kenesthetic learning | comicphonics for early readers

Category Archives: kenesthetic learning

How to get children to focus for a reading lesson

Posted on November 26, 2017 | Leave a comment

Is your child having trouble focusing during his or her reading lesson? Here are some tips.

Establish a routine for the lessons, so the child knows what to expect. Be consistent with time and place. Try working on the hardest thing first, such as reading lists of phonics words. Try ending with a game—something fun but related to the work you are doing. The younger the child, the more important it is to segment lessons into predictable parts. If possible, identify all parts of the lesson before you begin so the child has an overview of what he will be working on.

If the child is distracted by sounds, while you work run a low, constant sound in the background—perhaps one of those baby sound machines of a heartbeat or of ocean waves. Or run the dishwasher or a hair dryer.

If the child is distracted by sights, create a bland space to work in—soft colors, no patterned draperies, no posters. If there is a window, close the blinds or pull the shades to limit distractions. Keep the surface of the child’s desk or table clear.

Consider whether the child will have trouble putting down electronic equipment. If so, save that part of the lesson to the end. Kneeling young girl is playing a portable video game.

Model the behavior you want from your child. If he is to read a paragraph, then you read a paragraph. If he is to read a column of words, you read a column of words.

Before your lesson, encourage the child to have physical exercise—to run outside, to take a walk with you, or to bicycle, for example. The exercise will bring oxygen to the child’s brain and it will get rid of the “willies.”

Allow the child time to consider an answer to a question. If she seems to be having trouble, ask her to think out loud. Perhaps give her hints, but let her struggle a bit to find the answer.

Allow the child to have a say in the “rules” of your lessons. If he wants a five minute break every ten minutes, allow it so long as he pays attention during the lesson. If he wants to stand on the chair or twist like a pretzel while he is reading, allow it so long as he is doing the work. Kids with sensory integration issues need this leeway to hang in there. Compromise so that you can achieve what you need to during each lesson and so that he feels like he is being heard and respected.

Before one part of the lesson ends, tell the child what will happen next. Let the child mentally prepare for what comes next. Let the only surprises be good surprises.

Let the child wear comfortable clothes and work on a comfortable chair. Put a box or a pile of books in front of the chair so the child has a place to rest her feet.

When you talk to the child, wait until she is looking at you, until you have her complete attention. Use small, easy to follow sentences. Put one idea in each sentence. If directions are three steps, say one step, allow the student to follow it, and then say the second step. For some children too much incoming information is distracting.

Try to find game-like ways to teach. Children will be more cooperative if they think they are playing a game.

Work with kenesthetic learners’ strengths–their bodies

Posted on July 9, 2017 | Leave a comment

Most preschoolers and many school-aged children are kenesthetic learners, that is learners who learn best when they are physically active.

Should my child sit still when she learns to read?

Ask such a child what “humongous” means, and she will spread her arms as far as she can reach. Ask a one-year-old what the dog in the picture is doing, and the child will get down on all fours and sniff. Ask a child the difference between up and down, the child will stand on a chair and say, “up,” and then jump to the floor and say, “down.”

These children use as much of their bodies as possible not only to learn but to demonstrate that they have learned.

How do you know if a child is a kenesthetic learner?

Child sitting with legs outstretched, forming the letter L

The child loves sports—running, jumping, dancing, and tumbling.
The child seems more active than other children of the same age.
The child gestures while talking.
When the child sees a demonstration, the child wants to try it herself.
The child ends the day dirty—dirt under his fingernails, peanut butter in his hair, shoes scuffed—and he is oblivious.
When reading or writing, the child kneels on a chair, stands, sits on the desk, stands on the chair and leans over, and does all of these in the span of five minutes.
The child fidgets while learning—tapping her fingers, puffing up her cheeks, wriggling her shoulders—yet she pays attention.
The child loves Legos, puzzles, and toys that can be put together or taken apart.
The child has great hand-eye coordination, and can learn to control pencils, paint brushes, screw drivers and tools with ease.

dhild running with book in hands

How does such a learning style affect reading? What can you do?

Since a kenesthetic learner often reads later than his peers, you might panic that he is lagging his classmates. It helps if you can accept that for this child, reading is a low interest activity. You can reinforce what he is learning by connecting it to activities he loves. “A is for arrow. B is for basketball. C is for coach.”
Because the child needs to move, let him swing his legs, stand, lie on the floor, or move a rubber ball from hand to hand as he listens to instruction.
Break up reading lessons into mini-lessons with in-between times when the child is free to move around. Use this time for the child to act out what he has learned.
Since the child likes to use his hands, teach using manipulatives such as letter tiles, pictures to sort by sound, parts of sentences cut into phrases, flashcards, and online work which includes using a mouse. Vary the writing instruments the child uses since the feel of some will attract the child to work.
Suggest that the child draw what he is learning. Have her fill in boxes and use arrows to show relationships.
Use repetitive physical activity to deepen learning. Throw a ball back and forth while spelling new words. Take a walk while discussing subjects and predicates. Move magnetized words into sentences on the refrigerator while shifting weight in a dancing rhythm. Draw mind webs while reading to show comprehension.
Teach a hard concept after physical activity.