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Brain
to Body -- Move It! Amanda
groaned as her ten year old daughter Erin squirmed and
fidgeted during her math homework. Erin exploded,
"I cannot stand this!" and threw her pencil
down in exasperation. Why the outburst? Erin usually
accompanied every multiplication fact with rhythm—tapping
with a pencil, scraping with a foot, or popping with
her mouth. Her quiet, methodical mother could not
understand this behavior. What can she do to help
Erin? Movement
is closely linked to brain function. The heart
benefits from physical activity but so does the brain.
Physical activity shunts glucose and oxygen to the
brain, increasing nerve connections, thus helping
children learn. Learning coupled with movement means
longer and more retrievable memory. But what happens
if there is a collision of learning and discipline?
Let's get back to Erin and Amanda. Behind
a closed door Erin blinks back the tears. "I just
can't win! Math is so hard for me at school, and then
I come home and do it even worse. Mom expects me to
sit still and think at the same time. It's just too
hard!" Back
at the kitchen table Amanda sifts through the
interaction. "I thought I was helping her with
these worksheets and developing self discipline. Maybe
there is another way." Amanda
happens to have a friend, a pediatric physical
therapist, who studies movement and how it is linked
to learning. So she dialed the number with trembling
fingers. Here are some things she found
out--brain-based ways to balance movement and learning
while preserving discipline: Limit
the learning time that is directed and focused,
switching activities often. Play
background music that is restful (example:
Handel's Water Music). Certain types of music
enhance learning and retention. Do
not doggedly persist in an activity that
frustrates the student—you can always come back
to it. Teach the concept of attacking the hardest
thing first. Give
the students choices to allow them some control
over their learning. Allow movement and physical
activity at least every hour or more often if
needed by the student. Incorporate movement to
reinforce the learning if possible. Identify
the differences in your learning style and the
student. Find ways to stimulate their style, not
your own. Amanda
thought through these ideas. She realized that the
first five minutes of beginning the homework was
critical in establishing the tone for the session.
Having a place apart from needless distractions,
instituting few but fair rules, and setting a clear
goal for each session were possibilities that might
help. Amanda considered the fact that she had to
reduce her own stress level in order to assist Erin.
In retrospect, she had never asked Erin what she
needed to work on; Amanda had assumed. Could she
require certain things from Erin? Yes, but measured
and based on Erin's abilities and needs. There
was one more thing. What was it? She laughed. "Erin,
come drink this glass of water and let's talk!"
Water naturally conducts electricity and helps the
brain communicate cell to cell; the brain, which is
85% water, has 68% better retention approximately ten
minutes after a boost of water. Erin
shyly walked back in the room with tear stained face. "Water?
Have you lost it, Mom?" "No,
it's a fun thing but a good thing." She hugged
Erin, who loved physical affection. "I'm
sorry our studying hasn't gone very well. Let's try
something different, okay?" For
Your Soul Consideration: We
are "fearfully and wonderfully made" (Psalm
139) and "in Him we live and move and exist"
(Acts 17:28). Today, think of moving toward God and
getting a brain boost from the Giver of Living water! ©
2002, Diane H. Pitts |