Your senses determine how you perceive the world, and a person’s picture of the world. Some students work well at the back of the classroom. Others are so distracted by the students between themselves and the teacher that they can’t pay attention due to the way their sensory systems function. (Williams, Linda.Teaching for the Two-Sided Mind. p 49-55. CA: Touchstone Books: 1986.)

Some school children have problems learning due to a mismatch between the primary sensory preference of the teacher and that of the child. If neither has the flexibility to adjust, no learning occurs. A child can be labeled educationally handicapped one year and do fine the next year with a different teacher. (BandlerRichard, and John Grinder. Frogs into Princes. p 40. UT: Real People Press. 1979.)

The kinesthetic and tactile learning are sometimes linked together although they actually involve different systems. The tactile system involves receptors in the skin; the kinesthetic system registers movement (its receptors in the muscle and tendons provide information on body movement. (Williams, Linda. Teaching for the Two-Sided Mind. p 150-151. CA: Touchstone Books: 1986.)

The auditory, visual, and tactile-kinesthetic senses form the major learning modalities, the primary pathways by which information is taken in. (Williams, Linda. Teaching for the Two-Sided Mind. p 145-146. CA: Touchstone Books, 1986.)

For kinesthetic learners, physical movement is the mode of learning. Unfortunately children and adults who use kinesthesia as their primary source of learning are often labeled as hyperactive. (Koch, Liz. Whole Brain learning is a new frontier for science. Santa Cruz Style, May 7, 2005. )

Gifted students who were under-achievers (as compared with achievers) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. They also perceived themselves to be nonpersistent. (Rayneri, Letty J., et al.Gifted achievers and gifted underachievers: the impact of learning style preferences in the classroom. Journal of Secondary Gifted Education, Vol. 14, 2003.)