| p>Today, Juanita Watson, Assistant Editor of | | | | Juanita: Comparing your research results of both |
| Reader Views talks with Dr. Paul Dennison about | | | | children and adults, do you find it takes longer for |
| his latest book "Brain Gym and Me: Reclaiming the | | | | an adult brain to benefit from your techniques? |
| Pleasure of Learning." | | | | Please explain. |
| Dr. Paul Dennison is an internationally known | | | | Dr. Dennison: Everyone loves to learn and |
| educator and authority on cognitive skills and | | | | everyone may find himself "stuck" or frustrated |
| reading achievement. A pioneer in the field of | | | | in the process. When the goal and intention to |
| applied neuroscience, Dr. Dennison has conducted | | | | learn is clear, there is no difference between a |
| years of research at his learning centers into | | | | child and an adult. Anyone who is ready for a |
| reading achievement and its relation to brain | | | | breakthrough can learn in a moment. |
| development. He has developed the | | | | Juanita: I understand that many teachers through |
| movement-based learning known today as | | | | the world are using your techniques in their |
| Educational Kinesiology. Dr. Dennison has written | | | | classrooms. Have you found it a challenge reaching |
| eight books, which have been distributed through | | | | the educational community that may be fixed in |
| eighty countries in forty languages, with a total | | | | their curriculum? |
| sold of over 415,000 copies. During the last | | | | Dr. Dennison: Educators who want results love the |
| twenty-five years, Dr. Dennison has taught | | | | Brain Gym® program. The Brain Gym ® |
| workshops in movement-based learning in more | | | | program is not a separate curriculum which would |
| than fifteen countries, being presented with | | | | jeopardize the current program offering; it is a |
| numerous honors, including the Reading Excellence | | | | warm-up program for learning done in homes, |
| through the Arts (RETA) Award in association | | | | schools, and offices every day. It enhances any |
| with the International Reading Association. | | | | curriculum by preparing participants who are |
| Juanita: Welcome to Reader Views Dr. Paul | | | | ready, willing and able to learn. |
| Dennison. We are honored to have the | | | | Juanita: Dr. Dennison, would you explain one of |
| opportunity to talk with you about your new | | | | your techniques? |
| book "Brain Gym and Me: Reclaiming the Pleasure | | | | Dr. Dennison: I will explain The Lazy Eight. |
| of Learning." Would you start by telling us - what | | | | Effective reading and writing requires access to |
| is Brain Gym? | | | | an effective midfield at the midline or center point |
| Dr. Dennison: The Brain Gym® program refers | | | | of the body where our left and right sides work |
| to a physical exercise program which has been | | | | together, or not. Our survival reflexes move us |
| found effective to activate and build new neural | | | | away from the midline and many students are |
| pathways for improved cognitive readiness and | | | | not prepared to function on the midfield. The Lazy |
| academic performance. It is used daily in schools, | | | | Eight movement, tracing a figure 8 lying on its |
| offices and playing fields. It is for all who want to | | | | side, is a continuous movement away from and, |
| realize more full potential. | | | | then, back through the midfield at the center. This |
| Juanita: The movement-based learning modality | | | | continuous pattern improves near point |
| you've developed is known as Educational | | | | centralization and focus for improved visual |
| Kinesiology. What does this mean, and what is the | | | | integration. |
| difference between Edu-K and Brain Gym? | | | | Juanita: I'm sure that you've met many people |
| Dr. Dennison: Education means to "draw out" or | | | | over the years that have a hard time |
| "lead out" and suggests that we all have the | | | | understanding how these simple activities actually |
| wisdom to learn in the body. Kinesiology means | | | | work. What do you say to them, and what |
| the study of movement. Educational Kinesiology is | | | | comments do you have on the profound results |
| a comprehensive science and language of | | | | received from such simple, and fun, techniques? |
| movement as it relates to Learning. The Brain | | | | Dr. Dennison: The hardest part is how easy it is. |
| Gym® program is just one of our programs, | | | | These are safe, natural movements which work. |
| although the best known. Edu-K is short for | | | | There are explanations and understanding will |
| Educational Kinesiology. | | | | come later. Just do them! The results will speak |
| Juanita: How do movement, learning and brain | | | | for themselves. |
| development affect one another? | | | | Juanita: I understand the Brain Gym will also help |
| Dr. Dennison: All learning includes movement, both | | | | readers overcome daily challenges of life including |
| physical movement and mental movement along | | | | restlessness and memory deficiencies, and most |
| neural networks. As we move, play, interact with | | | | importantly in this day and age - stress. How so? |
| the world and master life skills, we are literally | | | | Dr. Dennison: The Brain Gym® program |
| building and developing the brain. One does not | | | | teaches the physical skills of learning. These skills |
| exist without the others. | | | | are seldom taught and are too often taken for |
| Juanita: You mentioned earlier that these | | | | granted. When we are not comfortable with the |
| exercises actually activate and build neural | | | | physical aspects of learning, we cannot easily |
| pathways. How does such seemingly easy | | | | think, remember or process mentally. We cannot |
| movement build these networks? | | | | learn when we are stressed, trying, or frightened. |
| Dr. Dennison: All movement activates and builds | | | | The Brain Gym® program leaves one |
| neural pathways. We could not move without | | | | comfortable with the physical skills and ready to |
| them. We all have experienced the building of | | | | think clearly. |
| neural pathways. We know it as "learning." For | | | | Juanita: I understand you've had incredible success |
| example, we might remember how it felt to learn | | | | with ADHD and ADD. What are your thoughts on |
| to ride a bicycle. At first we had no balance or | | | | these disorders and how will Brain Gym help with |
| understanding of the process and we may have | | | | these challenges? |
| fallen down. As we experimented and achieved | | | | Dr. Dennison: Such labels describe students who |
| vestibular balance and learned to coordinate our | | | | are not ready to participate in the academic |
| pedaling movements, neural pathways were | | | | program due to lack of physical readiness. The |
| created to enable us to repeat the action. These | | | | Brain Gym® program meets the child where |
| pathways were there for us ten minutes later | | | | he is and, at his own best pace, prepares him to |
| and continue to be there into the future, because | | | | be safe, comfortable and ready to learn. There |
| the experience created neural networks and the | | | | are no learning disorders, only behaviors which tell |
| learning associated with these movements. | | | | us what a child is needing if we are willing to listen, |
| Juanita: What can readers expect from "Brain | | | | Juanita: Dr. Dennison, you overcame your own |
| Gym and Me: Reclaiming the Pleasure of | | | | challenges while growing up. Will you share how |
| Learning"? | | | | your own history has shaped the direction of |
| Dr. Dennison: My book is a call to all who love | | | | your work today? |
| children and/or who want a full, quality life to | | | | Dr. Dennison: I didn't learn on the schedule of my |
| embrace the premise that "movement is the door | | | | peers. I failed 4th grade because I wasn't reading. |
| to learning." How we move is how we are in the | | | | I was made to feel "less than" and "broken." I |
| world. How we move determines how we are | | | | have dedicated my career to help students like |
| creating our lives and our brains. Through story, | | | | myself to never have to endure the "shame" of |
| metaphor and real life case studies I create a | | | | not learning at the same pace as other students. |
| space for all to move, grow and take charge of | | | | Juanita: This "shame" has a debilitating effect on |
| their lives. Readers love the book and find it an | | | | children. How prevalent do you feel this problem is |
| easy to read, practical guide for learning and | | | | with children today, and what are the long term |
| teaching others. | | | | effects in children if these issues aren't |
| Juanita: How much time will someone have to put | | | | addressed? |
| into thee exercises to start noticing a difference? | | | | Dr. Dennison:"Shame" and "failure" is inherent in |
| Dr. Dennison: Students of Brain gym® report | | | | present our system that requires grades, |
| significant changes within one to six weeks of a | | | | competition and evaluation. Most people learn early |
| regular program of ten to twenty minutes of the | | | | that they are not good enough and that they do |
| movements daily. There is an immediate sense of | | | | not belong. Even the high achievers are victims of |
| well-being and confidence that is noticed | | | | the system. We are left a people who are unable |
| immediately and that keeps people motivated to | | | | to think for themselves, unable to express |
| stay with the program. | | | | themselves and unwilling to take the risk to be |
| Juanita: What type of learning challenges will your | | | | creative. |
| new book help? Will your techniques help readers | | | | Juanita:What do you feel has been your biggest |
| who may not have a specific learning challenge, | | | | accomplishment in the field of neuroscience? |
| but just want to maximize their learning potential? | | | | Dr. Dennison: Neuroscience is daily confirming what |
| Dr. Dennison: Whether labeled "challenged" or | | | | I have observed for over thirty years as an |
| whether the reader is open to maximize her | | | | educator. The brain is plastic, self-creating and in a |
| potential, the book is a step-by-step guide. | | | | state of continuous reorganization and growth, |
| Starting with the basic reading and writing | | | | through movement. We learn by doing, not by |
| challenges a student may have to optimization of | | | | knowing information. Information is a tool for the |
| a company's potential, the Brain Gym® | | | | experiential learner. |
| program is the way to move from patterns that | | | | Juanita: How can readers find out more about you |
| are ineffective and no longer serving us to the | | | | and your books? |
| integration of effective, efficient patterns which | | | | Dr. Dennison. Please log on to my bookstore web |
| get results. | | | | site at for a complete offering of my books, |
| Juanita: Can your techniques be used at any age? | | | | courses and manuals. |
| How do your methods keep the attention of | | | | Juanita: Dr. Dennison, thanks for the opportunity |
| children who typically find it hard to do | | | | to talk with you today. "Brain Gym and Me: |
| adult-oriented therapies? | | | | Reclaiming the Pleasure of Learning" is a fantastic |
| Dr. Dennison: Children are natural learners who | | | | book for anyone wanting to maximize their |
| learn kinesthetically, through movement. The Brain | | | | potential and we certainly recommend readers |
| Gym program is not a therapy. It has been called | | | | look into Brain Gym, and your easy-to-apply |
| a "readiness" program. When children do the | | | | techniques. Before we depart, do you have any |
| movements together, they are ready to play, | | | | final thoughts? |
| interact, teach each other and learn. | | | | |