To let your brain breathe and your body ground itself, try doing one thing at a time.
Complete a chore without a podcast and focus solely on the task at hand.
Enjoy a meal without streaming Netflix and savor all the flavors.
Get lost in a TV show or movie without picking up you phone to scroll or send a snap chat.
Drive to work without the radio or checking your phone at stoplights and notice all the cool trees, nice houses, interesting buildings, and other sights you missed because you were never paying close attention.
Listen to a song, focusing on a certain instrument or appreciating the different harmonies.
Soaking the thing you're doing up for all it's worth is a great way to train your wonky brain to stay in the moment.
▪︎What will do you "one thing at a time" today?
PS - Check out the link in my bio for more grounding tips + use #wonkybrainclub to join in on the wonky community! 🧠
📸 Can't pinpoint original poster but background image found on Pinterest; cropping + words added by me
5 3519 April, 2019
Words themselves have a strong influence over your ability to say the color. The interference between the different information (what the words say and the color of the words) your brain receives causes a problem.
There are two theories that can explain why:
Speed of Processing: the interference occurs because words are read faster than colors are named.
Selective Attention: the interference occurs because naming colors requires more attention than reading words.
Completing activities like this can help build skills in focus, attention, and processing speed. Not to mention they are so fun to do. How many seconds did it take you to complete this? Comment below!
Let’s look at the temporal lobe, or lobes, because we have two, which sit toward the bottom of the brain and behind the ears. These are in charge of processing auditory information and information from our senses of smell and taste. This is where we interpret the sounds and language we hear by the sensory information received from the ears. This gives us the ability to comprehend what people are saying. We wouldn’t be able to understand someone talking to us if it wasn't for the temporal lobes.
The left side is the more dominant temporal lobe because it involves understanding language, learning, and remembering verbal information. The non-dominant lobe, which is the right temporal lobe, involves learning and remembering non-verbal information; for example, knowing what song is playing by the beat.
Deep inside the temporal lobes is the hippocampus, VITAL for memory function –this is wear short term memory ➡️ long term memory transfers, as well as, control our spatial memory and behaviour.
Wernicke's area is one of the two parts of the brain that is linked to speech (the other is Broca's area). While the Wernicke’s area involves comprehension of written and spoken language, the Broca's area involves the production of language(refer to last post). Damage in the Wernicke's area results in receptive, fluent aphasia. This means that the person with aphasia will be able to fluently connect words, but the phrases will lack any meaning.
Damage to the temporal lobe can lead to problems with memory, speech perception, and language skills.
* Difficulty in understanding spoken words (Receptive Aphasia)
* Disturbance with selective attention to what we see and hear * Difficulty with identification and categorization of objects
* Difficulty learning and retaining new verbal information
* Impaired long-term memory
* Changes in personality, particularly regarding emotional regulation and interpersonal interactions.
* Changes in self-image and self-perception: Because the temporal lobe stores our memories, disruptions in or loss of our memory can produce personality changes, as well as changes in a person's sense of self
In her article “Executive Functions Connecting the Dots” Britney Fitcher (teacher) uses LD onlines definition of EF. “The executive functions are a set of processes that all have to do with managing oneself and one’s resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation.” She writes from her perspective and discussed how EF can translate in a classroom....she explains that kiddos can struggle to:
🧠”Remember the steps required to begin an assignment, such as taking out a pencil, writing one’s name at the top of the page, and then following the directions to complete the assignment.
🧠Knowing where one’s pencil is, where the assignment is, and making sure there’s enough space on the desk to complete the assignment properly.
🧠Remembering that time to complete the assignment is limited, so it’s best to work, rather than socialize with friends during class.
🧠Remembering the lesson from last week that contained information pertinent to this present lesson.
🧠Recalling the proper procedure for responding when a teacher addresses you, and considering and choosing words when talking with others, words that are courteous and considerate of others.” Good read if you are interested here’s the link.
Reflect on what's working on your life. Why does it work?
What is it that motivates you or gets you to follow through? Maybe a reward or someone holding you accountable.
What helps you remember? Maybe a note, an alarm, building it into your routine, or visual cue (like leaving something you need to take by the door).
What is making the wheels turn more smoothly? Maybe it's an organizational principle (like using open storage), simplifying, or external system (like an agenda).
Build off that: How can you apply that to another area in your life?
For me I am taking the principle of using open storage (like baskets) that I use in my bathroom for clothes to my desk and kitchen counter for items I use frequently (shoutout to @coachalyssashaw for helping me put the pieces together). Let me know down below!
📸 Original artist unknown but found on Pinterest; words and cropping by me
Let's be real. ALL educators have worked with kids with attention challenges. It's so common and I would argue it's even more common than 10 years ago. We can blame Fortnite or cell phones all we want (trust me, I know sometimes these are part of the problem!), but the truth is that we still need to implement strategies and interventions that work.
In my classroom, I always liked to start with one or two interventions and see how they went. Take some data and revisit in 1-2 weeks to see what could be changed. Here are a few that have worked for me in the past.
It's important to keep in mind that every child is unique. Different strategies are going to work with different kids! Just because something isn't working with one student doesn't mean you should give up on it entirely. As educators, it's always important to have more and more in our bag of tricks. We need it!