Bal-A-Vis-X

Trying to minimize which weapons platform is the most impressive lies in the opinion and experience of the teacher under the policies of each school district. Currently, my schoolmaster peers use Brain Gym, Go Noodle, Move It or some fashion model of a self- intentional kinesthetic curriculum in their classroom as a management technique to reduce or minimize undesircapable behaviors and compose healthy environments.Another reason to incorporate movement is to engage s take squanderfold aras of the brain and to use both sides of the brain. Exercise add-ons blood range and oxygen to the brain resulting in improve academic effectance. on that point is a plethora of course of instructions designed to accomplish this concept with integrating kinesthetic lessons into education.It has been proven and grounds supports that movement using multi-sensory techniques increases cognitive functions of the brain.Ultimately, this is the desired outcome or destination for the educator and student.Hubert, Bill.Cues for Learning and Teaching in Flow. Wichita, KS Bal-A-Vis-X, 2014. Print. Bal-A-Vis-X was developed by a teacher in Wichita, Kansas named Bill Hubert. Bill Hubert uses cognitive exercises which encompass the consolidation of balance, auditory, and reverie exercises using racquetb wholes, balance boards, strain-sized sandbags and various complexity of cadenceic exercises.The exercises focus on on rhythm, patterning, balance and visual teaming. The combination of 300 various exercises increase in complexity as the student masters the fundamental skills. The exercises put up be reduced to accommodate the student with varying disabilities. The course of instruction is designed to help individuals who struggle with academics, post-traumatic stress, physical and social impairments. (Hubert, 2007)Bill Hubert suggest the lack of mix within a person can trigger the stressful occurrences which whitethorn cause the cognitive debilitation of an individual. ( Hubert, 2007).He further explains what he believes are the series of physical and developmental movement which occur and how this movement contri andes to the cognitive aspects of the individual to make out a required task.In Bill Huberts book Bal-A-Vis-X tripping Balance/Auditory/Vision/eXercises for Brain and Brain-Body Integration, he mentions neurophysiologist Carla Hannaford.She wrote an excerpt roughly how the brain and body worked which inspired him A most fundamental and rich aspect of the idea, thought, creativity and intelligence are not processes of the brain alone, but the whole body. Sensations, moments, emotions, and brain integrative functions are grounded in the body. The human qualities we run with the mind can never exists separate from the body, it is our movements that express knowledge and urge greater cognitive function as they increase in complexity. (Hubert 2014)The principals of the broadcast are to introduce midline crossings in three dimensions whic h are designed to follow steady rhythm using the whole mind-body system creating the flow with in the student aligning the mind with the body. The idea is to listen to the rhythm of the sound of the ball(a)s bouncing or the sandbags being passed while simultaneously integrating patterned movement involving the whole body.Making an hinderance Report.WWC Find What operative(a)sUS Department of Education, n.d. Web. 14 Mar. 2018.One reliable swallow upvention mental imagery for Special Education teachers is the website, What Works Clearinghouse created by the Department of Education. The information presented on this website shares interventions which are look for based with data which has been proven to be effective and reliable across five-fold categories.Another resource is the National Intervention Institute in Florida. They sacrifice collected and presented a multitude of research supporting the Response to Intervention tiered System academically and behavi viva vocely. I did not find any data on either of these websites for Bal-A-Vis-X. peeping for data and information seemed to come from the go against himself, testimonials of educators and parents, and other graduate students conducting their give birth research.I felt the information could be bias and not veritable(a) or reliable. I questioned if Bal-A-Vis-X was possibly just another product to allure the movement platform generation to incorporate it in their interventions in schools, treat homes, care facilities and physical therapy centers. Several of the testimonials were extremely emotional and supportive that Bal-A-Vis-X is unprecedented in its entirety. Web. 14 Mar. 2018.Norsworthy, Francis, and Bill Hubert.The Illustrated Bal-A-Vis-X Rhythmic Balance/auditory/vision Exercises for Brain and Brain-body Integration. Wichita, Kan. Bal-A-Vis-X, 2009. Print.The founder, Bill Hubert claims it takes approximately three years to master all the skills of the program. (Hubert, 2007) I starte d my project first with viewing the first disc in the series of three. Each disc is a video recording of the founder Bill Hubert and his students demonstrating the first foundational exercises.He demonstrates the target skill precisely. He and then demonstrates variations of the skill with modifications to accommodate students who struggle with the skill. Bill Hubert strives for three main goals with the program First, it is important to test a student for visual tracking. This is very important for a student to be able to visually track. Starting from the ascendant basic skills visual tracking is essential for the student to be able to follow with their eyes the direction of the bean bags or balls while benignant their body in various other movements simultaneously in multiple directions and abilities.The nigh goal is to have discipline parameters. Classroom management is necessary. Students essential be paying attention to the instructor and responding to exactly what is bei ng demonstrate exactly the way it is intended. The student must be able to test the rhythm of the bean bags slapping, the balls bouncing, and feel the flow from all of the components of the program working together with the student similar to pendulum swinging. When mind and body are working together harmony will occur in the body and mind to create a sense overall balance.In conclusion of preparedness elementary students in the basic skill activities of Bal-A-Vis-X, I have observed intensive individualized instruction is requested for optimal results. My fidelity of the readying was challenged in the setting I provided for the instruction to the participating students. The parameters of what was needed was comprised by instructing in a convocation setting for the initial cultivation.In addition, I was unaware at first that I would be losing one preparedness a week per grade take aim due to Keyboarding class at the same cartridge clip. I had originally planned on the grou p training two daytimes a week, for sixteen weeks, for fifteen minutes anterior to their physical education class. In the beginning I randomly draw from a jar which had each students name printed on it from the targeted grade level fourth, fifth and sixth grades. One group would participate and one group would not participate in Bal-A-Vis-X skills.I administered all students an assessment an oral reading fluency probe and a silent reading science probe. There were no significant positive results from the reading data which formalise that Bal-A-Vis-X improved the students reading skills comparing from the beginning to end reading skills assessments. There were no significant differences comparing the Bal-A-Vis-X group to the non-Bal-A-Vis-X group either.Even though I did not get the intended results I was hoping for with this intervention program for reading, I did observe other positive outcomes. These observations were my face-to-face observations from watching the students p erform the skills. One observation example was a sixth grade miss with Autism. She is high functioning but just rebuts physical activity. She continually argued how all the skills were stupid or hard.I put her on the end to convention by herself or where I could be her partner. She repetitively could not perform the tasks asked without restarting several times, dropping of the beanbags or balls. She couldnt balance herself on the board and refused to even try. Each time I worked with her I broke the task down in smaller increments of movements. Eventually, the complaining decreased and she willing participated. One day at recess, which she stands and typically watches her peers play a popular competitive fixedness basketball game of shooting hoops, she stepped forward and joined.Remarkably, she hit the hoop both time she attempted to hit the hoop. This was a very first for her. She was so excited and her peers even noticed and were awed by her success. This was the first time I saw her happy and excited to engage with her peers in a physical activity. There were a few other coordination observations I make during the sixteen weeks. In knowledge I have obtained from the results first hand from this program, I have decided to peruse professional development of this program so I can teach it more reliably next year.I would like to teach it one on one to my extra needs students. Many of the skills taught on the CD disc I in person struggled with perform them myself. I received as much satisfaction from inter personal learning as I did from learning from the students as they were performing the skills.Over all, I cannot say at this time in my personal opinion, observation, and results from reading assessments that Bal-A-Vis-X will improve a students reading performance. However, I have not determined that it is not effective either. I will need more time and specific measurable obtainable data implementing the program in a individualized specialized setting f or the best results.