Brain Essay, Research Paper

Developing Both Sides of the Student Brain

For years Americans have tried to better their educational system, but they have seen little improvement in the students thinking ability. Contrary to many traditional forms of teaching, students would learn much more from ambidexterity and memory classes, and from being taught not to get stuck in daily routines that limit their thinking. Consquently, students would be able to adequately deal with everyday problems by having a more balanced and open mind. Therefore, it is obvious that we must introduce these classes to encourage students to develop both sides of their brain more fully.

Ambidexterity is the ability to use both your hands with equal ease. Although many students are taught to write in preschool or kindergarten, they are only taught to write with either their right or left hand. If ambidexterity classes were taught at the age of four of five, teachers would see students improve their thinking ability because both sides of their brain are being use equally (Coon). Also, Melvin D. Saunders, author of The 100% Brain Course suggest that, .being able to use both hands exercises the brain and the more we exercise the brain the more it physically grows (17). Futhermore, Saunders studies have shown that ambidextrous people are more emotionally independent, more determined, more adaptable to new situations, and more apt to handle problems without giving up (23). Educators may argue that ambidexterity classes are impractical, but in many cases it is the impractical techniques that humans learn the most from.

Memory classes would also improve thinking by helping students retain what they learn. Those who oppose memory classes argue that studying retains material learned, but many students fail to study until the night before a test or quiz. One technique that Melvin Saunders suggest is:

At the end of every daily hour, review what happened to you during the previous 60 minutes. This is good practice for getting more mindful throughout your day, and should only take seconds to do. At day s end, mentally review all the events that happened to you throughout the day up to your present point. Memory gaps about your day s events reveal unconscious moments (64).

This method and other similar memory methods would expand a students memory, and enable them to retain and recall much of what they have learned.

Teachers should also prevent students from getting stuck in daily routines that limit their thinking. Teachers argue that daily routines are less stressful on themselves and the students, but students lose interest in the class and become bored when they know what will be taught day in and day out. When this happens students fail to learn anything and they only look forward to the class dismissal. An attitude that could be taken by both teachers and students that would make every day more interesting, which is illustrated by Melvin Saunders, would be:

To develop flexibility and adaptability to change in your life, do something different every day. Shop at a different store. Take a different route home. Bake a pie or a loaf of bread. Involve yourself in a new game or sport, like roller skating, bowling, karate or sky diving. Introduce yourself to a new neighbor. Sameness every day is a death knell to your brain. For more complete usage of your brain, diverse stimulation is the key. It also gets you unstuck from habits and ruts that are bringing you unfavorable results (70).

Although routines make life easier, they greatly limit the amount of our brain that is used.

There are numerous brain expanding methods out there that should be introduced to teachers and students. Can American schools afford such continual waste of student potential? The answer is no. There so many problems that could be solved, and so many medical and technical advances that could be made, but before this happens educators need to realize that ambidexterity and memory classes, and teaching students to get unstuck from daily routines that limit their thinking will increase the amount students learn. The mental techniques available must be taught in schools to prevent a further decline of student potential.