Mind Kind was created by Chris Gamble a native New Zealander. In the UK, Mind Kind is coordinated by Mark Haward, who ‘delivers’ the training to all the

Mind Kind was created by Chris Gamble a native New Zealander. In the UK, Mind Kind is coordinated by Mark Haward, who ‘delivers’ the training to all the staff at Brabyns. Mark is an expert in ‘Learning How To Learn’, ‘Accelerated Learning’ and the practical applications of ‘Neuro Linguistic Programming’, known as NLP.

Mind Kind is a set of practices, resources and learning tools. The ultimate purpose of Mind Kind is to bring about changes in educational practice so that all learners will experience the power of their brain. The practices taught are suited to everyone, regardless of perceived intelligence.

My learning depends on … my state

We need to be in the right state for learning. Fast learning and self esteem depends on my:

•Intellectual state•Emotional•Biological•Dependency•Social•Activity•Physical•Moral/Spiritual

Learning depends on … my brainWe learn most quickly and effectively when we use as many of our brain’s abilities as possible, when we use our whole brain.

We recall most quickly and easily, when under pressure, when we use as many of our brain’s abilities as possible.

We teach most quickly and effectively when we get learners to use their whole brain.

Everyone has abilities, some abilities will be better developed than others due to nature/nurture.

We can all exercise, develop and improve our abilities and our ability to learn.

LeftBrain

RightBrain

Logic

List

One to One

Number

Abstract Space

Daydreaming

Imaging

Rhythm

Colour

Learning depends on… the natural learning cycleWe need to be in the right state for learning

Success

Change Try

EventResponse

While one person does nothing because they are frightened of making mistakes and feeling inferior, another is busy making mistakes and becoming superior.

Learning depends on… my learning preferences

We all think and learn in different ways.

What suits one learner does not necessarily suit another.

Our preferences change according to our states and also the nature of the task or activity.

What are your learning preferences?Modality:

Visual – seeing, colour. pictures

Auditory – music, listening, talks, speeches, radio

Kinaesthetic – doing, making, moving, shaping

What are your learning preferences?

Response State:

•Physical – health, fitness, sensory, comfort, warmth

•Emotional – fun, enjoyment, laughing, playing, sentiment

•Dependency – self knowledge, self sufficiency, private, independent

•Social – groups, sharing, relating, negotiating, communicating

•Activity – direction, power, control, creating, doing, energy, moving

•Moral/Spiritual – big picture, worthiness, integrity, elegance

•Intellectual – thinking, musing, analysing, logic, problem solving

What are your learning preferences?

Thinking Style:

Concrete – examples, real life, seeing

Analytical – explanation, abstract, argument, detail, lists

Global – relevance, how fits in, universal, big picture

Learning depends on … my chosen responses:

Are they positive or negative responses?

•Intellectual + reasonable, astute - trivial, vague

•Social + sincere, committed - manipulating, passive

•Moral/Spiritual + honest, sharing - arrogant, patronising

•Emotional + thrilled, secure - humiliated, anxious

•Activity + focused, inquisitive - bored, distracted

•Dependency + independent, initiating - helpless, inferior

•Physical or Biological + comfortable, coordinated – hungry, cold

Learning depends on … my values and my backgroundValues are basic beliefs that determine our behaviour. If we know people’s values we can predict how they will behave in a given situation. If we know how they behave we can guess their values.

We can understand children by thinking about their backgrounds: family, upbringing, schooling, social peers.

How children are treated can have a positive or negative effect on them.

If they are treated with warmth and reasoned with, they are more likely to be helpful, fair, friendly, empathetic or confident. If they are treated with rejection or violence (or threat of), they are more likely to be insecure, irrational, fearful or angry.

BossyControllingThreatening

AdvisingQuestioningPraising

Reasonable

Equal

Caring

Trusting

Respectful

Patient

RebelliousDefiant

DefensiveRetaliating

BlamingHostile

Defiant

Defensive

Immature

Negativity

Tactless

Unthinking

Threatening

Fighting

Abusive

Antagonistic

Clashing

Unyielding

Tips for supporting learners

Where practical avoid saying “No!” Pupils switch off if they hear it too often.

Avoid saying “Yes!” too consistently. Create positivity and force their brains into thinking and considering by saying “ Yes but …”, “Yes if …”, “Yes when …”.

Learners need to learn to make their own decisions and take responsibility.


Learners need an intellectual approach that suits their needs.

Learning preferences should be considered.

Structure an experience so the pupil has an opportunity to see it, hear it experience movement and can feel it.


Thinking style should be considered.

State content in different ways so that a student can use their best style.

Link to the big picture for the global, explain for the analytical, give a sensory graphic example for the concrete learners.


Mobilise the brain.

Pupils do not use an ability unless they are instructed to use it.

Use words like “imagine, picture, visualise”.

The key to learning is to picture, imagine doing and self talk absolutely everything.


List key words (or words/objects and pictures for young learners) and show how they link into a word map or spreadsheet.

All learners can read a linked key word summary better than a text. Check they know the key words. There will only be a few per session.

Show learners how they can talk, write, answer questions and remember from a word map.


Key word mapping – Theme: Divali

Rama and Sita

Ravana

Lakshmi

evil

Hindu

decorate

divas

bath

cards

clothes

wealth

Ganesha

Mendhi

RangoliDIVALI

Self talk takes place after key word mapping.

Key word mapping – self talkDivali is one of the best known Hindu festivals. Many Hindus begin the festival by taking a special bath in perfumed oil. After bathing they put on new clothes. The house is cleaned then they decorate it with glitter and tinsel. Little clay lamps called divas are lit and placed in the windows and outside the front door. The divas recall the return from exile of Prince Rama and Sita, following the death of the evil demon Ravana. The diva lamps are also lit to attract the attention of Lakshmi who is the goddess of wealth. The elephant headed god Ganesha is invoked at Divali to help overcome any problems in the year ahead. At Divali, greeting cards are also sent to friends and relatives andHindus decorate the outside of their homes with Rangoli patternsas a sign of welcome. If the Rangoli pattern is really beautifulthen perhaps even Lakshmi will visit. Hindus may also decoratetheir hands and feet with Mendhi patterns to make themselveslook beautiful.


Make the focus of the session self esteem.

Recognise the learner’s undoubted ability. A teacher should encourage a learner to find and exercise their abilities

Emphasise strategy before content, independence is the aimed for content. Never do for the learner what they can do for themselves. Achieve the independence within the lesson, chunking down as necessary.

Monitor the learner’s self talk. A learner needs to replace the “I can’t…”, “This is hard…”, or even “This is boring”,. Learners need to change their states to learning ones.

Learning tools and strategies to help…

Race track: letter writing skills


Sky writing for letter formation:

Talk through the formationWrite in the airMove position and repeatMove position and repeat againMove down onto paper

This can work with spellings too.


Colour chunking to aid spelling

Simple CVC words:

catPolysyllabic words:

Mediterranean


Mnemonics:

big elephants can’t always understand small elephants

becauseMnemonics can also be accompanied by pictures.


Mnemonics – writing checklistFather First sentence Christmas CharacterSat SettingPatting PlotPrancer ParagraphProudly Punctuation Dissolving DescriptionSnow SensesFrom FeelingsSanta’s SimileMagic MetaphorLand Links


Mnemonics – comprehension checklist

Scooby SkimDo’s DetailSnack ScanRolled Re readRound Relevant detail Flower Full sentencesBeds BecausePushing Pronoun (I)Violets VocabularyOver Opinion


Visual clues: words in words/images

separate

stationery

dessert


See

Hear

Touch

Taste

Smell

Feelings

Senses Mapping


For planning and analysis


Autumn

leaves

weather

seeds

crunchy

colourfall


Fire

Of

London

fire

people

houses

run

scream

panic


Who?

What’s happening?

Where? When? Moods & Atmosphere

Memorable lines

Dialogue

Message


Who?

What’s happening?


Memorable lines

Dialogue

Message

This grid can be used for literal comprehension and advanced comprehension/ inference plus note

taking.


Who?

What’s happening?


Memorable lines

Dialogue

Message


Who?

What’s happening?


Memorable lines

Dialogue

Message

Brandishing his sword above his head, he carved his way through the enemy ranks till he stood face to face with their leader. Then with one tremendous blow he had cut his body in two.

Literal?

Inferential?


Kinaesthetic: moving in response to a text.Brandishing his sword above his head, he carved his way through the enemy ranks till he stood face to face with their leader. Then with one tremendous blow he had cut his body in two.

Documents

Mind Kind was created by Chris Gamble a native New Zealander. In the UK, Mind Kind is coordinated by Mark Haward, who ‘delivers’ the training to all the