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Brain Gym® Ireland

Call or Text us now on 086 172 35 10 Intl: +353861723510

We offer Brain Gym information, training courses, seminars and individual help for all ages and abilities, from the gifted and talented to those experiencing difficulties in achieving goals.

We offer tailor made Seminars and Courses facilitate you, your group, company, students or family needs.

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To attend a Brain Gym Ireland course just call or text us at 086 1723510 Intl.: +353861723510

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please call or text us at 086 172 35 10 Intl.: +353861723510

"Brain Gym is a registered trademark of the Educational Kinesiology Foundation / Brain Gym International.
For more information about Educational Kinesiology (or Edu-K) visit Educational Kinesiology Foundation website."

Name

How often have you misread a word? misunderstood a sentence? Not believed your eyes?

Normally, to read we need eyes to scan the page and nerves to carry the information to our brain, filters in the brain to eliminate all that we don’t need and to filter in as much relevant information as possible. Then the information must be recognised and where possible relationships are made with previously learned material. Then if the recently read information is recognised it can be used in many ways. We can remember the information, extract meaning from it and possibly even convert the material we have read to words that we then speak aloud or internally, or even reproduce the text or picture we read with drawing or writing.

All of this requires intricately balanced operations that are dependent on many others being fully functional. Muscles operating the eyes must be functioning correctly to move the lens to read the text. Otherwise neck muscles must be engaged to shift the head so that the eye can see. If eyes muscle movement causes even slight stress then this will impact on reading fluency and ultimately on meaning gathered.

Brain Gym assesses the eye muscles in a simple and effective way that shows how easy it is to be effected by these muscles. We then show our clients simple quick ways to ease these muscles into correct functioning and in a few minutes people report changes in their seeing and reading.

A Summary of a Brain Gym Research Project on Reading

Cecilia K. Freeman, M.Ed.

(from Brain Gym Journal, December 2000) www.braingym.org

Given my deep desire to get Brain Gym into the schools, as well as the enormous amount of conversation about the need for longitudinal research on the effects of Brain Gym¨ on academic skills, in 1998 I set out to do a year long research project at an elementary school.

To accomplish this task, I engaged the assistance of Brain Gym Consultant Joyce B. Sherwood. The report for this pilot project offers data supporting the finding that students in grades three, four, and five who used Brain Gym throughout the year improved their reading test scores on a statewide standardized test (the Stanford 9) twice as much as did the students in the control group who did not use Brain Gym as a part of their learning. These are remarkable results-both academically and statistically.

Having formerly worked as a classroom teacher in a special day class for severely challenged students on this particular campus, I approached principal Paul Jablonowski at Saticoy Elementary School in Ventura, California, with the request to conduct this project with some of his students. I received his consent and was met with open arms and great enthusiasm for the project by the twelve teachers whose classrooms would be involved. These teachers agreed to the following:

1. To meet for one hour after school every Monday throughout the school year.

2. To do a minimum of fifteen minutes of Brain Gym each day, integrated into the daily activities of the classroom rather than in a fifteen-minute block of time.

3. To allow students-selected by each teacher-to leave class one time each month for a thirty-minute session of Brain Gym within a small group, facilitated by a Brain Gym Consultant.

4. To invite Brain Gym Consultants to do classroom consultations a minimum of two times during the school year.

5. To allow students’ test scores to be gathered for data comparison. An equal number of student scores were gathered from the school files to serve as a control group, with the permission of the teachers in those classrooms.

Throughout the school year, enthusiasm and follow-through remained high. All of the above agreements were carried out. We arranged a special Parents Night which drew an astonishing crowd of 120 to inform the parents about Brain Gym and explain how their children were using it in the classroom. In addition, the participating classroom teachers papered their walls with suggested Brain Gym materials, instructed students in the task-appropriate use of the Brain Gym movements, and reminded the young people about which Brain Gym activities to do prior to undertaking a homework assignment. The teachers learned the Brain Gym exercises and subsequently taught their students. As I passed through the halls when we were only three months into the project, I saw children using Brain Gym throughout the school day, even without teacher direction.

The students who continued to have difficulty with their reading skills were seen by a Brain Gym Consultant in small groups of two to four. In these groups, balances* were facilitated to remediate specific difficulties related to such areas as attention and comprehension, fine- or gross-motor coordination, or specific academic skills.

The results of this pilot project were phenomenal. Students self-esteem improved, the classroom climate became more calm, the students reported how much easier their reading had become, and the teachers expressed deep gratitude for this simple, effective tool that enhanced their teaching strategies.

I also gathered test data from the Stanford 9. The following graphs illustrate the effectiveness of the use of Brain Gym in the classroom. Students in each grade level who experienced the Brain Gym activities improved their test scores twice as much as did the students in the control group who did not practice Brain Gym.

Given these results, I believe that all reading programs would benefit by infusing Brain Gym into the school day. Whether the approach is phonics, guided reading, or Reading Recovery, testing should inform instruction-rather than the other way around. Let us use this research to inform ourselves. We need to encourage classroom teachers everywhere to add Brain Gym activities to their teaching strategies.

One grateful parent volunteer summarized community responses with the following letter:

"To Whom It May Concern: I am writing in regard to the Brain Gym Program that is being taught at my child’s school. . Her ability to focus, concentrate and complete class assignments increase after each morning’s pace exercise. The class as a whole, in which I volunteer two times a week, seems to calm down and show improvement with listening as well as performing the days’ tasks.

I am sure as time goes by, the children will only benefit from this Educational Kinesiology brought to our schools. Each day a different exercise is introduced and children are evaluated individually to meet their own specific needs in class. Getting in touch with your mind through the body sounds fantastic. What a wonderful way to begin a life‹positive, healthy and strong. The perfect way to create a successful adult."

This report can be read to glean classroom ideas. It can also be shared with administrators or used to replicate Cecilia’s study.

A copy of the entire research report may be acquired from the author for $20, plus postage, in U.S. funds. www.iamthechild.com

Cecilia K. Freeman, M.Ed., is a former classroom teacher and one of the leading experts in the educational use of Brain Gym. Though her specialty is working with children and adults who have special needs, her love of all children compels her to also work with general education students. She is the author, with Gail E. Dennison, of I Am the Child: Using Brain Gym with Children Who Have Special Needs. Cecilia consults nationwide, doing teacher in-services as well as teaching Brain Gym for Special Education Providers, a course she developed for the Educational Kinesiology Foundation. In honour of her research project on reading, Cecilia has been designated a recipient of the Educational Kinesiology Founders Award for outstanding research for the year 1999-2000.