Are Students Right-Brained or Left-Brained? Discuss.

Was Mr. Morales correct in assuming that students are right-brained or left-brained? Is your response speculation or based on some source, such as a course, a textbook, or a news report?

Mr. Morales’ assumption that students are right-brained or left-brained was partially accurate. According to Pietrangelo (2017), the human brain comprises two hemispheres, which work differently yet are highly dependent on each other. Besides, the two sections of the brain have specialties. For instance, the left side of the brain is associated with logic, facts, arithmetic, and linear thinking. At the same time, the other part is linked to imagination, intuition, rhythm, holistic thinking, and arts (Pietrangelo, 2017). Hence, Mr. Morales may have assumed that right-brained pupils would utilize their creativity to complete the project, whereas left-brained learners would use logic and facts to write newspaper articles.

On the other hand, the teacher’s assumption was somewhat flawed. Although researchers theorize that the two hemispheres perform different specialties, scholars also emphasize that their functionality does not determine a person’s traits and preferences (Pietrangelo, 2017). Besides, the sections work coordinately to complete a brain command. For instance, while a child may be left-brained, he or she requires proper coordination of the two parts to analyze the project and develop an artistic way of presenting it. Therefore, it was erroneous for the facilitator to assume that the most dominant section of the brain would influence the students’ choice of project design.

In your opinion, is the lack of reflection in the students’ self-evaluations typical of fifth graders? Why or why not?

I believe the lack of reflection in the students’ self-evaluations is typical of fifth graders. A study conducted in the upper elementary public Montessori environment indicated that pupils at this level of education are more aware of how their behavior affects work production, especially academic accomplishments (Alesch & Niblack-Rickard, 2018). Rather than focusing on their capabilities, learners at this stage of development concentrate on ways their actions and that of peers affect their achievements. As can be seen in the selected case study, the apprentices were more inclined to assess the success of their projects based on individual or collective conduct. For instance, one student argued that working in research teams helped broaden her plan’s scope. Such observations and other remarks in the case scenario show that it is typical of children in the fifth grade to make generalized reflections.

Based on the students’ comments, are their language skills typical of fifth graders? Why or why not?

Comments made by students in Mr. Morales’ classroom reveal the distinct language skills of fifth graders. One of the most common lingual characteristics of pupils at this academic stage is the willingness to explain concepts either verbally or in writing. As children attain the age of 9-11 years, they experience physical and emotional growth, while some may become more talkative. The change is often reflected in their preference to hold frequent conversations with their peers and express themselves on social and emotional matters. Similarly, the learners portray this language skill in the case scenario since they thoroughly review the project.

The students’ selective use of words is also typical of fifth graders. By the age of 11 years, children can memorize words quickly and use classroom vocabulary to communicate comprehensively. In addition, they often portray a high command of the language in speaking and writing. For instance, Sonia mentioned that she had fun working on group projects in the media center. Some of these terms may have been learned in class, such as the media center used in the review. Hence, the pupil’s ability to master the terminologies enabled her to use them during self-evaluation.

 

References

Alesch, K., & Niblack-Rickard, F. (2018). The effect of goal setting and student self-reflection on motivation and on task behavior in the upper elementary public Montessori environment. Retrieved from https://sophia.stkate.edu/maed/285?utm_source=sophia.stkate.edu%2Fmaed%2F285&utm_medium=PDF&utm_campaign=PDFCoverPages

Pietrangelo, A. (2017). Left brain vs. right brain: What does this mean for me? Heathline. Retrieved from https://www.healthline.com/health/left-brain-vs-right-brain