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.
