The part if my work that I enjoy most, right next to the creative process, is the process of helping others to learn. Giving valuable insight and relevant information so they can in turn it into something positive, inspiring or just pass it on to someone else is one of the most satisfying parts of what I do.
Through my own learning process, as well as through first-hand experiences, I have uncovered many untruths and myths that I believe not only hold educators of all kinds (including para-educators, yoga teachers, mentors, parents, etc.) back from doing the most good, but also inhibit the very students that we are trying to help.
Here are three of the most destructive myths related to general education special education, coaching and enrichment/recreational programming, that I would like to dispel today:
- The Anxiety Myth:
What words would you use to describe how yow you feel when you're performing at your absolute best? I'm guessing that "anxious" or "stressed" are not on that list, yet educators and therapists are still using methods that create anxiety/false scarcity through comparing students to one another and using "rewards" or "punishments" for behavior or work quality .
The Truth:
While stress and anxiety may at times be a source of energy during a crisis situation, and setting goals can keep one focused, when competition, rewards and punishments are consciously used to "motivate" students on a regular basis, it is counter productive and will come at a huge cost not only to learning, but also to the teacher-student relationship, level of trust and to the physical and mental health of all involved.
When we are anxious, or feeling threatened, the brain goes into "fight or flight" mode. This is the mode we go into when we are in danger and we need to fight for our safety or run away from that very danger. This is also known as the "stress response". This is an automatic response that we cannot consciously control.
During a stress response, our brains flood with a chemical called adrenalin that is designed to make us react-not think. When we are reacting we are not thinking clearly or imaginatively. The brain cannot tell what kind of anxiety it is: (are we in danger or is someone just getting on our nerves or did we just watch a scary movie?) it will react in the same manner regardless of what kind (real or imagined) of threat it is.
The more intense and sustained the stress, the more adrenalin will flood the nervous system and the more reactive we become. Think of the number of times a day you attempt to "motivate" your students with the widely accepted but outdated "Punishment/Reward" system: (Example: If students don't have a task completed in X minutes/days, then a punishment/restriction will happen. OR... Only the students who do such and such task or behave in such and such manner will get ABC prize.) This number represents the number of times we unintentionally cause anxious, stressed brains to shut down.
As an educator, your position of "authority" already creates an imbalance of power to your students. Rewards and punishments only increase that divide and serve to impose fear, stressful expectations and interactions. In addition, these manipulative methods only work on a very temporary basis if at all. Besides, have you ever trusted someone who was constantly trying to manipulate you? Or listened to someone whom you were afraid of?
As a yoga teacher, I spend much of my time working one-on one with children-as young as 6- who have anxiety, and teaching them simple, useful methods to manage & counter-act their stress response. Its a skill that cannot be over-emphasized, but its only half the solution.
In the classroom, studio or on the field, any time your words, methods or actions are used to emphasize the imbalance of power (whether it is between teacher/coach and student or among peers/team mates) — or prompts negative, anxious emotions and reactions from your students— fear, stress and anxiety will greatly increase. (I often think of my days as an ABA therapist and how much anxiety I must have caused my students who were depending on me to support them.) In this stressful, imbalanced environment, students are less likely to cooperate and learn/perform effectively. They are more likely to try and take back their power through rebellion.
If they do mange to get by and complete a task or an activity it will not be about "learning" but about "compliance" and "survival", and will only last until they can get away from that environment and you. Everything they have learned will be distorted or lost completely, and the internal motivation and the joy of learning for fun will have been severely damaged.
The Solution:
Learn ways to reduce stressful interactions and create a more Calm and Connected environment in your classroom or studio. The more supportive, positive and motivating your energy is, the more your position yourself as a partner in learning to be respected, rather than an authoritative educator, to be feared. The more approachable you are, the calmer and safer the students will feel to explore and learn. When you can do this effectively, the more positive and cooperative student's energy is likely to be, and the better the long term outcomes for all concerned.
- The Multitasking Myth:
Somewhere along the line we have been led to make the assumption that: children are capable of doing and should be expected to do two cognitive tasks at the same time. They are not and should not. And I have news for you, neither are adults. We may think that we do and even brag that we have trained ourselves to move rapidly between many tasks. So rapidly that while we are doing one thing, we're not even aware of the other. Stop and think for a moment if this is really a good thing?
The Truth:
According to Professor David E. Meyer, Ph.D, of the University of Michigan, switching time between tasks (multitasking) increases the amount of time it takes to finish the primary task you were working on by an average of 25 percent. Likewise, having students juggle and switch from many activities at the same time is an incredibly inefficient way to teach and for students to learn. (Especially students with cognitive processing delays and other challenges.)
The human brain can only fully process one thing (effectively) at a time. Period. Stop fooling yourself. Just like a vehicle needs a minute to shift gears, or your computer needs time to load a program or a page, the human brain needs time to shift from one activity to another. When the brain gets overloaded it either shuts down or melts down.
The Solution:
As challenging as it is to focus on just one idea or task at a time in the middle of endless distractions faced in a classroom or studio, it's by far the most effective way to teach. Work on one skill or task (or yoga posture) at a time and be sure students understand not only the task or skill, but when to apply it, before moving on to the next. Children will learn more and retain it longer. Transitional activities, such as games, movement/stretching or a quick riddle/puzzle will also help keep kids engaged and help them transition to the next activity with minimal stress.
- The Homework Myth:
In my opinion, no single myth is more destructive to students and teachers than the myth about homework. The best way for a student to learn and get more work done, is for them to work longer in the classroom and at home with homework.
The Truth:
Children are not designed to operate like our computers — at high speeds, continuously, and for long periods of time. In fact, science has told us that our mind naturally wanders every 7 seconds. If you ever have really observed a child playing or doing a "free" time activity, you will notice that their attention varies as they move and interact. Its very different than adults: they switch intermittently between periods of intense engagement/activity/interaction and periods or inactivity/silence/rest. Great teachers and administrators use this to an advantage and adapt a schedule that correlates: they recognize that it's not the number of hours students work that determines the value of learning, but rather the energy, assimilation and personal meaning they apply to their learning during leisure time.
The Solution:
Breaks, hydration, rest and renewal through out the day makes it possible for students to digest lessons and learning in smaller chunks, and keep up energy and concentration steady all day long. Strategically alternating periods of concentration/work with intermittent fun, rest or even a movement break, at least every 30 minutes, (every 60-75 minutes for adults) makes it possible to help students learn more & get more done, in less time. Homework assignments, if given, should be used sparingly. They should be creative, fun, motivating and designed to creatively demonstrate how the lesson applies (or can be applied) to a child's personal life, goals or interests.
Tell Us:
What are some of the Myths that you have uncovered during your career as an educator, therapist or coach?
What methods or techniques have you used with the best intentions, that later proved to be counterproductive?
Please tell us in the comments section below.
Contact: barbara@bodylogique.com
Learn more about us at: BodyLogique.com
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