Friday, December 19, 2014

An innate common sense in children.

I am looking at how a child takes in every measure of their world, and what this capacity means overall. This means that every single movement a child encounters, even the movement of every single muscle in an adult, must be taken in as the very innate common sense of that child. And, this means that the child will imitate and follow that which is presented. We see this in how our children end up looking like parents.
I remember when my children were in kindergarten. My one son had taken to scrunching up his nose as a response to adults. I asked the kindergarten teacher why my son was doing this, suddenly, seemingly all the time. She looked at me and said, “ because you do it.”
I knew she was correct. I did not want to admit this, but she was correct. And, here, I can think of people I would not dare say this to. And, why? Because there are people who would not want to admit that the child was - as is the nature of that common sense in a child, that which takes in the world - a copy of the very measure of the adults and actions they experience in this world. If I look at this capacity, it is an incredible capacity. It has incredible potential.
It also can lead to detrimental learned reactions that end up limiting the child, and that take time to correct, slowing down that innate potential of the child.  What space and time is lost in the development of the child when anxiety is learned instead of self direction? What are the effects of impatience on a child? What are the effects of parents who have forgotten what is means to walk a process of learning something, of parents who assume a child should just know something because when we know something we tend to no longer remember that time when we did not know something?
I have sat with parents that stand over a child when a child is beginning to read, and acted as though that child should know the words better than they do, not realizing that the child must be allowed to discover the words and the sounds and the constructions of the words. When I see a parent becoming impatient, and the child more and more anxious, I see a disconnect from reality. And, it is not the skill of reading that is the measure of the space being modeled, it is the anxiety of the parent and the child taking this in. How can a child, move as this anxious measure and be the process of self discovery and development on their own within word recognition development?  It is like putting a spoke in a spinning  wheel. And, is this movement the measure of self esteem and self confidence?  It is not.
Also, if we look at the time frame in our schools, there is not enough time in  a class of 20 or so students to allow this either! And, I have been in special needs rooms. In a fifty or so minute period a text must be gotten through, so the words often end up being “ expedited” by the aid, which means the child, who may need a long period of time at this point, to really begin to process the language on their own, has never really been given the opportunity to process through in a self directive way! And how many parents of such children have the patience? We tend to think of the Helen Keller story as an amazing feat, but in essence what really happened is someone took the time, and had the patience to not only walk the process of reading, but also walk the process of correcting destructive behaviors. How many have the time to do this in our world? How can our public schools do this given their time frame and set general curriculum? They simply do not have the time, so we cannot blame them. Now, we can see why some parents pay others to do this, because they understand that learning is a process, one that works when the child is allowed the time and space to process through the steps of learning where that child is self directive.
That child who has been in the experience of impatience, becomes that experience. And this ends up slowing them down, limiting what could be a constructive common sense building. If a child has disruptions in processing words, it shows in their behavior while reading. It is blatant and obvious in every movement of their body and in the flow of the words, or lack thereof.  The real question here I relate to my musical training.
If I could sight read and process notes at a very fast speed by the time I was seventeen, then this reveals the capacity of a human being, when given the opportunity, to learn to process symbols into a cohesive form as a musical piece. This was the experience and the measure and the time taken to do so. Why, is this not the same with our ability to process language? Words are not different, they are a symbol representing a thing, or a movement , or a sequence of events, or a subtle quality, nothing that cannot be understood by a child, a child that has an incredible ability to take in even the “ bad,” the limiting, and the good. There is no reason, no justification for a child to not be able to process words with ease. None.
The technology is here to clean this up.
It is Techno Tutor.
For parents who seek a solution, who realize they do not have the time, and need some help. This is Techno Tutor.

Abracadabra- we are the measure of our words. Words are reciprocal tools, they structure within and they focus without. Techno Tutor ensures that the foundation of the child is sound.

Monday, December 15, 2014

The Occupation Building of Fantasy. Does this show the Dis-ease of ADD and ADHD, Dyslexia and Developmental Delays?

Another situation I have encountered in children is how fantasy can occupy the child to such an extent that they have a hard time stopping the movement once begun. Imagine getting caught up in wanting magical things to happen every time you interact socially? It is somewhat like watching porn and seeing women as objects in relation to the pictures as ideas one has impulsed. And we know this is in effect because we have the Harem effect in our schools. A hard thing to say here, but this exists. If we begin to pay attention, it does become obvious. And it is not to blame because what is done is done, it is to change, to forgive and change, and realize what is best for our children, to prevent the limitations of what we build within, so that our children reach their full potential and no longer need inner entertainments that are not what is best for them. Our society needs innovation, and the ability to directly apply in purposeful ways. And words are what focus us directly here, they are the units of building a sound character that lives in awareness which is realizing the value is here, being.

I remember, in the third grade discovering reading books. I began to enjoy losing myself in a book. The impetus to read was really because I was looking for something, to find the words, to find the magic set of words to be able to speak up. Little did I realize that I became lost in the fantasy and escapism of reading. So the fantasy books became an entertainment and I forgot my original search. And all the while, the means was the words and not the mysticism of fantasy. It was there all the while, right in front of me and I got lost in the dream.

I met this 14 year old boy who looked right at me and said “ I can't stop the fantasy, it occupies my mind because I have read so much of it.” I looked at this young man, and I realized that I was him, and yet he was more astute than myself because he realized what he had done. What had happened in his neuro pathway development?

This is an example of what our abstractions as mind can become when not constructed in practical ways, where knowing our words aligns us to reality, as it is in reality that we really create. The parts of this are not “ bad” , it is how the parts are used and combined and as such become a concrete system that directs us, as this becomes our physical directive reality, one that is not in tune, in alignment to reality, and ends up distracting our focus here. Lol, we are dis-tracked and, as this young man calling out for help, we somewhat understand what we have done, but lack the means to correct it.

Using the abstract ability of the mind to see what we understand is an incredible tool. But it is something to that needs cross-reference with reality, to ensure that our GPS – like abstraction can be realized and made into something that does no harm to the means of this abstraction, which is physical reality. As this boy was beginning to realize, what he had built abstractly, was not a real concrete directive in reality. He admitted that he lacked in social skills, that he was having a hard time doing his school work, that he could only process certain forms of information. He could not find a way out. And yet, there was also a pride in what he had created in his mind. He said, “ I love fantasy.”

This again, is a sense that what had been created was cool, but also that it was causing a problem with his ability to participate in school. And his parents had no idea what to do, their words ended with “ all he does is read fantasy.” And to note, this was said in a derogatory way, as a reprimand. Conceptually, the parts were not looked at, and an overall solution found. And, parents are overwhelmed themselves, and our schools by design, cannot clean all this up in each child. We need help, and the tools are here.

This is like building something and then blaming that construction for being the fault, when one has to slow down and to look at the parts and reconstruct, to go back and rebuild. That fantasy had been built of words, and an excitement was attached to those words, which is a value added to the sequence of units as the individual words.

So, what is the solution? To go back to the beginning and rebuild. To go back and reintegrate all the words as their real value, as their simple meaning, so that the child can see that a cup is a cup, and a dog is a dog, and that a cell is a cell. Then the units are clear, and what is developed is a direct seeing, so that that child can move in productive ways, creative ways, within reality, because this is the world that child will live life, and as such this is the world that child has the capacity to live the full potential of themselves as life, especially if they learn to use their inner tools wisely.

It is no different than rushing a process of learning a new piece of music while practicing. If any emotional values are added within that movement of practice of units that are strung together as the notes, then every time that piece is played that state of being remains as the movement learned. Then to correct this, one must go back and reintegrate all the notes, using all manner of focusing mechanisms to clean this up. When this is done with focus, then the process happens a lot faster. Many a master of many disciplines knows this. If one practices something with real focus, then learning does not take as long as we might think, or have been lead to believe. But when our focus is cluttered, correction takes a massive effort, one of extra-ordinary effort, one that parents and schools have little time for. And a school is not responsible for this, as this was accepted and allowed by the parents who are responsible for the child. I have talked with many parents, and they admit that they do not have the patience and the time, as they are a product of the same measure of living as the child.

So, it is with words. Unfortunately, we have allowed a society that has impulsed, and continues to impulse, so many values, as emotional values, attached to the words used within the contexts, spoken and written and sung, and imagination as fantasy is made a greater value, that we have lost an awareness that imagination is fantasy, is an abstract of all the measure of our experience. So, the words are the units, like notes, and they are learned with out a clear meaning, without clear definitions, that our abstract minds - that become what directs us, that become our concrete measure within - are so misaligned to the physical reality in which we live, that we have no real self directive capacity. And then we blame the object, not stopping to look at how this object, as the child is being built.

This is what the SAT measures, the words you know. This is why parents will spend hundreds of thousands of dollars educating their children, to make sure the words are clear, and to make sure the words are known. That money spent educating that child, is making sure that the programing of that child is very very clear and stable.

Think of elderly people who begin to tell the same stories again and again. It is as though they are defining themselves, touting their values as what defines them again and again and again. For them this has great meaning, but it is a lonely meaning that has no real promise and has but little ( it is not necessarily a “ bad”) to do with reality. It has no presence here, it has no real awareness here. It is only a story of the past, and often one that has no real depth, one that can be entertaining in a moment, but when told again and again, has nothing that promises any real directive capacity. And to note, that often the choice of reading information is very narrow, because reading something outside of one's range is too difficult because the ability to be flexible and take in new forms is too difficult because it is in conflict with a limited value system as an abstract mind that is of parts that are not necessarily all untrue. This means, as this happens to all of us, that our abstractions have become concrete, and the concrete cognition, is not seeing reality directly. This is a human who is not equal to practical reality.

Our children will appreciate in value if they know their words, they can stand and become CEO's as all research says that those who have large vocabularies are more successful in this physical world. We are essentially organic robots, what we program ourselves as, as the units as words, becomes what we are. Thus, the solution is right in front of us, we can use technology to rebuild. But each must have the willingness and the discipline to become responsible. A parent must realize that only a parent can ensure that the child reaches their full potential.

If you as a parent had the means to ensure that the foundation of your child was stable and sound, would you not want this for yourself and your child? The tools are here, we need only take that step and become responsible because our children appreciate in value when they have self confidence, self esteem and the capacity to think critically and creatively.

If you are interested in a free reading assessment, leave me a note and I will respond.

Thank you for reading, much appreciated!

Thursday, December 11, 2014

Automated behaviors of coping limiting creative and critical thinking skill development.

One of my first teaching experiences was working in a third grade classroom. In this class there was a child who would come up to me often with a smile and some kind words. This girl was not a very good student, which I surmised simply by watching and listening to the children in the class. Within this, I had enough experience teaching children to play the violin, where I built a foundation of awareness in the child and could see the markers of awareness simply in the way they played, that my awareness of movement and focus in a child was already in development. And, this to the point where I watched the very state of being of the person- so to speak. In performance, attitude/manner can become transparent, because it is a distraction from focus ability.

So, I asked the teacher in the class about this girl to cross reference my assessment. I said that the child was very sweet and kind. The teacher then said to me that the children who become sweetness have found a way to get attention to compensate for a lack in other areas. I remember thinking in response to this “ of course.”

Let's look at the dimensions of form here, as building a character of a child is forming a structural base that can face and create a productive life, so that that person, as that child becomes their full potential, which is becoming an adult that has little fear of being responsible, and even enjoys being responsible, because in all common sense this is actualized living.

This is also to not criticize being kind as interacting with people needs kindness, which is a social skill. Kindness is a very useful and necessary social skill. Kindness is a state of being where one is calm and listens and notices that which is good and pleasant. Kindness is giving and , as well, receiving acknowledgement of, and enjoyment of, the beauty of existence. A very important skill. And, overall, it is an act of being present and noticing the world around us in which we actually live.

It is when kindness is used as a coping mechanism and becomes a habituated behavior as a survival mechanism/distraction/occupation, as a reaction that is resistance to other as valuable ways of focus, that kindness becomes a hindrance. When such a behavior is allowed, over time, it will take a greater effort to counter it, thus prevention is the best cure. And, to note, that children are so flexible, that they are capable of realizing such crutches and missteps. Thus with patience, they can change. And, here, I must say, that this is the responsibility of the parents, because a public school by design, does not have the space and time to give one on one self correction for every child. Teachers are aware of these things in moments, but with 20 or so children, and lessons to teach, they simply cannot correct such behaviors. And since the children spend more time outside of school, consistent redirection in a careful and patient and clear manner is what is needed. Even if a teacher had a moment with one child to redirect such within the school time for that one class/space-of time, it is not enough. This is common sense.

If a child has built some resistance to taking in the words to enable the child to answer the questions and process the information in constructive ways, and participate within what is being focused upon, then the focus of the child would not only be on walking up to strangers on a consistent basis and being acts of kind words only. By this I mean, already at such a young age developing only a personification of kindness. Yes, a child should develop kindness, as well as many other qualities. Kindness as a coping mechanism, is not real kindness, because it is kindness being used in protection and self defense, in avoidance of facing things one has allowed to appear to be unmanageable. And, this process is one that ultimately ends up limiting the child, and/or slowing the child down from becoming their full potential. Coping mechanisms become habituated and then automated, needing a greater effort to correct. Such a state is the presence of the state of being as idea, and not a state of presence in awareness, a real space and time focus into a self directive capacity. As the child matures and uses this personification, mis-haps occur that then take time to correct. The child loses learning time, that will eventually have to be corrected. By the time they are in their twenties and must have a job, there is little space and time to correct this, and thus most of the time is spent trying to catch up, and as we can see, life is moving on and the real potential of the child is is not equal to actualized living. To have a child sort all this out in their twenties is taking development time away from that being, that child. If one would not want this for themselves, why would we accept this for another? And are we as a collective of individuals responsible for this? And, again, to note, a teacher cannot do this alone, a teacher is there to help, but they are not the one who spends the most time with the child. It is the parent who is responsible for this careful development. One need only look practically at space and time and the design of the system to realize this.

Just as in teaching music, where the child must learn the notes and the physical measure of what it means to play a clear note, so must children have the tools as the words to construct meaning, clear meaning, meaning that is a functional meaning because it gives the child the ability to respond, to answer to the information presented and the focus to cross reference practical reality.. Information is presented as words. Pictures can have immeasurable meaning, influenced by experience, which is exposure to culture, race, religion, economic capacity, family dynamics. So, pictures give general meaning, and can, because of background experience ( or noise) lead to a bevy of perspective and trigger emotional reactions that can be of benefit, but also can lead to friction and conflict, because it is a distraction from a clear focus on detail in practical terms. And, we do not process answers with pictures, for the same reasons, as we use words, to show detail, as words are the means humans use to give detail and give directional focus in practical measure, which is how we move from one step to the next to complete processes of development. Words are also a way to order action, something a picture cannot always do, as a picture is a two dimensional image that is stagnant.

If a child develops an automated personification of kindness, this is what becomes integrated within the child, a construct that is extremely limited. It is like building an entity projection that fits within very limited scenarios, and as such, can only cope within a very narrow focus. It becomes like trying to fit a square into a round hole. Though a “ good”, kindness becomes a limitation. One way to realize how this works, is to see if there are reactions to what I am saying, because this then means that conceptually, flexibility is lacking, deconstruction and reconstruction is difficult, which means a personification has become concrete built of a singular abstract idea learned, which is a separation from being practical and normal and flexible in the present moment, respecting actualized living. So, the question here, is what would focus the self here, as the real measure of living? It is really very simple. Words. This is why all research makes it very clear, that we are the words we know. Words are the measure as the tools of focus on the practical.

This is what Techno Tutor is about. It is the tool to build a sound character in a busy world inundated with ambiguous images touting values that give no real focus in practical reality. Techno Tutor is the way and the means to build a solid foundation as the words to enable a child, a human being, to conceptually focus here. As this, that kindness of the child will be more than just a personification, it will be sound, which is directive, self responsible, and self honest. All of this in ways that do no harm, because the ability to focus here, and see, for instance, that a seed can become a tree, of which words are the perfect placement holders in the long term memory of for information processing, is how a child actualizes structural development that enables that potential of that child to respond.

It is said that playing a musical instrument builds incredible conceptual ability. It is also known that playing a musical instrument lights up all of the brain when the brain is hooked up to a MRI while a person performs. Techno Tutor does the same, through focusing a child on many levels. One must ask themselves, “ Do you have the time to make sure that every word a child has is clear, and that the vocabulary is stable, solid and fully developed?”
It is said that practice develops neuro pathways in children as they develop. Let us build the character of our children to be sound so that they are self directive and self responsible, which means having critical thinking skills, and by extension creative thinking skills, which means stable and solid neuro pathways have been built that allow the full potential of that child to express itself. Abracadabra, we are the words we know.

How playing a musical instrument benefits your brain.