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.
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