I went home the other night feeling guilty. Often I find myself not pressuring some of the students to ‘get their written stuff done’. Other teachers spend a lot of time on this. it is a struggle for many of our kids. But, as I thought about it, I realized the benefits they are getting by focusing on their passions and their strength areas.
“When we look at highly successful dyslexic individuals, we see that they succeeded by following their substantial gifts, not by focusing on their difficulties.” - Thomas G. West, In the Mind’s Eye, Thinking Like Einstein |
“I was at the bottom in reading skills and spelling. I was a very, very, slow reader and couldn’t read out loud or silently…when I was a freshman in high school, I became fascinated with nitrogen chemistry so I got organic chemistry textbooks and read them and various aeronautic journals…” - Roy Daniels, dyslexic biochemist |
When a student struggles with learning, the most common response of a parent or teacher would seem to be to have them work longer and harder on weaknesses. Presumably strong areas should be able to take care of themselves. But this strategy could backfire. Intrinsic motivation can powerfully harness cognitive resources (increase attention, increased cognitive control) so that not only will the best resources be neglected, but also existing resources will come under attack as students become swallowed up in feelings of low self-esteem. If all your time in school is spent on your worst subjects, why wouldn’t you think you’re a failure? Read more at eideneurolearningblog.blogspot.com |
Let’s not spend so much effort on ‘fixing’ the ‘disability’. Let’s help the student find their passion and pursue that.
“When we look at highly successful dyslexic individuals, we see that they succeeded by following their substantial gifts, not by focusing on their difficulties.” - Thomas G. West, In the Mind’s Eye, Thinking Like Einstein |
When a student struggles with learning, the most common response of a parent or teacher would seem to be to have them work longer and harder on weaknesses. Presumably strong areas should be able to take care of themselves. But this strategy could backfire. Intrinsic motivation can powerfully harness cognitive resources (increase attention, increased cognitive control) so that not only will the best resources be neglected, but also existing resources will come under attack as students become swallowed up in feelings of low self-esteem. If all your time in school is spent on your worst subjects, why wouldn’t you think you’re a failure? Read more at eideneurolearningblog.blogspot.com |
What are the effects of our various medical treatments to ADHD? Do they help or hinder? And they help WHOM? The kids - or their caregivers? Suppressing The Passion Of Children
by Peter Breggin, M.D. |
| Ritalin:
An Iatrogenic Drug Epidemic |
The most commonly prescribed drugs for children are the psychostimulants,
especially Ritalin (methylphenidate). Ritalin is commonly given to children
diagnosed as ADD or hyperactive while attending public schools. It also
is dispensed to quiet children in institutions. And Ritalin usage is escalating.
The FDA was forced to double its proposed ceiling on the production of
Ritalin, according to William Schmidt’s “Sales of Drug Are Soaring for
Treatment of Hyperactivity,” in the May 5, 1987, New York Times.
|
| The Effects
of Ritalin on the Brain and Mind of Children |
The actual impact of stimulants on the brain and mind of children are
poorly understood and, despite administering the drug to millions of youngsters
in the past several years, psychiatry shows little interest in the question.
In none of the many standard and even specialized textbooks I consulted
could I find any interest in how children feel when taking stimulants.
The subjective experience of the child is ignored. It is as if we are putting
coins (instead of pills) into one end of a black box (instead of a child)
and getting an output at the other end. What happens inside the box is
of no concern; all we care about is the behavioral end product. This disregard
for the person’s subjective response is due in part to the dual stigmatization
of the patients: not only are they “mental patients,” they are children.
That they are involuntary patients makes it all the easier, and in some
ways necessary, to ignore their feelings. [We rarely want to know the real
feelings of people we are coercing or abusing. I discuss this in The
Psychology of Freedom (1980) and in the forthcoming Beyond
Conflict.]
Read more at www.sntp.net |
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