January 10, 1997
I am writing to share my many positive experiences that I observed in my students while using your WriteBrain® Potential program.
As a preschool and kindergarten Montessori educator, I have a deeply rooted understanding of the key role the work of the hand plays in the development of the intellect. Yet after 15 years of teaching the Montessori method I became increasingly frustrated and concerned with the number of students who were unable to avail themselves to the vast array of beautiful manipulative classroom materials. These youngsters either lacked the impulse control to perservere through even the simplest of activities or worse yet had no initiative or desire to try. All of my expertise and experience was spent motivating and sometimes tricking these little pupils into some form of productive activity. These students were arriving in my classrooms in ever increasing numbers. In a search to find an avenue to help reconnect my students to their natural drive to learn and explore, I was excited to find your WriteBrain® Potential program.
I taught the WriteBrain program to my afternoon kindergarten class from November, 1995, to May, 1996. For only 7 months of work I think the results, listed below, are truly astonishing.
- Two students were completely unable to read, unable to recognize letter to sound correspondence, and unable to hear the isolated sounds comprising a word began to read. This learning came quickly in them as if a fog had been lifted.
- One student who had been disruptive and unhappy in school (he had been expelled from two other schools before entering my class at the tender age of 4) became motivated and joyful. Although he remained a classroom management challenge he was able to control himself when asked. Better still, he wanted to control himself.
- All the students enjoyed the exercises and did them with care.
- The students begged me to leave the music tapes on during the rest of the afternoon. They loved the melodies and each student had personal favorites.
- The exercises elicted intense concentration from the children.
- Many of the handwriting patterns began to show up in the childrens artwork and decorations.
- The exercises done right after lunch served as a wonderful transition into focused work.
- True to the theory the children who had the most difficulty behaving and learning had the most difficulty during the handwriting exercises. These students asked me to sit by them during the WriteBrain® exercises and were able to do better with my emotional support. One little boy needed my arm around his shoulder for the first 2 weeks before he could put pencil to paper.
The WriteBrain® Potential works! Any teacher with paper, pencils and a tape player can offer their students a simple path to increased success. Thank you Jeanette for your excellent research translated into such an easy to use and practical format.