Right Brain vs Left Brain in the Work Place

Have you ever noticed that some of your employees or fellow workers are easier to work and communicate with than others?  Have you found that some colleagues are easy to understand and you can follow their directions when they are explaining work-related issues?  Have you been confused by a supervisor’s description of a new job task and don’t really know what you are supposed to do or how?

The problem might be as simple as a difference in communication and learning styles.  With all the interest in dyslexia and being right-brained you might have come to the conclusion that you identify with some or many of the problems, qualities and traits of the right-brain thinking style.  Everybody has use of both sides of the brain unless there is some medical issue but most people tend to be inclined to process and function more from one side than the other.  There is nothing wrong with this but it can make your job a frustrating and stressful place to be.

Let me give you an example.  Joan is an accountant and is managing the accounting and production department of a entertainment industry business.  She was moving on and had hired Anne, a potential replacement for her.   There was going to be a lengthy training period of several months.

During this time Joan started to notice that she was having a difficult time trying to teach Anne her accounting system and office procedures.  Joan definitely thinks in a right-brain fashion.  She thinks about the “whole picture” of the company’s business system and then breaks it down into its individual components when she is discussing and strategizing work related issues.  She hates details.  She is intuitive, extremely creative,  problem-solving and sees everything from many directions all at once.  She is able to move from one task and quickly refocus on a completely unrelated issue such as  working out a budget and then shifting effortlessly to an expected emergency phone call from a client or vendor.   When she conveys her views to Anne she starts with the global or “big picture” and then discusses the details in a general fashion expecting Joan to intuitively fill in the blanks like she does. Everything starts with the “complete image” of the business and accounting department and then divides down into its main components.  Joan however,  puts less emphasis or time on the details.

Anne processes information and works in a completely different thinking style.  She was confused by Joan’s initial approach to teach Anne her job by starting with a description of the whole business and accounting system.  She was overwhelmed and confused and not able to handle the “big picture” with its multi-layered departments.  Anne was baffled by Joan’s daily list of seemingly unrelated tasks.  She didn’t know where to start and tended to not get more than one or two items finished in a day.  Anne was very detail oriented and fretted over small issues or the order that the jobs were supposed to be done in.

Joan got frustrated with her trainee’s concerns and quite frankly could not comprehend what her problems were about.    The two of them could not relate or communicate with each other on any level and Joan was getting nowhere training her replacement.  Months into the job  Anne was not any further ahead understanding her job.

Joan talked to me about the  problems she was facing and was desperate to find some solutions.  I suggested to her that Anne seemed to be working from a more left-brain learning style and Joan, of course, was operating more from the right which put them at cross purposes with each other.

We worked out a plan where she would start to describe the accounting system from the most basic details moving forward in a sequential ascending hierarchical order.  Her approach should  be completely logical.  Anne would therefore be working towards understanding the accounting picture through a step by step process moving towards an over all understanding of the whole system.  Also Joan broke her tasks down to shorter more organized lists and gave Anne a time frame for finishing them.  Joan presented every aspect of the accounting system from the first step and ending at the over all picture.

Anne started to respond to Joan’s new approach and began to feel more successful which opened her up emotionally and helped her to have better self-esteem.  She started to understand the business’s structure and how everything was inter-related.  Anne would always need to work out a task or a problem in a sequential order but she could now handle her job.

So the next time you find yourself butting heads with a fellow worker, supervisor or employee you might want to think about how you are approaching the job with them.  Consider how you might improve your communication with them by recognizing their learning style and yours and how you can come to “a meeting of the minds”.

Cheers!
Karey Hope deGraaf
Dyslexia Victoria Online

Brad Elder – an Eloquent Dyslexic Spokesperson

Recently I was looking up some specific info for a client from our book “Assessments and Evalutions” for Dyslexics.  My mother and partner, Jan Turner put this book together outlining and detailing our methods for assessing for Dyslexia.  When I was going through the book I noticed an introduction that I had never paid attention to before.  It was an excerpt  from a Dyslexic gentleman named “Brad Elder” from one of his webpages about being Dyslexic.  I was fascinated, called Jan and asked her about him.  Jan said he and she had communicated for  awhile a few years ago about Dyslexia.  They had ideas in common and differences of opinion which she found really interesting.  She said he was a really fascinating  man to talk to in regards to Dyslexia, what it is to experience it and how to work with it.

I decided to track down his webpages and I found his home page and then other ones connected to it. I also Googled his name and found more.  I also found many commonalities in our beliefs and approaches to Dyslexia and his list of sources are helpful and his view of  the experience of  Dyslexia is very moving and enlightening for those trying to understand how it feels,  how to deal with it and to realize as Dyslexics we are not alone.

So I have quoted part of his home page and I hope you enjoy it as much as I did.  I strongly suggest you go to his other webpages and review Brad Elder’s information and sources.  Also, I am trying to find a good email address or phone number for Brad.  If anyone knows how to contact him, please let me know.  You can email me at: khope@dyslexiavictoria.ca

Thanks!
Karen Hope
Co-founder of Dyslexia Victoria Online

Brad Elder  and Dyslexia

Brad Elder and Dyslexia

So here is my tail.

Sorry but its a little cluttered.

by Brad Elder

I have left this un spell checked so that you can see my world a little better.

Like I said this is really hard to put into words.  Hard on the emotional level.  But I think it will help me to do it.  And I hope it will help you.

Ok,  where to start.  well I was diagnosed in the 6th graid.  That really helped!!!  It was the single biggest event in my life.  Suddenly there was a name for my problem.  I wasn’t lazy, or didn’t cair, or was………  what ever they called me that week.  It was like the unevers was lifted off my sholders.  I think I know what it must be like to slowly sufficate.  I don’t know really how to describe it to you but i’ll try:

Imagen that nobody could see their hands.  Everybody in the world.  Nobody can see anything from the elbo down.   Also assume that everybodys  hands work just like thay do right now today.    Now what if your hands didn’t work like “the normal hand”?   What If you didn’t have any fingers?  Everyone else can type, turn keys, scrach an ich, dress them sleves, tie there shoes, and feed them sleves.  Every one but you.  No one can see why you can’t “Do what everyone else can”.  You don’t know  why you can’t do what “normal” kids can.  You just know you can’t.   you walk and talk just like every one else.  there is no way to see an obvous reason why you can’t do it.  Adults don’t know.  How could they.  All they can see is a kid that isn’t doing what they were told to do.   And they lable you lazy, slacker, rebbel, and what ever they can come up with…….They my even point you out to your class mates and tell them not to be like you.

Rember You Have NO Idea Why You Can Not Do What The Normal Kids Do.

None.

All you know is that no matter what,  nomatter how hard you try,  you just can’t do it.   You will,  as your only choise, beleave the adults.  You must be lazy.  You must really be a slacker.  How could anyone be as worthless as you? the other kids susceed.  They must be trying.  You, there for, are not trying.

I want you to stop here and think about this senario.  Where does a Child go from here?  where does a Child go when they KNOW, becaues everyone tells them, they beleave with all there heart,  they are worthless?  Who does a Child turn to when everyone (even your parents) give up on you?

I really  want you to think hard about that.

WHAT WOULD YOU DO?   YOU HAVE NO REASON TO DOUBT WHAT ANYONE IS TELLING YOU.  YOU HAVE NO ONE TO TURN TO.  NO ONE IS TELLING YOU ANY THING POSITIVE ABOUT YOUR SELF.

This was me at ten years of age.  I wanted to die.  Not because I was depresed (though I’m shure I was) but because I was imbarsed to be alive.  I was imbarsed for my parents,  for my sisters, for my teachers.    I loved them all and respected there openions.  After all they could do what I could not.  How could anyone deserve the burden of putting up with me?

Don’t you quit!!!

How are you going to get help?  no one, not even you know the truth.  you have no fingers!!!  thats it.  Nothing sinester about your behavior.  you just don’t have any fingers!!
Your only chance will be if someone actualy sees you.  and says to them self “what a nice kid.  shurly if they could have tied their shoe thay would have.  I wonder why they don’t?”  If your luckey they will have heard of a handy cap called “nofinger” that has symptems like yours.  And they will sugest that you get testing.

To parents reading think about this.  How can a Child get help if the parents don’t want to help?  “My Kid Is Normal!”  “Not My Son!!”  “My Daughter Is Just Quiet”.  the world cann’t help unless you allow it.  I don’t know what self centered fears parents have about children,  But try and rember “a rose by anyother name would smell as sweet”.  your child is alive and suffering and is a rose by any name.  Any help you can give them will help them bloom.  Many of my friends in the LD classes I have through out my life never were alowed to sucesed because their parents refeusd th help.

Don’t you quit!! (eather of you)

Now suppose all the politics required in getting parents, teachers and famly menbers involved come togeather and you are going to get tested.
You probably won’t know or cair about whats going on.  You have spent 10 years being told and fearmly beleaving that you are just dumb and lazy.  And lord knows you have seen your shair of tests.  The test is a new fangled machane that takes a picture of your hand and can see what we can’t.  after the test you are shown the results and have them explained to you.

BINGO!!!!!
you are not lazy.  you just don’t have any fingers!!!!!!!
Of corse no one could tie there shoes if they didn’t have fingers!!!
Of corse no one could dress them selves if they didn’t have fingers!!!
Of corse no one could type if they didn’t have fingers!!!!!!!
Of corse!!!!!!!!

I hope that helps you under stand.   I finaly knew why I couldn’t tie my shoes.  There was a reason.  and it wasn’t because I was lazy!

I really got mad after that.  I was mad at all my teachers.  mad at everyone who was trusted with my life and failed!  I soon (longer for others) forgave them all as They  did’t know anymore than I that there was aproblem (execpet that they did’t lisson to me.  But who lissons to a 10 yr old who doesn’t do what he is told).  I thought that that was it!  I’d  just show the teachers “look here are my test results, look no fingers!  I can’t type.  but I can tell you the answer.”
well that didn’t happen. All, most all, of them didn’t buy it.  and a few were determind to show the class and the world that I was a faker.   My math teachers were indeferent.  They didn’t cair about it at all. and they didn’t change anything.  but at least they didn’t fight me.  a few of my english teachers realy let me have it.   I couldent rember the alphibet, (and still can’t!!) but had to sit in on recesse and after school to look up the spelling of words.

Now if you have no fingers how can you type?   how comical would it be if you were held in the class room during recess and after school because you didn’t finish or didn’t do your typing corectly?  I wasn’t laughfing then and can only find sad hummer in it now, but that was my life in the sixth grade.  Dyslexiecs generaly can’t spell or do math because we revers letters and numbers.  I still (as you can see) can’t spell. K through 12th grade and I was punished for not being able to spell through it all.  Just as if I had no fingers and was being punished for not being able to type.  The logic behind it is insane!!!  I was going to flunk remadal english in the 6th grade.  remeadial english is nothing but spelling. its the spelling class from hell.  my teacher would make me stay in from recess and after school EVERYDAY!!!!! correcting the spelling on my test.  How do you spell a unknown word?  you look it up?

For more of this entry from Brad Elder please follow this link:

Welcome to Brad (Darb) Elder’s Dyslexia page

Also Google his name Brad Elder for other pages related to him.

Reblog this post [with Zemanta]

What Is Dyslexia?

The left hemisphere thinks and expresses ideas in terms of letters, words, and numbers. It coordinates information in a computer-like fashion, giving it structure and sequence. It is linear in operation. Most importantly, it understands abstract words and ideas. It is the location in our brains where verbal language is processed and where about half of the world’s population decodes, processes and produces written language.

The right hemisphere thinks in whole concrete images and pictures.  It does not like to break down words into their phonemes (sounds of individual letters or groups of letters). These only confuse the right-brained person who thinks in whole concrete pictures. Phonetic sounds have no meaning on their own, and cannot be easily processed and stored as images in long term memory. Storing information depends on having all the parts present in a whole context such as the complete image of a printed word or a complete lesson or assignment. Through memorizing whole words the right brain understands what the words are symbols for.

Unfortunately, most of our teaching and learning depends on reading, listening and writing in abstract words and numbers that cannot be turned into whole concrete pictures. The dyslexic student learns very differently from the left brain, and so must be taught differently.

The Dyslexia Victoria Online approach to being right-brained or dyslexic offers alternative teaching methods, insights and explanations for the many learning problems classified as dyslexia. Our most important realization has led us to stop treating it as a learning disability. Our classroom and tutoring experiences, assessment and evaluation program, and our work with parents who are homeschooling their children have shown us that the right-brained student is generally very intelligent, but often held back by a number of learning differences that are overlooked by educational systems.

However, to be able to use these learning traits in the modern world predominantly right-brained persons still need to be able to spell, read, write, and work with mathematical numbers and concepts.

For more information about Dyslexia and our teaching solutions check out our website at: www.dyslexiavictoria.ca

Hope to hear from you. You can email me at: jturner@dyslexiavictoria.ca

Karey Hope
Co-founder of Dyslexia Victoria Online

Reblog this post [with Zemanta]

Dyslexia is a Learning Difference, not a Learning Disability

In our Dyslexia Awareness workshops we talk extensively about how we look at Dyslexia as a learning difference or style, not a learning disability.  However for the last twenty-five years “Dyslexia” has been used incorrectly as a common term for a wide range of learning disabilities.  I heard one teacher refer to it as an “umbrella” for any type of reading, spelling or writing problem.  If a person can’t learn to spell or read they must be dyslexic.

Another common perception of Dyslexia that irks us is the medical opinion that Dyslexics are broken.  Their brains are wired wrong.  Without this particular wiring we would not have Einstein, Churchill, Leonardo Da Vinci, Bill Gates, Richard Branson, many of the actors in Hollywood, Edison, Jackie Stewart and Jay Leno to name a few. Their “faulty” wiring was part of why they became who they are.

Albert Einstein

Churchill - dyslexic

Leonardo DaVinci - dyslexic

Bill Gates - dyslexic

Richard Branson - famous Dyslexic

Edison - famous Dyslexic

Jackie Stewart - famous Dyslexic

Jay Leno - famous Dyslexic

So when we talk about a different learning style what do we mean?  Let me explain by asking a question.  Do you have a particular innate talent such as being an artist (painter, sculptor, writer, poet, etc.), musician, exceptional athlete, gifted mathematician or scientist, intuitive mechanic that can always figure out what’s wrong, star race car driver, a comedian or maybe a natural orator?

But if you do not consider yourself an artist for example and can’t draw anything more detailed than a stick figure because your brain does not provide you with the ability to draw does that make you broken?  If the highest level of math you ever managed was fractions and percentages, forget algebra, geometry or trigonometry, are you wired wrong?

If you are not proficient with these types of abilities no one realizes or cares.  No one points at you and says you have no ear for music and your singing is like listening to a cat screeching (unless you feel the need to demonstrate to everyone that you can’t sing). But if you are Dyslexic everyone notices that spelling is really difficult for you and that you can barely read or write.  You ask a lot of questions all the time before you get on with a task.  You can’t tell time or read a clock so you have difficulty with arriving somewhere on time.  You misunderstand questions unless they are really specific because you think about everything from many different directions and levels.  You have difficulty communicating because you think in images, not words and sometimes can’t find your words when you are talking so you stumble or say the wrong thing.  People might think you are stupid, lazy or annoying. These issues are hard to hide.  However nobody notices that you are not a gifted race car driver unless you are in a race.

Spelling, reading, writing and number systems were created about 3000 to 5000 years ago (depending on the authority quoted) and learning and working with them are not natural abilities we are born with like talking.  Children are trained to spell and read from a young age by using parts of the brain that have made new connections with each other to accomplish these cognitive tasks.  In Dyslexics these connections are not made the same way as they are in left-brained people who read and spell easily and well.  A Dyslexic brain processes information differently with other areas of the brain and does not respond well to left-brain teaching methods. This can result in problems with spelling, reading, identifying and understanding numbers and other tasks that are related to them.  So if reading,  spelling and numbers are not naturally hardwired into our brains why do we say a Dyslexic brain is broken if it has difficulty performing these skills?

With more and more new information coming from medical and scientific research maybe Dyslexia will finally come to be considered what we believe it is – a learning difference.  Then teaching skills for spelling, reading, writing and arithmetic can be taught in a way a Dyslexic does understand rather than forcing us to use methods appropriate for a left-brained person.

Karey Hope
Co-founder of Dyslexia Victoria Online
khope@dyslexiavictoria.ca
www.dyslexiavictoria.ca

Karey Hope - Co-founder of Dyslexia Victoria Online

Reblog this post [with Zemanta]

Large Print Books for Dyslexic Students and Adults

Large Print Books for Dyslexics

Today I would like to talk about large print books for dyslexics. When we work with dyslexic adults or children we notice that reading small print is often difficult and tedious like slogging through mud.   They cannot track print on a page or see the individual words and letters.  They see all the text on a page as one entire image and cannot separate one word from the other.

Some dyslexics can read small text, but the process  of reading can be exhausting requiring all their mental energy and concentration to decode the words so comprehension becomes very difficult.  Often the dyslexic will read passages over and over trying to understand what they have read because their brain was concentrating on seeing and recognizing the words and cannot retain the information in their short term memory or move it onto long term memory.

So what can be done to help with this problem? One way is using large print books. They make it easier to see the words separately from each other and from other lines of text. The brain doesn’t have to concentrate so hard on decoding because the pictures of each word can be easily differentiated from other words. Comprehension and memory is improved and reading doesn’t feel like such a hard job.

Many children’s books are set in large print and should definitely be used with dyslexic students if at all possible. There are many websites that sell large print books for older children and adults. You can also find them in bookstores or libraries.

I have provided a couple of websites that I found that also sell large print books. www.largeprintbooks.com and www.amazon.ca/large-print-Books or www.amazon.com/Large-Print-Books

For more information and teaching solutions for dyslexia check out books on our homepage at www.dyslexiavictoria.ca

Thanks for listening.
Karen Hope
Co-founder Dyslexia Victoria Online

Karen Hope, Dyslexia Victoria Online

Reblog this post [with Zemanta]

I Learned Something New from a Dyslexic Today.

Goofy and Donald drawn by an 11 year old dyslexic

Goofy Scrooge McDuck and one of the nephews drawn by an 11 year old dyslexic

It seems like I learn something new every time I talk to someone with dyslexic issues.  During this past holiday season I spent some time with Wil, a son of one of the co-authors of DYSLEXIA VICTORIA ONLINE. He is an adult now and a very successful welder and metal fabricator with a large construction company in California. He had to deal with many problems as a dyslexic child but with his mother’s assistance he succeeded in school and now he is not only successful but also confident of his abilities. We were talking about how he is able to fabricate complicated metal projects so well because he sees the finished product in his head before he has even started.  Now this is an example of what many professionals call “seeing the big picture” or maybe an example of a problem solving skill at it’s finest level.  I have heard of people who do this very well and usually these examples are rather commonly mentioned as “learning strengths” when talking about people who are dyslexic or right brain predominant.  It was the next two observations that I found so fascinating.

We were talking about his musical interests and how frustrating it was for him to learn how to play a guitar in school.  When the music teachers tried to have him learn the musical notes as written on a page he couldn’t do it.  The notes appeared all smooshed together and every time he tried to study the notes they appeared different, even on the line of notes that he had just read.  What did work for him was when a picture of the parts of the guitar was drawn showing where his fingers should go in relation to the frets and the strings.  So just like we have said lots of times in our blogs, on our website and in our books, these students need to see a real world image of what they are working with.  I found this interesting because it is another example of how the dyslexic brain can process  information and that it is so very different from the left brain. As interesting as that was the next observation was even more so for me.

http://www.learntoplayguitarland.com

This site is an example of good visual instructions for dyslexics wanting to learn to play the guitar: http://www.learntoplayguitarland.com/learn-guitar-chords

A couple of years ago, while editing an early book in the website, I saw a hand drawn picture of Goofy,  Scrooge McDuck  and one of the nephews.  It was drawn by Wil when he was about 11 years old.  At the time I didn’t really pay much attention to it. It was drawn well but what I must have missed about the drawing that makes it interesting is that he drew each drawing without lifting his pencil off the page. I remembered this drawing when we were talking about some of his recollections of his school years.  He said to me that when ever he drew things on paper he actually traced what was already on the page.  I didn’t understand what he meant so he explained it to me like this.  When he thought about what he wanted to draw, he first saw the complete image in his mind.  Then when he looked at the blank sheet of paper he saw that image on the paper.  All he needed to do then was use his pencil to trace over the lines of the drawing that he already saw on the blank paper.  Absolutely fascinating.

The point I’m trying to make here is we can only understand and appreciate what a dyslexic student is going through when we get a better idea about what they actually see or perceive when they are given information.  Yes, sometimes they have difficulties when they are expected to do tasks in a manner  we think makes the most sense.  Problem is, sometimes what makes sense to us doesn’t make sense to them but they can get there anyway by using their own processes.  We need to meet these people halfway, we need to hear what they say and listen to what makes sense to them.  Many times they find the solution to tasks when we just stop insisting that our preconceived notions are the only way to get a job done.

Just goes to show that we can all learn something new if we are willing to really listen to others.

Happy trails

Howie—

howard