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Lesson Plans

RE: Whole Letter Writing (Right Brain)=2 lessons

[ Thread ][ Subject ][ Author ][ Date ]
Sears, Ellen (
Mon, 25 Jan 1999 08:17:34 -0500

Very interesting -
When I am in small group meetings and I have something to share I ask if I
can stand and write it on the board as I speak - not as a visual for the
rest - but as organization for me. It usually takes the form of a web -
with arrows, lines and dashes... (much like the way I type I see!! ) If they
are larger meetings, I automatically stand to address the group - and I have
noticed that not everyone does.... I was in a three hour meeting Friday,
and my head hurt from sitting still. It took the rest of the day to
regroup, and the rest of the night to be civil to anyone. (I find that it
helps if I draw as I am listening - but some people think you are not
listening when you do that, even though I can recite all of their
speech/talk from my drawings - so Friday I didn't draw )
> ----------
> From: Larry Cox
> Sent: Sunday, January 24, 1999 4:06 PM
> To: artsednet; BakerP
> Subject: Re: Whole Letter Writing (Right Brain)=2 lessons
> Many right-brained children have poor handwriting skills. These children
> have difficulty dealing with the individual parts of a letter, remembering
> the shape of each letter, and naming the letter once they have written it.
> One little boy put it better than I ever could when he said, "By the time
> I
> remember how to draw a circle, I have forgotten where the line goes and I
> don't know what I'm writing anyway!"
> Whole-letter writing is an alternative way of writing letters in which
> the
> child forms the whole letter without lifting his pencil from the page.
> Although there is no set way of forming each letter, the preferred
> direction
> is top to bottom. The following are examples of the letters that seem to
> give the children the most problem.
> (there then is a set of letters showing directions of flow next to the
> letters (of the pencil)):
> a b d e g h k m n p r u w y z
> There are children who learn beautifully standing up. But sit there
> children down and they forget it all. For example, one fifth-grade girl
> could take her spelling tests at the chalkboard and get 100%. Sitting
> down
> to take them, she failed every time. From that point on, we had her learn
> all of her spelling words and take all of her spelling tests at the
> chalkboard.
> Right-hemispheric children seem to be movers. They sit halfway out of
> their
> seats: they sit with one foot tucked under their behinds. They have to go
> to the bathroom more often than anyone else in the class. And they
> sharpen
> their pencils until they are nothing but stubs. They learn while they are
> moving and many of them MUST be standing up or moving in order to learn.
> The moral of all this, of course, is to get your children out of their
> seats
> and up at the chalkboard. I can recall my own school years. We went to
> the
> chalkboard and we stayed there until we learned our arithmetic. Some
> days,
> I stayed at the board all day, but I did learn arithmetic. And other
> children in their seats learned through watching my efforts.
> I urge you to try this in your own classroom the next time you teach an
> arithmetic lesson. Put your so- called right-hemispheric children at the
> chalkboard doing problem;s while your left-hemispheric children are in
> their
> seats working the same problems on paper. You will find that you are
> teaching both groups at the same time.
> Parents can easily do the same thing at home.