Prioritizing

Division

Envisioning

Division

Students with a brain bent in this division may:

• Test as “bright”
• Be articulate
• Know more than the other students
• Intimidate the teacher
• Want to make decisions
• Like tools (get more done with less)
• Be very precise

Students with a brain bent in this division may:

• Appear as the “genius” who under-performs
• Move around
• Run, jump, hop
• Gesture a lot
• Have difficulty with handwriting
• Be dyslexic and shamed for their difficulty in accessing the Maintainaing division

Maintaining

Division

Harmonizing

Division

Students with a brain bent in this division may:

• Come across as the “good child”
• Touch bounded objects
• Do what they are told
• Exhibit separation anxiety
• Be uncertain when they don’t know the environment

Students with a brain bent in this division may:

• Come across as a “pleaser” or as "teacher's pet"
• Have difficulty saying “no”
• Stand by the teacher
• Like to change clothes
• Be with people and talk
• Like to give gifts

Prioritizing

Division

Envisioning 

Division

Children with a brain bent n this division:

• Are usually quite precise
• Need to reason in order to learn
• Are often seen as leaders
• Are typically articulate and may even intimidate the teacher
• Are viewed as bright, and appear to know more than the other students
• May see school as a game that must be won in order to be successful (may underachieve, just doing enough to get by)
• Often easily master subjects such as arithmetic, algebra, calculus, statistics, auto mechanics, electronics, engineering, public speaking, and research science
• Prefer tests with multiple-choice questions but can handle essay questions or verbal presentations
• Are talented in goal setting/achievement, strategy development, precision, and inductive/deductive reasoning
• Are limited in ease of speaking foreign languages, spiritual experiences, nurturing, dressing (color, fabric, and style harmony) due to lack of access in the right posterior lobes
• Tend to ask questions such as how does this work or what is its function

Children with a brain bent n this division:

• Are often seen as the innovators or smart or geniuses although they may not perform up to expectations of others
• May have oodles of incomplete projects
• Usually have difficulty in writing/spelling
• May have trouble with self-care as in brushing the teeth, tying shoelaces
• May be considered dyslexic due to a reduced ability to perform functions that draw heavily on the left posterior lobes
• May exhibit symptoms of stress or rebellion when required to conform to rules/regulations
• Need to be able to move in order to learn
• May view school as a barely-tolerable situation and are at high risk fordropping out
• Often excel at subjects such as chemistry, physics, geometry, trigonometry, philosophy, creative writing including poetry/essays, as well as artistic creativity (if introverted) or entrepreneurial activities (if extraverted)
• Can handle essay questions (especially if can be prepared on a computer rather than in longhand), lines of poetry, a musical composition, or an art project
• Are talented in exploring the unknown, finding new solutions (inventions), visioning, mimicry, and inspiration
• Are limited in routine self-care, detailed procedures, sequenced details (spelling), and accuracy in addition
• Tend to ask if and what if and how come questions

Prioritizing

Division

Visualizing

Division

To validate children with a brain bent in this division:

• Allow them to create debating games and participate in them
• Say things such as, “It’s helpful to have a strong logical argument for what you want to accomplish”
• Understand they want to make decisions (whenever possible, allow them to participate in setting the rules; provide opportunities for making decisions from a selection of previously established options)
• Positively reinforce their attempts at critical analysis and for asking questions such as how does this workor what is its function

To validate children with a brain bent in this division:

• Create an affirmative atmosphere for daydreaming and imagining (remind them that some of the world’s most creative individuals are daydreamers)
• Understand that to them rules represent an unnecessary evil so set and enforce a minimum number of rules and explain the reason they are necessary; be willing to adjust rules/regulations
• Encourage exploration, variety, spontaneity, and individuality
• Affirm them for asking if and what if and how come questions

Maintaining

Division

Harmonizing

Division

Children with a brain bent in this division:

• Are usually quite well-behaved
• Are likely to do whatever the teacher expects
• Don’t know the environment and don’t see the big picture easily
• Often exhibit anxiety when change is required
• Need time to learn, to incorporate new information into an existing body of knowledge, or to insert a new step into an already-mastered routine
• Tend to view school as the way life isand try to fit in
• Easily master subjects such as reading, spelling, writing (printing or cursive), bookkeeping, civics, history, and typing
• Prefer true-or-false test questions and like predictability in terms of examinations (can experience extreme stress if a surprise quiz is announced)
• Are gifted at detailed procedures, repetitive tasks, operating machines, routine self-care
• Are limited in drama, novelty, inspiration, and imaginative forecasting/trending
• Tend to ask how to do it right questions

Children with a brain bent in this division:

• Are often seen as pleasers
• Have difficulty saying no
• Stay close to the teacher
• Enjoy giving gifts
• Need to talk, play, and work with others in order to learn
• See school as a chance to associate with friends, and view studying as incidental
• Enjoy drama, languages, interior decorating, home economics, counseling, and music
• Don’t like test questions of any kind (prefer practical questions and situations that allow them to exhibit, demonstrate, role-model, or act out/portray the answers in some way)
• Are talented in hosting, spiritual experiences, dressing, and connecting
• Are limited in logical or unpopular decision-making
• Have difficulty with hardball negotiations and/or when doing cost-benefit analysis
• If relationships aren’t rewarding at school, may be at risk for dropping out
• Tend to ask why questions

Maintaining

Division

Harmonizing

Division

To validate children with a brain bent in this division:

• Teach procedures sequentially, using at least three steps for each
• Develop, state, and enforce appropriate regulations (rules provide them with predictability and security)
• Discuss pros and cons of needed change
• Introduce concept of change with a preface such as, “You and I are going to load a new procedure” or “You can add this step to the routine you are already using”
• Acknowledge the discomfort associated with change and help the child to adjust
• Affirm them for asking how to do it rightquestions

To validate children with a brain bent in this division:

• Allow opportunities for them to help plan and give a party; to make and give a gift
• Provide time to talk about the rules and make sure they apply to everyone equally
• Support them in decision-making activities
• Make comments such as, “If you need help in making a choice, I’m here to help you”
• Provide playing time and costumes for dress-up and drama (or for) play-acting
• Afford plenty of touch affirmation
• Affirm them for helping others to feel included, comfortable, or at home
• Affirm them for asking questions (explain that the brain has difficulty answering “why” questions but can usually come up with “reasons” for things)