Shichida Right Brain Training - Discussion

This sub-forum contains discussions by the community on tuition centres/enrichment services that specialise in Brain Training & Thinking Skills.

Postby Luanee » Mon Oct 06, 2008 1:01 pm

My daughter attended Shichida for a year, not much diff from her peers. My niece who attended Shichida for 5-6 yrs is very good at spelling/maths and definitely much better than her peers. Not sure whether due to Shichida or not.

Luanee
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Postby quixation » Sun Oct 19, 2008 1:57 am

catgoh03 wrote:my kids are not in shichida, but i have heard from other parents that Shichida kids tend to have a better memory than others, particularly if they start young. however, not sure if that is such a good thing...


I strongly believe that kids should start YOUNG as in babies for all these to work.. better memory can be nurtured through memory link games we can all do ourselves as parents. Whether its Shichida or igenius or any right brain training centre, parents still play the biggest part in our kids education. Parents are our kids best teachers. Its believed that better memory will enable the child to learn and keep whatever she is taught easier. To me, i think that is a good thing. If we are worried abt 'remembering' inappropriate things then i think its still up to the parents to create positive thoughts in their child..

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Postby mintcc » Mon Oct 20, 2008 2:55 pm

I think having better memory definitely helps.

Just need to be mindful that some children may rely on memory instead of understanding the concepts and analysing the piece of information.

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Postby notabox » Wed Dec 31, 2008 5:02 pm

Hi all, have been to this website many times to gather information on parenting my kids and am really thankful for its existence. Just join today so that I can share my view as well.

With regards to SM, some parents doubted it because it lacks evidence to back up its claims. My view is, if it works for your child, then why the need for justification? Every child is different, so the method may work on one child but not the other. As parent, we ourselves must know what works for our child.

My elder boy has been with SM for 5 terms before we withdraw this month. Some of the kids in his class who have been with him since we started have shown tremendous progress. This is evidence, to me at least, that SM does deliver the result it promised if, we as parents do our part at home. My boy is one of the weakest in class and I fully take the blame for it because I did not do any home practice with him. As many here have pointed out already, the 1-2hrs per week in class is just not enough to make any teaching method effective.

I have no regrets sending my boy to SM because it gave me an insight into teaching stuff more creatively and my boy do absorb better when the learning is fun. And SM is not all about building good memory, it is actually quite well-rounded covering languages, maths, science etc.

In fact, the reason why we withdraw is because it is too well-rounded. My boy will be in K1 comes Jan 09 and I feel he needs to go to more subject-specific programs to prepare him for primary school.

notabox
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Postby ChiefKiasu » Wed Dec 31, 2008 10:54 pm

notabox wrote:...With regards to SM, some parents doubted it because it lacks evidence to back up its claims. My view is, if it works for your child, then why the need for justification? Every child is different, so the method may work on one child but not the other. As parent, we ourselves must know what works for our child.
...I have no regrets sending my boy to SM because it gave me an insight into teaching stuff more creatively and my boy do absorb better when the learning is fun. And SM is not all about building good memory, it is actually quite well-rounded covering languages, maths, science etc.

In fact, the reason why we withdraw is because it is too well-rounded. My boy will be in K1 comes Jan 09 and I feel he needs to go to more subject-specific programs to prepare him for primary school.


Hi notabox, thanks for your views on SM! SM and its variants use a scatter-gun approach - just fire and see how much your kid can absorb... WITHOUT actually understanding what they are absorbing, ie. the RIGHT-BRAIN method. It works best for children under 3yo, and becomes increasingly difficult to achieve its goals after that age. I'm happy that it has worked well for your kid, and I think you are making the right decision to move on to what you call "subject-specific" programmes.

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Postby mintcc » Sun Jan 04, 2009 1:00 am

WITHOUT actually understanding what they are absorbing, ie. the RIGHT-BRAIN method


not too sure about whether that sums up the "right-brain" method. Personally I think that all the tlk about "right-brain"/"left brain" is really more for marketing purpose. From the 1+ yr observation, the benefits kids get SM is really a combination of

1. Learning Relaxation Techniques

2. Memory & speed training

3. Training in Observation and listening

4. Early intro to words, numbers, counting, writing.

5. Practicing and building confidence in Intuition

6. Music and movement

7. playing games that are beneficial for building logic and encouraging imagination.

8. Showing parents how to teach the above.

mintcc
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Postby EN » Sun Jan 04, 2009 8:25 am

Mincy wrote
From the 1+ yr observation, the benefits kids get SM is really a combination of point 1 to 7


Mincy, would you be able to give examples as to why SM serves as point 1 to 7?

EN
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Postby mintcc » Sun Jan 04, 2009 10:52 am

It's actually my own interpretation from the activities we did throughout the last year + here are some of the activities.

1. Learning Relaxation Techniques
At the start of every class, there are songs followed by sequence of actions presented in a fun way that included relaxation/calming activities like rubbing palms together, thinking of something they like, breathing in an out.

2. Memory & speed training
activities include learning/ practicing of memory techniques/activities like linking memory, flash memory, peg memory, photo memory. There are also speed reading and learning activities e.g. reading stories while listening to v.o in different speeds.

3. Training in Observation and listening
Photo memory activities, (look at a picture and remembering how things are place) listening to a sequence of sounds and remembering the sequence it is played. Spotting the difference.

4. Early intro to words, numbers, counting, writing.
Work sheets are done during class and games that involve counting, matching words with pictures, letters with words, words with pictures are played. Quite a number of advance words and terms are introduced throughout the rest of the activities. e.g. words like parliamenthouse, triceratops

5. Practicing and building confidence in Intuition
There are guessing games like. e.g. kids are shown a picture e.g. a house and given a choice of a few items (e.g. cute pics of animals) and ask to choose which one is hidden inside.

6. Music and movement
Sing songs/ read poems with actions and gestures.

7. playing games that are beneficial for building logic and encouraging imagination.
Block games, tangram puzzles, maze, pretend games e.g. children are given a number of "food" - grass, bananas, carrots and given the task to feed different animals (pictures of) behind the classrooms.

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Postby EN » Sun Jan 04, 2009 2:36 pm

Thanks mincy for sharing. Does seem like a fun program for very young kids to attend.

EN
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Postby 3Boys » Tue Jan 06, 2009 12:03 am

There is confounding and bias in a big chunk of this. The story with red wine, does red wine really confer health benefits or is it just that those who drink it regularly are wealthier and look after themselves better?

It is a self-fulfilling prophecy. If you are an on-the-ball parent who spends whopping amount of time and effort on coaching, for the same substrate (i.e. child), there will surely be a greater benefit. The human brain has evolved over millions of years, have a few researchers through uncontrolled means somehow unlocked the codex for accelerated learning? Bleah...

Studies comprising monozygotic (including separated) and dizygotic twins have shown that a big chunk of an adults' personality and behviour (and presumably intellect) is genetically predetermined, with only a small contribution from the environment -->
http://www.sciencemag.org/cgi/reprint/264/5166/1700.pdf

There is a theory about the 'good-enough parent' that I subscribe to, both scientifically -->

http://books.google.com.sg/books?id=GoH ... #PPA106,M1 (I quote "Being reared in one family or another....makes little difference in children's personality or intellectual development")

and philosophically -->
http://www.mothering.com/articles/body_ ... arent.html

Yes, you can delay destiny, move your child above his natural line of development for a while by hothousing. But reversion to the mean is a statistical truism, it always happens, the house always wins.

Give yourself a break and spend time with your kids to coach them. Given the highly astute observations of the many folk who post here and the motivation level, I don't think anyone is in need of Dr Shichida or his cronies. Just be good enough and its good enough.

3Boys
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