Brains

More recent non-technology-specific reading: The Brain That Changes Itself by Norman Doidge, and another recommended by my sister: Spark: The Revolutionary New Science of Exercise and the Brain, by John Ratey.

The first book is primarily about neuroplasticity and how various mental, physical, and emotional habits, training, and experiences can physically change our brain maps. It's largely anecdotal, sort of Oliver Sacks-like, and one story in particular has significant relevance to education: Barbara Arrowsmith had an array of serious learning disabilities, as well as some remarkable strengths. She developed for herself cognitive exercises to overcome (not just compensate for) her disabilities, and founded a school based on her discoveries and research. The rote exercise aspect is counter to my school's philosophy of authenticity, where our students' work is supposed to be meaningful and personally relevant, but I believe in general that a balance of approaches is best.

I wanted to find out for myself by having some students try software based on the same principles, Fast ForWord (designed by neuroplasticity revolutionary Michael Merzenich), but pricing starts at around $10,000 for a 12 month subscription of two products on 3 computers, so until we get a grant, that won't happen. Additionally, it seems that though Doidge speaks highly of the program, its Wikipedia page, disappointingly, cites 2 studies that "seem to call [its] efficacy into question."

The second brain book, Spark, is also based on neuroplasticity, but is more about the ways that exercise can help with specific mental problems like anxiety, depression, and ADD, and also includes a chapter on exercise and learning. We've known that our kids need to move more, but with time and space limitations, haven't prioritized it. Most classes only get 1 period of gym a week, and most kids do not get real aerobic exercise during their 25 minute recess. We've prioritized academics over PE, but it turns out that regular PE, in the form of sustained aerobic activity, has been proven to significantly improve academic achievement. The yard, gym, and gym teachers are in constant use with 32 classes and 3 periods of recess, but it seems like a simple solution would be for classroom teachers to take their classes on a brisk walk or jog around the block every day--mid-morning or after lunch. Include some jumping or spinning, and you've got a piece of the sensory diet puzzle in there, too. Personally, I plan to take start taking a brisk lunchtime walk myself (possibly with jumping), and see if my afternoons are any cognitively perkier. If programs like PE4life (touted in Spark) and the Naperville program had been around when I had gym class, I might even be more inclined to engage in real aerobic exercise.

Singers, Pushers, and Wigglers

Even after 9 years in the classroom, I am still frequently chagrined at the disservice I feel I've done past students when I learn something new from which past students didn't benefit.

Current case in point: Sensory Integration. My sister, the superstar OT, specializes in Sensory Integration and Sensory Diet, and recommended to me The Sensory-Sensitive Child as a good beginning text on the subject. After finally reading it, as well as the handouts for her workshop I'll be attending next month, I see many of my students' behaviors in a new light.

Kids who talk to themselves? Not simply inconsiderate of those around them, they have a sensory need to talk themselves through things. Likewise the singers and hummers: they may be drowning out room noise or they may need the auditory input. Pushers and shovers? They need more or different tactile input. Kids who can't concentrate or who work slowly? My room is just too visually and auditorily stimulating for them. Wigglers and fidgeters? I understood this as a need before, but have new strategies for accommodating the need now. Sleepy or spacey? They may just need "alerting" input.

New things I'll try now: Move-n-Sit or Disc-o-Sit cushions for more kids, let the dancers step outside and dance when they need to, let the hood-wearers in need of retreat wear their hoods (contrary to school policy), headphones for the noise-sensitive, fidgety things for the hand- and mouth-fidgeters, and strategies for the kids who need to reconcile their needs with those of the kids around them.

Ideally, I'd love for all of our teachers to know about this and all of our kids to know themselves sensorily--to learn and practice sensory regulation skills. (Two books for kids that look promising: Arnie and His School Tools, and The Goodenoughs Get In Sync.) The question now is: how to do that in my own classroom while also teaching my technology curriculum and/or how to spread the news to my already overburdened colleagues?