When a smart child is underperforming, as my cello student Tom was, the damage goes far beyond his grades and general academic achievement. Tom was fourteen when we began our right-brain experiments in his cello lessons, and he’d long ago concluded he was slow and dumb.
Before his academic turnaround, when he learned to use his intuition for math, reading, and other subjects, I told him he was brilliant but he never believed me. How could he, seeing little evidence?
But when he started passing his courses, then he could see, as a direct result of his efforts, that he could in fact succeed.