The world today has become very competitive and tough and places a high premium on successful education to prepare the child for the life ahead. Teachers, alongside parents, have a major influence on the personality, attitudes and behaviour of every child. Children are keen observers and can quickly adapt to what they experience - whether it is positive or negative.

Therefore, the most critical need for a whole-brain culture probably arises where learning takes place. One of the keys to help educators achieve this is to really know themselves and the learners in their classroom.

The Neethling Brain Instruments (NBI®) is a highly effective tool to help you gain insight into your own and your pupil’s thinking preferences.

If the brain preferences of the learner can be assessed at an early stage, the chances of far more people reaching their creative and extraordinary potential can be vastly increased.

Educators should be conscious of the fact that the class does not consist of one group of thinkers, but of a variety of different thinkers. Each learner has his own preferences and therefore would enjoy his/her learning, teaching, assessment, the atmosphere, the physical and psychological environment of the classroom far more if it corresponds with his/her brain preferences.

What happens mostly in the classroom, is that the educator teaches from his/her own brain preferences and therefore reaches only a fraction of the class fully. Or put differently: only a fraction of learners receive teaching in their preferred mode. The education system has been traditionally left brain, and research has shown that more left-brain dominant people are attracted to this profession. This has serious consequences for more right brain dominant learners who may never reach their full potential, who never experience learning as a joy, simply because their brain profile does not coincide with the profile of teaching in most classrooms.

Our research has shown that if a teacher keeps on teaching from his or her preferred mode of thinking (and most teachers do) they ‘miss’ more than 70% of the children in their class. In most countries learners do not all receive the best education they possibly can, simply because brain preferences have been ignored for far too long. For those schools and educators who are serious about preparing young people effectively for the challenges of our time, it is crucial to have the desire and to acquire the skills to create the WHOLE BRAIN CLASSROOM.

Whole Brain teaching styles

Because of their specific brain preferences, all teachers have their own approach to teaching. You may of course have a combination of the following.

Whole Brain teaching styles

What is mostly ignored in classrooms, is that many students in hat class do not share the brain preferences of the teacher. This means that their expectations are hardly ever met. Good teaching for a R1 student could be vastly different from what the L2 teacher for example sees as good teaching. The challenge for teachers are therefore to understand that they have the whole brain represented in each classroom and to be ‘the best teacher’ for all of these students, they will have to adopt a whole brain approach to teaching.


About our guest author-

Dr. Kobus Neethling
  • Kobus Neethling was invited to train the staff of Nelson Mandela, just after he became the First President of a new Democratic South Africa. The topic was “The importance of Creativity and Innovation in a new South Africa”. This was a great honour for Dr Neethling - regarded as the leading creativity expert in South Africa.
  • Dr Neethling was invited by the office of the prime Minister of the UAE, His Highness Sheikh Mohammed Bin Rashid Al Maktoum, to deliver a presentation on “How to introduce and sustain Creativity and Innovation in the Organization”.
  • President of the South African Creativity Foundation
  • Holds six degrees including two Masters, a Doctorate and PostDoctorate (cum laude) in the identification and development of creative behaviour (Universities of Cape Town, Northwest and Georgia-USA)
  • Rotary Foundation Scholarship 1983/84 *
  • Has written more than 90 books and 9 TV series including a number of international bestsellers (Including ‘Creativity uncovered’; ‘Very smart parents’; ‘Taking you beyond’; ‘Love, sex and the brain’; ‘Creative rugby’ and the new version of ‘Am I clever or am I stupid’ which has sold more than 200000 copies)
  • Guinness World Record Holder: Co-author of “Making the Impossible possible”: the book of more than 100 pages written in the fastest time ever (four and a half minutes)
  • Has received 10 International Who’s Who Awards including Personality of the Year (2000); One of 2000 outstanding Scholars of the 20th century (1999: Cambridge England) and The International Who’s Who of Intellectuals Award
  • Received the 1998 International Leadership Award from the Creative Problem-Solving Institute, USA
  • Received the first International Creative Genius Award (2004) from the International Genius Academy (USA)
  • Developed the largest battery of Whole Brain Instruments in the world (used in more than 40 countries) including the acclaimed 8-Dimension Brain Model
  • International Silver Screen Award (for a TV episode called Creativity)
  • Worked with national and international sports teams since 1993
  • Member of the International Innovation Alliance – a group of 7 innovators from five continents - all international
  • Member of an international steering committee to research the possible integration of the two disciplines --- Creativity and Innovation (2009)
  • Works with major corporations, national sporting teams, and education groups from all over the world
  • Voted by Femina magazine as one of the six best presenters in South Africa
  • Co-developer of the Hit TV show “Out of the Box” --- WINNER OF THE 2007 ‘US INTERNATIONAL FILM AND VIDEO FESTIVAL’ SILVER SCREEN AWARD
  • Recipient of the Excellence in Innovation Award – one of the most prestigious innovation awards in Asia.

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