The measure of our understanding; What comes to direct us. What is Mindfulness and ABA.

The measure of our understanding; what comes to direct us.

When I practice a piece on the violin, I just practice the measure of all the notes, the duration, the intensity, the attack as the percussive quality of the note, and the volume in space and time. I form that shape as sound. I must repeat this sense of the form to fine tune this so that the form is clear in space and time, here. If I practice, as myself repeating the sense of the form and what it means to create that form, with any emotional experience, I practice, as in repeat that emotional experience into the memory as an under-standing of what I am being. This will come up every time I come to that point of play of that practiced form. I will have to experience that. In one way, it is cool, because I can see what I allow as the focus of me and correct it. Yet, this means that I have to go back and practice that correction. In the end, my focus has to be present as what I practice, as what I repeat that becomes my measure within, in order for me to be flexible and clear. This focus, must be without emotional values, which is to say without judgement, and this can be realized because a lack of ease signifies a lack of focus- a kind of focus that rapidly takes in a form, which is to say to be the taking in of information. I become what I practice, because what I repeat becomes my experience and it becomes what directs me. If it is not sound, or limited information overall, I become the directive as this.

What I repeat, is what I become. If I repeat televised measures and meters of reality, then I become this. I may realize this, and still, that measure and meter is there and I must sort through this, which takes my attention, and I am then busy within sorting out what is an information that does not fit into a moment’s need for practical application.

If I am in a classroom for many years, during my childhood, I become the measure of what is placed before me. I have to ask myself if that measure is able to inform me into an understanding that develops a memory that allows me to direct myself in efficient and productive ways when I become an adult and enter the world for myself where I make decisions?

Could it be that the information presented in that room I spent in my childhood, be of a limited nature? Was I exposed to practicing understanding many dimensions of this physical reality that I move within as an adult? Was the information slowed down in ways that end up limiting my experience? If I look at the design of this overall, is it hard to understand the measure of this as the parts not being ‘ bad’ but being limiting because the information was metered out in a slowed down measure to not only acclimate me to moving slower than my innate capacity to absorb as with which I was born, and to also inform me with a measure that causes miss-takes through lack of understanding as a lack of direct seeing, that cause consequences that I spend much of my life correcting thereby losing time to order my adult life into an efficient living experience?

If I become what is placed before me, as a form that I repeat until understood, this becomes the blue print of my inner understanding, and this becomes the information I direct myself as. If I repeat a form, such as being in constant comparison based on ideas of beauty, then I become this directive and I miss the total understanding of practical reality. I miss so much order in color and form and capacity and end up having to correct this over time, realizing my mis-take that is a lack of respect for so many qualities in existence. I have lived as a judgement and not as a practical respect for the means of my being, which is a physical reality that I use to reach success as an adult because this is what I work with.

I understand why the elite will spend so much money and time exposing  their children to travel, to other languages and cultures, to activities such as music lessons and individual self development practices, such a karate, or surfing or tutors that walk the structures of geometry- for example. All of this is exposure to direct real life formations, that expand understanding and awareness, forming an awareness of many parts interacting in real time. And this, allows an informed awareness that gives a more focused and capable directive capacity. That absorbent mind, so obvious in the child, formed so completely as to build with interventions that are directives as an exposure to all manner of measured and metered space, the child  then moves in ways that have few con-sequences of lack that cause the accumulation of having to back track and repeat, which is practice, what would not cause consequences that disrupt efficient and well-informed action.

When we are exposed to things, we learn the names of the parts and the whole, the layers of understanding how mechanisms work in an ordered way. With this understanding, we are informed and when we make decisions, they have little consequence. What is it that orders this within? Could it be the names of the measure, as the length and duration and quality of things with which we interact, as directives, within this world?

What happens when mis-information accumulates over time, as what our genes are from our parents? What happens when our generations of measure are imprinted as our informed selves, and passed down, like a residual map, via our behaviors that are then the measure presented to our children, that then become the child, in tandem with a social construct as our school systems that meter out measure in extended forms to try and fit all learning/absorbing states in many different children from many different backgrounds?  And if we are all products of this, can we each imagine trying to order this if we slow down and imagine what it would mean if we had 15 to 25 or more, of such informed beings in front of us that we had to teach a measure of something? Could we do this ourselves? We cannot, such can only be informed one on one, and/or taken out into the world, as the elite do, and exposed to real life measure, realizing that overall our inner memories as our informed experiences from our past ; the measure of our exposure that is a past, and not what is present here in the real living moment. 

Who has the means to give this one on one directive? The parent. 

Research in education makes it very clear, that the more words one has been informed as, will determine ones ability to direct in this world. These words must be clear in meaning, uncluttered with emotional values, and referenced with practical reality. Then is the character informed in structured and clear ways. This is an adult who can communicate and interact, order and focus, be present and effective in creating a life that understands that it can learn, that the freedom to choose means being structured as being well informed, and that this leads to success.

Thomas Jefferson said that when we give up our freedom, which is our self responsibility capacity, to have security, we end up with neither. As parents we have to ask ourselves as people, if we are willing to realize how we work and how we can self empower ourselves to inform our children into effective adults capable of making decisions that build self trust, leading to self esteem, and self confidence within the simple understanding that we are the words we know, as this exposes the measure of our understanding. The means to this end are here. You decide. 

Thank You for reading, much appreciated.

Learning ability and space and time in the classroom.

I am going to use analogy to describe what happens in a class room, to slow down and look at the minutes and the child in this space.

Knowledge and information is like water dripping, and the child in the room is like the glass filling up with the water, 

The children in a classroom, and my experience is with the fourth grade in this analogy, they so want to participate, their eyes are glued to the front.  I mean remember how persistently your child learned to crawl, to walk and to talk. That drive, even having fallen down and perhaps bumped into something that surprised the child, remains. No matter, they keep going. Again,  that same drive remains, that child does want to belong and interact with what is happening in a school, in their environment. Resistance to what is happening means in so many ways that they do not have the words to respond. Remember having a moment when you did not have the words, did not have the means as the units to describe and as such answer and participate in clear and flowing ways within a discussion, be it in a class or among colleagues or friends? Did you want to hide your embarrassment? And as we hold memories, is this memory what remains, a memory of default - so to speak? Is this the lack of units to structure understanding as words that is missing? Has this lack of direction become words of self doubt that leads to actions that lead to habits that  lead to your character? By the time a child enters high school, do we see these behaviors in children of lack as resistance and acting out simply because their memories are of lack, as they did not have the words, the structure , the units showing experience, to build understanding and have the means of expression to answer and/or even to reflect on information and not only question but also find solutions that broaden what is understood by men, to move this into more creative uses of what men collectively understand?

So, that child in that room, is the glass, and the information is “ dripping in” and the child naturally is moved to expand, to take in understanding, just as they learned to walk. Now, if that child already has a lack in structure, in words, to organize that information, will that child be able to take in that water that is knowledge and information? Or, if there is a lack, will what exists in that glass, begin to steam up and cloud the process of building understanding?

So, now the bell rings, and no matter where that child is in perhaps clearing or ordering  something as the knowledge and information being presented there was a mis-understanding. And yet,  the child is in the natural process of making order out of what is being said,  the time constraint  is not allowing the time for that glass to fill itself up with a clear understanding,  the child loses that time to do so, because the regiment of the space and time in a school, is not moving at the speed of building - so to speak- that that child is really busy doing at the speed at which an existent inner structure - as the words known- moves as that child’s structural ability to learn at their speed because of their inner structure, which reveals conceptual development.

Does our public school, or any school, have an adult that is right there to see how that child is doing in their understanding? No. Teachers will and do do this, but obviously , they cannot possibly be there making sure that child understands enough to feel secure in their understanding. And this is why, one on one teaching is so effective. but as we know, the labor for this is unachievable for most people.

So, often we think it is the concept, which it is,  but if the units that build the thought, that describe the concept, as the words, are not integrated enough, then that concept being taught will be very difficult to understand, difficult to be accepted  into the vessel of the child. The outcome is either  merky and cloudy and/or reactive as an insecurity that builds behaviors of reaction that are like steamy water - so to speak.

Is this what we want for our children, those children who become adults that drive and direct the order of our worlds?

Our children are us in another life. If we as parents, do not  make sure that the foundation of our children is like pure and clear and pristine water, that is a memory built of structural clarity, of which words are the perfect structural units for and as, are we giving as we would have wanted to receive? 

Building a sound structure in a child is done as the words we know, our research makes this clear. This is what we all would have wanted, and realize as we mature into adults. If we do not know the words, we cannot communicate, order and reorder, which is being constructively critical and creative within our existence. If parents begin to understand this, and realize that there are tools to build such a structured and sound mind, empowering the parents, and thus the teachers and  our society, improving the community at large, thus, using technology, to build a sound mind, is a gift, it is taking what has been developed by men and using it is ways that improve our lives. The means are here,  as we all want what is best and that is realizing we have the capacity to become responsible for our children and ourselves. We understand that words build our thoughts, drive our actions, become our habits, create our characters. What do you want for your child? Stability? Capability? Effective relationships? We must ask ourselves by slowing down and seeing beyond our own memories that are steamy from lack of understanding.

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

Empowering Parents to Build the Abstract Measure of Children

Children develop an abstract of the actual physical world that becomes a working memory by the time they enter school. This is why, traditionally, children enter a more “ structured” schooling system at the age of seven.  This working memory, is an abstract of all their experiences in the first seven years.

Another way of looking at the abstract, as a concrete memory, is to realize that the memory can only be a measure of reality, because this is what is seen directly. This is why children put everything in their mouth, because they are measuring everything. They sense the texture of things, how hard, how soft, learning density, learning any quality a physical object of substance can have. Within this, a belief of one aspect being more than another about quality as density/texture/shine/opacity etc. is really a value judgement. In certain situations one quality is more efficient depending on qualities needed. So, within a given context, one quality is more needed than another, but one is not better than another. And, a child does not understand these things, they must be given the opportunity to understand, directly and overall. An understanding based on knowledge and information alone, is not enough. And, even here, an understanding of consequences within all aspects of material used, even in an economic use of resources must be learned. To not do so, is to limit the child, who then becomes an adult who makes choices that are not considerate of life on this planet. And, I have to say, that if 14 year old children can invent things that solve problems from practices done by adults that did not consider the consequences of their actions because they were unaware of all aspects, then human beings are very capable of understanding the consequences of their actions in relation to existence.

But, if one comes from a background where this did not happen, and that memory of experience is limited within a development that was made aware of consequences on many levels, it would be difficult to understand this, and it would more than likely be considered impossible. Here, the extremes of development are then given a value, most often called talent, but it is really? It is simply, development.  It is using the sensing of the child and building a human who uses an abstract mind that is built having the exposure to many qualities within the physical world - on which that abstract memory that is the image of the physical world, was built.

Now, if a memory has the exposure of a lot of television, and economic stress, that child has little exposure and thus little development. Then they are placed in a school that attempts to build understanding through knowledge and information only. So, a child is asked to not only understand what is their working memory, but also, re-sort this and build a map without any context. This is a very very very slow process, one in which that child would become extremely frustrated and reactive, because it would be tedious to sit in a classroom for six hours only fixing an abstract imagination map without any context, as direct seeing and multi-sensory development. I would have to say, it is not only extremely difficult for the child, but near to impossible. Here, to label such a child as incapable is really criminal, because it is not the child, it is the nature of the system.

So, we have teachers, that also become stressed within this context. They cannot clean up an abstract of the physical, different in each child, and rebuild a new abstract mind, for each child, The very form of the classroom, with the curriculum demands, does not give the space and time. And the financing of a school, especially a public school, does not include extensive one on one interaction. This kind of interaction is very very expensive for taxpayers. A public school was never meant to carry out such a task. So, overall, it is the responsibility of the parents, it is what being a parent means. The school are there to help with this, but that is all, they support and aid the development of the child, but they simply cannot ensure that every abstract of reality being built as the mental map of the child is clear. And, as I said earlier, many of us are also a product of not having a really clear understanding of all consequences of our actions, had we then there would be no harm being done to any child anywhere on this planet. If a child can learn to play a romantic concerto on an instrument by the time they are seven, then this reveals the capacity of a human when given the structure and opportunity for development. And, television does not build a self directive human being, it builds a human that has all the measure of what is promoted. One example is sexuality. it is known that when sexuality is pushed at a young age this is what the child becomes the measure of, at the exclusion of other developments. This is not something to be allowed to be more than so many other practical aspects of interaction with physical reality. Our most enjoyable relationships are ones where we get to know all aspects of another human being, because this helps us to understand all qualities of ourselves , and develops our ability to see the physical world directly and participate in the multi-sensory abundance of what makes up this physical world. Which, in turn is how a world without children in lack, would become a world where adults live full lives, and not ones in suppression which is what a life of prostitution is for a human being capable of so much more. And it all has to do with what is developed in the child, as a clear abstract of practical physical reality.

Within all of this, why are we building values in children at a young age, where we only talk about friendship? Why are we not teaching our children that understanding the physical world in ways that do no harm to the actual physical world is done through understanding the physical world? Why not teach in ways  that give children direct access to the qualities of the physical world instead of only knowledge and information? Why is an abstract taught based on being “ nice” only , like it is taking a good and elongating it in space and time with stories in a classroom that gives little direct access and specific quality of physical reality teaching? And would this not slow down the child, because being nice is made huge, and the practical is given little space and time? This makes what is the measure as what we are doing in the classroom a difficult thing to point out, because the teacher who wants their salary, fears change, and so with the administrator as well, so the elongated measure that is a “ good” cannot really be disputed, yet if one has a more conceptual ability to look at the measure of all things, then this rendition of space and time through elongation, can be seen as a limitation that ends up creating a human being that is extremely lacking in common sense but able to smile sweetly and appear to be a “ good person.” This, overall, is a form of development that is criminal for humanity and the physical world that is the means of each of us to exist. Is this development the very cause of each of our  children becoming adults who smile nicely, yet have no real measure of reality, and then become teachers that really have no common sense development but are very good at teaching the measure of what they are which is to appear to be good at the expense of anything else? And we wonder why our recent graduates have no real practical ability and do not know how to work efficiently because they have never learned to use the ability of the imagination to create and build an abstract that can be mutable and flexible and mold itself conceptually within a direct context and thereby solve problems and as such be stewards of this earth considering all consequences of their actions, actually living a full life , using their sensory ability fully.

The real joy for a child, is to be able to understand multi dimensions as the qualities that are what is the composition of the physical world. It is the understanding that is the reward, thus no prizes really need be given, and all reprimand is the elongation of a mis-take, and not what is a corrective measure. An understanding as a measure of how the physical world works is needed to be walked again as this gives the child the opportunity to look/sense/measure how the physical works. There really is nothing else but this action with all children.

This is teaching a child to read. This is teaching a child to process the information that is the physical world. This is teaching the child that they are building an inner abstract of practical reality, and that they can as a sensory machine, interact and connect and as such, participate in life. This is what the child wants, and yet cannot voice, this is what each parent wants because this is what we would all want for ourselves.

This begins with words, because words are the units of measure as how humans communicate, as this enables a child to explain their abstract of physical reality. As humans the words we know must be many and must have a clear meaning as a movement and an expression. When this is built then words on a page, or on the internet, can be understood. Then, decisions based on an abstract imagination, as what the mind is, have a more stable conception of reality. And, here to realize that an abstract is not actual reality, thus cross reference is always a good policy. We need only look at what has been created as the present structure of men, to see, that our abstract minds are not equal in measure to practical reality, and that this is the way to begin to solve the problems of lack in so many children.

Given that the present system exists as it does, there is a solution to rebuild the abstract of the child, through ensuring that the words are many and of clear measure. This is the Vocabulary Builder of Techno-Tutor. Because of the present structure, busy and stressed parents can rebuild, and or build from the beginning ( 18 months) an abstract as the words that are the unit of measure of practical reality,  an abstract of concrete reality that becomes the directive of the child to process information with ease. This builds a child that has self trust, confidence and self esteem because their abstract is of equal measure to practical reality. The VB is extremely cost effective, and extremely efficient. If we build an inner map, as the concrete mind that is an abstract of practical reality, then we as parents, and educators have developed a child that can read with ease, and as such process information with a greater conceptual ability, eliminating risks that lead to consequences of harm to ourselves and the physical world in which we all live.

I would suggest to investigate the Vocabulary Builder of Techno-Tutor to empower yourself as a parent,  understanding that you can build a child that is confident, has self esteem and a directive capacity that is stable and functional, which can only lead to a child that is very successful in their professions and relationships.