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 .

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 .

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 r e a d in g , m a t h , w r it in g , s p e a k in g ,
s p e l l in g , m e m o r iz a t io n ,
c o m p r e h e n s io n , s o c ia l iz a t io n ,
a t h l e t ic s …
 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

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 .

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’
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.

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

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
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 . T h is is a
specific n e u r o d e v e l o p m e n t a l
d y s f u n c t io n .
 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

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
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

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
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

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
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 !

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 !

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 ity to und erstand , remember vocabul ary
 The capacity to express thought whil speaking and
e
on paper
 And the speed of comprehension in d ail use. y
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 ave 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

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 ,
l u n c h b o x e s … p r o p s n e e d e d f o 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 .

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 !

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
c u l m in a t in g in a f r ie n d s b ir t h d a y
p arty……

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
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
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 !

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
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 !

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 !

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

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 – b u t n o t a l l – o f
these forces.

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 , e s p e c ia l l y if w e d e c id e t h e y a r e
worth working on.

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
overprivileged o r overindulged.

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
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 .

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.

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

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.
 R a p id l y p a c e d e n t e r t a in m e n t 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

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 .

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.

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.

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
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
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
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 !

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.
 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
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
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?

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
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 .

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
g r a t if ic a t io n – t h e s e perpetually restless

50.  B u t t h e 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 t h e 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.

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.

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
term memo ry fo r later us e – us e th em
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 :
 W h is p e r it u n d e r y o u r b r e a d t h
 F o r m m e n t a l p ic t u r e s o f it
 P u t it in t o w o r d s (r e c o d 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

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
‘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 complete that activity !
 As s u c h – it p l a y s a n e x t r e m e l y

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

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 m a t h p r o b l e m .
 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
th es e at th e en d o f each page –
p o s s ib l y e v e n dictating t h e m in t o a t a p e

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 chil parent
d’s
has gone out of town, or if parents are having
marital probl ems, the active working memory can fil l
up with worries and not l eave 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 .

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 !!

59. Filing inform ation
 When a student fails a quiz because she has
trouble remembering the parts and names of the
digestive system, there is a strong likelihood she
wasn’t very systematic when she first stored it
into her long term memory. ( match of language of
learning to wiring of profile of child ! )
 The act of filing information for later use is called
consolidation and there are 4 principle ways or
forms by which we store information.

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
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
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
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

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
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
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 .

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
th ems elves .