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A Mind at a Time Reflection Paper Chapter 1: Introduction If we pressure our children to excel in things they just aren t wired for just for the sake of being well-rounded individuals, we risk their self-esteem and possible humiliation and degradation by their peers when they will inevitably fail, or at the least have trouble with, the tasks that they aren t wired for performing. This is not to say that we should shelter our children from challenges, or even doing things that they maybe aren t the best at; however, we do need to proceed with sensitivity when having a child perform in areas they aren t comfortable in. As far as specialized minds go, I feel that everyone has strengths and weaknesses in their various capabilities; but just because someone specializes in something doesn t mean that they can t do well or even excel in something that they weren t wired for. Regarding demystification, I think that children that are really struggling can benefit from it, but it might be harmful or even detrimental to a child that is succeeding in every aspect of his or her life. The demystification process, if applied to every child, could lead to over-labeling, which would cause more problems than fixing them. I believe that in Carson s case, the demystification process did him a lot of good, as it helped him realize his potential and also revealed areas he needed to work on. But if a child is not struggling, what good would it do to reveal negative aspects to him/her about himself/herself? It could cause a drop in the child s self esteem.
Perhaps this shows that. or anything the child finds . my brother has been diagnosed with Autism. When learning math concepts. and all have very different and unique kinds of minds. Chapter 3: Conducting a Mind: Our Attention Control System When trying to help a child that sees the big picture but has trouble with details. simply because each child inherits the genes from his or her parents. I would assume that there are many more that are not mentioned in the book. and thus share similarities in their neurodevelopmental profiles. both people excel in social relations with others. math. I would not necessarily expect to see very similar neurodevelopmental profiles. and writing. when working with details. instead of using general subjects that are uninteresting and difficult for the child to relate to. use examples that the child will relate to and find interesting. and they noticed that she seemed a bit slow . it may be helpful to funnel down the big picture slowly until you get down to the details. More often than not. hobbies. That s not to say that there wouldn t be any similarities.Chapter 2: The Ways of Learning Although this chapter covers many different neurodevelopmental functions and dysfunctions. 17 years later. Also. My legal parents met with my brother s birthmother. one would obviously expect to see some similarities. we both show characteristics of our birthparents. and is one of the kindest and most caring people you could meet. Have them learn to read by starting out with books on subjects they enjoy. I would think that the parents have more similarities with their children than the children have with each other. as the genetic makeup is a large factor in the neurodevelopmental profile. Allow the child to write about his or her experiences. and subjects like reading. But obviously different siblings will neither be carbon copies of their parents nor their other siblings. something they enjoy or know a lot about. as each child inherits different traits and characteristics. while perhaps academically slow. Although my brother and I were adopted. choose something that is particularly interesting to the child. Also. in a family with more than one child. but nonetheless very kind and caring.
such as an artist.e. language is used in a wide variety of ways: reading. classes that do not rely heavily on language abilities. losing homework. By providing children with organizational tools. it is bound to affect his or her schooling. writing. If a child is having difficulty with language. rather than focusing on one thing at a time. primarily in courses such as reading. channeling a child s preferences and abilities can be a great aid to their education. language is used mostly for communicating with parents and friends. If a child is daydreaming and seems to live in his own world. If a student is having trouble with memory. or even an architect. writing. i. perhaps we could channel these seemingly negative properties into something productive. most careers do not require people to memorize and keep track of a lot of information. In school. In this way. It is my opinion that schools place too much emphasis on memorization. Similarly. communicating with teachers and peers. etc. if a child struggles with distractibility or daydreaming. Chapter 5: The Ways With Words: Our Language System Language plays a big part in the schools. Outside of school. etc. and social sciences. and instead should focus more on learning basic skills rather than recording facts. he may exhibit signs of frustration and disorganization. and occasionally for ordering food at restaurants and dealing . forgetting when assignments are due. Chapter 4: Remembering to Learn and Learning to Remember: Our Memory System While most schools place a major emphasis on memorization. a child with language difficulties will excel in math and science classes. perhaps encourage him to pursue a path of creativity in his career. maybe they would excel at a form of multi-tasking where he could be given several tasks to complete and allowed to alternate between them until they are finished. If a child is distracted easily. literature. it is possible to alleviate some of the stress that is associated with memory problems. Typically. whether a daily planner or pneumonic devices to aid in their studies.interesting or knows something about in his or her papers.
some signs may be manifested. he or she may display such signs as being shy. and other such negative symptoms can occur. organizing. and at times may be outspoken and offensive. and possibly make the child withdraw even further in his insecurity. while adult life deals equally with sequential and spatial skills. If such children are required to participate in sports. not doing well in such classes as reading and writing. hesitance in writing because of the inability to write legibly. On the contrary. or counting money. then the child exhibits a weakness in sequential ordering.with other people. adult life utilizes spatial ordering skills such as following directions. trying to change that for the sake of some ridiculous protocol is pointless. putting children with motor skill inefficiencies into sports will only complicate matters. Some teachers hyper-focus on unimportant details like pencil grip with children. such as not wanting to participate in activities like sports or playing musical instruments. While schools chiefly require children to memorize and deal with mathematical issues. and will only frustrate and make the child s life harder. . and any variety of other ways. etc. stubborn. not wanting to talk in public. Chapter 7: Mind Over Muscle: Our Motor System If a child is having troubles with motor skills. if a child is very strong in language. Oftentimes schools place more importance on sequential ordering and memory. If a child is having problems in math classes. If a child is having problems with language. having low self esteem. Failing in sports is a form of public humiliation dreaded by everyone. Chapter 6: Making Arrangements: Our Spatial and Sequential Ordering Systems Children in school need to have a decent sense of sequential ordering and memory in order to succeed in math and science classes. telling time. he or she may be prone to being strong-willed. it could be detrimental to their self esteem. I feel that however a child is comfortable with holding their pencil is the way that they should hold their pencil.
redundant though that may be. Not every child is creative. Rather. and prefer to be alone.E. we can aid these children and encourage them while not letting their problems become a crutch. oftentimes they will do poorly on written tasks in school. While this can be perfectly harmless. and forcing children to be creative could just be setting them up for failure and humiliation. while providing them with assistances like not requiring them to participate in sports outside of P. and applying concepts to everyday life. they most definitely should not strive to be popular in the sense of doing what all the other kids are doing. Chapter 8: Some Peeks at a Mind s Peaks: Our Higher Thinking System While most students probably don t know the definition of what a concept is.. drug and alcohol abuse. teachers aware of their insecurities so they can provide perhaps a slightly modified physical education. and making their P. working word problems in math class. I think that they probably have a general idea of the concept of concept. and . and trying to be cool to fit in. and children should not be made to feel that they need to be popular to succeed in life. so long as they seem to be able to understand the concepts themselves. individuality should be fostered and encouraged. If a child is having trouble with forming concepts and critical thinking.I believe that modest yet affective accommodations can be made to assist such students. However. sometimes it can lead to destructive behaviors such as self-mutilation. wearing what everyone else wears. I do think it s important to try to foster some sense of creativity in every child. saying what everyone says. While children should be encouraged to get along proficiently with other peers. Some children may seem anti-social. and encourage all children to find outlets to express themselves.E. I m not exactly too sure about how important the understanding of what a concept is for children. Chapter 9: Relating to Relating: Our Social Thinking System Popularity and social acceptance is always a driving force in grade school.
but we are also better able to relate to people in general. and even better understand myself through my strengths and weaknesses. all children can succeed. With love and understanding. and I would recommend it to all parents and teachers. it is important to always try and understand the child s thinking processes. It provides people with an understanding and knowledge of children that was previously unavailable until recent decades. this learning experience has been priceless. in all aspects of raising or teaching children. To monitor this. he or she may easily fall victim to the peer pressure that abounds in the popular crowd. With the insights this book provides. not only can we become better able to relate to children as parents and educators. I can now appreciate the little differences I see in the people around me. It is important to look at why the child is a loner. limit their time online on social networking sites. but it is imperative that they receive proper support and understanding from the adult figures in their lives. Also. For me. Conclusion In summation of this paper. and try to accommodate any major issues in the most appropriate and non-crippling way. parents should keep a close eye on who their child is hanging out with. I believe strongly that children should never be forced to do anything that will end up in their humiliation and degradation from their peers. as we can come to understand that all minds are unique and beautiful. Is it because they feel they don t fit in? Is it due to some inefficiency in their academic skills? Or is the child simply independent and comfortable being by themselves? If a child is too socially successful.other negative activities. . cultivate a close relationship with their child in which the child feels comfortable talking to the parents about problems that may arise in his or her life. and has opened my eyes to the world of the mind. and most of all. Reflection I really enjoyed reading this book. as this can have detrimental effects on their fragile and developing self-esteems.
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