This document discusses the variety of human minds and how education systems can better recognize individual strengths and weaknesses. It outlines 8 neurodevelopmental systems that must work together for effective learning, including attention control, social thinking, memory, language, higher thinking, motor skills, spatial order, and sequential ordering. The document advocates helping students find educational "matches" for their unique wiring to maximize learning and success.

1. A M ind at a Tim e
A r o a d m a p f o r p a r e n t s a n d e d u c at o r s
t o h e l p r e c o g n iz e h o w m a n y kinds o f
y o u n g m in d s t h e r e a r e a n d t o r e a l iz e
t h at w e a r e in a p o s it io n t o h e l p strengthen
their strengths a n d in d o in g s o , p r e s e r v e
t h e ir h o p e s f o r t h e f u t u r e .
1

2. The M ind ’s possibilities
 P l a n e t e a r t h is in h a b it e d b y p e o p l e
w h o h a v e a l l kinds of minds. T h e b r a in o f
e a c h h u m a n is u n iq u e .
 S o m e a r e w ir e d t o c r e a t e symphonies
a n d s o n n e t s , w h il e o t h e r s a r e a b l e t o
d e s ig n airplanes a n d y e t o t h e r s a r e sport
c h a m p io n s .
 It is t a k e n f o r g r a n t e d in a d u l t
s o c ie t y t h a t w e c a n n o t a l l b e
generalists s k il l e d in e v e r y a r e a o f
l e a r n in g a n d m a s t e r y .
2

3.  N e v e r t h e l e s s ,w e a p p l y t r e m e n d o u s
p r e s s u r e o n o u r c h il d r e n t o b e g o o d
a t ‘everything’.
 E v e r y d a y t h e y a r e e x p e c t e d t o s h in e
in read ing, math, writing, speaking, spel ing,
l
memorization, comprehension, social ization,
athl etics…
 F e w , if a n y c h il d r e n m a s t e r a l l o f
t h e s e ‘trades’. And none of us adults can.
 In o n e w a y o r t h e o t h e r , a l l m in d s
h a v e t h e ir specialties a n d t h e ir frailties. 3

4.  E a c h o f u s is e n d o w e d w it h highly complex,
inborn circuitry – c r e a t in g in n u m e r a b l e
b r a n c h in g p a t h w a y s o f o p t io n s a n d
o bs tacles .
 W h il e s o m e o f u s h a v e b r a in s t h a t c a n
h a n d l e a lot o f in f o r m a t io n a t o n c e ,
o t h e r s h a v e b r a in s t h a t p r o c e s s
l it t l e in f o r m a t io n w it h more accuracy.
 H o p e f u l l y , w e d is c o v e r a n d e n g a g e in
g o o d matches b e t w e e n o u r k in d o f m in d
a n d o u r p u r s u it s in l if e . 4

5.  O u r a b il it ie s a n d in a b il it ie s a r e tested
a n d challenged t h r o u g h o u t o u r s c h o o l
years .
 S o m e p r ic e , m o d e s t o r s u b s t a n t ia l ,
m u s t b e p a id a n y t im e a m in d is forced t o
p e r f o r m in a m a n n e r t h a t it is n o t
w ir e d t o u n d e r s t a n d .
 In m o s t s c h o o l in g , t h is e n d s u p in
in s t r u c t io n t h a t u s e s t h e ‘one size fits all’5
method .

6. H ow L earning Works
 T h e m o s t b a s ic in s t r u m e n t f o r l e a r n in g
is s o m e t h in g c a l l e d a ‘neurodevelopmental’
f u n c t io n .
 O u r o w n m in d s a n d t h o s e o f o u r
c h il d r e n a r e l ik e tool chests – f il l e d w it h
f u n c t io n s t o m a s t e r s u b t r a c t io n ,
r e c it a t io n o r r id in g a c y c l e .
 As y o u c a n s u r m is e , t h e b r a in ’s t o o l b o x
is v a s t – a n d o n t o p o f t h a t , t h e r a n g e
o f d if f e r e n t c o m b in a t io n s o f f u n c t io n s
c a l l e d u p o n t o a c c o m p l is h a c a d e m ic
t a s k s is s im p l y mind boggling. 6

7.  In v ie w o f a l l t h e s e f u n c t io n s , it
s h o u l d n o t s u r p r is e u s t h a t breakdowns
o r s p e c if ic weaknesses a r e
c o mmo n place.
 T h e s e a r e k n o w n a s neurodevelopmental
dysfunctions. O f t e n , t h e s e d o n o t
s e r io u s l y o b s t r u c t r o a d s t o s u c c e s s ,
b u t s o m e t im e s t h e y d o !
 As a d u l t s – p a r e n t s a n d e d u c a t o r s ,
b e in g a w a r e a n d a l e r t t o t h e s e
s y m p t o m s c a n h e l p liberate s t u d e n t 7

8. What’s on your ‘M ind ’
 S o m e c h il d r e n h a v e d if f ic u l t y w r it in g ,
e v e n t h o u g h t h e y h a v e lots t o s a y .
T h e y j u s t c a n ’t s e e m t o f o r m l e t t e r s
q u ic k l y e n o u g h t o k e e p u p w it h t h e flow
o f id e a s a n d w o r d s . S o , t h e ir w r it in g is
d r a m a t ic a l l y in f e r io r t o t h e richness o f
t h e ir t h in k in g a n d s p e a k in g .
 W h e n k id s w r it e , t h e ir b r a in s a s s ig n
specific m u s c l e s t o s p e c if ic a s p e c t s o f
l e t t e r f o r m a t io n , c e r t a in m u s c l e s
a r e s u p p o s e d t o h a n d l e v e r t ic a l
m o v e m e n t s ,o t h e r s c r e a t e r o t a r y
m o v e m e n t s , w h il e o t h e r s o p e r a t e t o
8
s t a b il is e t h e p e n c il s o t h a t it w il l n o t
fall o n th e flo o r.

9.  T h e s e k id s e n d u r e a g o n iz in g d if f ic u l t y
w it h s u c h m o t o r im p l e m e n t a t io n – t h e y
s im p l y c a n n o t a s s ig n t h e c o r r e c t
m u s c l e s consistently !
 T h e r e f o r e , w r it in g l o o m s a s a
t o r m e n t in g p r o b l e m f o r t h e m . This is a
s pecific neurod evel opmental d ysfunction.
 Al l t o o o f t e n , in m o s t s c h o o l in g
s y s t e m s , s u c h d y s f u n c t io n s g o
undetected- a n d s t u d e n t s a r e b r a n d e d a s
9
‘ f a il u r e s ’, o r ‘n o t t o o b r ig h t ’.

10.  If t h e s e c h il d r e n a r e n o t p r o v id e d
‘matches’ f o r t h e ir s p e c if ic w ir in g , t h e n
t h e e n t ir e s c h o o l in g y e a r s c a n t u r n a
o t h e r w is e ‘bright and creative’ c h il d in t o a
‘problem’ c h il d .
 W e n e e d t o r e c o g n iz e t h a t n o t a l l
c h il d r e n h a v e a l l t h e ir w ir e s
f u n c t io n in g in c o r r e c t s y n c all t h e t im e .
 Th e n w e n e e d t o u n d e r s t a n d t h a t
h o mes an d s ch o o ls s h o uld be th e
f ir s t p l a c e s w h e r e c h il d r e n g e t a s
m a n y o f t h e ir w ir e s in s y n c s o t h a t
t h e ir m in d s c a n c e l e b r a t e success m o r e 10
t im e s t h a n d e s p a ir !

11. The 8 system s
 It is h e l p f u l t o t h in k o f t h e w e l l b e in g o f
t h e m in d in ‘8 manageable categories’ o r n e u r o -
d evelo pmen tal s ys tems .
 T h e y h a v e t o w o r k together if l e a r n in g is
t o o c c u r , j u s t a s t h e c a r d io v a s c u l a r
s y s t e m h a s t o t e a m u p w it h t h e
pulmo n ary s ys tem to pro mo te th e
d e l iv e r y o f o x y g e n t o v a r io u s p a r t s o f
our bod y.
 At a n y p o in t , t h e strength o f f u n c t io n s
w it h in e a c h s y s t e m , d ir e c t l y in f l u e n c e s
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p e r f o r m a n c e in a n d o u t o f s c h o o l .

12.  Ju s t a s w it h t h e c o r r e c t im p e t u s t h e
f u n c t io n s c a n grow in t h e ir
e f f e c t iv e n e s s , s o c a n t h e y deteriorate
w it h l a c k o f u s e , c h a l l e n g e o r
n e g a t iv e in p u t s .
 T h e r e f o r e , it is im p o r t a n t f o r c a r in g
ad ults to keep an eye o n th e
p r o g r e s s in e a c h s y s t e m , p r o m p t l y
detecting a n d dealing w it h a n y im p o r t a n t
im p a ir m e n t s o r s ig n s o f d e l a y e d
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d evelo pmen t.

13. The 8 System s
At
tention Control
System
Social Thinking Mem ory Syst
em
System
The Neurodevelopmental
System s Language System
Higher Thinking
System
Motor
System Spatial Or ing
der
System
Sequential Ordering
System
13

14. The Attention C ontrol System
 T h e a t t e n t io n c o n t r o l s d ir e c t t h e
distribution o f m e n t a l e n e r g y w it h in o u r
b r a in s , s o t h a t w e h a v e t h e
w h e r e w it h a l t o finish w h a t w e s t a r t
an d s tay alert th ro ugh o ut th e d ay.
 An e x a m p l e o f a t t e n t io n c o n t r o l is a
c h il d ’s a b il it y t o resist t h e t e m p t a t io n
t o t h in k a b o u t t h e s p o r t s c o m p e t it io n
s o s h e c an co n cen trate o n th e w o rd
pro blem s o n th e bo ard .
 C h il d r e n v a r y w id e l y in h o w o f t e n
t h e ir a t t e n t io n c o n t r o l s f u n c t io n 14
e f f e c t iv e l y .

15. The M em ory System
 O u r s c h o o l y e a r s in v o l v e m o r e
s t r e n u o u s e x e r c is in g o f m e m o r y t h a n
a t any other time in our lives.
 E v e r y c h il d h a s memory compartments
t h a t s e r v e h im w e l l , w h il e o t h e r
p a r t s o f m e m o r y b r in g o n v a r y in g
d e g r e e s o f f r u s t r a t io n .
 T h e r e a r e c o u n t l e s s in t e l l e c t u a l l y
c o m p e t e n t k id s w h o u n r a v e l in s c h o o l
b e c a u s e t h e y understand far better than they
remember ! 15

16.  Ir o n ic a l l y , t h e r e a r e m a n y s t u d e n t s
w it h s u p e r b r o t e m e m o r y w h o s u c c e e d
w it h f l y in g c o l o u r s t h r o u g h t h e ir
s c h o o l y e a r s s im p l y b y r e g u r g it a t in g
fac tual d ata.
 U n f o r t u n a t e l y ,t h e y m a y b e l e s s
s u c c e s s f u l d u r in g a d u l t c a r e e r s
w h en memo ry plays muc h les s o f a
starring r o l e !
16

17. The L anguage System
T h e l a n g u a g e in g r e d ie n t s o f l e a r n in g in c l u d e ,
a m o n g o t h e r t h in g s –
 The ease with which a brain d etects d ifferences between the
forty four or so d ifferent l anguage sound s
 The abil to und erstand , remember vocabul
ity ary
 The capacity to express thought while speaking and on paper
 And the speed of comprehension in d aily use.
It is n o t s u r p r is in g t h e n , t h a t c h il d r e n w h o h a v e
even
t h e mildest l a n g u a g e in e f f ic ie n c ie s a r e a t a
d is a d v a n t a g e d u r in g t h e ir s c h o o l s y e a r s .
17

18. The Spatial O rd ering System
 T h e s p a t ia l o r d e r in g s y s t e m e n a b l e s
u s t o d e a l w it h o r c r e a t e in f o r m a t io n
a r r a n g e d in a visual pattern.
 S p a t ia l o r d e r in g h e l p s u s organise t h e
v a r io u s m a t e r ia l n e c e s s it ie s o f t h e
d a y – p e n c il s , h o m e w o r k a s s ig n m e n t s ,
lu n c h bo x es …p ro p s n eed ed fo r
academic efficiency and proficiency.
 S t r o n g s p a t ia l o r d e r in g e n s u r e s
t h a t w e d o n o t waste t im e in s e a r c h in g
f o r l o s t o b je c t s .
18

19.  O n a m o r e c o m p l e x l e v e l , s p a t ia l
o r d e r in g e n a b l e s u s t o t h in k w it h
pictures – s o a c h il d h e a r in g a R o a l d
D a h l s t o r y c a n v is u a l is e t h e
c h a r a c t e r s , t h e q u ir k s a n d t h e
s e t t in g , w h il e a s t u d e n t d o in g c l a y
m o d e l in g c a n v is u a l is e t h e e n d
p r o d u c t a n d t h e steps n e e d e d t o r e a c h
there !
19

20. The Sequential O rd ering System
 T h is s y s t e m - a p a r t n e r o f t h e
s p a t ia l s y s t e m , h e l p s u s d e a l
w it h t h e chains o f in f o r m a t io n
t h a t c o m e in t o o r d e p a r t f r o m
o u r m in d s c o d e d in a particular
ord er or sequence.
 T h r o u g h o u t t h e d a y , c h il d r e n
a r e battling with a furious onslaught of
sequences – b a t t l in g t e a c h e r
in s t r u c t io n s , n u m b e r
c o m p u t a t io n s , e v e n t s
20
c u l m in a t in g in a f r ie n d s b ir t h d a y

21.  B u t t h e m o s t in s id io u s a n d
c h a l l e n g in g s e q u e n c e o f a l l is c a l l e d
‘TIME’ !
 S e q u e n t ia l o r d e r in g f o r m s t h e b a s is
o f time management, for understanding time,
estimating time, allocating time, and being aware
of time’s passage.
 C h il d r e n w it h w e a k e r s e q u e n t ia l
o r d e r in g s y s t e m s a r e a l w a y s f a l l in g
b e h in d in w o r k – w h ic h in t u r n
f r u s t r a t e s t h e m b e c a u s e it is n o t
n e c e s s a r il y l in k e d w it h t h e ir internal 21
competencies.

22. The M otor System
 A c h il d ’s m o t o r f u n c t io n s d e t e r m in e
w h e t h e r o r n o t s h e w il l excel in s p o r t s
a n d , if s o , w h e t h e r it w il l b e t e n n is o r
h o ckey.
 O t h e r n e u r o m o t o r f u n c t io n s m a k e
p o s s ib l e . cursive handwriting, playing the guitar
or using the scissors
 C l u m s y c h il d r e n m a y c o m e t o f e e l
g l o b a l l y in f e r io r t o t h e ir a g il e
c l a s s m a t e s , s in c e a n im p o r t a n t p a r t
o f s e l f c o n c e p t a n d c o n f id e n c e is t h e
a b il it y t o s h o w o f f proficiency in m o t o r 22
c o o r d in a t io n .

23. The H igher Thinking System
 H ig h e r t h in k in g in c l u d e s t h e a b il it y t o
problem solve and reason logically, to form and
make use of concepts (s u c h a s p r o b a b il it y
in p h y s ic s )t o u n d e r s t a n d how and when
rules apply, and to get the point of a complex and
complicated idea.
 H ig h e r t h in k in g a l s o t a k e s in critical and
creative thinking !
23

24. The Social Thinking System
 In t e r a c t io n s w it h p e e r s y ie l d t h e b u l k
o f t h e gratification or humiliation a s t u d e n t
e x p e r ie n c e s in l if e !
 S o m e k id s s e e m t o b e born w it h d is t in c t
s o c ia l t a l e n t s t h a t a l l o w f o r
f r ie n d s h ip f o r m a t io n – o t h e r s n e e d t o
b e taught h o w t o r e l a t e .
 A c h il d (o r a n a d u l t )m a y b e s t r o n g in
the seven other
n e u r o d e v e l o p m e n t a l f u n c t io n s , a n d
y e t s e e m t o fail in l if e b e c a u s e s h e is
u n a b l e t o b e h a v e in a w a y t h a t f it s 24
a p p r o p r ia t e l y w it h o t h e r s o f h e r a g e

25.  S h e m a y h a v e t r o u b l e e s t a b l is h in g new
f r ie n d s h ip s a n d k e e p in g old o n e s
a f l o a t , w o r k in g collaboratively in g r o u p s ,
o r c o p in g tactfully w it h f l a m m a b l e
c o n f l ic t s in v o l v in g p e e r s .
 E v e n t h e m o s t b r il l ia n t s t u d e n t s c a n
e n d u p f r u s t r a t e d if t h e y a r e too shy,
socially inept, or antisocial. T h e y a r e l ik e l y t o
b e t h e m o s t downtrodden s t u d e n t s in a
school !
25

26. K eeping this in ‘M ind ’…
 P a r e n t s a n d t e a c h e r s e x p e r ie n c e
s a t is f a c t io n w a t c h in g c h il d r e n ’s
n e u r o d e v e l o p m e n t a l s y s t e m s expand
in t h e ir c a p a b il it ie s o v e r d a y s , m o n t h s
a n d y e a r s - s p e c ia l l y w h e n t h e
f u n c t io n s a r e p u t t o g o o d u s e , exercised
like limber muscles.
 C a r in g a d u l t s h a v e t o r e a l is e t h a t a
s y s t e m deteriorates drastically when it is
underutilised !
26

27.  F o r e g – if a c h il d a l m o s t n e v e r
e l a b o r a t e s o n id e a s , n e v e r is a s k e d t o
g iv e r e a s o n s f o r a c t io n s , r a r e l y
t a l k s in c o m p l e t e s e n t e n c e s , a n d
in s t e a d o v e r in d u l g e s in w o r d s s u c h
a s ‘l ik e ’ ‘s t u f f ’, ‘w h a t e v e r ’ o r e l s e in
p r o f a n it y , t h e n h is verbal skills will stagnate,
fail to grow, and even diminish.
 S in c e t h e s y s t e m s w o r k in tandem,
s e q u e n c in g , v is u a l m e m o r y , a n d
l a n g u a g e c o m b in e w it h s o c ia l
a w a r e n e s s t o l e t y o u e x p l a in t o a
f r ie n d t h e p l o t o f t h e s c ie n c e f ic t io n
27
t h r il l e r y o u s a w o n T V l a s t n ig h t !

28. H ow a M ind ’s Profile com es to be…
 What s hapes a child’s profile?
 Can you influence the proces s ?
 M u l t ip l e f o r c e s in t e r a c t t o
d e t e r m in e a c h il d ’s s t r e n g t h s a n d
s h o r t c o m in g s – a n d parents (f ir s t )
a n d educators (n e x t )a r e in a p r e t t y
g o o d p o s it io n t o in f l u e n c e m o s t –
but n o t all – o f th es e fo rc es .
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29. Genes
 Ma n y s t r e n g t h s a n d w e a k n e s s e s
a p p e a r t o b e in h e r it e d – e it h e r
completely o r in part.
 In t h e b e s t o f a l l t h e w o r l d s , s h a r in g
a s p e c t s o f y o u r c h il d ’s p r o f il e c a n
m a k e y o u a m o r e sympathetic p a r e n t .
 B u t w it h d u e r e s p e c t t o g e n e s , t h e y
m a y b e p o w e r f u l b u t t h e y d o n ’t
p r e v e n t u s f r o m w o r k in g o n o u r w e a k
s p o t s , especial y if we d ecid e they are worth
l
working on. 29

30. Fam ily life and Stress level
 C l e a r l y w h e n f a m il ie s f e e l t h e y a r e
buried b e n e a t h t h e stresses a n d strains o f
d a il y e x is t e n c e , it m a y b e h a r d t o
f o s t e r a stimulating intellectual life t h r o u g h
s h a r e d e x p e r ie n c e s a n d h ig h l e v e l
d is c u s s io n s a t t h e d in n e r t a b l e
r e g a r d in g c u r r e n t e v e n t s .
 Socio economic r e a l it ie s e x e r t p o w e r f u l
in f l u e n c e s o n a c h il d ’s d e v e l o p m e n t .
P o v e r t y h a s it s r is k s , a s d o e s b e in g
over privileged o r overindulged.
30

31. C ultural factors
 A s t u d e n t ’s cultural background m a y h e l p
d e t e r m in e w h ic h
n euro d evelo pmen tal s tren gth s get
s t r o n g e r a n d w h ic h o n e s d o n o t .
 In s o m e c u l t u r a l s e t t in g s a t h l e t ic
p r o w e s s is c o n s id e r e d valuable, in
o t h e r s , s p o r t s a r e d e e m e d trivial
pastimes.
 Wh e t h e r o r n o t a t e e n a g e r r e a d s
n o v e l s , r e p a ir s j e e p s , a t t e n d s
o p e r a ’s o r h u n t s , v iv id l y r e f l e c t s t h e
c u l t u r e in w h ic h h e o r s h e is g r o w in g 31
u p . T h e s e a c t iv it ie s p r o f o u n d l y

32. Friend s
 F r ie n d s p l a y a dominant r o l e in s h a p in g
t h e b r a in s o f p e e r s . C h il d r e n w h o
h a v e n o intellectual in t e r e s t s b e c o m e
n e g a t iv e r o l e m o d e l s f o r o n e
an o th er.
 L e a r n in g a n d s u c c e e d in g a t s c h o o l
m a y b e p e r c e iv e d a s s o m e k in d o f social
taboo.
 O n t h e o t h e r h a n d , s t r o n g in f l u e n c e s
f r o m p e e r s w h o a r e a c t iv e l y in v o l v e d
in s o m e positive o u t c o m e c a n b e catalysts
f o r e v e n t h e m o s t r e t ic e n t s t u d e n t . 32

33. H ealth / Em otions
 N u m e r o u s m e d ic a l f a c t o r s c a n foster
o r impede b r a in d e v e l o p m e n t d u r in g
th e s ch o o l years .
 Nutrition, certain illnesses and physical trauma
a l l m a y p l a y a r o l e in s h a p in g a
p r o f il e .
 S t u d e n t s w it h anxiety o r depressed
f e e l in g s o f t e n l o s e a l l in t e r e s t a n d
b e c o m e in h ib it e d a b o u t p e r f o r m in g in
s ch o o l.
33

34. Ed ucational experience
 T h e q u a l it y o f a c h il d ’s teaching m o s t
c e r t a in l y a f f e c t s h is o r h e r m in d
p r o f il e .
 In f a c t , r e c e n t s t u d ie s u s in g
s o p h is t ic a t e d b r a in s c a n s h a v e
s h o w n v iv id l y t h a t g o o d in s t r u c t io n
c a n a c t u a l l y r e s u l t in positive c h a n g e s
in b r a in s t r u c t u r e .
 It is p o s s ib l e t o s e e in c r e a s e s in b r a in
t is s u e w h e n p a r t s o f t h e b r a in g e t
properly stimulated a f t e r h a v in g b e e n 34

35. H ow lifestyles m ay affect learning styles
 In c r e a s in g l y o v e r t h e y e a r s , p a r e n t s
a n d e d u c a t o r s h a v e b e e n t r y in g t o
w a d e t h r o u g h t h e in f l u e n c e s o f modern
living.
 Rapidly paced entertainment c a n m a k e
s c h o o l c o n t e n t s e e m l ik e a colossal bore !
 As id e f r o m t h e v io l e n c e t h a t m a y
m o d e l im p u l s iv e a c t in g o u t
b e h a v io u r s , t h e r e is t h e passivity
in v o l v e d in w a t c h in g m o s t T V
35
pro grammes .

36.  In a c t iv e in f o r m a t io n u p t a k e w h il e
l y in g o n y o u r b a c k a n d c o n s u m in g
j u n k f o o d e c l ip s e s o p p o r t u n it ie s f o r
creative thinking, brainstorming, and the
development of hobbies.
 T a k e f o r e g c a n n e d l a u g h t e r d u r in g
s it u a t io n a l c o m e d y – im a g in e b e in g
t o l d w h e n s o m e t h in g is f u n n y – t h e
ultimate affront t o l a n g u a g e p r o c e s s in g
a n d h ig h e r t h in k in g .
36

37.  U s e o f t h e in t e r n e t is a mixed blessing. O n
t h e o n e h a n d , l e a r n in g t o s u r f t h e n e t
f o r s p e c if ic b it s o f in f o r m a t io n c a n
b e c o m e a p o w e r f u l r e s e a r c h s k il l .
 H o w e v e r ,s o m e s t u d e n t s h a v e m a d e
u s e o f w e b s it e s t o d o w n l o a d
in f o r m a t io n w it h o u t r e a l l y
understanding or integrating it.
 T h u s , t h e p r o c e s s r u n s t h e r is k o f
b e c o m in g t h e n e w m o d e o f passive learning.
37

38.  N ig h t l if e is y e t a n o t h e r potential invader.
 M o r e c h il d r e n a r e o r ie n t in g
t h e m s e l v e s t o n ig h t t im e r o u t in e s – T V ,
f a t h e r t im e , e m a il in g – o f t e n getting to
sleep late a n d h a v in g t r o u b l e
f u n c t io n in g in s c h o o l t h e n e x t d a y .
 W h a t u s e d t o b e t h e d o w n t im e o f t h e
d a y , h a s b e c o m e f o r s o m a n y c h il d r e n
t h e most stimulating and distracting interlude.
 T h is s t a t e o f m in d is c a l l e d – visual motor
ecstasy.
38

39.  In t h is f o r m o f n ir v a n a – k id s s e e m t o
d e r iv e e x c e s s iv e p l e a s u r e f r o m t h e
movement of their bodies through space.
 Highly physical a c t iv it ie s s u c h a s
r o l l e r b l a d in g , s k iin g , d r iv in g c y c l e s
v e r y f a s t c a n b e c o m e o b s e s s iv e f o r
s o m e k id s .
 T h e s e a r e non verbal activities t h a t a r e
c e r t a in l y g o o d a s s o m e w h a t m in d l e s s
f o r m s o f e n t e r t a in m e n t - b u t t o o m u c h
o f it c a n b e hazardous t o l e a r n in g . An
e x c e s s iv e in t e r e s t in s p o r t s m a y a l s o
q u a l if y a s a f o r m o f v is u a l m o t o r 39
ec s tas y.

40.  L if e s t y l e is s u e s a l s o a r is e w h e n a
c h il d b e c o m e s overly programmed.
 S c h o o l s t h a t a r e highly and tightly
structured s o t h a t t h e r e is l it t l e t im e f o r
o r ig in a l t h in k in g c a n s h o r t c ir c u it
b r a in s t o r m in g in s t u d e n t s .
 T h is is e s p e c ia l l y t h e c a s e w h e n a
c h il d is a l s o h e a v il y l a d e n w it h
scheduled activities a f t e r s c h o o l a n d o n
weekend s.
 As p a r e n t s , w e h a v e a n o b l ig a t io n t o
k e e p t h in g s in c h e c k – t o g a u g e 40
w h e t h e r a c u l t u r a l p h e n o m e n o n is

41. The early D etection of d ysfunction
 It is c o m m o n l y h e l d b e l ie f t h a t t h e
earlier you detect and deal with a child’s
dysfunctions, t h e m o r e l ik e l y y o u a r e t o
p r e v e n t d is a s t r o u s b e h a v io r a l
c o m p l ic a t io n s . T h is is t r u e !
 B u t t h e ir o n ic a l s it u a t io n is t h a t s o
man y o f th e n euro d evelo pmen tal
f u n c t io n s n e e d e d f o r l e a r n in g cannot
be assessed u n t il t h e c h il d r e n a r e in
s c h o o l !!
 P r o b l e m s w it h m e m o r y , t im e
m a n a g e m e n t , w it h l a n g u a g e , a r e not
detectable u n t il k id s a r e a c t u a l l y 41
a t t e n d in g s c h o o l .

42.  As t h e d e m a n d s k e e p c h a n g in g ,
l e a r n in g d if f e r e n c e s c a n a n d d o
c r o p u p d u r in g d if f e r e n t g r a d e s .
 It is o f t e n , t im e l y a n d s p e c if ic
in t e r v e n t io n t h a t c a n h e l p a
c h il d t u r n a l o s in g s it u a t io n in t o
a s u c c e s s a n d t h e r e b y f in d a
m a t c h w it h t h e ir minds and their lives !
42

43. C ond ucting a M ind
 F r o m r e s is t in g t h e t e m p t a t io n t o
s t a r e o u t o f t h e w in d o w w h il e y o u r
t e a c h e r is t a l k in g t o m a k in g s u r e y o u
h a v e z ip p e d u p y o u r f l y b e f o r e
h e a d in g f o r t h e b u s , attention manages so
much – f r o m l if e ’s l it t l e d e t a il s t o it s
m a j o r p r io r it ie s .
 T h e r e f o r e , w e a k n e s s o f a t t e n t io n , o r
inadequate brain leadership, c a n h a v e
w id e s p r e a d , u n f o r t u n a t e ,
e m b a r r a s s in g , a n d t r o u b l e s o m e
effects.
43
 W h e n a t t e n t io n c o n t r o l s o p e r a t e a s

44. The Attention controls
 In c o n t r o l l in g t h e f l o w o f m e n t a l
e n e r g y , a t t e n t io n m a k e s u s e o f 4
n e u r o d e v e l o p m e n t a l f u n c t io n s :
 Alertness control – w h e n m e n t a l e n e r g y is
p o o r l y c o n t r o l l e d , a s t u d e n t is
u n a b l e t o s t a y v ig il a n t in t h e
c l a s s r o o m – t o f e e l a s e n s e o f b e in g
e n g a g e d , t o b e a b l e t o l is t e n .
 Mental effort control-it t a k e s a l o t o f
m e n t a l e n e r g y t o d o t h in g s y o u d o n ’t
f e e l l ik e d o in g – m e n t a l e f f o r t is t h e
a m o u n t o f e n e r g y y o u p u t in t o g e t t in g
t h in g s d o n e – t o h a v e t h e s t a m in a t o 44
d e l a y g r a t if ic a t io n a n d e n g a g e in

45.  Sleep arousal control-a g o o d n ig h t ’s s l e e p is
e s s e n t ia l f o r o p t im a l b r a in f u n c t io n
in s c h o o l . T h e r e is a c l e a r
r e l a t io n s h ip in a l l o f u s b e t w e e n t h e
q u a l it y a n d q u a n t it y o f s l e e p a n d
p e r f o r m a n c e in s c h o o l t h e n e x t d a y .
 Consistency control- e v e r y o n e h a s
a t t e n t io n a l d if f ic u l t y s o m e o f t h e
t im e . Y o u h a v e r e a s o n t o b e
c o n c e r n e d w h e n y o u r c h il d h a s
t r o u b l e w it h h is a t t e n t io n t o o m u c h
o f t h e t im e a n d a t m o m e n t s t h a t m o s t
c a l l f o r c o n t r o l . Ir o n ic a l l y , t h e ir 45
g o o d t im e s c a u s e t h e m g r ie f b y

46. The Intake controls
 M u c h in f o r m a t io n , b o t h valuable and
worthless, o r b it s a r o u n d t h e m in d s o f
o u r k id s in s c h o o l .
 What are they supposed to do with it?
 How can they manage the dail d ata d el
y uge?
 What needs to occur for a mind to choose the right
information to process at the right time and then to
extract meaning from it?
46

47.  5 n e u r o d e v e l o p m e n t a l f u n c t io n s
s p l it t h e c h o r e s o f in t a k e c o n t r o l :
 Selection control – t h e r e is n o w a y a c h il d
c a n r e m e m b e r e v e r y t h in g – a c h il d
f a l l s b e h in d in s c h o o l w h e n s h e c a n t
s e e m t o prioritize a n d c o n c e n t r a t e o n
t h e m o s t u s e f u l in f o r m a t io n r a t h e r
t h a n w o r t h l e s s t r iv ia . Visual a n d
auditory d is t r a c t ib il it y , u n f o r t u n a t e l y ,
ero d es d ay to d ay c las s ro o m
f u n c t io n in g . S o m e s t u d e n t s h a v e
d if f ic u l t y d e c id in g t h e significance o f
in f o r m a t io n a n d o t h e r s h a v e 47
d if f ic u l t y d e c id in g what t o f o c u s o n .

48.  Depth and detail control – t h e ‘b ig p ic t u r e k id ’
v s t h e ‘p o n d e r o r ’ – h o w m u c h g e t s
t a k e n in v s h o w d e e p w il l it g o …
 Mind activity control – is y o u r c h il d ’s m in d a
passive or active mind – is s h e a b l e t o m a k e
c o n n e c t io n s t o b ig g e r id e a s o r d o e s
n e w in f o r m a t io n s e t t l e in h e r w it h o u t
r in g in g a n y b e l l s ? K id s w h o a r e
p a s s iv e p r o c e s s o r s t e n d t o r e v e a l no
real a c a d e m ic in t e r e s t s , a l t h o u g h it
c a n b e h e l p f u l t o id e n t if y s o m e a r e a
t h a t k in d l e s a f l a m e o f in t e l l e c t u a l
h e a t in t h e ir m in d s .
48

49.  Span control – t h e a b il it y t o d iv id e t h e
s p a n o f a t t e n t io n w h il e s u s t a in in g it ,
to c o n c en trate o n mo re th an o n e
t h in g a t a t im e f o r t h e r ig h t l e n g t h o f
t im e , is y e t a n o t h e r formidable c h a l l e n g e
o r t h r e a t t o a t t e n t io n c o n t r o l . Mental
rests c a n h e l p s t u d e n t s w h o a r e
u n a b l e t o f o c u s f o r t h e r ig h t l e n g t h
o f t im e .
 Satisfaction control – u n f o r t u n a t e l y , q u it e
a f e w k id s w it h a t t e n t io n c o n t r o l
p r o b l e m s a r e d e s c r ib e d a s insatiable.
T h a t m e a n s ,t h e y c a n o n l y
c o n c e n t r a t e o n s t im u l i t h a t a r e
e x c it in g a n d im m e d ia t e l y s t im u l a t in g .
Th e y a r e u n a b l e t o d e l a y 49
g r a t if ic a t io n – t h e s e perpetually restless

50.  In t a k e is o n l y v a l u a b l e if it is
r e m e m b e r e d a n d retrieved a t the
r ig h t t im e . T h is is w h e r e o u r ‘Memory’
k ic k s in .
 A f l a w e d ‘information filing system’ c a n
r e n d e r e v e n t h e m o s t in t u it iv e
s t u d e n t in e p t .
 So me s tud en ts h ave ph en o men al
m u s ic a l m e m o r y , o t h e r s a r e g r e a t
w it h f a c e s a n d n a m e s a n d y e t o t h e r s
a r e t r iv ia m a s t e r s . But no one – not one at
all – has it all. 50

51. L earning to ‘Rem em ber’
 O u r m in d ’s s t o r a g e c a n b e d iv id e d in t o
‘s h o r t t e r m ’ ‘a c t iv e ’ a n d ‘l o n g t e r m ’
memory.
 Short term memory a l l o w s f o r t h e v e r y
b r ie f r e t e n t io n (u s u a l l y a b o u t 2
s e c o n d s )o f n e w in f o r m a t io n .
 Active memory is t h e m e m o r y y o u o p e r a t e
w h e n y o u t e m p o r a r il y h o l d in m in d a l l
t h e d if f e r e n t c o m p o n e n t s o f w h a t
y o u a r e t r y in g t o d o r ig h t n o w .
 An d long term memory is a t t h e o t h e r e n d
o f th e s pectrum – th e w areh o us e fo r
mo re o r les s perman en t k n o w led ge.
51

52. Short term m em ory
 S h o r t t e r m m e m o r y is learning’s front
entrance. As c h u n k s o f d a t a e n t e r o u r
m in d s , w e c a n s e n d t h e m t o o u r l o n g
t e r m m e m o r y f o r l a t e r u s e ,u s e t h e m
r ig h t a w a y o r d e l e t e t h e m . T o e x t e n d
t h e l if e o f d a t a in s h o r t t e r m m e m o r y
– yo u c an :
 Whisper it under your breadth
 Form mental pictures of it
 Put it into word s ( recod e it )
 T h e s p a c e in s h o r t t e r m m e m o r y is absurdly tight
(m o s t a d u l t s c a n r e m e m b e r o n l y 7 d ig it s if
g iv e n a s e r ie s o f n u m b e r s t o r e p e a t
im m e d ia t e l y - m o s t e l e m e n t a r y c h il d r e n c a n 52
remember o n ly 4 o r 5 )

53.  H e l p in g s t u d e n t s ‘paraphrase’ /summarise /
or recode the information t o m a k e it e a s ie r
f o r a s t u d e n t t o r e m e m b e r it is a g o o d
s t r a t e g y t o l e n g t h e n t h e t im e f o r
s h o rt term m emo ry to ac t upo n d ata.
 E v e n in s h o r t t e r m m e m o r y l e a k s ,
s o m e s t u d e n t s s h o w s u p e r io r ‘visual’
m e m o r y w h il e o t h e r s m a y
d e m o n s t r a t e s t r o n g ‘verbal’ m e m o r y .
 As a d u l t s , w e n e e d t o p r o v id e
s t u d e n t s s t r a t e g ie s in w h ic h t h e y
53
‘r e m e m b e r ’ b e s t .

54. Active working m em ory
 Ac t iv e w o r k in g m e m o r y is t h e m e m o r y
y o u u s e w h e n y o u h e a d f o r t h e k it c h e n
t o g e t a p l a s t ic b a g . B u t if y o u a r r iv e
t h e r e a n d h a v e no idea w h a t y o u w e r e
d o in g in t h e k it c h e n , y o u h a v e
e x p e r ie n c e d s o m e h u m b l in g l im it a t io n s
o f y o u r a c t iv e w o r k in g m e m o r y .
 Ac t iv e w o r k in g m e m o r y is t h e p l a c e
w h e r e t h e m u l t ip l e in t e n t io n s o r
c o m p o n e n t s o f a n y a c t iv it y a r e h e l d in
p l a c e long enough to compl ete that activity !
 As s u c h – it p l a y s a n e x t r e m e l y 54
im p o r t a n t r o l e in productivity and learning in

55.  Ac t iv e w o r k in g m e m o r y a c c o m p l is h e s
f o u r s p e c if ic d u t ie s :
 P r o v id in g mind space f o r t h e c o m b in in g
o f id e a s (retain the beginning of an expl anation
whil l
e istening to the rest of it )
 O f f e r in g a m e c h a n is m f o r holding
together t h e p a r t s o f a t a s k w h il e
e n g a g e d in t h a t t a s k (you can remember
where you put d own the scissors whil wrapping
e
the present )
 M a k in g a v a il a b l e a meeting place o f
s h o rt term an d lo n g term memo ry
(you can remember the question l ong enough to
search for the answer in your fil cl ing oset )
 S e r v in g a s a p l a c e t o hold multiple p l a n s
a n d in t e n t io n s (stop for gas whil e
remembering that you need to go to the mal to l
buy T shirts for your chil )d 55

56.  Ac t iv e w o r k in g m e m o r y l e t s a c h il d
remember t h e s t u f f a t t h e t o p o f t h e p a g e
w h il e r e a d in g t h e l a s t f e w s e n t e n c e s
o f t h a t p a g e (not to be mistaken for
comprehension )A f a u l t y a c t iv e w o r k in g
m e m o r y m e a n s t h a t a c h il d m a y o f t e n
e n d u p losing h e r p l a c e in t h e m id d l e o f a
math pro blem.
 Pa r e n t s /e d u c a t o r s h a v e t o
e n c o u r a g e s u c h c h il d r e n t o write down a s
m u c h a s p o s s ib l e . T h e s e a r e a l s o k id s
w h o n e e d t o underline im p o r t a n t p o in t s
w h il e r e a d in g a n d t h e n r e v ie w t h e s e a t
t h e e n d o f e a c h p a g e – p o s s ib l y e v e n 56
dictating t h e m in t o a t a p e r e c o r d e r .

57.  Ac t iv e w o r k in g m e m o r y a l s o g e t s
a f f e c t e d b y anxiety. If a c h il d is f e e l in g
s a d o r p r e o c c u p ie d , t h e r e m a y n o t b e
r o o m f o r m u c h e l s e in h e r m in d ’s
w o r k in g m e m o r y . For eg – if a child ’s parent has
gone out of town, or if parents are having marital problems,
the active working memory can fil up with worries and not
l
leave much room for acad emic ingred ients.
 It is a l s o p o s s ib l e t o h a v e g o o d a c t iv e
w o r k in g m e m o r y in s o m e s u b j e c t s a n d
n o t in o t h e r s .
57

58. L ong term m em ory
 L o n g t e r m m e m o r y is a seemingly limitless
repository f o r p r e s e r v in g k n o w l e d g e ,
s k il l s , a n d l if e e x p e r ie n c e s .
 It s m a s s iv e s t o r a g e v a u l t s c a n b e
d r a w n u p o n t h r o u g h o u t l if e . It m a y b e
t h a t w e d o n ’t f o r g e t t h in g s , b u t w e
f o r g e t where we put them !! (tip of the tongue
phenomenon )
 F o r t h a t r e a s o n ,l o n g t e r m m e m o r y
c o n s is t s o f t w o s t a g e s – filing and
access !! 58

59. Filing inform ation
 W h e n a s t u d e n t f a il s a q u iz b e c a u s e
s h e h a s t r o u b l e r e m e m b e r in g t h e
p a r t s a n d n a m e s o f t h e d ig e s t iv e
s y s t e m , t h e r e is a s t r o n g l ik e l ih o o d
s h e w a s n ’t v e r y systematic when she first
stored it in t o h e r l o n g t e r m m e m o r y .
(match of l anguage of l earning to wiring of profil of e
chil ! )
d
 T h e a c t o f f il in g in f o r m a t io n f o r l a t e r
u s e is c a l l e d consolidation and it is with the
‘Language’ system that we do this best.
59

60.  In f o r m a t io n c a n b e s t o r e d a s :
 Pairs (s o u n d s w it h l e t t e r s )-strategy- extra
dril s
l
 Procedures (h o w t o t ie y o u r s h o e l a c e )
repeated exposure / tape record ing
 Categories (t y p e s o f w il d a n im a l s )mind
maps/cl assification tables/ Venn d iagrams
 Patterns (w h e r e t o p u t q u o t a t io n
m a r k s in a s e n t e n c e )practice with many
situations
 When ad ul recognise in which area a stud ent is
ts
having troubl in – then strategies can be
e
provid ed to hel in those specific areas, thereby
p
making is easier for stud ents to access long term 60
memory.

61. Accessing information
 Recall – w h e n w e a c c e s s c h u n k s o f
in f o r m a t io n o n d e m a n d . (name of the Prime
Minister of Ind ia… )R e c a l l g e t s b e t t e r
w h e n f il in g b e c o m e s m o r e systematic.
Al s o , s t u d e n t s w h o a r e u n a b l e t o
r e c a l l o n d e m a n d n e e d t o b e given more
practice and more time.
 Recognition – w h e n w e c o m e a c r o s s
in f o r m a t io n o r a p a r t ic u l a r p a t t e r n
a n d k n o w in g t h a t y o u h a v e
e n c o u n t e r e d it b e f o r e . (recognise word
probl patterns, recognise words in text, recognise
em
simil characters in author stud ies )T h is is
ar
61
w h e r e c o m p r e h e n s io n a n d g e n e r a l
a w a r e n e s s c o m e s in .

62.  K id s w h o f a il t o n o t ic e a n d a p p r e c ia t e
r e c u r r in g id e a s a n d v a r ia t io n s o n
id e a s m a y a l s o f a il t o s e e t h e p o in t o f
w h a t t h e y ’r e a s k e d t o d o a n d
c o n s e q u e n t l y b e c o m e disengaged f r o m
t h e c u r r ic u l u m . Recognitions biggest
dividend is that it makes learning fun !
 In a l l t h e a r e a s f o r a c c e s s – p r a c t ic e
is m a n d a t o r y . P a r e n t s /s c h o o l s m u s t
p r e s e n t d a il y d r il l s in w h ic h a c h il d ’s
62
b a s ic s a r e m a d e s t r o n g e r .

63. When a MIND falls behind …
 P r o b l e m s w it h l e a r n in g c a n b e
d iv id e d in t o s ix s o m e t im e s
o v e r l a p p in g a r e a s o f w e a k n e s s e s :
3. Trouble mastering skills
4. Trouble acquiring facts or knowledge
5. Trouble accomplishing output
6. Trouble understanding
7. Trouble approaching tasks systematically
8. Trouble with the rate and amount of demands
63

64. The O utput C ontrols
 H o w m ig h t w e – a s p a r e n t s a n d
ed uc ato rs h elp :
 Previewing control – p r e v ie w in g is s o
p iv o t a l t o t h e l e a r n in g p r o c e s s t h a t
it n e e d s t o b e t a u g h t explicitly in s c h o o l .
K id s s h o u l d b e a s k e d t o w o r k o u t
t h e ir r o u g h d r a f t s , b l u e p r in t s o f
w h a t s o m e t h in g w il l l o o k l ik e a s a
f in is h e d p r o d u c t , b e f o r e c o m in g u p
w it h t h e f in a l o u t p u t . Feedback a t t h e
r ig h t t im e , f o r t h e r ig h t a r e a s s h o u l d
b e o n g o in g s o t h a t t h e p o s s ib il it y o f
‘f a il u r e ’ is d im in is h e d . Predicting 64
o u t c o m e s f o r t h e f in a l is a v a l u a b l e

65.  Options control – a s t u d e n t w h o p o n d e r s
o p t io n s in d e c is io n m a k in g c a n s u r v e y
a m a t h p r o b l e m o r a b e h a v io r a l
s it u a t io n a n d a s k h e r s e l f , ”What is the
best way to solve this”. P a r e n t s a n d
t e a c h e r s s h o u l d m a k e t h is a n a t u r a l
w a y o f a p p r o a c h in g l e a r n in g a n d
t h e n l e a d t o t h e a b il it y t o ‘prioritize’ t h e
c o r r e c t o p t io n a f t e r c o n s id e r in g a l l
facto rs !
 Pace control – t h is c o n t r o l s t h e ‘rate’ a t
w h ic h a c t iv it ie s a r e c o n d u c t e d . A c h il d
s h o u l d n o t d o t h in g s t o o s l o w l y n o r
a t a f r e n e t ic p a c e – s u c h c h il d r e n
n e e d t o d o t h in g s in s t a g e s instead of all 65
at once. T h e y n e e d a w e l l t h o u g h t o u t

66.  Quality control – c h il d r e n w it h o u t p u t
co n tro l pro blems ten d to be
o b l iv io u s o f o r in s e n s it iv e t o
f e e d b a c k . Th r o u g h o u t t h e s c h o o l
y e a r s ,t e a c h e r s a n d p a r e n t s s h o u l d
b e e m p h a s iz in g self evaluation. K id s
s h o u l d b e e n c o u r a g e d t o g iv e a n d
t a k e f e e d b a c k . Rubrics t o h e l p t h e m
c h e c k o f f a g a in s t is a h e l p f u l t o o l .
R e g u l a r in p u t s a n d e x e m p l a r s w il l
h elp s tud en ts s elf c o rrec t an d
r e a c h h ig h e r q u a l it a t iv e o u t p u t s .
66

67. Finally… ..M ind it !!
 C h il d r e n a r e n o t a l l a l ik e .
 A l a c k o f a t t e n t io n c o n t r o l m a y
m a s q u e r a d e a s laziness or attitude. As
t e a c h e r s a n d p a r e n t s ,w e n e e d t o
f o r m s t r o n g a l l ia n c e s w it h o u r
c h il d r e n a n d o f f e r support and
accountability in m e a s u r e d d o s e s .
 L o c a t in g t h e right match f o r t h e m in d w il l
e n s u r e m o r e o c c a s io n s f o r s u c c e s s –
a n d p r o v id in g t o o l s a n d t e c h n iq u e s
f o r o v e r c o m in g a t t e n t io n a l
d y s f u n c t io n w il l m e a n t h a t m o r e
s t u d e n t s w il l b e a b l e t o feel good a b o u t 67
th ems elves .

68. T h e l a n g u a g e in g r e d ie n t s o f l e a r n in g
in c l u d e , a m o n g o t h e r t h in g s –
 The ease with which a brain detects differences
between the forty four or so different language sounds
 The ability to understand, remember vocabulary
 The capacity to express thought while speaking and on
paper
 And the speed of comprehension in daily use.
It is n o t s u r p r is in g t h e n , t h a t c h il d r e n
w h o h a v e e v e n t h e mildest l a n g u a g e
in e f f ic ie n c ie s a r e a t a d is a d v a n t a g e
t h r o u g h o u t t h e ir s c h o o l s y e a r s . 68

69.  Robert Frost, in commenting on his trade , once
wrote,
“A poem…begins as a lump in the throat, a sense of wrong, a
homesickness, a lovesickness…It finds the thought, and the
thought finds the words”
 Frost was describing a miraculous and mysterious
process, namely the constant back and forth
exchange between words and thoughts.
 The establishing of this flow is one of school’s most
daunting demands.
69

70.  Language even helps provide some internal control
over a child’s behaviour, it is known that talking
through conflicts or temptations, using inner voices,
often prevents a child from being rash or lashing
out.
 Verbal demands intrude on less obvious academic
territories as well. For eg, using words bolsters
mathematical understanding, especially when
combined with visualisation.
 Language even gets into the game
when it comes to sports – understanding
a coach’s rapid fire commands makes demands on our
language systems.
70

71. Automatic versus Literate Language
 Automatic English is the English spoken at the bus
stop, in the staff room, and at the mall. “Hey, like,
I’m gonna chill out instead of goin’ to the party, like,
whatever yaar”. It is the English of everyday
banter and interpersonal dealings.
 Literate language, on the other hand, includes
sophisticated classroom talk as well as academic
reading and writing; it’s the verbal ‘craftsmanship’
and ‘showmanship’ that is exhibited when one is
studying or expounding upon concepts like “due
process” or ‘energy resources”.
71

72.  Often, then, children with language problems start
tuning out of the academic program and look
as if they have attention deficits.
 Attention needs to be nurtured and such children’s
attention controls are tuned off by language.
 Children with literate language dysfunction may
initially go undetected but the discrepancies
become increasingly conspicuous in middle and
secondary school.
72

73. Concrete versus Abstract Language
 Concrete language has meaning that comes
directly from our senses. It portrays things we
can picture, feel, smell or hear. The words “cat”,
“perfume”, “spiciness” and “noisy”
are all concrete words.
 Abstract language, on the other hand, is language
that can’t be deciphered directly through a sensory
pathway. It includes words like “elite”,”irony”,
“symbolism” and “sportsmanship” – terms
resistant to instant visualization.
73

74.  As children advance through school, an increasing
share of the language inflow is abstract, disconnected
from immediate sensory transmission. Thus,
students experience severe academic stress as
words and sentences become less concrete.
 Mounting levels of abstract terminology pervade the
sciences, literature, and mathematics. That
commonly leads to a decline in the grades of
many students with language dysfunctions.
 Students can be encouraged to keep a
personal dictionary of the tough abstract terms and
review them periodically.
74

75.  Effective oral language serves an abundance of
purposes. For one thing, it correlates highly with
writing skill.
 Quite understandably, “If you don’t talk so good,
it might be you’d not write too good neither.”
 Children with expressive language problems come up
with communication barriers at home and at school.
They need plenty of practice. They need to build
up their language ‘muscles’.
75

76. Keeping a watchful eye…
 Oral language needs to blossom progressively in all
children – and we can help it along through rich
verbal interactions.
 Children should be encouraged to elaborate,
speak in full sentences, avoiding conversational
deterrents like,”stuff’,”thing” and “whatever”.
 Parents should be mindful to what extent a child’s
entertainment and recreational life is monopolized by
non verbal activities.
76

77.  Children need to see their parents reading, and
they need to be read to as early as possible.
 Children can benefit from language oriented out-of-
school entertainment such as scrabble, crossword
puzzles and word building games.
 Keeping a diary is another good way to promote
language skills.
 All students need to work on their summarization
skills - since this works as a perfect bridge between
memory and language.
77

78.  O v e r w h e l m in g d a t a n o w s u g g e s t s t h a t
l a n g u a g e a n d a t t e n t io n a r e
in t r in s ic a l l y l in k e d .
 An d a l a c k o f a t t e n t io n c o n t r o l m a y
m a s q u e r a d e a s laziness or attitude.
 On c e w e ar e ab le t o o v er c o m e o u r
l a n g u a g e d y s f u n c t io n , w e
a u t o m a t ic a l l y s e e o u r s u c c e s s in o t h e r
areas .
 As c o n c e r n e d a d u l t s , p a r e n t s o r
e d u c a t o r s , w e n e e d t o r e a l is e t h a t o u r
f o c u s s h o u l d r e m a in o n l o c a t in g t h e right
match f o r t h e m in d .
 T h is w il l e n s u r e m o r e o c c a s io n s f o r
s u c c e s s – a n d p r o v id in g t o o l s a n d 78
t e c h n iq u e s f o r o v e r c o m in g