Keep Learning Fun Even With An Academic Struggler

Fun Will Always Win

Regardless whether we are a child or an adult, when we are learning new things, if it’s fun ~ we’ll pay attention, relax and allow ourselves to be guided into a new experience. When a child, teen or adult has lower than grade level processing skills (Auditory or Visual), they tend to loose their traction with the amount of information coming into their ears and eyes.  Next, confusion rules their consciousness, soon followed by frustration, and then all processing shuts down, as the emotional toll becomes greater than their coping ability.  This kind of thing has happened to all of us for one reason or another at least once in our lives. It’s nothing we haven’t experienced. Some have greater coping skills than others, and some are so persistent in their quest for things, they will forge on regardless.  Those brave and determined souls are not the majority of us!  When we shut down, then learning takes a back seat and only the emotional state remains for us to cope with. There is a tried and true way to overcome these road blocks to learning and it’s called The Neurodevelopmental Approach.  We also call it, The Neuro-Educational Approach.

What Can You Do To Help Yourself or Your Child?

 1. Get the Free Auditory and Visual Test Kit from Little Giant Steps.  Here’s the link to order it free of charge.  Follow directions. It will help determine if there is a processing issue.  Get both Auditory & Visual Test Kits. If you  or your child isn’t up to what is considered grade level, then you will want to work on the deficit, and eliminate it!  That’s what Little Giant Steps does; eliminate learning issues!

2. Next is to practice twice a day for two minutes each session.   What do you practice? You go through exercises that you learn in the Test Kit. We have digit flash cards available (read about them at the link) or better yet, we have a computer program (Sequencing In A Flash) that will help improve both visual & auditory processing abilities.  If you are working with a child, then be sure and set up a reward system for them to do the practice activities twice a day for two minutes.  Some parents like to use a point system for each day of the week and redeem the points for something the child would like at the end of the week.  Even if it’s for you, or your teen, a reward system is a great way not only to improve ones processing abilities, but help establish a goal that is pleasant to achieve. For more information Jan Bedell, the Brain Coach, has written a booklet  (The Best Kept Secret In Education ~ Auditory Processing) that not only details the benefits to be gained, but offers other games, and ideas to help develop better learning abilities.

3. Practice every day until the learning road blocks are eliminated.  You’ll know when you see the evidence of the new neuro-pathways providing easier receiving of information, processing, comprehending, storing an recalling what’s being learned.  It is self-evident!  Many parents say, “All of a sudden he could read!”  or “One day he remembered things he’d never been able to before!”

If you choose to use flash cards, make sure the few minutes of interaction for you and your child is fun!  The auditory games can be played anywhere!  Some play these “listening” games while driving in the car, or while doing chores, etc.  Let your imagination flow! The more fun, the better for everyone.

As one parent said, “I’m surprised when I approach this part of my day as a “fun” assignment, both my child and I feel happier and more relaxed to go back to the other things on our schedule!”  I think that’s a universal truth.  When we approach anything with the right attitude, we can make our time spent better, more appreciated, and happier!  The best way to learn is to have these neurodevelopmental precepts in place: Intensity, Frequency, and Duration. 

Linda Kane, a Neuro-Educational Specialist, states: “Stimulation needs to be given with proper frequency, intensity, and duration. Frequency means having enough opportunity and repetition in order for the stimulation to produce a change in the brain and become learned information. Often, we are testing for output without ever properly putting in the information. Intensity refers to the strength of the input of the stimulation. Is the stimulation at a level where the individual is actively engaged with it, or have they tuned out because of lack of intensity?”

 You can drag an individual through an activity, but without a high level of involvement and interaction, change or learning will not occur. Duration has dual meaning. It refers to the time the stimulation is being given. Usually the shorter the duration the higher the intensity. Five or ten minutes of mathematics will have a far greater impact than dragging a child through an hour of math. Duration also refers to staying with the stimulation for however long it takes to produce change. Specific stimulation will produce change. It may take time, though. Many times the stimulation is creating, developing, and building new pathways to the brain. Usually that work produces internal changes that are not always seen. Just because immediate improvements are not evident does not mean it is time to stop offering the stimulation. Again, specific stimulation does produce change, but one must stay in for the duration needed to see the outward changes, which brings us back to the Neurodevelopmental (ND) Approach. By knowing what is specific, through the ND Approach of looking at things, you can have significant change.”


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