All posts by Darlene Lewis

Parenting Emerging Adults: Welcome Mat Out, Mouth Shut

November 22, 2023ArticlesDarlene Lewis

Parenting Emerging Adults: Welcome Mat Out, Mouth Shut

Book Review: Doing Life With Your Adult Children – Keep Your Mouth Shut and the Welcome Mat Out by Jim Burns

The term “emerging adults” lands so much better than my pollywog word picture. I meant to communicate empathy to my 21 year old when I said, “you have been a tadpole with gills and a tail swimming in a pool and now you have legs and are growing lungs, but you still have a small tail and breathe oxygenated water… You are almost an adult, almost ready for independent land life, but not yet. This awkward stage will end soon”. But all my scientific eloquence only widened the distance between us hearing each other. Emerging Adult sounds more respectful. Take it from one who failed to communicate.

My dream job was being a mom. For 20+ years every resource I had was devoted to the development and growth of my precious children. When I hit a stage I struggled with I sought mentors and read books. And let’s just say that was pretty often. I read Don’t Make Me Count to Three by Ginger Plowman three times at different stages. When my oldest became a teenager I read four books on parenting teens. (TeenProofing and Crucial Conversations were the most insightful and practical, in case you are wondering.) When I was pulled over for speeding one Sunday morning alone in my mini-van after an exchange with my daughter, the police officer asked if I was okay. With tears I said, “I have a teenage daughter.” He let me go with a warning. We all know that stage is HARD.

But then suddenly my parenting job was over… and I didn’t realize it. I had been fired. But I kept showing up to the office trying to do things the way I had for 20 years. My adult children didn’t need parenting the same way. Life was their primary teacher now. I had been moved to a new position and there has been a steep learning curve trying to find and adjust to my new job description. In their lives I’m not driving anymore, and get to sit in the back seat and enjoy the views and fiercely try NOT be a backseat driver.

The goal of wise parenting is a child who is independent, responsible, and a contributing member of society. For them to experience maturity, autonomy and individuation children need to leave emotionally, spiritually and physically. Leave. Leave me. What about clause 72B of my parenting contract that said I devote my life to them and they will love me and call once a week? This is about what is best for them, on their journey to maturity, not my feelings. They need to leave me in every sense for them to thrive and be the fully functioning adults they were designed to be. Parents give children foundational roots, then it is time to cheer them on as they sprout wings and fly!

My new job is to trust God and trust life experiences will teach them, so I don’t need to give advice. Were you aware that unsolicited advice is taken as criticism? I’m learning. It’s time to let those 20 years of investment work itself out. My job is to be my children’s biggest supporter and my number one goal is to preserve our relationship. AWE is my job now: Affection, Warmth and Encouragement.

Gratitude, thankfulness and LOVING WHAT IS and embracing the perspective all things will work for the good are my North Star when navigating choppy seas. My new filter is to relate to the adult children on an adult to adult level and only say/do what I would with another adult friend.

Job Description for parent of an Emerging Adult (you are going to love these!):

Be encouraging (not intrusive) – promote their adult status. Praise and support and be a first responder when life gets hard for them.
Prepare the emerging adult to be independent and ready for adult life with clear expectations, boundaries and a plan/time line for their financial independence.
Self-care is essential – grieve necessary losses with our tribe – do not vent to child.
Have serious FUN – create memories, play, laugh. Be fun, generous. Take vacations, drop off surprise gifts, and celebrate everything. Consider Sunday family time, cousin camp for grandchildren, special grandparent trip, offer to babysit.
Never dispute your in-laws. They are the gate-keeper to your child and grandchildren. Stay out of the fray and pray. #1 goal is to improve the relationships. Listen and keep mouth shut.
Leave a legacy of love, generosity and encouragement. Be the safe, fun ones that don’t put demands on them for holidays, etc. The short term and long term goal is love.

There is a kind of hopefulness that my first parenting job is over and now someone else is responsible. Balancing care, concern and respect as our adult relationships grow to new depths is an exciting new adventure. Focusing on keeping the welcome mat out, my mouth shut and planning some serious fun on our next family adventure (swimming with dolphins this Christmas!) is how I hope to show them they are loved, supported and celebrated!

Study Practices for Optimal Performance

January 6, 2023Generalcognitive, focus, interleave, peppermints, performance, practice retrieving, study, successful, testsDarlene Lewis

Study Practices for Optimal Performance

Learning is an essential survival skill, as it helps us thrive in new or changing situations. We can all agree that the goal of learning is to perform well when it counts. But let’s be clear that learning is not performance. Just memorizing material does not ensure the ability to test well or know how to use it. Transferring learning to performance is the goal. All of us have had experiences of thinking we were well prepared only to find out we were not. Maybe you had an experience like mine. Grooming my own dog sounded like such a good idea. Save money, bonding experience with my dog. I educated myself by watching YouTube videos and bought the recommended tools. Do you think it turned out perfectly on my very first try and that I was truly gifted? NO! It was so terrible, even my dog was ashamed and hid. My kids were horrified. Just learning did not make my performance excellent. So how do we transfer learning to performance?

Increase Sustained Attention & Focus

*Minimize distractions. Consider what is competing for your attention? Put phones in airplane mode or on silent because texts, calls, emails, news banners are all distracting. Avoid multi-tasking and don’t let distractions dictate our activities. A research study at the University of California at Irvine found that, on average, it takes around 23 minutes for most workers to get back on task after an interruption.

*Pomodoros. A 2011 study from researchers at the University of Illinois found that resources decline when you perform a single task for an extended period of time—and as your attentional resources drop, so does your ability to focus. But that study also found that taking short breaks from a task allows enhanced sustain focus and concentration over time. The Pomodoro System (named for tomato kitchen timer the creator, Francisco Cirillo, used) sets 25 minute work sessions followed by a 5-10 minute break. After 4 cycles take 30 minute break. This follows research that shows free play increases attentiveness. Since the 1960’s, schools in Finland teach for 45 minutes followed by 15 minute unstructured break outside socializing and playing, rain or shine. After two 45 minute cycles they play for 30 minutes. In East Asia students have structured instruction for 40 minutes and a 10 minute break. (A teacher directed break does not have the same results as free play.) Use these principles to find what works best for you, then using it consistently breeds success.

*Brain Games. Working memory and processing quick games can relax the brain so it is ready to learn in a fresh way. Play a quick game of alternating number, color, suite with a deck of cards or try the game Blink.

*Body-language. Closed and open postures and power poses affect our learning. EX: Research on over 1,500 volunteers was conducted by the Peases1 to find out exactly how the crossed-arms gesture affected learning. The volunteers, were divided into 2 groups for lectures: One group was asked to keep their legs uncrossed, arms unfolded, and take a relaxed sitting position. The second group were asked to cross their arms throughout the lectures. The second group retained 38% less information than the group with unfolded arms and also gave more critical opinions of the lecturers. EX: Harvard researcher, Amy Cuddy and her research team studied the impact of high power and low power poses by conducting a research study on 42 students. Saliva samples for each 42 participants measured their testosterone and cortisol levels before and after striking a high power pose for two minutes. Researchers were stunned by the impact that body language had on the hormones within the body. High power poses increased testosterone by 20 percent and decreased cortisol levels by 25 percent. Higher levels of testosterone leads to increased feelings of confidence and lower level of cortisol (stress hormone) is decreased anxiety and improved ability to handle stress.

*Engage with the material. The Cornell Method uses active note-taking in 3 sections: notes, keywords/questions/main idea and summary. Interact first by writing notes, then ask questions, then find themes, condense and summarize. Some find using physical activity while studying such as riding a stationery bike or walking may be the best study tool. When there is a complex topic, break into digestible format by breaking down every step of a procedure/problem and explain to yourself. Know each individual step of the process and be able to explain how to do it.

*Interleave practice optimizes performance. Traditionally, in school, we study and practice new skills with Blocking, practicing the same skills/topic over and over. (same type of pitch at a time, same type of math practice problems) Interleave works well with conceptual skills and motor skills. A variety of research shows that interleave, mixing together and alternating skills being studied and practiced, optimizes performance. It looks slower while learning, but it produces greater mastery in actual practice. EX: With students learning a new math skills were divided into Blocked and Interleave practice. The Blocked group has 89% accuracy in practice but only 20% in the final test. The Interleave group had 60% in practice but 63% on the final exam. (Rohrer & Taylor, 2007)

*Practice retrieving, not reviewing/restudy. It is a powerful learning event to practice retrieving learned information and lowers test anxiety later. Every time we retrieve information after a delay we modify our memory for that information that makes it more recallable. This is different than studying and reviewing with the answers before you. Instead, the active retrieving of information prepares our test taking abilities.Being quizzed by others helps when we see what we need to work on. Answering questions at the end of a chapter, taking a practice quiz, and working with the material to make a Quizlet and then playing the games with it are an effective tools. EX: Despite the many times we have viewed a flight attendant showing the steps of putting on a life vest on an airplane, do we really know how to do it? One time of practice and recalling the steps ourselves would help our actual performance.

*Space study sessions to overcome the “Curve of Forgetting”. Spacing study sessions increases recall. Cramming is only for short term memory. After a 1 hour lecture you will know 100% of what you know. By day 2 if material is not interacted with, you lose 50-80% (the brain assumes is isn’t necessary and brain dumps). By day 30 we retain 2-3% of the original hour. At that point you need to actually relearn the material as if it was totally unfamiliar. Start studying notes at least 10-20 minutes the first few days and then shorten that time. EX: Student A studied 60 minutes the day before the test took 60 minutes to complete the test. Student B studies 10 minutes for four days completed the test in 35 minutes.

*Group or Independent. Discuss, keep each other focused, positive peer pressure. Teachers learn twice, so try this: Each take a topic and study and teach it to others creatively. Quizzing others helps us interact with the material in another way. In our culture extroversion and charisma is celebrated. Let’s not forget some of the greatest leaders of the world were introverts. Introversion can be a super power for productivity, leadership, creativity if allowed to “go into the wilderness” and have deep learning and thoughts. Know what you need to be effective.

Test Taking Tips

*Make timed practice exams part of your preparation. Mark your average time on types of questions and see how to streamline. Preparation creates confidence.

*Budget time. Make it a habit to keep an eye on the clock. Know how many questions there are and budget your time. Three hour test is 180 minutes. If there are 85 questions you have two minutes per question. That means after 10 questions you should be on the 20 minutes mark.

*Meditate. Meditation has been linked to everything from improved focus to decreased stress and increased creativity. Who else is more productive when focused, unstressed and creative? In one study students who meditated for 10 minutes prior to the exam tested a whole letter grade higher.

*Peppermints. Several studies since 1990’s show peppermints and peppermint aroma improves cognitive function, sustained concentration, focus, alertness and attention while lowering frustration. An added bonus is to use them both during studying and testing since it triggers memory recall. One author finds that having her favorite latte when she sits down to work associates work with the pleasure of coffee (and the caffeine can be stimulating).

Study Environment

*Study appointment. Scheduling time as if it were an important appointment lowers risk of being distracted by responsibilities and develops a routine. It is generally accepted that morning is better for clear undistracted thought, while night fosters creativity.

*Vary conditions of study. Studies show varying where you study and not only studying in one location increases recall. Find places that contribute to the studying mindset with minimal distractions. Example: the bed represents rest and mind wandering, your spot on the couch may represent watching TV. Try having certain places in your home, a coffee shop, work and/or library that is for diligent focused study. This runs counter to standard advice to study in one location. Ex: Two groups of students on the Michigan campus studied a long list of words and then three hours later studied the same list of words. What differed between the groups is one group studied in the same location again and the other group studied in a new location. Three hours later they were all tested on these words in a new location. Those that studied in two locations knew 61% of the words, while those that studied in one location recalled 40%. (Smith, Glenberg, Bjork, 1978)

*Classical music. University research in France, published in Learning and Individual Differences, found that students who listened to a one-hour lecture where classical music was played in the background scored significantly higher in a quiz on the lecture when compared to a similar group of students who heard the lecture with no music. The researchers speculated that the music put students in a heightened emotional state, making them more receptive to information. Study music is calming. Try string quartets, lute suites, guitar and piano sonatas by composers such as Mozart, Poulenc, Debussy, Fauré, and Bach. Ambient sounds or nature sounds are helpful to some.

Learning is a lifelong activity. Transferring learning to performance is where life and learning improves. Try retrieving and interleaving and peppermints; see if they work for you and promote your optimal success.

https://www.apa.org/topics/exercise-fitness/stress#:~:text=Exercise%20can%20build%20the%20mind’s%20muscles&text=In%20research%20with%20rodents%20(rats,essential%20for%20learning%20and%20memory.

https://today.duke.edu/2021/11/3-ways-bounce-back-after-work-interruption#:~:text=A%20research%20study%20at%20the,on%20task%20after%20an%20interruption.

https://health.gov/sites/default/files/2021-02/PAG_MYW_FactSheet_Adults_508c.pdf

https://www.theatlantic.com/education/archive/2014/06/how-finland-keeps-kids-focused/373544/

https://studyfinds.org/work-productivity-30-minutes-fresh-air/

https://www.the-standard.org/life/study-says-peppermints-help-with-focus-during-tests/article_b32cdde1-6579-5c4d-9f3e-966760a90cab.html

https://www.integrify.com/blog/posts/4-reasons-taking-breaks-is-beneficial-to-your-productivity/

https://quizlet.com/search?query=Certified-Financial-Planner-exam&type=all

https://www.bcu.ac.uk/exams-and-revision/time-management-tips/five-ways-to-manage-your-time-on-exam-questions

https://www.northwestern.edu/breathe/test-anxiety/

Google Ted Talk Interleave by by Elizabeth Bjork & Robert Bjork

The mission of More to Grow Cognitive Development Training is to improve learning ability and function through cognitive exercises that meaningfully transfer to all educational and everyday life situations so individuals maximize their potential.

Darlene Lewis, [email protected], https://moretogrow.com

Embracing Challenges

January 6, 2023Generalamygdala, breathe, employer, fixed mindset, growth mindset, zone of proximal developmentDarlene Lewis

Embracing Challenges

Learning is an essential survival skill, as it helps us thrive in new or changing situations. Yet this can be uncomfortable and challenging. Sometimes the stakes are high. Knowing how the brain works can give us the inside track to learning and develop resilience.

*Amygdala. Test anxiety can diminish our test taking abilities. The amygdala is a small almond shaped part of brain that controls your fight, flight or freeze (actually there are three lesser known responses: faint, feed, & fornicate, but that is a topic for another day). When we are in distress the blood flows from our executive functioning to the arms, legs and heart to enable us to flee the danger. Literally when we are in flight, fight or freeze we are less able to use our executive functions. Keeping this part of our brain calm and at ease is important. I tell my students there is no losing, only winning or learning. This fosters a growth mindset.

*Growth Mindset. A Growth Mindset welcomes challenges because of the belief we are learning and that abilities are actively growing. The belief we will become capable facilitates feeling unintimidated and optimistic. It ensures we do not feel judged by a new experience because our strengths are just starting points and need to be nourished. A Fixed Mindset views challenges as an evaluation of our worth. We are defined by our current ability, because it is all we will ever have. Comfort is preferable to risking failure. It is better to look smart than be deflated and discouraged. When facing a failure, a growth mindset says, “not yet”, while a fixed mindset says, “never going to know this”.

*Zone of Proximal Development. In the zone of proximal development, the learner is close to developing the new skill or knowledge, but they need assistance and encouragement. The zone of proximal development is the gap between what a student can do independently (2+2) and what they can potentially do with the help of a “more knowledgeable other.” It encompasses challenge, struggle, mistakes being made, discomfort and gaining ground. There is such a thing as desirable difficulties that enhance our ability to perform later. Being able to sit in dissonance and be undeterred by a sense of difficulty. Maybe we should be suspicious if there is a sense of ease.

*Perspective. Affirm that your value does not come from your performance on this one test. We all have strengths and weaknesses, and this is a family that appreciates and encourages. Some better with technology, some better at relating to clients, some have experience with various market conditions. Taking the pressure off this one moment can call out the best in ourselves by calming the internal pressure we may put on ourselves.

*Embrace the challenge. Hard is good. When we tell ourselves something will be too hard we undercut our own success. Erwin Rommel was nicknamed “Desert Fox” while leading Germany’s Afrika Corps in North Africa. Where others were fearfully considering the obstacles, his speedy surprise attacks drew praise from the British as well as the German armies. Be bold and enjoy the challenge instead of overwhelmed and paralyzed by it. The Stoic Epictetus said, “It isn’t the thing themselves that disturb people, but the judgements that they form about them.”

*You are both employer and employee of yourself. A study titled, “Self-Kindness When Facing Stress” found that being compassionate with yourself is correlated to wisdom. Harshly judging yourself and others as good or bad, as successful or unsuccessful is black and white, narrow-minded thinking. But wisdom breathes flexibility, acceptance, calmness, understanding, forgiveness, and learning that naturally becomes growth. There is an ease that comes with grace toward yourself and others that is the fruit of self-compassion and a growth mindset.

Jordan Peterson, in The 12 Rules for Life suggests that we are both our employee and employer at once. Our employer side sets goals for us and the employee side of us tries to achieve them. But what if you are a tyrant to yourself? Tyrants use bait to incentivize for unrealistic expectations and then fail to see the value and worth of the workers; they do not fairly compensate for the work or keep their promises. They disregard feelings, needs and take advantage of workers. Let’s ask ourselves if we are the real tyrant in this scenario. Do we set unrealistic expectations for ourselves? Do we disregard our feelings and needs? Do we fail to see our own worth and compensate ourselves fairly for the work? Reward yourself for good work. Sit down with a special latte when you study. Reward yourself for working hard. Don’t be a bad boss to yourself. Always keep your promises to yourself. “If we study for 45 minutes, we will get a snack”. Then get the snack along with the affirmation, “Thanks for your hard work. As promised we will get a snack.” Sounds silly, maybe, but sometimes we drive ourselves harder than anyone.

*Breathe. Research by Dr Sian Bleilock shows worry hinders working memory and releases stress hormones. Interventions that help stress response: BEFORE: meditate 10 minutes before exam increases exam scores by 5 points. DURING: Deep breathing techniques: “4-7-8 technique”, “muscle tension on inhale and relax on exhale technique” “Belly breathing 4-1-5”.Rubbing the eyelids really helps people calm down, as it acts like a “visual reset.” Try closing your eyes in a safe space and gently rubbing your eyelids while taking a breath for 30 seconds.

*Proprioceptive activities. Try these activities to stay calm and improve focus: Weight-bearing (crawling, push ups), Resistance (push/pull), Heavy Lifting (carrying books), Repetitive Cardiovascular (running, jumping on trampoline), Oral (chewing, sucking applesauce or milkshake through a straw, blowing bubbles), and Deep pressure (hugs, weighted blanket, bean bags in pockets, massage, joint compressions).

Marcus Aurelius said, “The impediment to action advances action. What stands in the way becomes the way.” Take a deep breath as you set before yourself a new challenge and embrace it with new resilience. You can do it!

https://self-compassion.org/wp-content/uploads/publications/self-kindness_when_facing_stress.pdf.

Joint Compressions for Calming

Darlene Lewis, [email protected], https://moretogrow.com

Memory Magic of Learning Styles

Memory magic happens when learners interact with the material using all senses. Hearing, seeing, saying and having correlating action helps everyone learn new information.

Learning Styles. Cognitive Skills, such as visual memory, visual processing, auditory memory, auditory processing, spatial logic, working memory, long term memory and processing speed are how we relate to the world and learn. You may be stronger with visual memory and weaker with auditory memory. Knowing this enables you to work more efficiently. Knowing your cognitive strengths can be thought of as your learning style. Knowing this enables you to effectively use your strengths as you study. Many learners show strength in more than one learning style. You can take a free learning styles test at

https://www.learningstylequiz.com/.

Visual-spatial learners prefer images, infographics, and artistic renderings. The visual-spatial learner is the person who remembers faces. They memorize places, sights, and locations by taking a mental picture and using the image to process associated feelings.

Aural or auditory learners do well with hearing information. They remember words to songs and can recall conversations in detail by hearing them in their minds. If you want an aural learner to come to your house, just tell him or her how to get there. Aural learners will remember lecture material and memorize songs. There may be a difference with how words, numbers and images are taken in.

Visual-linguistic learners comprehend, remember and best process information through writing and reading, and are quite keen on taking notes. If you want a reading/writing learner to come to your house, provide written directions. These learners can take notes in most classes and will benefit from reading them as a method for study.

Kinesthetic learners learn with hands-on activities and real-life experiences. If you want a kinesthetic learner to come to your house, take them or provide details about what to look for on the way there, making your directions as experiential as possible. This type wants a deep dive where they are fully engaged with the material and can learn from the experience. External stimulation is the key to success.

Learning Styles Tips and Strategies

VISUAL: Visual use of graphs, colors, images related to material

Doodle diagrams of your written information in the margins

Create a flowchart for the progression of your notes and ideas

Make flashcards or posters that include pictures or diagrams as visual clues

Highlight key information in your texts or notes

Create a chart or a series of boxes to remind you how to complete math equations

Use a computer to convert data and notes into charts, tables, graphics, pictures, etc.

Vocabulary mnemonics, metaphors/similes to compare and remember

Timelines

AURAL/AUDITORY: Listen to material

Read your notes aloud when studying and review with a study partner

Work in a group where you can discuss the information and talk through new material

Audio record lectures. If available, set the counter to zero when it begins and note the number at difficult times during lecture and review.

Voice metaphors/similes to compare and remember

Use resources like podcasts and YouTube.com

Use a computer to record your notes read aloud. Convert & download for iPod using iTunes

Invent acronyms and use mnemonic devices

READING/WRITING: Write/read material

Re-write your notes and print out your notes for review

Write notes in the margins and use colored pens and highlighters on key ideas

Write out key concepts and ideas on notecards, posters, or on your bathroom mirror, etc

Compose short explanations for diagrams, charts, graphs

Write out instructions for each step

Organize your notes/key concepts into a Powerpoint slideshow or Quizlet

Compare your notes with someone else’s

KINESTHETIC: Physically interact with material

Correlate physical movements with ideas/terms such as sign language

Interact with material by typing the notes, highlighting in book, using large dry erase board

Create a YouTube video as a group to study later individually

Walk back and forth, move in some way, walking, at gym, etc. as you review the notes

Dog-ear pages in the reading where you can find critical information

Play charades and sit near the front, so you can experience more

As much as possible, create models for the information

When possible, visit locations for your material, such as library, museum, historical sites, etc.

To learn a sequence or equation, use one note card for each step.

There is a thought that much of what college students are learning today in this changing world will be mostly obsolete in 20 years. Gone are the days of learning a single skill set and using it the rest of your life. In the 2020’s the most essential skills are resilience and emotional intelligence. This makes knowing how to learn and perform our greatest survival skill. With these researched techniques may you have success transferring learning into performance and reach your greatest potential.

VARK, a tool for determining learning style, was developed by Neil Fleming, and categorizes learners into four styles: Visual, Aural, Reading/Writing, and Kinesthetic. This is a free link to help you find your learning style: https://learningstylequiz.com

Darlene Lewis, [email protected], https://moretogrow.com.

How much sleep did you get last night? Quality sleep is non-negotiable and our most powerful tool, yet humanity are the only part of creation that consistently disrupts sleep. Consistent optimal sleep is the foundation for all cognitive and physical health and performance, including immune system, hormone function, emotional stabilizers and stress relief. Sleep improves our academic ability since science proves sleep is needed BEFORE learning to prepare brain to absorb new information and sleeping AFTER learning is like hitting the save button on everything learned. In fact learning is 40% less in sleep deprived people because concentration and memory decrease. Also directly affected is decision-making, risk-taking, and the propensity for depression and anxiety. While they sleep, the brains of teens are undergoing a monumental integration and reconstruction, especially in the prefrontal cortex, which is important for maturity. Consider these tips to maximize sleep and utilize your most powerful tool:

Schedule. Regularity is the anchor for quality and quantity of sleep. Wake at the same time and go to bed when you first feel sleepy. Create a bedtime routine that fosters sleep, such as reading.
8-10 Hours. Deep sleep transitions daily learning into long-term memory. Learning is 40% less in sleep deprived people. Teens need 9-10 hours of sleep, optimally. (Poor sleep in 60yr+ contributes to worse memory and Alzheimer’s). Sleep rule of thumb: 8 hours + 1 hour for every hour of exercise.
Sunshine. Be outside 30-60 minutes after waking and before sunset for 10-60 minutes to wake up your biological clock that is regulated by light, food, activity and releases melatonin that helps with the oncoming of sleep.
Temperature. A cool dark room facilitates sleep since our body temperature needs to drop 1-3 degrees F (1degree C) to fall asleep. 65F/18C is considered optimum.
Growth Hormone. Growth hormones are at their highest level between 10:00pm-2:00am. This helps the monumental reconstruction of the brain and body in children and teens, while in adults it maintains the body’s metabolism. (With some nuance, the amount of sleep before midnight can be counted as 2 hours.)
Exercise. Daily exercise improves quality of sleep and decreases how long it takes to fall asleep. When the body is worked we need more deep sleep; when the mind is worked we need more REM sleep.
Classical music. A team of researchers at the University of Toronto found that tuning into classical music before bedtime helped people fall asleep faster and stay asleep longer. The study found that works by Brahms, Handel, Mozart, Strauss and Bach were effective sleep aids because they use rhythms and tonal patterns that create a meditative mood and slow brainwaves. A free app to try is Classical KUSC.
Association. Only go to bed when sleepy. Let your bed be associated with sleep. If you work in bed the brain will associate the bed with work. If you are wakeful, move to another room and return to bed when sleepy.
Technology. Put away all technology an hour before bed and create a bedtime routine that fosters sleep, such as reading. Set “do not disturb” for the hours you want to sleep and prepare to sleep.
Nap. Nap 20-90 minutes, but no more or not at all.
Caffeine. Avoid completely or at least 8-12 hours before bedtime.
Alcohol. Although it may help you fall asleep initially, the metabolic byproducts, aldehydes and bad ketones can block REM sleep in the middle of the night.
Sugar. Sugars can stay in your system 12+ hours and hinder sleep.
Sleepy Drinks. Sipping warm milk with cinnamon or teas with chamomile, such as Celestial Seasons Sleepy Time, can calm the mind and signal sleep.
Journaling. Putting the day’s thoughts, fears, joys, conundrums down on paper can help the mind see things more clearly and let them go for a few hours.
Direct Your Thoughts. Give your mind something to focus on that gives it peace and contentment. Bible verses or other centering wisdom can calm the soul so it can be at ease.
Melatonin. Science shows supplements aren’t effective, since this hormone only signals the oncoming of sleep, not the quality. The pineal gland naturally releases the melatonin hormone in a 0.1 – 0.3mg dose. Studies show supplementing 5.0-10.0mg doses of melatonin only increases sleep 3.9 seconds. (This may work differently for 60-80 yr olds that may have calcified pineal glands.)
Magnesium. Low magnesium causes insomnia. Restoring magnesium to normal levels aids sleep. Healthy people do not need this. (60-80yr olds may benefit). Biglyconate or threonate magnesium need further testing.
Supplements. L-Theanine (take in evening), GABA, glycine, potassium (may reduce night bathroom trips).
Body health. Lack of sleep directly affects hunger and willpower. Weight gain and loss of muscle mass is associated with loss of sleep. Since the metabolism slows down to sleep, eating before bed can hinder digestion and sleep quality.

The World Health Organization actually classifies night shift work as a probable carcinogen since tests show lack of sleep actually increases chances of cancer of the bowel, prostate, breast. Having only 4 hours of sleep drops immunity 70% and 6 hours of sleep for a week impacts immune function, tumors, inflammation, and stress/cardiovascular disease. One day a year there is a 24% increase in heart-attacks correlated to spring forward time change and subsequent one hour less sleep. The heart-attack rate decreases 21% with the additional hour of sleep of autumn fall back time change.

Quality sleep is essential for all cognitive and physical health and performance and lack of sleep negatively affects the reproductive system, learning, the immune system. Dr. Andrew Huberman summarizes it this way,

“Best nootropic: sleep.

Best stress relief: sleep.

Best trauma release: sleep.

Best immune booster: sleep.

Best hormone augmentation: sleep.

Best emotional stabilizer: sleep”.

How are you using your most powerful tool?

For more information: https://www.sleepfoundation.org/physical-activity/exercise-and-sleep https://www.youtube.com/watch?v=5MuIMqhT8DM

https://wellnessmama.com/647/

https://hubermanlab.com/dr-matthew-walker-the-science-and-practice-of-perfecting-your-sleep/

Darlene Lewis, [email protected], https://moretogrow.com

All posts by Darlene Lewis

Parenting Emerging Adults: Welcome Mat Out, Mouth Shut

Parenting Emerging Adults: Welcome Mat Out, Mouth Shut

Study Practices for Optimal Performance

Study Practices for Optimal Performance

Embracing Challenges

Embracing Challenges

Memory Magic of Learning Styles

Memory Magic of Learning Styles

Is Your Body Ready to Learn?

Is Your Body Ready to Learn?

Say No to Twaddle

Say No to Twaddle

Good Readers Play a Movie in their Mind

Good Readers Play a Movie in their Mind

Gift Ideas for Creative Learning

Gift Ideas for Creative Learning

Sleep: our most powerful tool

Sleep: our most powerful tool

Not Even a Whiff of Smoke

Not Even a Whiff of Smoke