and manipulations. Most of what we learned in fact, as
children was imprinted in our memory in the chaotic sort of way. We certainly
didn’t get lessons from a “how to” book on how to crawl or talk – acts that require
complex sequences of precise movements. We figured it out by trial and error.”
This is a very
important to people who believe “to teach”. It is increasingly convincing to
note that “teachers” are only “facilitators.”
There are a set
of scientists who discard the theory of “part” behaviour of the brain and
believe in “holism”. They argue that all actions result as a consequence of the
resultant interconnectivity of various parts of this organ.
“Contrary to what some would lead you to believe, there
is no such thing as right brain learning or left-brain learning. There are only
preferences where more of one hemisphere is activated than another. There is no
learning taking place only in upper cortex or only in lower stem. Our brain is
highly interactive.”
Explaining this
holistic behaviour Sandra Blakeslee and others point out “The holistic view is defended by the fact that many areas, especially
crtical regions, can be recruited for multiple tasks. Everything is connected
to everything say hoists, and so the search for distinct modules is a waste of
time”
Leaving aside
the arguments with regard to how the physiology of the brain functions to the
better sense of the scientists, let us get to know, as educators the following:
- Learning starts at the prenatal stage
- Learning happens through all the senses
- Parental attitude and environment has a great impact on the learning
- The human brain is a complex and powerful organ that has evolved over centuries and stores in it the experiences of thousands of years in the form of inherited “culture”
- Body and mind are interrelated; and hence it is important to consider them holistically
- The brain is selective and works in an orderly manner, defining its own order
- The capacity of the brain is extensive and it is more capable than hundreds of supercomputers working together.
- Learning happens through establishment of neural networks and every new neural network causes a physical change in the brain
- The brain has the capacity for multi-processing and accepts challenges with ease
Well, with this
understanding of the evolutionary process of the brain, can we take the child
into the school (the formal structure) now?
In the process of enabling the child in the classroom, we would also
learn various interesting information about cognitive mapping, emotional
intelligence and multiple intelligences. We need to thank our children, who
really help us to learn so much. Isn’t it?
G. Balasubramanian
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Learning Steps - A Learning community
Volume 2
|
Schooling the Kid
Step-24
The first step to
the school
The entry of a
child to a school is as exciting as stepping on the moon! The child is haunted
by the fear of the unknown, exposure to unfamiliar situations, a move from a
world of spontaneity to a world of order. The child is forced into a routine –
a process that conditions the types of responses he or she should exhibit for
every stimulus. The child looks at the environment with a sense of suspicion, a
sense of wonder and awe.
The environment
is quite new and the management of this change appears quite difficult for the
child initially. Hence the classrooms for the preparatory classes provide not
only a heterogeneity of responses to the same stimuli, but the learning
experiences are also varied and heterogeneous. Therefore the role of the
teachers in the preparatory classes assumes a great significance. Apart from
imparting the basic knowledge which they are called upon to do, they need to
understand the child psychology with its finest nuances and act as counselors,
facilitators and change managers.
Causes for fear:
Why do the
children develop a fear about the school?
- They move to an unfamiliar place
- They are introduced to a group of unknown people.\\\
- They feel a threat to their privacy.
- They feel an interference with their time and space.
- They are afraid of the loss of relationship that has existed all along.
- They feel difficulty in developing a new set of relationships
- They feel their freedom challenged.
- They are afraid of being called upon to do things which they have not been exposed to.
- They are expected to cope with the emotions and feelings of others.
- They are expected to maintain an order that they had never kept.
- They feel unnerved to think the way they are taught to think
- They are exposed to visuals and auditory exercises in which either they have no aptitude or have not yet developed an attitude.
Therefore it is
the primary duty of the school and the concerned teachers to appreciate the
above concerns and take steps that would help in addressing these issues.
Reassuring a child:
This can be done
by instilling a sense of belongingness, a sense of confidence and reassuring
them of their privacy and freedom.
How can this be
done? How do we reassure a child that “All is well and that they should feel
comfortable?”
G.Balasubramanian
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Learning Steps - A Learning community
Volume 2
|
Schooling the Kid Step-25
Facilitating
change
The strategies
to be adopted by the teachers handling the nursery classes need careful
scrutiny and attention. The strategies adopted by the teachers should help in:
- Eliminating fear
Fear is the most fundamental feeling of human species. In the early
childhood the child gets into this emotion quite quickly. Fear for a new
environment, fear from new people, fear of the unknown and fear from new
ventures are quite common the children. Hence concerted efforts should be made
to eliminate the fear so that children can adapt to a new environment and a new
set of people.
- Providing a sense of reassurance
The entry into a new environment including school calls for a sense
of reassurance for the child. The child was to know and feel that everything
around is safe and alright. There is no cause for anxiety. The child wants a
hand to hold on to step into a new role. The child looks for assured support.
The parents and teachers provide this support.
- Giving a sense of comfort
Physical as well as emotional blocks create a sense of discomfort to
the child. In a school environment the ambience of the classroom, the seating
arrangement, access to facilities, peer interactions, teacher-child
relationships, learning processes and many other things are possible
instruments of discomfort. They can create a mental block for the learners. It
is important to ensure that all stakeholders take steps to eliminate the
roadblocks, if any, to enhance the level of comfort of the learners.
- Providing an atmosphere of homeliness
The child has been spending the former years of life at home. The
child has been enjoying the company of the near and dear. The child has been
showered with all love and affection of the family members. The requirements of
the child have been met from time to time without any constraints. The pranks
and disorderly behaviour of the child have been tolerated and sometimes
enjoyed. The change of environment from home to school creates a threat to this
freedom. The child is called upon to fit into an orderly behaviour. The child
is required to follow certain rules and regulations. The child faces the threat
of punishment to every act of omission and commission. The teachers need to
understand this change of order and hence create a homely atmosphere as far as
possible, so that the change management is possible and easy.
- Developing a feeling of ownership
The child has been quite possessive about the people and materials
at home. Freedom for mobility within the environment of home was not inhibited.
The child had the opportunity to touch, feel and communicate without any
reservation. The child created a sense of ownership with all immediate
environments. The change projects a set of new things where the child is
required to identify with things differently. The concept of school property,
the idea of sharing materials and properties, the concept of co-existence,
caring for others, are the new concepts introduced in the classroom. Hence the
child has to develop the idea of joint ownership or social living. Teachers
need to develop this idea in an acceptable manner.
- Motivating for participation
As the child is entering into a new world of functions and
interactions, the child comes with a set of inhibitions born out of fear and
other instruments of anxiety. The child has to open up to this new environment.
The child has to recognize the people and events around it as normal
causations. The child should learn to interact with them in a free and
effective manner.
This calls for substantial amount of motivation on the part of the
learner. Teacher, parents and the curriculum have to provide the required
motivation to the learner to break the barriers. Motivation will also help the
children with slow adoptability to move faster towards the process of
integration. The inputs of motivation have to be examined case wise as there
are some which are general and others trainable.
This calls for a
strategic planning in handling the entire ambience of the classroom. The teachers
shall use such skills of pedagogy that would help in addressing the above
issues.
G.Balasubramanian
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