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Insanity: Doing the Same Thing Repeatedly and Expecting Different Results

by Sarah K Major February 04, 2016

Insanity: Doing the Same Thing Repeatedly and Expecting Different Results

Several years ago, we had Spanish-speaking friends visiting in our home. While we chatted, my husband, who doesn’t speak Spanish, started making friends with their six-year-old son, Jaime. Jaime spoke to my husband, waited expectantly for a second, then leaned into my husband’s other ear and shouted quite loudly, not realizing that what he was facing was a language barrier, not a hearing impairment.

I’ve recalled that moment so often throughout the years. Each time a child is re-taught a concept when he didn’t get it the first time, I think of Jaime shouting in my husband’s other ear thinking that this time, with a new ear and louder volume, he would be heard. 

When we teach a failing child in the same way we taught when first she failed, we are in essence "shouting in her good ear.”

If the child fails a second time, he will inevitably experience a sense of inadequacy which will contribute to yet another failure. The spiral of failure will deepen because of the huge impact a negative emotional state has on a child’s ability to think, learn, and remember.

What I have seen happen after repeated failure is that the child will begin to do things that will only make for more problems. She might act out, mouth off, quit, slump, glaze over, rebel, or any number of other tactics to avoid having to feel the pain of failure.

Recently I spoke with the mother of a 7 year old was calling to discuss the Easy-for-Me™ Reading Program. She had a 7 year old who is dyslexic, who, because of repeated failure, had gone from loving to hating books. His mother had searched endlessly for a program that would approach teaching of reading in a way that was different from what had not worked for her son. She found many, many programs, but they were basically the same… until she found Easy-for-Me™ through an online search.

What sets the Easy-for-Me™ approach apart (and in fact, all the Child1st learning resources) is that we are not traditional. We engage multiple modalities so the whole brain is stimulated and combine right and left brain approaches to activate both hemispheres of the brain. As a result, children who have been experiencing a voice shouting loudly in their good ear will finally encounter something which they can understand and which will bring them out of the spiral of failure and discouragement in which they have been lost.





Sarah K Major
Sarah K Major

Author

Sarah's absolute belief in every child’s ability to learn, and her passion to empower the child by supporting his/her own unique giftedness have fueled her life’s work and provided a new pathway for children to succeed academically.


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