Education Short List

A few weeks ago, I wrote about an article that discussed the intellectual benefits of ‘doodling.’ I have since used that article when talking to my tutors, their students, and families about how finding small ways to release the extra energy – the fidgety energy I called it –to help bring about a greater attention to what the learner is supposed to be more focused on. The responses were varied – but most were positive and curious. For many parents, they saw how doodling was part of their adult way of dealing with certain activities that they couldn’t focus on completely; and that their form of ‘doodling’ was a way to release that fidgety energy.

Then this past week, I found a summarized article from The Week Magazine, from a longer, more detailed article and study from Time Magazine. It took the concept of useful doodling to the broader spectrum of fidgeting. The study, conducted by Mark Rapport (and the entire article is available, via the link below) notes how being able to fidget actual helps learners who have ADD/ADHD.

http://www.time.com/time/health/article/0,8599,1887486,00.html

Teachers may be frustrated by children who squirm in their seats, roll their heads, or play with their school supplies during class. But a new study has found that for kids with attention deficit/hyperactivity disorder, fidgeting isn’t a sign of inattention—it’s their way of staying focused. Children with ADHD have trouble learning because their cortexes aren’t as alert in normal classroom situations, making it hard for them to put complex ideas and facts into their short-term memories. That’s why these kids often respond well to Ritalin, which is a stimulant. (It’s also why adults find that caffeine helps them to concentrate better.) In a study of 8- to 12-year-old boys, says Time, ADHD researcher Mark Rapport of the University of Central Florida found that kids with the disorder did concentrate better when they could fidget and swivel in their chairs. So parents and teachers shouldn’t nag kids to sit still, Rapport says. “When they are doing homework, let them fidget, stand up, or chew gum,’’ he says. “Severely limiting their activity could be counterproductive.’’

Again, I believe that this article is extremely useful. As with the doodling article, I wasn’t surprised to learn that each person I spoke to about this Time Magazine article, realized that they had their own form of ‘fidgety energy.’ Some people were more aware of it then others, and therefore able to harness it and use it more purposefully.

So, to bring this back to its relevancy within education, how can these two articles assist educators? Furthermore, how will have this new information allow educators to have a greater understanding of their students and their learning needs and/or styles? One answer could be found in the use of a stability ball. There are several articles written about replacing chairs in the classroom, and offices, with a stability ball. In fact, there is an organization that sells just those types of balls (www.WittFitt.com) for that exact purpose. Now, when students feel that fidgety energy coming on, they have a tool that gets them to regain their focus and attention – while at the same time allowing them to have an outlet for that extra energy.

Although, teachers don’t have to go to these lengths (even though it does sound like a neat idea) – the point it, to not deny that everyone has a certain level of fidgety energy. And instead of working against it, to harness it and accept it. By doing so, we may find that our students become stronger learners; and even more so – learn how to understand how they learn best.

This past week, I read an article that came from The Week, the magazine, that was a reprinting from Live Science. Below is an excerpt:

Doodling during the morning staff meeting may seem rude, says Live Science, but it’s actually a great way to keep your mind on task. Researchers have found that doodling during a boring talk can boost the listener’s memory of what was said. British researchers forced a group of men and women to listen to a long voice mail message about a party invite. Half the group was given pen and paper and a license to doodle; the other half was told to sit quietly. Later, the doodlers were able to recall an average of 7.5 pieces of information from the message. The non-doodlers remembered only 5.8 pieces. Researchers believe that doodling keeps the mind concentrated by allowing it to wander just enough. “If someone is doing a boring task, like listening to a dull telephone conversation, they may start to daydream,” says psychology professor Jackie Andrade. “A simple task, like doodling, may be sufficient to stop daydreaming without affecting performance of the main task.”

http://www.livescience.com/strangenews/090226-doodling-good.html

So what does this have to do with education? And how can it be helpful to educators, families, and students? Well it doesn’t mean that kids have the free reign to draw and doodle during each class session or daydream all day – wish as they might. However, it does show that being able to split your concentration, slightly, can be useful and helpful to retaining more information. The same goes for adults. Personally, I think it shows how each of us may have slight forms of A.D.D, and that’s alright.

As for how to use this article constructively in a classroom? I would read it to my students and get their thoughts on the matter? What do they think? Do they agree or disagree? Why and how could this be used by them? Then, I would allow them to use it during a specific task – test it out per se. For me, I would think writing would make a good opportunity for some doodling. Perhaps the students could draw pictures that deal with their writing, make a unique looking outline – something that could allow their creative juices to get flowing and encourage them to become stronger writers.

There are a number of times when I have received phone calls from concerned parents and families about their students asking about tutoring services for their child that has A.D.D. More often than not, it isn’t the case. This is NOT to say that A.D.D and A.D.H.D don’t exist and that these disorders don’t provide serious frustration for students, their families, and their teachers. It is to say however that there are times when we believe a student has symptoms of these disorders, when in actuality they don’t.

When I was a classroom teacher and now as a tutor, before I decide that a student through go through the process of being tested, and possibly, diagnosed with A.D.D. and/or A.D.H.D. there are three steps that I ask the families to look into with their home situations. For the majority of situations, changes to these three steps provides the opportunity to adjust a child’s ‘hyper level.’

SUGAR

a. How much sugar does your child consume on a daily basis? This means not just candy and soda, but their breakfast cereals, lunch foods, snacks, juice, fast food, juice boxes, etc. The USDA states that sugars found not from fruits and vegetables, should be used sparingly. For an adult, based upon a 2,000 calorie a day diet it should be no more than 12 teaspoons. For a child, depending on their age and size, you can cut that number in half or in a quarter.
b. By eliminating excess sugar, and caffeine, you can cut down on that ‘zip’ of energy and a child’s inability to focus.

ROUTINE AND SCHEDULE

a. Having a routine. For students in K-12 their lives are dictated by bells from 8am til 3pm. Yet once they get home, they can do what they want when they want. Is it so hard to believe that having to sit in a chair, follow a schedule, and not have a change during the school day would cause several students to act out? By establishing a routine of activities and times of those activities at home, it could ease the frustration a student feels during the school day.
b. Furthermore, where you child does their homework is also an area that could provide some stress. At school, all students know that their desk and their classroom is the place where they go to learn and work. At home if you do your homework on the couch – that is also the place you relax and watch TV; at the kitchen/dining room table – that’s the place where you eat and socialize; on their bed – that’s your private place and space to sleep. By creating an area that is designated purely for homework and school learning, you are mentally establishing a place to learn – nothing else.

EXERCISE

a. Anyone under the age of 18 needs at least 1 hour of rigorous physical activity a day. By rigorous we are talking sweat, pure and simple. Get outside and start sweating. Not only does it have significant health benefits, by sweating and exercising we are strengthening our most important muscle – our brain. It’s especially important to work out before we start any tasks that require us to be sedentary for an extended period of time.

Although there is no easy fix or answer to a student who feels the frustration and discouragement of being labeled with A.D.D. There are several factors that could be affecting the situation and ones that could be adjusted at home. Taking the time to think about it could alleviate that frustration. It also could eliminate the need for testing or medication.