(By Sharon D'Penha)
Because we see and meet so many people, it’s now become very important to make Learning Styles a part of our lives. Whether you are a parent, teacher or student, you will be amazed to understand how your style affects your work or study pattern.
You put your best into your daily work at office, but working hard is sometimes not enough. It’s all about working SMART. That’s why it’s so important to know what you are best at and what your style is in order to build your career.
What would happen if you enter the office one day and realise that it’s just another day, that your work pattern is the same dull and tedious one, that it simply gets no better and that you’re going nowhere? Would you just sit there? Or would you want to take yourself through to the test of discovering your true style, vision and goal of performance?
Find out what makes your work situation truly “work” for you. Perhaps you like the music on, or maybe you need to take power breaks while working. What’s the best time of day for you to hold an important meeting? Will to-do lists really help you in organising your daily tasks?
It’s all about making the best decision for yourself. It’s never too late.
www.creativelearningcentre.com is the best place to discover your style. It will open up new opportunities for you and help you discover a whole new “YOU” out there in a competitive world.
Style Analysis is becoming a diverse concept in today’s world. The results and motivation are simply phenomenal and of course a step towards success.
Thursday, June 15, 2006
Thursday, June 08, 2006
To your health: Prevent Stress and Burnout
You arrive at the office way earlier than you would have liked. It’s winter, so the place is brightly lit with fluorescent tubes, some of them flickering like a disco machine. The place is unnervingly silent as everybody is going over the papers they need in the upcoming monthly strategy meeting. You still have five minutes to spare, so you put the coffee on, you check your email while dialling in to hear the voicemail messages. Then you spot the memo that the boss put on your desk (why didn’t she email it, you wonder). Just as you begin to read it, the coffee machine beeps, your mobile phone starts to ring and your computer announces brightly that you have new mail.
If, at this point, you feel like giving up and crawling back to bed, don’t feel embarrassed. The latest research shows that multitasking - the very quality so sought after by most employers - can often lead to stress and burnout. This can be exacerbated by working in an environment that clashes with your natural working style in terms of lighting, noise levels, time of day and social interaction.
Working in an environment that’s comfortable and compatible with your own can prevent stress and burnout. What’s more, it can motivate you, energise you and increase your productivity.
Do you know your optimal Working Style? If not, please complete the Working Style Analysis (WSA) on www.creativelearningcentre.com. It’ll be good for your health.
If, at this point, you feel like giving up and crawling back to bed, don’t feel embarrassed. The latest research shows that multitasking - the very quality so sought after by most employers - can often lead to stress and burnout. This can be exacerbated by working in an environment that clashes with your natural working style in terms of lighting, noise levels, time of day and social interaction.
Working in an environment that’s comfortable and compatible with your own can prevent stress and burnout. What’s more, it can motivate you, energise you and increase your productivity.
Do you know your optimal Working Style? If not, please complete the Working Style Analysis (WSA) on www.creativelearningcentre.com. It’ll be good for your health.
Thursday, June 01, 2006
Teaching your child to read and write using Learning Styles
I attended a seminar on reading and writing recently, and, I must admit, I was a bit taken aback to discover how children in New Zealand are taught to write. Spelling, for example, is something that is no longer important for the first couple of years. The idea is not to learn that “mummy” is spelled M-U-M-another M-Y - the idea is to sound it out: “what does it sound like, mmmm-mummy? Does it sound like something that begins with the same letter as mmmm-mouse?”
Consequently, children learn to spell “cat” as “k” or “kt” if they’re lucky enough to hear the “t” at the end. Their writing books are full of sentences like “i l m k” (I like my cat” and “trtlsl” (turtles are slow). The idea is to liberate the children from the restrictions of having to know how to spell a word and just to let them write what and how they like it, and then to "correct" it further down the line. The trouble is, some children (typically those who love rules and doing things "right") might struggle with the concept that "kt" is now supposed to be spelled "cat" and that what they were originally taught was "wrong".
I’m sure it’s a valid approach, this sounding. But what about children who are not auditory? “Not a problem,” said the presenter. “We use a combination of phonics (sounding) and whole-word learning”. “Whole-word learning is when you show the child a whole word as a picture and tell them the word is “and”. Which is fine for children who are visual. As usual, tactile and kinesthetic students are left behind in this mode of teaching.
So, if you suspect your child may be tactile or kinesthetic (you can assess their Learning Style on www.creativelearningcentre.com), do find out how they are being taught “the three Rs” at school. You may discover that the Montessori approach of drawing letters in sand and tracing them in sandpaper cut-outs works better for your youngster.
Another innovation (since my day, anyway) is teaching to write and read small letters only (they are the ones that are more common in reading books) and in groups of “letters that look similar”, e.g.,: r, n, m all look similar, so do l and t, etc. Again, for children who are not good with visual detail, teaching “similar-looking letters” together may lead to confusion.
Do you know how your child is taught the basics at the local school? How were you yourself taught? Every country is bound to be different, of course, and I’d be fascinated to learn about the various approaches taken worldwide, particularly in non-English speaking countries. Please email me on yvonne@clc.co.nz or leave a comment on this blog.
Consequently, children learn to spell “cat” as “k” or “kt” if they’re lucky enough to hear the “t” at the end. Their writing books are full of sentences like “i l m k” (I like my cat” and “trtlsl” (turtles are slow). The idea is to liberate the children from the restrictions of having to know how to spell a word and just to let them write what and how they like it, and then to "correct" it further down the line. The trouble is, some children (typically those who love rules and doing things "right") might struggle with the concept that "kt" is now supposed to be spelled "cat" and that what they were originally taught was "wrong".
I’m sure it’s a valid approach, this sounding. But what about children who are not auditory? “Not a problem,” said the presenter. “We use a combination of phonics (sounding) and whole-word learning”. “Whole-word learning is when you show the child a whole word as a picture and tell them the word is “and”. Which is fine for children who are visual. As usual, tactile and kinesthetic students are left behind in this mode of teaching.
So, if you suspect your child may be tactile or kinesthetic (you can assess their Learning Style on www.creativelearningcentre.com), do find out how they are being taught “the three Rs” at school. You may discover that the Montessori approach of drawing letters in sand and tracing them in sandpaper cut-outs works better for your youngster.
Another innovation (since my day, anyway) is teaching to write and read small letters only (they are the ones that are more common in reading books) and in groups of “letters that look similar”, e.g.,: r, n, m all look similar, so do l and t, etc. Again, for children who are not good with visual detail, teaching “similar-looking letters” together may lead to confusion.
Do you know how your child is taught the basics at the local school? How were you yourself taught? Every country is bound to be different, of course, and I’d be fascinated to learn about the various approaches taken worldwide, particularly in non-English speaking countries. Please email me on yvonne@clc.co.nz or leave a comment on this blog.
Thursday, May 25, 2006
ADHD - can it be misdiagnosed?
Is your child diagnosed with ADHD? If so, you may want to let him or her complete a Learning Style Analysis (LSA) questionnaire on www.creativelearningcentre.com before you give him the drugs.
If you search for ADHD tests and symptoms on the Internet, you will find plenty of information. Some of it will probably scare you enough to take your child to the doctor. According to the Internet, signs of hyperactivity may include symptoms like: “Fidgets with hands or feet or squirms in seat”, “Leaves seat in classroom or in other situations in which remaining seated is expected”, or “Is 'on the go' or acts as if 'driven by a motor'”. When you do the LSA questionnaire, you will discover that children who display such symptoms simply have a different Learning Style, one that requires mobility instead of sitting still. If that need for moving around during learning is satisfied, you’ll be amazed at the improved school performance as well as a change in the child’s confidence and behaviour.
Other ADHD symptoms listed on the Internet may include behaviour like: “Fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities” or “Has difficulty organizing tasks and activities” or “Does not seem to listen when spoken to directly” - all of which can easily be explained by Learning Styles.
Running around, shouting and being easily distracted are all part of being a child. A normal, healthy child.
In the USA, 9% of school children take ADHD medication on a regular basis. That’s a lot of children. Are they suffering from ADHD? Or is it a case of misdiagnosing their Learning Style needs?
If you search for ADHD tests and symptoms on the Internet, you will find plenty of information. Some of it will probably scare you enough to take your child to the doctor. According to the Internet, signs of hyperactivity may include symptoms like: “Fidgets with hands or feet or squirms in seat”, “Leaves seat in classroom or in other situations in which remaining seated is expected”, or “Is 'on the go' or acts as if 'driven by a motor'”. When you do the LSA questionnaire, you will discover that children who display such symptoms simply have a different Learning Style, one that requires mobility instead of sitting still. If that need for moving around during learning is satisfied, you’ll be amazed at the improved school performance as well as a change in the child’s confidence and behaviour.
Other ADHD symptoms listed on the Internet may include behaviour like: “Fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities” or “Has difficulty organizing tasks and activities” or “Does not seem to listen when spoken to directly” - all of which can easily be explained by Learning Styles.
Running around, shouting and being easily distracted are all part of being a child. A normal, healthy child.
In the USA, 9% of school children take ADHD medication on a regular basis. That’s a lot of children. Are they suffering from ADHD? Or is it a case of misdiagnosing their Learning Style needs?
Thursday, May 18, 2006
Broaden your child’s horizons
Today I’d like to show you an example of how we, at Creative Learning Systems, walk our talk.
Barbara sent us a postcard from Helsinki... and it was addressed to my 3-year old daughter. Apart from the expected delight of a little girl receiving “her own post”, the postcard had an unexpected consequence: a barrage of questions:
· Why do people send postcards?
· Why was there a fire in the city?
· Was it a bad person who started it?
· Where is Helsinki?
· Is it close to where Babcia (grandma) lives?
Just one postcard - and so many opportunities. We looked at the map and saw that Finland was closer to Poland than it was to New Zealand. We talked about the language people speak in Finland and their long winters and the wonderful summer berries (cloudberries and cowberries). I told her that the person who wrote the “Valley of the Moomins” came from Finland.
So, next time one of your friends goes overseas, ask them to send a postcard to your youngster. With a slightly older child, you could turn in into a homemade Geography lesson:
· Is Helsinki the capital city or just a city? What does it mean to be the capital city?
· If you wanted to take a car from Helsinki to Vienna, which way would you travel? Which borders would you cross? What do you have to do at a border check point?
· What currency do they have in Finland? What did they use before they joined the European Union?
· What crops do they grow?
· What industry do they have?
· What animals would you find living in the wild?
· What do they eat in Finland?
· Cook a traditional Finnish recipe together with your child: pea-and-ham soup or buttermilk cake, then serve it to family or friends.
· Let your child draw a picture / make a clay model / write a poem about one aspect of Finland.
· Plan an imaginary holiday in Finland. What would you see? What would you do there? What would you pack?
Vary the tasks according to your child's Learning Style (which you can assess on www.creativelearningcentre.com): visual, tactile, analytic, etc.
Remember, the most important lesson your child will learn is this: I am special enough for somebody to send me a postcard and I am special enough for Mum/Dad to spend time with me discovering a fun new world.
Happy learning!
Barbara sent us a postcard from Helsinki... and it was addressed to my 3-year old daughter. Apart from the expected delight of a little girl receiving “her own post”, the postcard had an unexpected consequence: a barrage of questions:
· Why do people send postcards?
· Why was there a fire in the city?
· Was it a bad person who started it?
· Where is Helsinki?
· Is it close to where Babcia (grandma) lives?
Just one postcard - and so many opportunities. We looked at the map and saw that Finland was closer to Poland than it was to New Zealand. We talked about the language people speak in Finland and their long winters and the wonderful summer berries (cloudberries and cowberries). I told her that the person who wrote the “Valley of the Moomins” came from Finland.
So, next time one of your friends goes overseas, ask them to send a postcard to your youngster. With a slightly older child, you could turn in into a homemade Geography lesson:
· Is Helsinki the capital city or just a city? What does it mean to be the capital city?
· If you wanted to take a car from Helsinki to Vienna, which way would you travel? Which borders would you cross? What do you have to do at a border check point?
· What currency do they have in Finland? What did they use before they joined the European Union?
· What crops do they grow?
· What industry do they have?
· What animals would you find living in the wild?
· What do they eat in Finland?
· Cook a traditional Finnish recipe together with your child: pea-and-ham soup or buttermilk cake, then serve it to family or friends.
· Let your child draw a picture / make a clay model / write a poem about one aspect of Finland.
· Plan an imaginary holiday in Finland. What would you see? What would you do there? What would you pack?
Vary the tasks according to your child's Learning Style (which you can assess on www.creativelearningcentre.com): visual, tactile, analytic, etc.
Remember, the most important lesson your child will learn is this: I am special enough for somebody to send me a postcard and I am special enough for Mum/Dad to spend time with me discovering a fun new world.
Happy learning!
Thursday, May 11, 2006
On Owls and Larks - Body Clock and Learning Styles
Is getting up with the birds every morning a challenge for you? Do you find it difficult to stay awake at Saturday night parties? You can blame your genetic makeup.
The Learning Styles Analysis (LSA) pyramid is not surprised by the latest scientific discovery that the “Time of Day” preference is hereditary (or, as we call it, biological).
Researchers at Britain's University of Surrey have identified a gene called Period 3 which helps to regulate our internal body clocks. Period 3 can occur in two sizes: long or short. People who have an extreme preference for early mornings are more likely to have a long version of Period 3, while those who stay up way past midnight are more likely to have the shorter version.
Of course, that's the simplistic explanation. The body clock is governed by a combination of genes, and it’s influenced by external circumstances such as late nights. You can try to fool your body clock by making it follow a certain lifestyle pattern... but you’ll be doing it at a cost.
Do you want to know whether it’s best for your health to work first thing in the morning, or after dinner? Go to www.creativelearningcentre.com and find out by filling in a Learning Styles Analysis (LSA) or a Working Styles Analysis (WSA) questionnaire.
The Learning Styles Analysis (LSA) pyramid is not surprised by the latest scientific discovery that the “Time of Day” preference is hereditary (or, as we call it, biological).
Researchers at Britain's University of Surrey have identified a gene called Period 3 which helps to regulate our internal body clocks. Period 3 can occur in two sizes: long or short. People who have an extreme preference for early mornings are more likely to have a long version of Period 3, while those who stay up way past midnight are more likely to have the shorter version.
Of course, that's the simplistic explanation. The body clock is governed by a combination of genes, and it’s influenced by external circumstances such as late nights. You can try to fool your body clock by making it follow a certain lifestyle pattern... but you’ll be doing it at a cost.
Do you want to know whether it’s best for your health to work first thing in the morning, or after dinner? Go to www.creativelearningcentre.com and find out by filling in a Learning Styles Analysis (LSA) or a Working Styles Analysis (WSA) questionnaire.
Thursday, May 04, 2006
Gifted Children and Learning Styles
Many people believe that gifted children have no special needs. After all, they learn easily and can do so in almost any environment... right?
However, being gifted is not synonymous with being an all-rounder: a child can have a gift of music yet struggle to write good compositions. Being gifted doesn’t mean that you necessarily “do well at school”, either. Many gifted children struggle to achieve their potential at school because of their unconventional behaviour and questioning attitude, or because of their incompatible learning styles. For example, if your child is gifted, but also holistic and tactile, he or she may suffer in the conventional schooling systems that favour analytic visual-auditory learners.
Of course, you will want to know whether your child is gifted. You want to be able to help them achieve their potential. You don’t want them to become distressed through frustration and boredom. You don’t want them to deny their intelligence in order to become more acceptable to their peers.
But how can you tell? Unfortunately, there is no easy (or indeed accurate) test. A lot of your evaluation will be based on your own observation. Your child may be gifted if they display many of the following characteristics:
· inquisitiveness
· exceptional powers of observation
· wide-ranging vocabulary
· phenomenal memory
· ability to talk early
· ability to read early
· good levels of concentration
· creativity to form unusual advanced questions
· ability to grasp ideas quickly.
Learning Style Analysis (LSA) available on www.creativelearningcentre.com can also offer good insights into your child’s learning needs. Look out for the following criteria in your child’s LSA report:
· highly integrated in analytic and holistic thinking
· can learn through all sensory modalities with ease
· can learn at any time, forgets to eat or do other chores when lost in learning
· prefers to work alone or with true peers
· won’t accept authority
· is highly internally motivated - often learns for pure knowledge
· never gives up - has often extreme persistence
· dislikes rules - makes his or her own ones
· doesn’t need help in structuring their learning, dislikes guidance.
The report will also give you a detailed analysis of the biological and non-biological elements that make up your child’s Learning Style. It will show you how to create an ideal homework spot and how to talk to the teachers about any concerns you may have.
Remember, gifted students need to learn in challenging settings, where they can have opportunities to develop their abilities. And yet, many schools fail to recognise the efforts and needs of the high achievers.
Whether your child is truly gifted or “just” very bright, what you want is to produce a happy switched-on child who doesn't want to miss school. LSA will help you achieve that goal.
However, being gifted is not synonymous with being an all-rounder: a child can have a gift of music yet struggle to write good compositions. Being gifted doesn’t mean that you necessarily “do well at school”, either. Many gifted children struggle to achieve their potential at school because of their unconventional behaviour and questioning attitude, or because of their incompatible learning styles. For example, if your child is gifted, but also holistic and tactile, he or she may suffer in the conventional schooling systems that favour analytic visual-auditory learners.
Of course, you will want to know whether your child is gifted. You want to be able to help them achieve their potential. You don’t want them to become distressed through frustration and boredom. You don’t want them to deny their intelligence in order to become more acceptable to their peers.
But how can you tell? Unfortunately, there is no easy (or indeed accurate) test. A lot of your evaluation will be based on your own observation. Your child may be gifted if they display many of the following characteristics:
· inquisitiveness
· exceptional powers of observation
· wide-ranging vocabulary
· phenomenal memory
· ability to talk early
· ability to read early
· good levels of concentration
· creativity to form unusual advanced questions
· ability to grasp ideas quickly.
Learning Style Analysis (LSA) available on www.creativelearningcentre.com can also offer good insights into your child’s learning needs. Look out for the following criteria in your child’s LSA report:
· highly integrated in analytic and holistic thinking
· can learn through all sensory modalities with ease
· can learn at any time, forgets to eat or do other chores when lost in learning
· prefers to work alone or with true peers
· won’t accept authority
· is highly internally motivated - often learns for pure knowledge
· never gives up - has often extreme persistence
· dislikes rules - makes his or her own ones
· doesn’t need help in structuring their learning, dislikes guidance.
The report will also give you a detailed analysis of the biological and non-biological elements that make up your child’s Learning Style. It will show you how to create an ideal homework spot and how to talk to the teachers about any concerns you may have.
Remember, gifted students need to learn in challenging settings, where they can have opportunities to develop their abilities. And yet, many schools fail to recognise the efforts and needs of the high achievers.
Whether your child is truly gifted or “just” very bright, what you want is to produce a happy switched-on child who doesn't want to miss school. LSA will help you achieve that goal.
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