Q: I used activities in my class and my students became very active, but because they were active I had a difficult time calming them down to continue with the lesson, what should I do?

A: When first using a whole-brain approach to teaching students will find many of the activities exciting. Therefore, it is important to create rituals. The use of music, a whistle, lights going on and off or other such methods will all capture students’ attention. With some practice the students will learn that when they hear or see what you use to get their attention, that their attention will then turn to you and what is to happen next. Like anything else, newness wears off and they will settle in to accept what you are doing.

Q: I don’t think that I have the time to accommodate all the steps in whole-brain learning, can I eliminate some of them?

A: Eliminating steps changes the dynamics of a whole-brain lesson. Many teachers discover that using any creative activity changes class outcomes for the better. However, to really get the results wanted out of whole-brain learning, retention, lessons must incorporate all steps. It has been found that teachers using the entire process really do not spend any more time on the lesson than prior to using the process. At first a teacher may discover more time consumption because of their unfamiliarity with the model, but with time and practice most teachers discover they do have the time for the complete process. One problem that teachers encounter is trying to do too much. Pace yourself and be sure that each activity is designed to bring about a desired outcome. Don’t just do something to have something to do.

Q: I have found that many of my students appear to learn better when information is processed actively, in a hands-on manner. Can I eliminate the feeling portion of the lesson at the beginning and go directly to the hands-on portion?

A: One of the great benefits underlying whole-brain learning is for students to better understand how other people learn and communicate to change the process would take this away. Also, a vital part of the process deals with subjectivity and that is how all learning should begin, in the subjective. Subjectivity allows for the freedom of responding or participating without the chance of being wrong. This strengthens a learners desire to participate. Remember, learning is not passive the learner that does not participate in their learning is not learning well at all. Often the problem with beginning a whole-brain lesson is that teachers struggle with making a creative connection with the content that is to be taught. The natural tendency is to begin by teaching the content because that is the way we have been taught ourselves. Making that creative connection and allowing learners to have an experience with the content before it is presented creates strong memory tools that aid in retention and assists in providing the stimuli for learner motivation to learn.