MODULE 6:

The Powers
of the Mind
 MODULE 6:
The Powers
of the Mind
Big Question:
How do we develop
the powers of our
mind?
Objectives:
At the end of this module, learners will be able to:
1. discuss that understanding the left and right
brain functions may help in improving one’s learning,
2. explore mind-mapping techniques suited to
right brain- or left-brain dominant thinking styles,
and
3. make a plan to improve learning using both
left and right brain development.
Topic 14: Cognitive Development
What is the brain and how
does it work?
What happens inside your
brain when you learn
something new?
 Motivation:
LATERAL THINKING PUZZLES
1. You are driving down the road in your car on a wild, stormy
night, when you pass by a bus stop, and you see three people
waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
Knowing that there can only be one passenger
in your car, whom would you choose?
Answer:

The old lady of course! After

helping the old lady into the car,
you can give your keys to your
friend, and wait with your perfect
partner for the bus.)
Motivation:
LATERAL THINKING PUZZLES
2. Acting on an anonymous phone call, the police raid a
house to arrest a suspected murderer. They don't know
what he looks like, but they know his name is John and
that he is inside the house. The police bust in on a
carpenter, a lorry driver, a mechanic and a fireman all
playing poker. Without hesitation or communication of any
kind, they immediately arrest the fireman.
How do they know they've got their man?
Answer:

The fireman is the only

man in the room. The rest
of the poker players are
women.
Motivation:
LATERAL THINKING PUZZLES
3. A man lives in the penthouse of an
apartment building. Every morning, he takes
the elevator down to the lobby and leaves the
building. Upon his return, however, he can
only travel halfway up in the lift and has to
walk the rest of the way - unless it's raining.
What is the explanation for this?
Answer:

The man is a dwarf. He can't

reach the upper elevator
buttons, but he can ask
people to push them for him.
He can also push them with
his umbrella.
Motivation:
LATERAL THINKING PUZZLES
4. A father and his son are in a car
crash. The father is killed and the child
is taken to hospital gravely injured.
When he gets there, the surgeon says,
‘I can't operate on this boy - for he is
my son!!!' How can this possibly be?
Answer:

The surgeon
cannot operate on
her own son; she is
his mother.
Motivation:
LATERAL THINKING PUZZLES

5. There are six eggs in the

basket. Six people each take
one of the eggs. How can it be
that one egg is left in the
basket?
Answer:

The last person

took the basket with
the last egg still
inside.
Motivation:
LATERAL THINKING PUZZLES

6. How could a baby fall

out of a twenty-storey
building onto the ground
and live?
Answer:

The baby fell

out of a ground
floor window
Processing questions
As you were thinking of
solutions to the puzzles,
what was going on inside
you? What organ was
working?
Processing questions
As you were thinking of
solutions to the puzzles,
what was going on inside
you? What organ was
working?
Reading: BRAINPOWER: COMPLEX ORGAN
CONTROLS YOUR EVERY THOUGHT AND MOVE

How did you get here?

No, no, no! It's not a
question about your
conception or birth.
How did you get here? On
Reading: BRAINPOWER: COMPLEX ORGAN
CONTROLS YOUR EVERY THOUGHT AND MOVE

The answer is a lot more complex than, "My

teacher told me to read it" or "I clicked on it by
accident. "The answer involves thought, as in "I
want to get on the Internet"; movement—
pressing the computer's power button and
grasping a mouse; memory—like recalling how
to use a browser or a search engine; and word
recognition such as "Brainpower" and an
understanding of its meaning.
Reading: BRAINPOWER: COMPLEX ORGAN
CONTROLS YOUR EVERY THOUGHT AND MOVE

In short, the answer involves

a wrinkled, pinkish-gray, three-
pound organ that is primarily
composed of fat and water and
goes by the name of brain.
Reading: BRAINPOWER: COMPLEX ORGAN
CONTROLS YOUR EVERY THOUGHT AND MOVE
You got to this article because that jelly-like mass
topping off your spinal cord fired electrical signals to
your hand telling it how to move. You got to this article
because your brain stored information about using a
computer and the definition of words that you learned
years ago. You got to this article because your brain is
working.
Keep reading to find out how it functions, if it
repairs itself and if the effects of drug use are
permanent.
The power to act
The brain has three major parts -- the cerebrum, the cerebellum
and the brain stem. The brain stem connects the spinal cord and the
brain. It controls functions that keep people alive such as breathing,
heart rate, blood pressure and food digestion. Those activities occur
without any thought. You aren't telling yourself, "Inhale. Exhale.
Inhale." You're just breathing.
Things are different in the cerebellum. That region controls
voluntary movement. When you want to lift your fork, wave your hand,
brush your hair or wink at a cutie, you form the thought and then an
area in the cerebellum translates your will into action. It happens so
quickly. Think about how little time passes between your desire to
continue reading this sentence and the time it takes your eyes to
move to this word or this one. It seems automatic, but it isn't.
The power to act
Neurons, the basic functional units of the nervous system,
are three-part units and are key to brain function. They are
comprised of a nerve cell body, axon and dendrite, and they
power the rapid-fire process that turns thought into movement.
The thought moves as an electrical signal from the nerve
cell down the axon to a dendrite, which looks like branches at the
end of nerve cells. The signal jumps from the end of the dendrite
on one cell across the space, called a synapse, to the dendrite of
another cell with the help of chemicals called neurotransmitters.
That signal continues jumping from cell to cell until it reaches the
muscle you need to wave, wink or walk.
The power to act
The cerebrum is the largest of the three brain sections,
accounts for about 85 percent of the brain's weight and has
four lobes. The lobes-frontal, parietal, temporal and occipital
-- each have different functions. They get their names from
the sections of the skull that are next to them.
The parietal lobe helps people understand what they
see and feel, while the frontal lobe determines personality
and emotions. Vision functions are located in the occipital
lobe, and hearing and word recognition abilities are in the
temporal lobe.
The power to act
The cerebrum is the largest of the three brain sections,
accounts for about 85 percent of the brain's weight and has
four lobes. The lobes-frontal, parietal, temporal and occipital
-- each have different functions. They get their names from
the sections of the skull that are next to them.
The parietal lobe helps people understand what they
see and feel, while the frontal lobe determines personality
and emotions. Vision functions are located in the occipital
lobe, and hearing and word recognition abilities are in the
temporal lobe.
A critical age
Because the brain's healthy functioning is
essential to living and determines quality of life,
doctors emphasize protecting the organ from
injury and chemical abuse.
There is a consensus among researchers
that brain cells regenerate throughout life, said
Doug Postels, a pediatric neurosurgeon in New
Orleans, but that new growth happens very
slowly after a certain age.
A critical age
"The size of the brain doesn't increase much after 3," Postels
explains.
During the first three years of life, the brain experiences most of
its growth and develops most of its potential for learning. That's the
time frame in which synaptogenesis, or the creation of pathways for
brain cells to communicate, occurs.
Doctors generally accept that cut-off point for two reasons,
Postels said. First, in situations where doctors removed parts of the
brains of patients younger than 3 to correct disorders, the remaining
brain sections developed to assume the role of the portions those
doctors removed. But when physicians performed the same surgery
on older patients, that adaptability function did not occur.
A critical age
Second, "We know from experiments that if you
deprive people of intellectual stimulation and put them
in a dark room, that it produces permanent changes in
the brain," Postels said. "That occurs most
dramatically before age 3. After that age, it’s
impossible to ethically do a study."
Previous research produced information about
the effects of stimulation deprivation, but modern
ethical guidelines prohibit such research on people
because of the potentially harmful outcome.
Drug damage
Because so little recovery occurs to brains
damaged after age 3, the effects of drugs and alcohol
on the brain might be lasting.
Doctors know what inhalants, steroids, marijuana,
cocaine and alcohol do to the brain when people use
them. "The question scientists can't answer now is if
the damage is permanent," said Sue Rusche, co-
author of "False Messengers," a book on how
addictive drugs change the brain.
Drug damage
Inhalants, such as glue, paint, gasoline and
aerosols, destroy the outer lining of nerve cells and
make them unable to communicate with one another.
In 1993, more than 60 young people died from sniffing
inhalants, according to National Families in Action, a
drug education center based in Atlanta.
Studies have found that marijuana use hinders
memory, learning, judgment and reaction times, while
steroids cause aggression and violent mood swings.
Drug damage
Ecstasy use is rising among young people,
Rusche said, and scientists have found that drug
destroys neurons that make serotonin, a
chemical crucial in controlling sleep, violence,
mood swings and sexual urges.
While doctors and scientists know about
some effects drugs have on the brain, they don't
have a full picture, Rusche said.
Drug damage
"When people start using a drug, the scientists know nothing about
it. These people are volunteering to be guinea pigs," said Rusche, who is
co-founder and executive director of National Families in Action. "Once
enough people take it, scientists apply for grants and start studying it.
People are inventive. They find new drugs or new ways to take old drugs-
like crack from cocaine.
"There's a lot we won't know about until later," she said. "The classic
example is cigarettes. We allowed people to smoke for 100 years before
we knew about all the horrible things that nicotine will do.
Source: Christy Oglesby, CNNfyi Senior Writer, December 5, 2000
from
http://edition.cnn.com/fyi/interactive/news/brain/
structure.function.html
Topic 15: Critical
Thinking and Some
Theories about the
Brain-Side
Dominance
Motivation: BRAIN DOMINANCE
Which of these apply to you?
___ I am very organized.
___ I remember faces more than names.
___ I think things through before making a decision.
___ If someone’s mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space.
___ I daydream a lot.
___ I hate taking risks.
___ I tend to get emotional.
___ I make a to-do-list.
___ I trust my “gut instinct”.
Motivation: BRAIN DOMINANCE
If you have more “yes” answers from
the left column, you are probably left
brain dominant, while if you have more
“yes” answers from the right column, you
are probably right-brain dominant.
Reading: THE DOMINANT SIDE OF THE BRAIN

Researchers believed that brain dominance

determines a person’s preferences, problem-solving
style, personality characteristics, and even career
choices. For example, a right-brain individual will
quickly get a feeling for a situation, while a left-
brain person will usually ask a lot of questions first.
The following chart reflects additional difference
between left and right-brain dominance.
Reading: THE DOMINANT SIDE OF THE BRAIN
Reading: THE DOMINANT SIDE OF THE BRAIN

There is nothing good or bad

about either preference. Both
orientations can be equally
successful in accomplishing a
single task; however, one may be
more appropriate over the other
depending on the situation.
Lecturette: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO
WORK TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

WASHINGTON- There really may be something different about the brains

of math-heads. Mathematically gifted teens did better than average-ability teens
and college students on tests that required the two halves of the brain to
cooperate, as reported in the April issue of Neuropsychology, published by the
American Psychological Association (APA).
In the study, a joint effort of psychologists at the U.S. Army Research
Institute for the Behavioral and Social Sciences at Fort Benning, Ga. and the
University of Melbourne, Australia, researchers studied 60 right-handed males:
18 mathematically gifted (averaging nearly 14 years in age), 18 of average math
ability (averaging just over 13), and 24 college students (averaging about 20).
Math giftedness seems to favor boys over girls, appearing an estimated six to 13
times more often. It's not known why but prenatal exposure to testosterone is
suspected to be one influence due to its selective benefit to the right half of the
brain.
Lecturette: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO
WORK TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

The gifted boys were recruited from a Challenges for

Youth-Talented program at Iowa State University. Whereas the
average Scholastic Aptitude Test (SAT) math score for college-
bound high-school seniors is 500 (out of 800), the
mathematically gifted boys’ average SAT math score in middle
school was 620.
The boys viewed letter patterns flashed on the left or right
sides of a computer screen and had to indicate whether two
patterns matched or not - a simple way of learning how the
brain responds to data put before either the left or right visual
field, corresponding to processing in the right or left brain
because the input generally crosses over to the other side.
Lecturette: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO
WORK TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

The letter patterns were presented in three conditions - one-sided, to the

right hemisphere (left eye); one-sided, to the left hemisphere (right eye); or
bilaterally (both eyes). There were two types of tasks -- "local," saying two letters
matched or mismatched on the small letters that went into making big letters (for
example, a big T whose two strokes were made of smaller T's), and "global,"
saying two big letters matched or mismatched.
For the average teens and college students, the left-brain hemisphere was
faster for local matches and the right brain hemisphere was faster for global
matches. This fit prior research, which has indicated that the left hemisphere is
adept at processing visual "parts," in this case the letter details, while the right
hemisphere is more adept at analyzing visual "wholes," in this case the global
shapes of the big letters. However, the mathematically gifted boys showed no such
hemispheric differences. Those who were precocious in math were equally good at
processing global and local elements with either hemisphere, suggesting more
interactive, cooperative left and right brains.
Lecturette: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO
WORK TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

In addition, whereas average-ability boys and college students were

slower on cooperative trials, which presented letter patterns on both sides of the
screen, the math gifted showed the opposite pattern. They were slower on one-
sided trials, but when a task "asked" both sides of the brain to work together,
they were considerably faster than the other boys
The study supports the growing notion that the mathematically gifted are
better at relaying and integrating information between the cerebral hemispheres.
Says co-author Michael O'Boyle, PhD, "It's not that you have a special math
module somewhere in your brain, but rather that the brain's particular functional
organization - which allows right hemisphere contributions to be better
integrated into the overall cognitive/behavioral equation -- predisposes it towards
the use of high-level imagery and spatial skills, which in turn just happen to be
very useful when it comes to doing math reasoning."
Lecturette: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO
WORK TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

The research supports the broader notion that "the

functional (though not necessarily structural) organization
of the brain may be an important contributor to individual
differences in cognitive abilities, talents and, at the very
least, information processing styles," says O'Boyle.
He adds, "Various expressions of exceptionality,
such as giftedness in math, music or art, may be the by-
product of a brain that has functionally organized itself in
a qualitatively different way than the usual left/right
hemispheric asymmetry."
Lecturette: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO
WORK TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

At the same time, O'Boyle is not sure whether the findings

could apply to math education in general. "Our work may perhaps
have something to say about the optimal timing of when a
particular brain is most 'ready to learn' or acquire a given skill, but
I don't think we can 'create' a math genius without the innate talent
already there," he says.
Finally, given the rising use of testosterone by adult men,
O'Boyle cautions that, "Testosterone taken later in life will not help
your math, as the window of influence on brain development is
pretty much prenatal. It may enhance muscle mass, but it is
unlikely to help you solve calculus problems."
Reading: MIND MAPPING
Mind mapping is a powerful thinking tool. It is a graphical technique that
mirrors the way the brain works and was invented by Tony Buzan. Mind mapping
helps to make thinking visible. Most people make notes using lined paper and blue
or black ink. Making notes more attractive to the brain by adding color and rhythm
can aid the learning process and can help to make learning fun. The subject being
studied is crystallized in a central image and the main theme radiates out from the
central image on branches.
Each branch holds a key image or a key word. Details are then added to the
main branches and radiate further out. Mind maps have a wide variety of uses, for
example, note taking, revision planning, planning for writing and problem solving can
all be successfully carried out using the technique. The colors and the graphics used
will help children to organize their ideas and thoughts. They can be very simple or,
quite detailed depending upon the age of the children and the complexity of the
subject. Because creating the mind map involves the use of the left and right brain,
remembering the information becomes easier!
Reading: MIND MAPPING
Reading: MIND MAPPING
Reading: MIND MAPPING
Mind mapping can be used in all curriculum areas and can help
children to think about their learning.
How to draw a mind map:
1. Turn the page on its side (landscape). Use plain paper.
2. Draw the central image using different colors. The central image
should encapsulate the subject of the map.
3. Add the branches representing the subject’s main topics or
themes using key words or images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly.
6. Use arrows to connect linked ideas.
Activity: LET’S TRY IT MAKING A MIND MAP!

Write the word BRAIN in your

notebook. Follow the steps in
making a mind-map using what
you have already know about the
brain from the previous lessons.
Lecturette: YOU CAN GROW
YOUR INTELLIGENCE
When students first come to understand that learning can
rewire the brain and increase their intelligence, they often become
more interested in learning and less afraid to do things that might
make them “look dumb.” In other words, they develop a growth
mindset. Educators can help students develop a growth mindset
by teaching them about the amazing properties of the brain. In the
following lessons, we suggest some ways to introduce students to
the growth mindset. We also provide a few general guidelines
below.
Lecturette: YOU CAN GROW
YOUR INTELLIGENCE
It's a science lesson, not brainwashing. It can be tempting to explain what a
growth mindset is and what a fixed mindset is and then simply tell students that they
“should” have a growth mindset. That approach is sure to backfire—students won’t
accept a completely new way of thinking just because someone tells them to, nor
should they! Present the scientific evidence and help students come to their own
decisions. In other words, “show them, don't tell them.”
Growth mindset is about growth, not just about effort. When people first learn
about growth mindset, some think it means to believe that “you can succeed if you just try
harder.” There's more to it than that. For students to have a growth mindset, they should
understand that trying harder —and trying new strategies—not only helps them
succeed at the current task but also helps them succeed in the future by
strengthening
their brain.
Reading: YOU CAN GROW YOUR INTELLIGENCE
New Research Shows the Brain Can Be Developed Like a Muscle
Many people think of the brain as a mystery. They don’t know much about
intelligence and how it works. When they do think about what intelligence is,
many people believe that a person is born either smart, average, or dumb—
and stays that way for life. But new research shows that the brain is more like
a muscle—it changes and gets stronger when you use it. And scientists have
been able to show just how the brain grows and gets stronger when you learn.
Everyone knows that when you lift weights, your muscles get bigger, and you get
stronger. A person who can’t lift 20 pounds when they start exercising can get
strong enough to lift 100 pounds after working out for a long time. That’s
because the muscles become larger and stronger with exercise. And when you stop
exercising, the muscles shrink, and you get weaker. That’s why people say, “Use it or
lose it!” But most people don’t know that when they practice and learn new things,
parts of their brain change and get larger a lot like muscles do when they
exercise.
Reading: YOU CAN GROW YOUR INTELLIGENCE
New Research Shows the Brain Can Be Developed Like a Muscle
Inside the cortex of
the brain are billions of tiny
nerve cells, called neurons.
The nerve cells have
branches connecting them
to other cells in a
complicated network.
Communication between
these brain cells is what
allows us to think and solve
problems.
Reading: YOU CAN GROW YOUR INTELLIGENCE
New Research Shows the Brain Can Be Developed Like a Muscle
When you learn new
things, these tiny connections in
the brain actually multiply and
get stronger. The more that you
challenge your mind to learn, the
more your brain cells grow.
Then, things that you once found
very hard or even impossible to
do—like speaking a foreign
language or doing algebra—
seem to become easy. The result
is a stronger, smarter brain.
Brain Can Grow Stronger?
Scientists started thinking that the human brain could
develop and change when they studied animals’ brains. They
found out that animals who lived in a challenging environment,
with other animals and toys to play with, were different from
animals who lived alone in bare cages. While the animals
who lived alone just ate and slept all the time, the ones who
lived with different toys and other animals were always
active. They spent a lot of time figuring out how to use the
toys and how to get along with the other animals.
Reading: YOU CAN GROW YOUR INTELLIGENCE
New Research Shows the Brain Can Be Developed Like a Muscle
These animals had more
connections between the nerve
cells in their brains. The
connections were bigger and
stronger, too. In fact, their whole
brains were about 10% heavier
than the brains of the animals who
lived alone without toys. The
animals who were exercising their
brains by playing with toys and
each other were also “smarter”—
they were better at solving
problems and learning new things.
Reading: YOU CAN GROW YOUR INTELLIGENCE
New Research Shows the Brain Can Be Developed Like a Muscle

Even old animals got smarter and

developed more connections in their brains
when they got the chance to play with new
toys and other animals. When scientists
put very old animals in the cage with
younger animals and new toys to explore,
their brains also grew by about 10%!
The Key to Growing the Brain: Practice!
From the first day they are born, babies are
hearing people around them talk—all day, every day, to
the baby and to each other. They have to try to make
sense of these strange sounds and figure out what they
mean. In a way, babies are exercising their brains by
listening hard. Later, when they need to tell their parents
what they want, they start practicing talking themselves.
At first, they just make goo-goo sounds. Then, words
start coming. And by the time they are three years old,
most can say whole sentences almost perfectly. Once
children learn a language, they don’t forget it. The child’s
brain has changed—it has actually gotten smarter. This
can happen because learning causes permanent
changes in the brain. The babies’ brain cells get larger
and grow new connections between them. These new,
stronger connections make the child’s brain stronger and
smarter, just like a weightlifter’s big muscles make them
strong.
The Real Truth About “Smart” and “Dumb”.
No one thinks babies are stupid because they can’t talk. They just haven’t
learned how to yet. But some people will call a person dumb if they can’t solve math
problems, or spell a word right, or read fast—even though all these things are
learned with practice. At first, no one can read or solve equations. But with
practice, they can learn to do it. And the more a person learns, the easier it gets
to learn new things— because their brain “muscles” have gotten stronger! The
students everyone thinks as the “smartest” may not have been born any different from
anyone else. But before they started school, they may have started to practice
reading. They had already started to build up their “reading muscles.” Then, in the
classroom, everyone said, “That’s the smartest student in the class.” They don’t
realize that any of the other students could learn to do as well if they exercised and
practiced reading as much. Remember, all of those other students learned to
speak at least one whole language already—something that grownups find very
hard to do. They just need to build up their “reading muscles” too.
What Can You Do to Get Smarter?
Just like a weightlifter or a basketball player, to be a
brain athlete, you have to exercise and practice. By
practicing, you make your brain stronger. You also learn
skills that let you use your brain in a smarter way—just like
a basketball player learns new moves. But many people
miss out on the chance to grow a stronger brain because
they think they can’t do it, or that it’s too hard. It does take
work, just like becoming stronger physically or becoming a
better ball player does. Sometimes it even hurts! But when
you feel yourself get better and stronger, all the work is
worth it!
Portfolio Output No. 11: Make a Mind Map
 Choose a subject or activity that you do well
(for example, math, basketball, playing the
guitar, painting, cooking, or computer
games).
 Make a mind map of the chosen topic,
following the procedure described earlier.
 Explain your mind map and how you worked
on it.
 Additional Reading: THE MYTH OF MICHAEL
JORDAN

Michael Jordan is one of the best

basketball players of all time. His average
point per game is the highest in NBA
history – 31.5. He is one of two players to
score more than 3000 points in a single
season. And he has 11 MVP awards – five
for the regular season and six for the finals.
 Additional Reading: THE MYTH OF MICHAEL
JORDAN
It was dazzling to watch Jordan play. People often spoke of
his grace on the court. They talked about his natural abilities. But
the true story is different. When he was a sophomore in high school,
Michael Jordan didn’t even make the team. “It was embarrassing not
making the team,” he says. “They posted the roster [list of players] and
it was there for a long, long time without my name on it. I remember
being really mad, too, because there was a guy who made it that wasn’t
as good as me.” Someone else might have sulked or quit. But this
setback only fueled Jordan’s desire to improve. “Whenever I was
working out and got tired and figured I ought to stop, I’d close my eyes
and see that list in the locker room without my name on it,” Jordan says,
“and that usually got me going again.”
 Additional Reading: THE MYTH OF MICHAEL
JORDAN
The physical education teacher at Jordan’s high school,
Ruby Sutton, describes Jordan’s commitment to the game in
those days. “I would normally get to school between 7 and 7:30.
Michael would be at school before I would. Every time I’d come
in and open these doors, I’d hear the basketball. Fall,
wintertime, summertime. Most mornings I had to run Michael
out of the gym.”
Adapted from “Michael Jordan transcends hoops” by Larry
Schwartz.ESPN.com, 2007.
 Additional Reading: THE MYTH OF MICHAEL
JORDAN
The physical education teacher at Jordan’s high school,
Ruby Sutton, describes Jordan’s commitment to the game in
those days. “I would normally get to school between 7 and 7:30.
Michael would be at school before I would. Every time I’d come
in and open these doors, I’d hear the basketball. Fall,
wintertime, summertime. Most mornings I had to run Michael
out of the gym.”
Adapted from “Michael Jordan transcends hoops” by Larry
Schwartz.ESPN.com, 2007.