Here is a video of Krause coaching! –> Rules of the Wrestling Room
C. (2013, October 16). 4 Rules of the YOUTH WRESTLING ROOM!!! Retrieved July 15, 2017, from https://www.youtube.com/watch?v=9JjWbB_CRJA&index=5&list=PLqDMSpHdkh1L9sS5LJf8SQwVYEyBuOajo
After interviewing my dad for my previous blog post, I began thinking a lot about sports, particularly the sport of wrestling, and how much I have seen it act as a vehicle for improving children’s self-confidence. My dad has a friend named Mike Krause, who has been named by many in the wrestling community “the best youth wrestling coach in the nation.” He travels the country putting on coaching clinics for youth wrestling coaches and running camps for young wrestlers. Coach Krause has a son with a disability and has an incredible knack for teaching wrestlers how to treat other kids with differences. In this video, you will see that Coach Krause is a very high energy man who keeps the kids constantly engaged with a kind of “call and response” method. He goes over the four rules of the wrestling room which are: “Pay attention”; “give 100%;” “try not to cry;” and “don’t talk when the coach is talking.” As the video goes on, you can hear the responses from the young athletes get louder and louder as their faces remained locked on Coach Krause’s.
From this video and from seeing Krause coach in person, I have learned that it is so important for people to be held accountable for their actions and to realize the impact that it has. At the end of the video, Krause makes all of the kids yell, “I’m a leader!” at the top of their lungs right before they jump into a practice. I also learned that confidence can be increased once an individual starts to believe that they are unique in some way. Krause tells the kids that “wrestlers are a different breed” and that he truly believes that he, himself, has super powers because he is a wrestler. This video perfectly contributes to and wraps up my content inquiry in that it provides inspiration for me to continue looking into what defines the constructs that I have been researching and also to take it a step further and start coming up with ways to connect my research to my teaching.
Get motivated! Believe in Yourself
P. (2014, September 07). BELIEVE IN YOURSELF – Motivational Video (ft. Jaret Grossman & Eric Thomas). Retrieved July 04, 2017, from https://www.youtube.com/watch?v=AjZ0KbJcav0
This resource is a video featuring motivational speeches by life coach, Jaret Grossman, and “hip hop preacher,” Eric Thomas. Both men are known for their high energy messages. In this video, Grossman explains that once you believe that you are something, you embody that feeling—and this can be a positive or negative thing. In order to be successful in life, you have to truly believe that you are unique. If you believe that, the results of your efforts will be greater. Everyone has mental doubts, but the most successful people overwhelm those doubts with positive actions. Eric Thomas talks about how people always ask him how he remains so driven and confident. He says that if your effort is low, that means you are seeing the task as an obligation—something you have to do. The key is to look at each task as an opportunity to improve yourself as a person. Never give up on any opportunity that allows you to improve.
Although the purpose of this video was to motivate people, I see it as an opportunity to enhance self-confidence in students with disabilities. I recognize that just showing somebody with low self-esteem a motivational video is not likely to help them right away. However, by watching this video, I was able to form a few new conclusions on what needs to happen in order to be self-confident. People must not only strive to believe in themselves, but also be surrounded by people who believe in them. Also, they must set goals for themselves that they are willing to work towards and see as “opportunities” rather than “obligations” in order to be successful. Although the purpose of this video was to motivate people, I can apply these things that I have learned to the context of students with disabilities.
Watch the video: Temple Grandin: The World Needs All Kinds of Minds
Grandin, T. (n.d.). Retrieved June 19, 2017, from https://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds#t-1154938
In this TED talk, livestock handling designer and autism activist, Temple Grandin, summarizes her perspective on the benefits of focusing more on students with autism. She gives explanations about how kids with autism can have “different minds” and should never be lumped together as being very similar. Grandin says that many of the geniuses who work in Silicon Valley have some form of autism and expresses her frustration with the lack of effort by teachers in finding value in students on the spectrum. She explains that most kids with autism demonstrate one or several “fixations” and that it is important to capitalize on those fixations to find something that the child can excel at.
I have always admired Temple Grandin because of her ability to travel the world and speak to massive audiences about her expertise, despite her noted difficulty with social skills. Each time I listen to her speak or read her writing, I learn something new. In this lecture, I learned that there are three main types of thinking. One of them is photo realistic visual thinking which characterizes people, like Grandin, who think “in pictures.” The second kind of thinking is pattern thinking which characterizes people who are especially gifted in music and math. The third is the verbal mind, which belongs to people who are not as visual, but think using language. Another new piece of information I obtained is that research has shown that the wiring in the brain of a person with autism can look very different from a typical brain. Grandin shows some of her own brain scans as opposed to a “control” subject’s brain. The wiring is color coded and you can see that neurons in the primary visual cortex are much longer in Temple Grandin’s brain! This resource was especially beneficial to my research because it provided me with another successful individual who has a disability, but also serves as an example of someone promoting self-advocacy.
Check out this video with Spielberg on Dyslexia!
L. (2012, September 27). Retrieved June 14, 2017, from https://www.youtube.com/watch?v=4N6RKHOHMJQ
In an interview with Quinn Bradlee, world-famous director, Steven Spielberg, opened up about coping with dyslexia throughout his life. Spielberg was not diagnosed until the age of 60 and reports to have struggled with dyslexia for his whole life without even knowing there was a word for it. In the 1950s, there was little information available about dyslexia, but he wishes he had been diagnosed earlier so that he could have had the understanding that there were many more people like him, including several of his friends. He went through a lot of teasing, especially in junior high, which led to an extreme distaste for school. He dealt with the bullying by making movies, which he says made him feel like an “insider.” Spielberg says that he would like young people with reading difficulties to know that this is much more common than people think. Even though it is something you will have for the rest of your life, there are ways to deal with it and it will not hold you back.
One thing that I learned from this resource is that Spielberg dropped out of college at the age of 21 years old to be a director. He later went back to Long Beach State and graduated in front of all of his children to prove to them that it is important to finish something once you have started it. I also learned that Spielberg has an extremely positive attitude about the impact of his dyslexia on his career. He explains that he is in a business where reading is very important and although it takes him twice as long to read scripts as it does for others, it makes him a better director because he has phenomenal reading comprehension and can appreciate the writing more. This resource helps my research by providing me with one example of an incredibly famous and successful individual in contemporary history with a learning disability.