Chapter Summary: All of us have areas of in learning in which we feel dumb. Skills that just seem out of our reach, if we could just focus harder or be better, we could do it! It feel as if our deficiency is someone how a character flaw, a moral failing on our part. This is not true! These deficiencies can become strengths if we decide to look at them in a different way. For example, Ruth in the chapter just had to look at the staff vertically for intervals to make sense to her. The author always focused on "honoring the way her brain worked rather than forcing it to work the way someone thought it should work." We become jealous of other's strengths, when in reality that strength might also be a weakness to them. As a teacher, we need to be very sensitive to our student's learning style, and always have our "antennae out" for new ways that a skill could be taught in their learning style.
Key Concepts: Everyone learns differently, and just because you don't learn a particular way, does not mean you are dumb.
Key Terms: perceptual problems
Making Connections: I was very interested in the juggling technique that was mentioned in class. I don't have a particular connection to it, but I think the idea of using physical activities to unlock the brain is fascinating. Or perhaps it wasn't the physical aspect of juggling, but the result vs. biomechanics aspect that worked. Basically that juggling example was extremely interesting, and deserves greater thought.
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