School Success Story
February 15, 2010
We just wanted to pass on our sincerest thanks to you for the time you spent with our son (two sessions).
He has blossomed both at home and school….NOTICEABLY!
He is managing more order and personal responsibility in his daily routine. He happily and regularly does his 5-minute exercise plan as he has made the connection with this and a successful day at school.
As a family we have also found it wonderfully manageable and all enjoy participating each morning.
The difference in our son feels like a blessing for us all but of most importance is the harmony and happiness that is evident within himself.
Many, many thanks.
Activating the Brain’s Starter Motor
November 13, 2009
A child who can’t stop moving might be trying to get his brain going.
Do you have students who never sit still? Are they constantly turning their heads, moving or wriggling? Do they delight in rocking on the back legs of their chairs? But then, when they’re working, they suddenly droop over their desks?
These children quite often have no appreciation of the space their bodies take up and will invade others’ without realising it. Think of the child who jostles other children when sitting on the mat or joining a line, because he just didn’t realise that he wouldn’t fit into that small space. They might even have been labelled as ADD or ADHD children.
Read the entire article by Marion Miller – Activating the Brain's Starter Motor (379)
The Tiger in Your Classroom
November 13, 2009
What do you look at when you have a child who is not performing in class?
There are many aspects that can be looked at, yet we could be missing a crucial part of the picture. If this child is stuck in ‘survival mode’, none of these external factors are going to have the impact we would like.
Read the entire article by Marion Miller – The Tiger in Your Classroom (411)
Gripping Issue in the Classroom
November 13, 2009
Do you have a child in your class who has an unusual grip on his pen or pencil?
His grip is so tight that the whites of his knuckles show; he presses so hard that the indentation goes through three or four sheets of paper? He may even rotate his page by up to 90 degrees. Does the intense concentration he need to simply manipulate his tools hinder his creative process?
This could be the result of the lack of inhibition of the Asymmetrical Tonic Neck Reflex (ATNR), which is one of the primitive reflexes.
Download the entire article by Marion Miller - Gripping Issue in the Classroom (353)
Brain Gym at School
July 30, 2008
Practitioner: Robyn Hadley
It always amazes me how often the simplest is the best! The following is a snippet from my kinesiology casebook.
A mother from one of my introduction to Brain Gym classes had taught her 9-year-old son who was having extreme difficulties at school some Brain Gym exercises. The child was desperate and he found B/G helped him tremendously. His teacher was amazed at his improvement in all aspects of his school life. The young man was delighted to teach his teacher the B/G he was using and there after lead the B/G in this classroom.
Angry Children
July 27, 2008
“My son, now 10, has had a very difficult childhood. Since he was born he was a very “different” little man, and for a long time we fought against the label ADHD. We felt that we knew him better than any doctor, and we saw many, believe me. As a general rule, within 5 minutes they had made their “diagnosis” and seemed uncaring that we disagreed – at one point I was dismissed by a specialist when I refused to put him on Ritalin – “Well, there’s no point continuing this appointment then”.
We are very educated people, and like most nowadays, we have access to all sorts of information from all the usual sources. We have never accepted that our son had ADHD as to our minds, he did not fit the pattern, varied though that pattern may be. In our opinion he was, put simply, “wired up wrong”! We had tried many “alternative” therapies with mixed results, but had not found anything that helped him beyond making him “feel nice” for an hour or two.
Luckily, after a change of school, we met an RT/LB teacher who was interested enough to look beyond the norm, and she introduced us to Marion Miller, a Neuro-Linguistic Kinesiologist.
Our first appointment was LIFE ALTERING. I took an angry, violent child into her treatment room and left with an openly affectionate son. At last, someone who could help – and not only that, but who could explain why our boy was doing what he was doing. The most basic result is that my son no longer hits other children – for the simple reason that he no longer has the over-developed fight/flight instinct. This was an IMMEDIATE benefit, noted the very next day at school.
The other benefits have been legion! Life at home is much calmer, he has a great relationship and friendship with his younger sister, and, for the first time in his life, he has friends! We still have our problems, and we still make regular trips for treatment (about once every 4-6 months) but he now knows when he is losing control, and he is the one who instigates the appointments.
I will never be able to thank Marion, and the NLK, enough. She has restored my son to me – and anyone who has a “special” child will fully understand that statement. I would urge anyone who feels that their child has behavioural issues to investigate NLK as an alternative to the awful drug regime handed out willy-nilly by the so-called specialists. In our case, specifically, Ritalin would have been disastrous as my son is not ADHD, as proved by the NLK and later backed up by further “Western” diagnosis.
However, if we had not been so adamant in finding alternative solutions, we would now have a drugged, semi-functioning child (and I am still waiting, three years down the line, for the specialists to send me information on 20 year research on the effects of this drug!).”