Skip to main content

Waking the Body & Mind / #coaching #flippedlearning #realworldskills #autism #sk8

The growth of a person cannot be lopsided. Inner and outer growth has to be balanced for optimal results.

Working with a mindset that everything is possible, I meet my students in a place where there are no limits. Usually, I am always at this location first and then guide in (beam in) my student. With the right approach, a great coach can move a student quickly far beyond what they ever dreamed of once mindsets are shifted.

Progress in skateboarding exemplifies this.  Like most endeavors, 'success' springs forward with practice, dedication and commitment. Not just committing to skate, but committing to moving beyond a present skill level. Thus, the mindset is not, "I want to do awesome skateboarding and get really good at it." No, the mindset is, if I just keep at it, little by little, one day at a time, before long I will move across the skill continuum to become a skilled boarder. Skateboarding is engaging and demands mental acumen to be proficient or great at it.

So, even if this sport strengthens ankles, legs and core, it is actually a mega-workout for the brain requiring instant grit and an immediate mindset shift to a 'learning-mode.' Step into this humbling mode and the mind becomes open to learn in an engaged manner. The student becomes motivated with the roller-coaster thrill that accompanies skateboarding at a skatepark. The coach facilitates the perception that the activity is viewed as recreational and fun. Learning is then stored and categorized differently in the brain. This positive experience co-created by the student and the coach sets precedent for the next time. Finally, a great coach will aid in extrapolating and generalizing success in one area and show how the same skills transfer across into other areas of life.


Popular posts from this blog

Clinical Teachers: Armies of One / #edchat #criticalthinking #education

It is not the responsibility of empty vessels to create the motivation to learn, but rather, the prerogative to teach, the very responsibility of it, must be entrusted to the teacher. It can be so, that according to a child’s social-economic status, a affluent upbringing can be infused with a ‘comfort space’ of human development not generally experienced in the life of the child who hails from a low-income community. 
This juxtaposition in the human development and daily experiences of the affluent child and the child who lives at or near the poverty line bring a different array of positive and negative forces which impact their general well-being. As these two general sets of children age, the difference becomes more contrasted and is clearly evident at the time both reach middle school years. One need only look at children who receive private schooling as opposed to those who receive public school education in low-income neighborhoods. A child who attends private schooling and then e…

The Golden Rule & The Duty of Critical Thinkers / #socialresponsibility #edchat #TeamUSA

updated 2:24 pm est 11/10/17 The idea of cultivating critical thinkers is easily a lofty ideal purported to be achieved throughout academia and espoused as the hallmark of journalistic integrity.  Achieving the critical thinking mind requires a certain bravery, wherein, once our ability to tap into our own knowledge of content matter is done, we must require it upon ourself to contrast our assessment and infer from an ‘outsiders’ point of view what is true and right and what is inaccurate and, even possibly, the propagandization of a special interest.
For the critical thinker, the affinity to discern is attached to our decision to look at the hard truth and favor this over our viewpoints, our political inclinations, and our stance on any given subject. This is hard to do.
In the following essay, I ask what exercise in democracy is achieved if political forces practice varying levels of indoctrination, in effect swaying public interest towards their ‘camp,’ rather than promoting …