Attention Deficits and Developmental Delays Mirror the Absence of our Presence. A Structural Lack?

Our children become what is placed within them. So. I ask, is the information that is flowing through our media clean information? Is the measure of it what leads to clear direction in practical reality? No, not by any means is it clear, not by any means does it show what living reality means.

We send our children, some of us, to universities to study information in a box, which is selective information.  In critical literacy, we understand that where information comes from, who the generator of the information is, reveals why the information is formed. In this respect,  we can realize the point of a school system that begins at a young age and continues into adulthood in separation from practical physical reality. This is a way to eliminate competition, which is why this model’s inception began with mass production. Mass production is not bad, but when the value as money is allowed to be sequestered into singular points and does not flow evenly, then this must be hidden behind many justifications that can only be deciphered when the pieces of the justification are understood in clear ways. The best way to hide what is right in front of someone is to cloud it with information that is a game of value judgements, and then to teach those value judgements. This is done using parts and leaving out much of the practical detail within the basics. This is to say that the chaos is of limitation, a lie by omission that uses comparisons in subsequently impulsed information that lacks details. And like the ability in feral children, who reveal the absorbent ability of humans when placed in environments, we absorb  the measure of what is presented to us. This means that we become the measure of the detail given, that we are exposed to, that we are directed to look at, and this becomes what directs us. Thus, the information within our experience becomes what directs us. We become our experiential map as our past.

Having been a parent, I remember being concerned with whom my children associated with. I preferred that my children associated with children who had a larger vocabulary and more exposure to reality. These children usually were more verbal, and more able to participate in things and follow through. They were more willing to admit mis-takes and stand up and continue. They had less reactive behaviors. One example is a boy who would walk away from a simple backyard sport activity. he would quit in the middle of the game too often, when he felt he was not leading. This was disruptive not only within the game, but also because the support offered to keep the child in the game was one that demanded attention on that child that quit. I noticed a pattern in this, and noticed that children at that age were often willing to coax such a child our of their fear of loss. Children also, will attempt to help such behavior, but they also will get to a point where they recognize a pattern and recognize that attempts of support have been made and not taken, and eventually return to, as in this example, playing the game. When the same behaviors come up, they simply stop asking. Someone can come along at this point and think the children mean, but in effect, that child has been supported in so many ways, and simply refused to change. It gets to the point where remaining with the child and their unwillingness to change their emotional patterns means the child will be left on their own to sort out their limitations. It is to let this happen to some degree, because the child has to realize why they are standing on the side. Unfortunately, in our system time not spent doing , is time lost. Such a child is already impulsed with beliefs that are determining behavior. The child I speak of today, is a young adult now, and yes, he moves in very slow ways within finding a place in society to be a responsible adult. 

This child on some level had an idea about how he should be. He had an idea about how his actions defined what he was. When the idea of what he was, was not playing out, as in how he was scoring in a game, he quit to hide a loss as an idea in his mind. His value of himself was based on winning points. He had no connection to simply playing the sport, being present and taking in the measure of the physical practical world around him. Already he was impulsed with a limited measure of reality and when that within did not match the without he hid in quitting. This hurt him more than anyone else. Also, I would watch his father support his backing out, justifying it. I knew that the father was also very worried about his son making a decision to live with the mother, which meant the father would have to pay child support. So, this layered value system determining actions followed an agenda, a map of belief, that was not one equal to the practice of becoming equal to the measure of reality. In reality, practicing the measure of the movement of a ball and the interaction with the bodies of the other players, is a natural consequence to living, one that comes after learning to crawl and to walk and to talk, it is learning to move what has been learned, to move in ever greater circles of awareness, a really cool thing, and one that will have mis-steps where one falls down because this is the process inherent in the machine of learning to exist in reality. Somehow we have all allowed values to impose on this process and limit through forgetting practical living for ideas and beliefs that come to define us, and have been made larger than practical reality. The outcomes are what we have existing in our children. Our modern dis-eases of lack of attention, in some children compounded to such a degree that they are autistic. Thus our autistic children are showing us the degree of our separation from the practice of actual living.

I was working with a family that had an autistic child. During the meeting, at the beginning of the meeting, a phone call from a daughter interrupted the meeting. The daughter had a problem with her car. The mother, became so engrossed in the daughter’s problem that the meeting ended before it even started.  The problem with the car, I later found out was not really a big problem, what was big was the reaction to the problem. This reaction occupied the behaviors of the mother and eventually the autistic son joined in. Both the mother and the son ended up pacing around in the kitchen consumed with the car problem. This lasted for about 40 minutes. In the end the solution to the car problem was a simple one, one thate just took some waiting for help. It did not need to endless conversation about possible outcomes and “ what if” scenarios. The frenzy generated of fear took the body of the autistic child and the mother and turned them into cycling bodies in a kitchen. If this is what is impulsed as the measure of experience in a child, they become this, and every movement in time and space becomes a relationship  to that measure of belief consuming the beingness of the presence of the person and they then have this behavior in all their actions, and the consequences of this slow down the real development and are hard to change once imbedded because what we practice is what we become. What we practice becomes our habits.

In both cases, emotional values as beliefs were being practiced, which means lived again and again, until they became habits that defined the personality of this child. These emotional practices became the definition of the child. They DEFINED the behavior, they regulated the behavior. The measure of them could be revealed in the behavior. If this emotional value as idea, as belief rejected practical movement as that same movement of learning to crawl that was done in the majority of children before any personality emerged, then the ability to measure practical reality existed as a natural state of being before the ensuing beliefs of value judgements came to limit the behaviors of the child that then lead to personalities that moved very very slowly in bringing themselves back into the practice of actual living in practical self directive ways.

When we react to this, it is because we fear this defining us. we fear these that are in actuality ‘ limited measure of reality within that is instead filled up with value judgements made larger than life.” We fear this defining us, or consuming us, or not supporting our own personalities. We all understand this, we all see this, yet we are as consumed with this within ourselves that rarely do we have an insight into the depths of this overall in our every day lives.  This  has compounded over time, especially with the advent of sending children to schools that are boxes imparting knowledge and information only, and a media that impulses values through imagery and information that we all know is questionable. We have forgotten that what we accept comes to define who we are.

This is why it is so important to build the character of the child to have a clear mind, to have a clear information map within them. This is why some children have more confidence and self esteem that is visibly and measurably evident in their behaviors, because they have had more of a sound mind construction. And it is something that is constructed, were it not then private schools would not exist, nor would tutors and summer camps etc.

What are the indicators in all the research that look at measure and realize what is the signature of a sound mind which is a more sound character?

It is the amount of units of measure, as what focuses us and directs us, as the words we know, and I  mean more than knowing a singular set of words from one profession because one can learn vocabulary within a profession and have no other relationships to words and thus relate everything to that one profession believing that the answer is within their set of words. This is a misnomer, because everything is interconnected and the focus back into the practice of reality means focusing on practical things which ironically is what interventions are and do, they are the practice of focusing a inner measure that is in separation from an outer world. 

Overall, this is why the process of building a sound mind in a child is so important. And this is why vocabulary is the key. If a parent slows down and directs the child with patience explaining how things in the practice or real living work, using the correct words without adding emotional values is so important.

This is why an aid that bypasses the experimental memory that is the measure of the child, building the personality, can help in the building of the character of the child, or correcting the personalities that are a measure that is pulling the child away from participating in ways that provide development and opportunity for the child. In understanding that we become the measure  of our experience, and that the language we use can be impulsed with emotional values that consume the attention and distract practical movement,  we can use this understanding to rebuild the cognitive/experiential map of our children to refocus them into a practical measure that can build a character that can withstand the test of time as the practice of actual living. This brings the presence of the child into reality. This then would build confidence and self esteem, which is creating an asset that brings a sense of pride to the parent. This is reprogramming what has been generated in the last hundred years in the design of our public schools and our ubiquitous media to regenerate the absorbent ability of our children into seeing the parts and the whole of reality so that the child becomes a character with a sound mind,  a character that can think critically and take the clear parts and become creative with them, which is a child who can solve problems and improve not only our lives but the world in total. 

Techno Tutor is the means to do this in our busy world, where each and everyone of us has become separated from the practice of practical living the separation from which occurred slowly over time to the point where we are standing in a forest and can no longer see the trees.  Our attention deficit disorders and developmental delays are showing us the degree of our separation, and the answer is to rebuild the experiential measure through vocabulary because this focuses without and structures within. If you could be self empowered to do this for your child, and give this understanding to the child and allow the child to become self empowered themselves within this, would that not be the greatest gift anyone could give to their children, because is this not what you would have wanted for yourself? And, is this something you can also give to yourself?

The solution is here, and it is Techno Tutor.

Impulse Control of ADHD, ADD, Developmental Delays and Executive Function.

Impulse Control of ADHD, ADD, Developmental Delays and Executive Function.

A child absorbs their world, taking in the very volume and quality and movement of the world around them. And then, they must begin to learn language, which is in essence to name the objects of this world, the qualities of those objects and the manner in which those objects move.

One could say there are two things happening, the child absorbing and the child learning the code as the names of the very fabric of this world that is human language, that that child must learn to direct themselves with and as. This language can become, this technology as words, can become an ordering system of self directing.

Impulse control ‘ orders ‘ such as being given specific directions to follow to complete a task are supportive. A reward system of say, stars on a graph, may support in a moment, but it is overall a distraction, because the mark of a gain diverts the attention away from developing a sense of the task being completed as being the value, a value of self realizing that tasks can be completed by simply following the steps one at a time. (Just to note, a child that is already having a hard time being practical, do they really need another distraction?) And does this not beg the question as to what the problem is? Is it that too many values of what is good and what is bad have accumulated within the child creating a fear that becomes overwhelming cognitively? Was this a starting point of impulsed charged values that were not clear and practically directive in the first place? There is a gap here, overall, that is not being addressed. The very foundation, the units of foundation building in a child are absent through a cloud of good and bad  that is by nature a lack of full function disclosure, of practical functioning in detail.

So, lets go back and look at where we started. We started with the child sensing their world, having this great capacity to sense. Then we have this transition from sensing to learning language. And then that sensibility starts to slow down and move into behaviors that are not a child performing in ways that are interactive  in supportive ways with others and their world. And,  the starting behaviors were extremely interactive behaviors, so in essence the means of building awareness was a given, was the very nature of the child.

One could say, the disconnect begins with language.

I read an article that talked about comfort objects. Specifically, it mentioned and assumed, that a comfort object was a reminder of mommy. This may be true, and it may not. One thing I cannot do is realize the exact construct of comfort in a child’s mind, which not one can do because we cannot be in another’s mind.

We understand that psychological comfort objects are to feel safe, to re-mind us of a safe place and that that safe place is still here, gone for a moment.

But why do we not feel safe where we are? A child is born with no sense of language, and has to crawl and discover the world. When they are focused on this, they are so totally absorbing that I, especially with my children, remember them not having any fear at all! If anything I had to watch them because they were so focused and so absorbent that I had to watch them to protect them from their drive to absorb , to make sure they did not come to something that they had no awareness of because they had never interacted with it and in the process of interacting learn the hard way as to how something worked causing themselves harm. If I made up a story to place a scary ‘ fairy tale’ , a quick fix, then I built a supernatural existence within them, one that was in separation from reality. So, essentially, I, the parent, was the cause of that child’s ideological entity building as imagination that separated the child into thinking/imagination more than being what was natural, which was being focused here in practical reality.  And then, as this was built and the promise of the child began to disappear, did I look at what I had done, or did I blame someone else? Remember that the interventions suggested are to order that separated child back into practical reality!

Language. Thus, a child would develop fear through superstition. If something is not made clear in form and function, and instead a story is told to the child as a justification for not doing something, or for doing something, and that story is a ‘ what if’ story, or a gloom and doom story then the child builds a superstitious construct as a belief that is of NO PRACTICAL APPLICATION. This means that a child, a human being, that is born practically sensing the physical world around them, learns about a metaphysical, supernatural quality to things, that have consequences imagined ( which may be true, but the child has no direct experience as their sensibility so they only have a imagined value/charge attached as idea, an entity like a ghost in their conceptual development!) that bear no witness to reality, to the development of their innate ability to under-stand through physical sense absorption of reality. In a way, this is really messed up.

And the irony is, that the solution to balance the unable-to-focus mind of the disturbed child is to give interventions that are really very practical, which is the interventions of giving specific directions needed to complete a task. So, the separation from that innate practical ability of the child has been directed into something that is not clear, which was done with language ( and media pictures) as words used to construct a picture that is charged with a value that is superstitious and metaphysical that does not tell the real sensual qualities, manners, movements of this actual physical world in which we live. ( This means that superstition is a story of limitation!) Why do we not connect the simplicity of the nature of the child and the spoke in the wheel as the forms we are using our language to create that are metaphysical as composed stories that do not tell the actual practical story of the actual real live physical world, and then come back with interventions that are giving directions that are practical? This is really like a smoke and mirrors show of how separation happens, but because of this, our own natural conceptual abilities are askew. We have lost our ability to look at the parts and the whole and realize the nature of the disconnect from reality that our children are suffering in greater and greater numbers and the very ways in which we are the cause of this separation.

Thus, the solution. We were told of the solution. It is right here, right in front of us and the research is right in front of us, giving us the solution. Our language has to be grounded in practical reality. Our words must be equal to their object, their quality, their manner as reflected in practical movement of physical reality. The word within must be equal to the world without as this gives the child the object to focus on practically, and it builds an imagination, a cognitive map, an inner gps, that creates stability in the child. This then builds real critical thinking skills leading to creative thinking skills, leading to the forming of that sense ability of the child into a volume that is confident in directing themselves in this world, because it is a physical world. The within of the child, as their experiential map is equal in measure to the practice of living, which is being practical, as our so-called interventions reveal but have not looked at the foundational starting point as the words, which the research reveals is the solution. Round and round we go, but do we see?

Language is a sounding of men about this world. If this sound is equal to this practical world, this world that the child is absorbing as is their nature as life, then the sound within as their gps system will be a sound map of this actual world they so are driven to absorb. This then, would build a child that needs no comfort objects, because they would be grounded. This would be a child that would not need interventions to correct this disconnect. This would be a child who could create, which is a child who could become an inventor, someone who had the development to build through invention a world that would benefit all.

We are the words we know, and I mean really know.

Techno Tutor, it is time to build a sound mind. It is what you would have wanted for yourself.

Abracadabra - we are the words we know. Parents, it is time to become the responsibility you would have wanted for yourselves.

Thank You for Reading!

Words are the perfect structural foundation for building a sound mind.

We learn to do things through spaced repetition. Even our infamous Karate movies reveal this to us. As we “ paint the fence” we integrate the small move and then are able to integrate more in relation to that one small move, which is expanding in awareness. Within this, we also must be careful to not become automatic in our moves, because this can lead to rushing and then mis-takes, leading to insecurity if we do not understand how this works and define ourselves by our mistakes, instead of simply realizing we have lost touch with what we have programmed ourselves to be. If we become automated, then we are allowing a program to exist as us without awareness. It is to say that one’s presence must always cross reference what one is doing, moving through the inner  knowledge base and checking it with the information of practical reality, like placing one’s presence in something, knowing the structure. This is that which can move through the ‘ eye of the needle” and remain constant, becoming small and big, depending on what one is doing. This is in essence the development of creative and critical thinking skills as one being present in full focus. Words are the perfect placeholders for this measure of being present.

If the physical is not programmed clearly, or does not have opportunity to be programmed, as in exposed to anything and everything that is here moving in visibly understandable ways as the physical is right in front of us, then we have human behavior with this inherent great ability, in frustration and lack, unable to see directly, and thus having a memory that is limited, and the voice to match as often the limitations are what is argued because this is the process of the program voicing itself, as that sense tries to understand by placing what is known in front of itself to see it and deconstruct to reconstruct, because the nature of that which can cross reference reality ultimately learns when given the chance.

Within this, that sense, that presence must have exposure to forms, to be able to move as itself in volume - so to speak- to practice changing inner form and building understanding of reality as its memory of life. If this capacity is given a limited and set from of information, and little chance of exposure to more and more forms, then that inner memory, or gps, system, or program, becomes stagnant and limited.

For this reason, evident in educational research, the amount of words a child learns in the first seven years, will determine the amount of flexibility and changeability a child can have, and as such, their obvious ability to take in information in the limited format by design of our schools, and will determine how well they can process knowledge and information - like they already have some measure to change with, some structural ability within developed. A lack of this, leads to greater and greater insecurity. Overall, this development as it exists in our schools, is within the gamut of potential within a human being, extremely limited. We are simply so caught up in the forest of the last 100 or more years, that we no longer see the forest through the trees. Which reveals the diminished conceptual ability overall in our society. Yes, we have products of this teaching our children, though well meaning, overall our conceptual ability in total is in lack.

And yet the answer is right in front of us because of this; when we are exposed to words, we are exposed to form and function, we are exposed to different perspectives, to different knowledge, to different realizations as to how behaviors are within people and the physical things we use to live.

So, vocabulary is structural development. We know that we learn through repetition, spaced repetition, and we know that exposure enables us to take in new information, and that this expands our awareness because we learn to read the score of practice in a physical world.

I think many of us have been to a graduation where the class valedictorian stands and gives a speech. There are some on  YouTube that are worth watching. These young adults obviously have some command of language and the product of such structural development which is self esteem. They can stand and speak, and even point out to their peers and their teachers the faults of the system. They show the capacity of a human who has somewhat of a clear structure to guide them within to enable them to have the courage to be self honest. They can conceptualize, they can communicate, the are flexible. They have some critical and creative thinking skill development.

Thus, words are the perfect units of measure to build an inner structure that creates a child who can think critically and creatively. and as such speak clearly, which builds self esteem and self honesty; something that is in lack in our present world.

The simplicity of this is so clear that anyone, any parent can become self responsible in the raising of their child, especially since the tools to do so are here.  Within this understanding of the importance of a solid foundation as the words we know, a parent will no longer be at the whim of a system that by design interrupts the natural learning/absorbent mind ability of the child through constant interruption because of scheduling restraints and peer pressure distractions  and lack of family time at home because of both parents working, and presented knowledge and information that is not the whole story and that has no space in the systemic design for practical application. The parent can ensure that the words are placed and structurally aligned within the child to build the means to communicate and process information with ease, to build the assets that is the child, into a person with self confidence and self esteem because they will be able to see directly creating a memory that is flexible and able to change without resistance to new information because the words as the structure will allow communication and a structured reference system to reflect with to think critically and creatively. This is  a quality of character that can withstand the changing world we live in today. Those units as those words, are the perfect structural foundation to bring presence into the many decisions we make that determine the outcome of our lives. This is what we would all want for ourselves, so, to build a structure of words within a person, gives a child, and the parent by extension, the gift that keeps on giving for a lifetime; a structure within that can read the score and process information in new and creative ways that solve problems and build a character that focuses directly fulfilling their real potential as life.

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.

Techno Tutor - Your self empowerment tool, to build a sound character.

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

Thank you for reading, much appreciated!

The key to processing knowledge and information. Abracadabra.

Children's behaviors, when lacking in the ability to process words and as such, build understanding, lead to emotional reactions of frustration and lack, resistance and acting out. But with proper tools, as the use of words are the units of, children can become so clear they are able to transform understanding via human means of communication, as words, and reflect on the order of themselves. It is a reciprocal process. Thus words are builders of a simulation of reality, that can be cross referenced before actions are taken, much like composing a musical score. One can place in front of one's self what one understands and sees, and then reflect this understanding back into a practical application, cross referencing the physical. This also, naturally focuses the child practically, building common sense. In other words, a broad vocabulary that lends the means to communicate their insight allows cross reference and time to then move into greater discovery. Words are the means to build structure. We all know that each of us is unique, and the gem of insight within each individual expression is something we lose when that expression has no real voice. Each of us is a perspective on a physical world, it is when the insight of the collective as each point is present, that greater understanding is built. This is obviously a win-win situation for all, when all children have fully developed communication and language skills.

In the next blogs for this site, I am going to go into detail of limiting behaviors that indicate a lack of structural development, which is reflected in our words. Ask the question, if a limited insight is built, does it not show that understanding is built? As such characters are constructed and therefore can be deconstructed and reconstructed. Words are the perfect structural means to self empowerment. The basis of all educational research makes this clear. Abracadabra; we are the words we know.

With each blog I am going to look at some behaviors I have experienced in working with children, to describe the limiting behavior so that it can be readily understood and corrected to enable the child to begin to stand with a desire to build communication and language skills because it will be understood that building language skills is the structural key to becoming more than a consequence of hiding insecurities, which are a lack of structure, that end up limiting the full potential within the child.

Ask any parent, as I have talked with many, if they feel that their child has incredible potential, and of the ones I have met, each realizes a natural potential within their child. What must be understood is the importance of language development to allow this potential a structure to not only voice itself, but give a sound structure as the words to check alignment to common sense.

When we realize that the lack of this limits each of us, the insight of that unique potential, we can see that it is the responsibility of the community, via the responsibility of the parents, as the allocation point, to ensure that our children reach a clear self expression because this will benefit all of life.

It is the responsibility of the parent to self empower the child. This also, self empowers the parent. Our schools provide further development when the foundation of the child is secure. The design of our public schools, is to build on a foundation. When these parts are working together, children can do very well in school, and teachers can spend time fine tuning the structures that gives a solid foundation of vocabulary further structural development. In this we create a win-win situation, that only improves all of our lives as a community.

Please join me as I walk behaviors that build personas that end up limiting a child, as they become stuck in a foundation filled with value judgements attached to words that are not necessarily good or bad, but limiting because unresolved experiences of value judgements build self defining ideas that then accumulate without the structural means, as clear language and communication skills that balance out and order mis-steps that are a part of becoming a human being. A human being that by nature, as this very process, has innate creative thinking skills and critical thinking skills. Words are the tools of thought, the units of thought, the means of description. Words are the units that give measure with which to think in creative and critically constructive ways, to simulate actions before practice, and to gather, understand, process and assess knowledge and information in practical ways with ease.

Critiques are most welcome, as my goal is to understand and move into effective solutions, to ensure that only that which builds a sound character becomes the norm in the development of our most precious asset: our children as prevention is the best cure Children who can process and assess the existent know-how, and the formations, of this world, with the tools of common sense as the  structural focus ability of words, will not only self-empower themselves but the rest of us too.

As the video posted with this blog reveals, with the example of learning a foreign language, when we do not know the words, we lose so much understanding and get lost in fuzzy logic. This means, overall, that we then have little means to direct ourselves in productive ways. This example is one we can all relate to. Now, place yourself in the shoes of a child, and realize we are the words we know.

https://www.youtube.com/watch?v=verqCmPrnY8 Anne Fernald: Why Efficiency in Processing Language is Important.

  

ADHD and ADD : Is the within not equal to the without?

Children that grow up in stable homes tend to have a greater ability to communicate with ease. Children that grow up in homes with more economic pressures tend to have more difficulty in processing language and mathematical computation. This can vary by degree on a spectrum, where it is known that those with a broad vocabulary and exposure to mathematical measure of space and time will become bored in school and end up rejecting participation in school because it simply is moving like molasses to them, and is really a confinement of their expression. Children who have not had any structure given, or very little, become so overwhelmed that they freeze up and want to hide. This second type of child are unbearable to watch, their eyes are often down cast, they stand behind the group, they cannot even sing, they are so completely unable to move themselves it is really criminal and must come to an end. 

No one wants to be this. Following the golden rule in our schools, that we give as we would like to receive, must be practiced in fact, because that child is a part of the fabric of life here, and thus that child is us. If we want the fabric of life to be whole then there is no other option than to ensure that our children are functioning as the ability they are inherently born with in full development, their natural learning ability. As well, those children that have had the opportunity to develop more structural understanding of here, as the words they know, enabling them to process the information, the formation of the world around them and not be lost in fears - not feel inferior to here - must reach their full potential as they are just as much a part of the fabric of here as life as that child in lack. All the children that have various levels of ability in processing information, the formation of here,  that exist between these extremes, must also reach their innate ability to understand here as is their natural learning ability to structure here. Remember that learning to crawl and walk and talk, is a multi-dimensional spatial processing ability, there is no reason as to why this is not developed in all children.

So, why is the within not equal to the without? Are the behaviors of our children showing the separation from a balance of this within being equal to the without? And by this I mean the child being equal in structural understanding of the outer world in common sense?

I was working with this ADHD child. She was reading a text and suddenly the words she was speaking were not on the page, and she was reading away as though she was on track. I just sat there and looked at her. Wow, I mean this was a verbal child, but this did not matter because she was speaking all these words and there was some sense to them, but they were not what was on the page. So, I had her use her hands to stay with the words, and to breath and to sit up straight. She immediately slowed  down and began to struggle. But with practice and constant redirection, refocus, and with a technological tool to direct her to being here, she eventually began to read, and it did not take very much time. She had begun to equalize herself to being here. After about 14 days, she finally stood and read  a passage in a book with such joy, like a whole understanding that the words on the page were able to be seen and she was able to process them and that , yes she could do this, ( so simple )  brought out a child that was a normal interacting-with-here person. She had become normal, instead of all the behaviors of slouching, and becoming frustrated, wanting to go and be involved in what someone else was doing, ( she had this behavior of constantly looking around the room) and speaking out made-up stories instead of the actual words on the page. The self directive ability she realized she was capable of with the words on the page opened her self direction. So, it was like, “ I am here and I can direct myself!” Her within had become equal to her without. This is how our children should be, this is their capacity, this is normal, this is behavior that supports the fabric of life, and thus each of us.

Next post: What inhibits/clutters the within causing a lack of focus here?