The moment is painfully familiar: you’ve repeated a direction three times, and your student or child is still staring blankly. You immediately think, ‘They just aren’t listening.’ But what if the problem isn’t ‘won’t listen’ but ‘can’t process’?”  If we want to support students with Auditory Processing Disorder (APD) effectively, we must shift our focus from behavioral compliance to auditory processing strategies.

The APD Shift: Why It’s Wiring, Not Willpower

We have to start by looking at the biology of the brain rather than the behavior of the child. Research tells us that the brain’s working memory—essentially the brain’s sticky note—can only hold about three to four “chunks” of new information at one time.

If you give a child five verbal instructions in a row, and they only do the first three, they aren’t necessarily being defiant. Their working memory literally dropped the last two. The feedback signal in their brain failed, and the system collapsed. This is often the case for students with ADHD or auditory processing issues. They may be physically hearing the sound of your voice, but they cannot process the meaning effectively, especially if there is background noise.

To tell the difference, I recommend a simple test: Change the input method. If a child “ignores” a verbal request to clear off their desk, put their homework in their backpack, and get ready to meet the bus but immediately responds to a checklist or flowchart, it is not a behavioral refusal. It is a processing gap. We have to stop blaming the child for a mismatch between how we teach and how they are wired.

Bypass the Ear: Visual & Tactile Strategies That Stick”

If I had to give parents and teachers a life hack for giving directions that actually stick, it would be this: Minimize verbal instruction and emphasize using visual and tactile cues (often accompanying verbal instruction.) 

When we give verbal directions, they vanish the moment we say them for students with APD. For a child who struggles with processing, this is a nightmare. Instead, use effective auditory processing strategies that bypass the ear. I call this the “Checkbox Strategy.”

Write the directions down in a specific way. Use a checklist format with empty boxes next to each step. This works for two reasons. First, it offloads the information from their overwhelmed working memory onto the paper. Second, the act of physically checking off a box gives the brain a small dopamine hit. It feels good to complete a task.

Additionally, use the technology you already have. If your child is watching TV, turn on the Closed Captioning. This associates the written word with the auditory sound and reinforces language processing without you having to say a word. Using effective auditory processing strategies can make the difference between success and failure. 

Shifting the Narrative: From ‘Failure’ to ‘Strategist’

It is heartbreaking to watch a bright child begin to believe they are “stupid” simply because their brain processes information differently than their peers. I speak to you not just as a professional, but as a mother who has walked this path.

My son, Ian, was diagnosed with Central Auditory Processing Disorder (CAPD) and dyslexia. Teachers told me he didn’t belong in honors classes and that he was an “overachiever” who was working too hard. If we had accepted that label, he might have given up. Instead, we focused on “double dosing” his instruction and honoring his unique learning preferences. We didn’t lower the bar; we just increased the support. Because he learned how he learns, he went on to earn a mechanical engineering degree.

We must shift the narrative from “I can’t learn” to “I need a different strategy.” When a child realizes they can succeed when the format changes, that internal voice changes from “I am a failure” to “I am a strategist.”

Reducing the Homework Battle

Finally, we need to address the battleground of homework and grading. We must separate “process” from “product.” If a child knows the science concepts but struggles with writing, and we fail them on a written test, we aren’t measuring their science IQ. We are measuring their writing deficit.

For homework, I recommend the “Half-Sheet Theory.” It is a simple psychological hack. Take a worksheet, put the content on the front and back of a half-sheet of paper, and cut it. When a student sees a full page of math problems, they often shut down. When they see a half-sheet, they think, “I can do this.” It is the same workload, but the visual presentation reduces the cognitive load.

By using these strategies, we build a bridge between the student’s potential and their performance.

FAQ

1. How can I tell if a student “won’t listen” or genuinely “can’t process” verbal directions?

For students who consistently miss multi-step verbal directions but succeed when you switch the input method, it’s likely a processing gap, not defiance. Try giving the same direction two ways; first verbally, then as a written checklist or simple flowchart. If performance improves immediately with the visual support, you’re seeing a mismatch between how you’re delivering information and how their brain processes it, not a behavior issue.

2. Why do multi-step directions fall apart so quickly for some students?

Working memory can only hold a small amount of new information at once (often about 3–4 “chunks”). So, when you give five verbal steps in a row, the student may retain only the first few and “drop” the rest, especially with background noise, attention challenges, or auditory processing difficulties. The fix is reducing load and changing the format.

3. What are the most effective auditory processing strategies when verbal directions don’t stick?

Use strategies that “bypass the ear” by pairing brief verbal cues with visual and tactile supports. A high-impact option is the Checkbox Strategy; write steps in a checklist with empty boxes so the student can offload memory to paper and track completion. Keep directions short, concrete, and sequenced. The goal is durability, directions that remain visible after your voice is gone.

4. How can closed captions help with auditory processing?

Closed captioning links spoken language to printed words in real time. That pairing reinforces language processing and comprehension without adding more instruction from you. It’s an easy, built-in support at home and in classrooms using video: captions help many students “catch” what their ears miss, especially in noisy environments or fast speech.

5. What type of homework can I assign to reduce parent-child conflict?

Separate “how much work it is” from “how big it looks.” The Half-Sheet Theory keeps the workload the same but reduces overwhelm by shrinking the visual presentation. Print the work on a half-sheet (front & back if needed). This lowers cognitive load, increases willingness to start, and helps students experience momentum instead of defeat before they begin.

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Ask: What’s my child’s learning style?

We teach our children the way we were taught or how we learned as students. We might wonder if there is something wrong if our children learn differently. Observe your child’s natural way of learning, use online learning style inventories, and become your child’s learning style detective.

When should homework be done?

Some children need to start homework while they are still in school mode. Is your child the type of student that walks in the door from school and immediately sits down to do his homework? Or, does she need to decompress from the school day and play, physically, before tackling more schoolwork? Some children re-energize with a much needed break and snack after school. Physical activity oxygenates the brain and supports learning.

Together with your child, come to an agreement about when homework will be tackled. For example, you and your child might agree to 45 minutes of play time and a snack right after school. Set a timer. When the time is up, it is time to do homework. In essence you are creating a schedule and a routine with your child’s input that will help make homework go more smoothly.

Where should homework be done?

Where is your child best able to focus and learn? Does he like to sit at a table, lay down and sprawl out on the floor, or stand at the kitchen counter to do homework? My daughter sat at a table while my son preferred to sit with his back on the seat and his feet on the back of the chair!. As adults, we know what type of environment best enables us to complete tasks. I, personally, focus better at a standing station. Help your children figure out what works best for them.

Does homework require perfect silence?

Some of us need quiet to read. Others prefer to have some “white noise” in the background to help our focus. Research points to Mozart and Baroque as supporting the learning process. The key is figuring out whether the background noise is supporting success or causing distraction. TV for example, typically creates distraction.

Homework strategies that reduce tears.

The internet library has revolutionized teaching and learning. Students have so many more tools and resources available to help them understand the information presented in class as well as in their homework. They can use flashcards – paper or digital, mind mapping, audio books, and speech-to-text or text-to-speech software to read, study, and complete assignments. Find and use strategies that support your child’s learning preference.

Does it have to be the way the teacher assigns it?

I’ve negotiated with my child and with the teacher. If I know that the homework assigned is not in sync with how my child learns, I’m going to adapt it. Rather than have him write the vocabulary words three times each, I had my son write them twice on paper, per teacher requirements, and once on a color- coded, picture enhanced flash card. Because many youth learn words by their shape, I’d also have him border the words in the shape of the word.

Tap into your child’s learning style and adapt homework in a way that it will provide the best opportunity for success. Stick to what the teacher is expecting of them, but supplement the assignment so your child gets the most out of the experience.

Homework has benefits

Homework is an opportunity for children to bring what they learned in school that day back into their working memory. When approached as a collaboration, it can promote communication and problem solving. In the best of circumstances, it provides families with a positive way to be involved in their children’s education. Parent involvement is a key factor in children’s school success.

For more information about study strategies for your student, see Susan Fitzell’s book, Please Help Me With My Homework. Available in both print and electronic versions!

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We can take flash cards to another level when working with vocabulary and other concepts by adding definitions or descriptors to our terms and visual clues. Three Card Match is a memory game that puts the concepts of print, color, and visuals together using vocabulary, definitions, or mnemonics along with visual clues.

One year, I had a group of students who were in a general education classroom for the very first time. We were doing inclusion in a class of 27 kids, 13 of which were on an IEP, with only two receiving modified tests. They had to learn 20 constellation names, the unique features of those constellations, and what the constellation looked like as part of the curriculum.

These students with special needs had never been required to memorize anything so complex in their self-contained classrooms. I truly did not believe they were capable of memorizing that much information. I was ‘raised’ as a teacher in an age where we learned that if something was difficult for students, we’d find a work-around rather than require students to do a task that fell into the realm of their disability.

Since this memorization task was part of the general curriculum standards, we had to find a way to help the students be successful. I needed to teach them some studying tips, fast! We used Three Card Match to assist students in the process of learning and remembering the constellation information. Every student passed their test. I was humbled. I really didn’t believe at the onset that the students on my caseload and in this inclusion class were capable of succeeding with the assignment.

For Your Own Studying Tips: How to Make Three Card Match Strategy Cards

Use Three Card Match any time you have terms or items you need students to remember. If you’ve got a ready-made matching test, cut it up so there’s a word and a matching statement that goes with the word. Then add a memory cue: a picture, a diagram, or a personal experience and you’ve got your Three Card Match. The third card is typically something that helps students remember.

Teachers, you can use this technique in your lesson plan. Everything you need to implement the studying tips lesson is here.

Materials:

• Index Cards
  • Choose three of the following card colors: pink, green, blue, yellow, or white.
  • If you only have white cards or white paper, color-code the cards. For example:
    • Put a yellow dot or stripe on the word cards.
    • Put a green dot or stripe on the picture cards.
    • Put a pink dot or stripe on the definition cards, and so on.
    • Pictures
      • Of the item being reviewed
      • Something related to the concept being reviewed
      • A mnemonic picture to form an association

Instructions:

1. Break down what they have to memorize into three related concepts, facts, pictures, meanings, etc.
2. Each card should contain one ‘item,’ such as a word, picture or definition.
3. Label the back of each card in a set with a number so children can turn the card over and self-correct.

For example:

The word ‘elephant,’ the picture of the elephant, and the definition of the word ‘elephant’ would all be numbered #1 on the back.

The word ‘zebra,’ the picture of a zebra, and the definition of the word ‘zebra’ would all be numbered #2, etc.

Hint: Children can make these sets from photocopied masters. They are made with a word processor on the computer using the table function. Children simply cut and paste the items on index cards. I don’t recommend forcing children to hand write their cards unless they can print them clearly and legibly in a timely manner. Avoid cursive. Words should be printed legibly, or with a clear san serif font, when using a computer, for greatest memory retention.

Options for use:

• Children can match the cards on their own as a review.
• Children can pair up with a partner to match the cards.

Remember, research indicates that we learn the most when we teach others. When two people work together to study, they are teaching each other.

Here’s a video of the Three Card Match Using these Studying Tips!

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For more information about study strategies for your student, see Susan Fitzell’s book, Ummm, Studying? What’s That?. Available in both print and electronic versions!

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Creativity in children and young adults is being undermined, but neither by intent nor design. It is the unforeseen consequence of our current educational system and the ‘new normal’ of play.

I hear more and more from my educator friends and parents that I work with that their children “are just not that creative.” When I first heard this, it was a whisper of a few, now it is a loud and clear message by many. It’s time to pay attention.

Working with a group of students recently, I was asked to dive deep and have the students work on the connection between creativity and critical thinking skills. The exercise was simple; make up a character and develop their backstory. As a guide, I gave the students four questions to think about when creating the backstory. They had permission to break the rules and creatively develop their imaginary characters.

Picture this; on a flip chart were four questions:
1. What is the name of your character?
2. What do they look like?
3. What are they good at?
4. What is their biggest challenge?

Midway through the exercise, a student waved me down. He was distraught because he skipped number 3.

Critically thinking; the logical answer for the student is to simply answer number 3 last, essentially making it number 4. He went on to do so but he was really disturbed that he did not complete the questions in order.

Why is that?

His world inside and outside the classroom is extremely structured. Free play is limited; music and arts are put on the back burner due to budget cuts and standardized testing. Play at home comes in the form of video games and computer time.

The educators and parents I work with are amazing. They work hard, care about the children and want the best for them. But they too, like the children, are trying to navigate a new environment.

Creativity is the ability to design, develop, and use our imaginations and is the catalyst for developing critical thinking skills. The ability to connect (not simply know the answer to a question via memorization), the ability to think in a way that pulls in our life experiences and knowledge is fundamental to becoming productive and contributing members of society.

The great news is there are ways we can turn this around while not ignoring the realities inside and outside of the classroom.

Tips for connecting creativity and critical thinking:

1. Model the behavior. How often do our children see us using our imaginations or do they see us glued to our smart devices? Using our creativity and applying critical thinking is simply a ‘muscle’ to be exercised.

• Do you like to cook? Make up a recipe with your children and let them know that you are ‘making it up’. After you eat your creation, talk about what worked, what would you do differently next time?
• Make up a story in mid-conversation at the dinner table. “Hey Johny, what would you do if, when you went fishing with your dad, a giant frog jumped in the boat and began singing Jingle Bells.” Get silly.

2. Put away the video games and go outside. I know, this seems like an obvious solution but, like many things obvious, it’s not always easy to apply.

• Give the children a pair of binoculars and let them go exploring without any guidance. When they are done, ask them what they discovered.
• Go visit small businesses and have the children ask the owners, “What do you do?” Have a family conversation about how that small business helps others, who are their customers, what do they need to become a business owner? I love this one because it really gets kids thinking creatively and critically. You might be surprised at their answers.

3. Have a debate. This is great both inside and outside the classroom.

• Instead of simply answering a question they have; ask open-ended questions, get into a real dialogue. Encourage children to explore their thoughts. “Why do you think that?” “Is there another perspective?”
• Play ‘Pick a Topic’: Put topics into a bowl and set aside time to have the children ‘pick a topic’. These can be anything from “If you were a tree, what kind of tree would you be?” to “Should girls be allowed to play on the boy’s football team?” You get the idea.

While the topic of the connection between creativity and critical thinking skills is just beginning to gain momentum, we don’t need to wait for all the studies to be done or to see the topic on the Today Show to take action. The future of our children is in our capable hands.

About the author:

Lisa Baker-King is a nationally recognized and televised family author and relationship expert who is creating a movement to connect families and celebrate children. She is passionate about helping children to find their voice while giving parents and adults the tools they need to recognize what is right about them so they can break free and be who they were meant to be.

Get Lisa’s new children’s book (ages 5-12), The Zealous Zebecs from the Midnight Ocean’s Zenith, which is designed to be a shared family journey.

Join the Journey at www.zebecs.com

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Over 20 years ago, when I first began working and consulting nationally with teachers to implement brain-based, best practice teaching strategies in classrooms, the terms we used were much different than those we use today. We’ve gone from “Learning Styles” and “Multiple Intelligences” to “Differentiated Instruction.” We now have brain-based research to back up much of the strategies some of us have used for decades. We’ve seen and heard the terms, “Brain-Based Learning” or “Whole Brain Learning.” Now we are hearing and seeing terms like “Neuro-diversity.” We’ve gone from “Mainstreaming” to “Inclusion.” Then there’s “Response To Intervention” and, in at least one state in the union,  special education teachers have been re-designated as “Intervention Specialists.” Today, we are hearing  much about “Universal Design for Learning” and we now have the massive research analysis by Dr. John Hattie referenced in “Visible Learning.”

The Shocking Truth

At the heart of all these theories, ideas, and different classifications, regardless of the labels, what we’re really talking about is adjusting our teaching to respect the way our students learn. It’s about employing strategies that reach students, that have been proven to work through research and resulting data analysis, and then using that information to teach so that all students can achieve to their highest potential. Ultimately, it is about applying what I like to refer to as Really Terrific Instruction (See what I did there?).

Honor Your Students’ Learning Preferences (And make your teaching even more amazing!)

To honor all the changes that we’ve seen over the years, I’m highlighting five of my “12 Ways” articles that offer timeless strategies on how to teach  all students, no matter what labels you, your school, or your state are currently using. Even though the language changes, and the framework in which they are presented may be “upgraded”  and “fine tuned,” these are practical, no-nonsense, research-based strategies that help show us how to teach all students.

• 12 Surefire Ways to Remember Vocabulary

• 12 Ways to Help ESL and ELL Students

• 12 Do-Able Homework Assignments for All Students

• A Dozen Ways to Support Learning Styles

• A Dozen Surefire Ways to Boost Memory in the Diverse Classroom

Bring Susan to your campus!

Featured seminar
Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

For Thousands Of Tips To Teach… So Your Students Are Top Performers Get this Book Now!   Gain more knowledge on differentiation strategies to reach ALL learners Get Susan Fitzell’s book Now. Don’t waste any time Special Needs in the General Classroom, Strategies That Make It Work. Available in both print and electronic versions! Want quality professional development you can afford? Save time with this popular PD option: A Professional Development Kit, for all teachers, with a Graduate Credit Option! Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

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Here are some ideas for using technology in the classroom that range from short, simple techniques to more sophisticated ideas that are interactive and may even be student led.

Timers as Motivational Tools

Perhaps the simplest way to introduce technology into the classroom is through the use of timers. Timers can be used to help keep classroom activities on track or they can be used to motivate students by having them race the clock.

Timers should never be used as tools to emphasize speed over accuracy or understanding, but they can be a fun way to help students run drills or play games that reinforce information previously studied to help with retention and mastery. Timers that run on a tablet or PC can be a fun way to help keep things interesting for students.

Use of Videos to Enhance Understanding, Connection and Learning

Videos can be used effectively to bring material alive and help students connect on more than one level. Short, targeted clips can be more effective than long films in that they can help break-up longer lessons or difficult material. Free educational clips are available from sources like Learn Out Loud, Google Videos, or the Khan Academy – one of the most comprehensive sources for free educational material on the internet. iTunes University has lectures and clips available and products like Damnvid make downloading and converting videos easy for teachers.

Free Online Tech Resources

Some technology can actually help save money while providing students with an impressive array of resources. Project Gutenberg is a free online resource that offers the full text of books in the public domain. Most classics fall under this category. Students can read classics online or teachers can use pieces of different texts for compare and contrast activities.

LibriVox is a similar source, but the books are in audiobook form. Students who are not strong readers can benefit from this material by reading along with the audio book.in a different way. This is not meant to replace reading practice but can help get struggling or reluctant readers interested in books and help them keep up with the rest of their class.

The Lesser Known Gem: Public Libraries

For more recent books, many libraries offer an extensive range of new releases in e-book formats, which can be read on e-readers, smartphones, tablets, or PCs at no charge. Many school libraries simply can’t compete with the titles available through these online sources, and students can borrow titles any time day or night, without the need to physically go to a library. For students without libraries at school or in their neighborhood, online borrowing can be an excellent option.

Technology and Student Skill Development

Technology can also help students gain the valuable skills they need to succeed such as effective note-taking skills and being able to productively organize, prioritize, and sort information. Online note-taking programs, mind-mapping, and brainstorming apps can help students organize notes and other information in ways that make the most sense for them. Brainstorming and mind-mapping apps can be especially helpful to visual learners.

Voice-to-Text as a Solution for Struggling Writers

For students who have difficulty writing, voice-to-text apps provide an excellent way to take notes and process information in a way that works for them. Dictation and the use of voice-to-text programs is a common practice used by business professionals and others, so it is a valuable skill for any student to learn.

In language learning classrooms, Voice-to-text programs are a wonderful way to help students practice enunciating words clearly so that the application can understand what they are trying to say. Students can practice free speaking into the program, or they can practice certain sounds, words, or phrases that may be giving them trouble.

Technology that Supports Teachers in Getting the Job Done Well

Teachers can stay organized and reduce the amount of physical paper they handle on a daily basis, while empowering students, by modeling good use of technology. Putting class calendars online is one way to help students and parents be accountable for having work completed on time and to prepare for tests and other events.

Many school districts have online webpages or Moodle pages for teachers with simple to follow templates. Information can be password protected and teachers can opt to make these pages as static or as interactive as they like. Posting course calendars, copies of handouts, links to videos or other online content, and even having a location for assignment submission are wonderful ways for teachers to organize their courses. At the same time, these practices teach students to be more self-sufficient while keeping parents in the loop.

These simple, inexpensive or free to implement ideas can have great results in terms of student engagement, content acquisition, and retention. Once you’re comfortable with these ideas, teachers can expand their use of technology in a myriad of other effective ways.

Students respond positively to online learning and technology. Offering instruction in ways that are comfortable for your students is an effective way to engage even the most reluctant learner.

Fitzell, Susan. (2012). Technology tools for teachers. Retrieved from: https://susanfitzell.com/articles-by-susan-fitzell/technology-tools-for-teachers/

Fitzell, Susan. (2013). Best, new strategies for using iPads®, mobile devices and other cutting edge technology to strengthen English/Language Arts instruction. Manchester, NH: Cogent Catalyst Publications.

Noeth, Richard J., Volkov, Boris B., (2004). Evaluating the effectiveness of technology in our schools, ACT Policy Report. Retrieved from: http://www.act.org/research/policymakers/pdf/school_tech.pdf

United States Census Bureau. (2013). Computer and internet use in the United States: Population characteristics
(THOM File, May 2013, P 20-569). Washington, D.C. Retrieved from: http://www.infrastructureusa.org/wp-content/uploads/2013/06/p20-569.pdf

For more information about using technology to strengthen instruction, see Susan Fitzell’s book, Using iPads and Other Cutting Edge Technology to Strengthen Your Instruction.

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Offering Choice in Homework

In the research by Erika Patall students were given a choice of which homework assignments to do, not a choice of whether or not to do homework as the example from Insoo Kim Berg would suggest. I think giving students a choice of homework assignment A, B or C is effective as they will think of those choices instead of the usual options of doing it or not doing it.

http://solutionfocusedchange.blogspot.com/2010/11/advantages-of-giving-students-choice-in.html

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Webmath is a math-help web site that generates answers to specific math questions and problems, as entered by a user, at any particular moment. The math answers are generated and displayed real-time, at the moment a web user types in their math problem and clicks “solve.” In addition to the answers, Webmath also shows the student how to arrive at the answer.

The post Math Homework Help -Webmath – a Tutorial Help Site appeared first on Susan Fitzell.

Learn what every teacher should know about helping students have better memory,  comprehension, and test success! These five steps will help your students learn faster because they incorporate non-linguistic representation (that’s visuals in research

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Use coloring book pages to DRAW your visual mnemonics!

jargon) into instruction!

Teach Using These Five EASY Steps and Watch Your Students Learn Faster!

1. Provide visual clues. Not only do we want to put pictures with verbal information, we want to put verbal information, often in the form of labels, with pictures…and that helps us to remember that information. It forms associations, it
   gets us to connect new information with a picture.
2. Create visual images to represent key concepts being taught by using simple clip art or line drawings or symbols. Whenever the concept is presented, present the visual symbol also. Have students draw the visual symbols in their notes, or provide a one-page handout of drawings representing concepts in the unit for students to cut and paste in their notes or on their study cards.
3. Color code notes. When giving notes, connect a color with specific chapters/units being studied. For example, an eight-grade teacher presents the French and Indian War in green overhead marker, and has students write notes using green marker. The next unit may be presented in blue, the next in brown. Caution: Avoid using red and green back-to-back, or blue and purple back to back, as students with color deficiencies may not see a difference between the colors.
4. Create visual diagrams or flow charts of the step-by-step process for using machines, cooking, computer instruction, physical education games, body system process, etc. Have students review by presenting the diagrams without the words for the students to complete. Some students may need a word/phrase box. Visual diagrams, flow-charts, and mind-maps INCREASE Critical Thinking Skills.
5.  Create time sequence charts with titles for major eras of history. Then create a mnemonic to represent the titles in sequence.

Need To Learn Faster? Try This Simple Visual Strategy!

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Special Needs is ALL types of Learners including gifted, at-risk, English Language Learners, 504, Special Education Needs, and Honors Students. These strategies work for ALL!

For Thousands Of Tips To Teach… So Your Students Are Top Performers

Get this Book Now!

Gain more knowledge on differentiation strategies to reach ALL learners

Get Susan Fitzell’s book Now. Don’t waste any time

Special Needs in the General Classroom, Strategies That Make It Work.  Available in both print and electronic versions!

Want quality professional development you can afford? Save time with this popular PD option:

A Professional Development Kit, for all teachers, with a Graduate Credit Option!

Bring Susan to your campus!

Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

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I quickly grow tired of sitting down when working long days.  Therefore, I can appreciate and understand where a student is coming from when they express the same feeling while studying, doing homework, or even doing work in the classroom. To me there is no reason that I, or a student, should have to remain sitting when working or studying.  Sitting when uncomfortable, or when just plain tired of sitting, could actually be more distracting to your student, and those around her, than moving around.  In fact, motion is a very useful study tool!  Movement oxygenates the brain and involves a deeper part of your brain in the memory process. While some may doubt the motion-memory connection, consider this; when was the last time you sang The Itsy-Bisty Spider?  Unless you have sung it with children, it probably wasn’t recently.  But can you still sing and act out the song? Of course you can! So, maybe motion does help with memory.

Ways to Incorporate Motion into Studying

1. Act out vocabulary words with your student
2. Have your student come up with a (nice) gesture to represent key people, places, or things
3. Use sign language
4. Use basketball memorization: If you have a hoop in your driveway or local gym, help your student to make a game out of stating a fact and then shooting a basket.  It does not matter what rules you make up.  The movement, fun, and challenge in the activity are what are important.  Your student can do this with a friend or classmate and take turns helping each   other.  If your student likes football, soccer, or any other sport better, use that sport as the foundation.  Help your student make their own rules.  As long as memorizing information is part of the game rules, it will be effective.

Watch this Video! Don’t Wait Another Moment! Perform Better On The Test Now!

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