Education and the Law or Miracle of Compounding

Education and the Law or Miracle of Compounding

I had another person talk to me of and about a gifted and talented child this week.

I said to that person that the ends reveal the means. Meaning, we become what we practice as the math of our exposure and accumulative understanding, which in the present system is our opportunity in many ways. Because of this, our parents become our starting point, because the consequence of our exposure and practice as a math, as a belief system, of and as the opportunity/exposure of the child. 

In music, child proteges are usually born into musical families, they are exposed to music, a fluid math, every day of their lives. They absorb this, they imitate it, thep begin the journey of assimilating the information and have the 10,000 hours it takes to master something in the space of their environment and they become capable of that form of expression. Look at Mozart and Bach, they were essentially born into the trade of music.  Just like learning to walk, they began the process of integrating the form, the movement, the mastering of music as what was the exposure they had in relation to their environment.  Within this, our society tends to create icons of music, meaning to aggrandize a few humans who learned and mastered an instrument, yet there are many who have done this, it is not that uncommon. 

We do not hear the ones who have not been made into an icon, that very formation of one of a few becoming somewhat of a master being the ONLY one. I can say that there are people who have mastered an instrument and they perform on levels even our icons have not reached.  Creating superstars in some ways separates us from the natural process of learning, and also takes away a natural ability to sense, as that very ability that when given the space and time, masters such a thing as learning  to express with a stable tool such as a musical instrument.  

Thus, what we are exposed to and what space and time we have the opportunity to absorb and practice, as self generate, determines what we integrate and this determines how we self direct in this life. How is it that this process is not used at what it so obviously reveals? This is to say that we understand how this works. When a mistake is made, there is no place for blame, or negative impulsing of destructive criticism, because the only real direction to take is to correct as directing towards a self sustaining balance. Also, to realize that this process means giving the space to practice. 

For parents, this means that everything we do, every move we take, every word we speak is programming our children. And for adults, it means that our past need not define who and what we are here. If our parents did not understand this,  and we learned, or integrated some information that was not clear or complete in programming us to self direct in efficient ways and means, then there is only us to change this. This is the whole point of the Humpty Dumpty story. This is what it means when it is said that all the kings men, and all the kings horses could not put one back together in a way that gives self direction in awareness, only the self within one’s self can do this.  Any negative impulsing is a past of information  that was not an act of clarity, an act that lent a math that gave one a means to play, or express, or self direct with efficiency and clarity. 

When we really begin to understand this, and look around us, this understanding makes it clear that one cannot place a child in a classroom for six hours  day, for 13 years, and expect that one teacher with many students and a set body of information, learned in the abstract and moved into the concrete as knowledge and information only, will be enough to lend a clear and sudden self direction in reality.   Imagine if we did this in music? Obviously, this does not work and it is not working.

Our present form of education lacks any practical application, any real practice in living. It is to say, one imagines something and then is suddenly asked to go out and apply that information that is an imagination, and suddenly carry out that information in a multi dimensional reality/  Imagine- because, lol, imagination is not all bad!, playing the violin. Imagine learning to imagine what it means to play the violin, and then imagine having to go out into the world and perform, with masterery, just from having learned to imagine something.  Yes, this is basically what we are asking our children to do.  How is that working? Do we seem to have a compounding of attention deficits as we pass this down from generation to generation, I mean what are we ‘ seeding ‘ here? We can ask ourselves as we look around at the behaviors of others, where they are in the spectrum of the consequences of this overall form, and all the protections each has within them, because of some idea that we can be taught in a box, imagining things, without the opportunity for physical application.

We all can realize that when we physically do something, in addition to seeing and hearing and repeating and  speaking, or generating, that when all these dimensions of using our capacity are utilized, we remember things with greater ease. Instead we expect children to move from only the abstract to suddenly having some great executive function. We learn by employing all aspects of performing, it is in working with all aspects that we remember. Like learning to walk, we  have all the tools at our fingertips, and our natural ability to absorb allows us to assess in this, and begin to crawl and walk and talk.  How is it that we do not apply this to all areas of learning? I mean, this is so obvious in music. Anything we learn must be in the same way, that time and space to practice information as we learn it, is what allows us to correct what is a misunderstanding that is a normal process of learning what something is not, and what something is by nature and quality and degree.  

Getting back to the protege and the law or miracle of compounding. All of this means that a perfect practice, which is consistent and making-mistakes-is-part-pf-the-process practice becomes the practice our our self generation. We become the information that is us. Hence, the lack thereof is the product of our opportunity/exposure. Those around us in a degree of incapacity, in all its variations, and those who have some capacity, are the same ends as the ones we call ‘ gifted and talented.”  What is special is the means to the end, the magic is in the doing, the outcome is in the opportunity to do in a consistent and careful way that compounds to inform who and what we are  into effective human beings. This means that one set body of information that s taught into becoming a concrete abstraction about something in one’s mind only is an inefficient system because it lacks the dimension of real practice that allows that fine tuning inherent in self discovery, as one becoming a master of doing in reality that is of so much greater dimension that only imagination. It is easy to only do things in the imagination, one can ignore dimensions that do not fit!

And yet, because of this system, we can and must master our words. Because human beings use words to create placeholders of information..  This starts with mastering spelling, because if we do not master the notations, the notes of information that humans use,  how can we form informs of information and then have the security to use our spatial capacity and extend our awareness that is our spatial ability from within to direct in the world around us that is the without? If this inner structure is not clear, if we cannot spell correctly within, how can we spell correctly  in our ‘ withouts’ as reality? If we look around we can see that the means to the end, is so visible in the behaviors of the humans around us, and that punishment is not an act of giving space to, or opportunity to self correct. 

In other words,  incapacity is incorrect compounding of information about reality. And yet, integrating information is the miracle of life, meaning that a correct informing of a person, leads to a human being mastering life. This overall, has a sequence, we do not know something, then we realize we do not know, and then we practice which naturally is a process of mis-taking or correcting imbalances as we sense the boundaries of the qualities of something, and then this becomes integrated and we can function without placing too much of our attention on what something is because we have had the opportunity to understand that which we focus upon and can instead employ that understanding in space and time. If we do not follow through, or have the opportunity to follow through in self directive ways, we can practice an imperfect practice and create an imagination that does not fit into reality- causing all those cognitive dysfunctions we call dyslexia and ADHD, all attention dis-orders. 

This is why our thoughts become our habits ( the manifestation of our practices )  that direct our actions that end up determining our lives.  This can all be heard in the very words we speak because our words are the reflection of the math we understand, just as that musician expresses their understanding of the space and time around them in the very music, or form they express.  One cannot blame the instrument, it is what it is, and it is a gift in its stability as a physical object.  In this, it is the forms as the math as the words one wraps ones mouth around that helps one to see where one stands and where one needs to assess and correct one’s self information. Something no king, and no king’s men can do for one. Yet, this same means to an end is what is so cool because it means that everyone is special and everyone is gifted. Those who we call gifted, simply have had the generational background and/or time and space to master understanding, done in the same way we learn to crawl and to walk and to talk.  

Thus, the means to the end, is to be able to process the information within and the information without. Words are a means to organize information that in turn allows us to process information correctly. This builds confidence and self esteem which in turn lends opportunity and joy in performing, in creating, in doing what humans can do so well when given the opportunity as is evident in those who we call ‘ gifted.”  They are simply ‘ gifted with time and space and correct in-forming.  Human’s real gifts are to problem solve in ways that stewards this life around us in caring and productive ways. This is the capacity to consider all things and make choices that do not harm. This would compound into a reality where all children became the manifestation of what was unique and special about them, and thereby improving and expanding awareness for everyone.

Even the gifted ( with correct inFORMation) cannot reach their full potential where others are in lack. In reality, we can leave no one behind as this is a form of extinction of life. Placing a set body of information into our children, away from practical application in real space ( physical) and time, is causing a separation from processing reality and building a self directive capacity that expands awareness. We in essence are no longer reading reality, and this is evident , or reflected in our lack of word recognition and spelling skills.  Even a musician needs words to communicate their understanding as this is how humans interact.  This also begs the question we must ask ourselves ' Can we ever trust our intuition, or is the information that comes up within our intuition something that must always be cross referenced with reality? 

Does it begin with spelling our words?

In working one on one with children, the importance of being able to spell and speak words relates to the processing ability of the child. 

If a student or child lacks the ability to spell words, of which speaking is an indicator of, then we can ask ourselves if our children really know their words. If they cannot generate them, speak them, spell them then how can they construct their potential? How can they see the detail of the specific and the overall view of the general, as men naturally categorize and oder. We begin doing this the day we are born. We learn to crawl and walk; we order the space around us, we imitate the words of our parents- the measure the words convey, the values the parents convey.  This is how absorbent we are. Other species have this same ability, they imitate and absorb. This is the point of opportunity too. Without opportunity, we cannot build the means to express our real potential.

Humanity is also by nature, social. This makes sense in the nature of a natural ability to learn. It is when we interact with other people, and things and animals that we learn. we learn when we are exposed to the physical reality. We learn when we have the opportunity to speak our perceptions, as this is a way to build perspective through hearing the insights of others. Thus, when we cannot spell our words, we get caught up in the lack of this ability. When we practice this lack, we become what we practice, hence we come to define ourselves as an experience of lack. Yet, the means of development within becoming what we practice, makes it very clear that the solution is to realize what we have practiced and to practice a more perfect form, or imitate a more perfect form. 

We can start through a perfect practice, as the words we know. The words we know so well, we no longer have to think about the spelling, and can use the word as a placeholder of information, to form a well ordered and perfect mind to reference our experience with the world around us, that is in constant change. This is how a person can become what a well informed man does so well, face the unexpected with immediate solutions. It is all a math that can be learned by anyone, because a human can absorb great detail when given the opportunity.

Because people use language, words are the perfect tool to organize information. It would not matter if one becomes a painter, or a carpenter, each person on this earth can also learn the means of human communication and use this to order whatever skill they are inclined to develop. After all, one can master a skill, yet if it cannot be communicated, that person cannot be heard and that skill is hard to share with others to allow the awareness and development of such a skill, to reach the perspectives of those who have not had the means to reach such levels of skill. Sharing is a way to process measure making the next person reach a skill level in a shorter amount of time.

If we understand that a seed is information, then the community of men can develop the ability to process by seeding perfect information, so that the next generation reaches greater levels of development, thereby increasing the awareness of each man on earth. Within this, we can understand how evolution moves, and ensure that our children reach greater levels of capacity. It is a lot similar to computers, and how men have managed to minimize mechanical processes into smaller and smaller measures, to give all the means of access to information. Within this, if we know our words, and can spell, we can hold information and assess that information and then apply the practice of that information with ease, building living situations where the community realizes the value of this, and interacts in respect of how this works, understanding that each of us are responsible to become the potential inherent in the structure of how all this works. In this, there is no need to have someone validate this, it is here, hidden in plain sight.

The research in education reveals that success has a relationship to words. Words are spells, they are placeholders of information. The measure of the word must be pure in relation to the information the word conveys. Then when we speak, we speak in tune, in clarity, in precision. When we generalize, we see a perspective about something. Thus, words allow us to generalize and allow us to share the perspective of the details. If we allow the generalizations about reality to become a truth that fits all, we are in effect becoming superstitious.  One way to realize this, is to look at one’s social circles, where one may have a friend who is of another race. One realizes that that friend is hard working, industrious and desires to be responsible. And yet, with information touted in media, a different measure of value can be imparted about that persons original culture or race. Then, the general story is not equal to the personal story. We then justify, believing that what we know is the exception to the rule. This is two contrasting in-forms. It begs the question as to where the practical experience is not in sync with the perspective about a distant experience.

This means that one cannot accept information without investigation. To investigate, we must be able to spell, to assess information and relate its values to practical reality, to understand the disconnect between contrasting information as indirect experiences and direct experiences. When we know our words, and use them to form reflections about information, we can use a natural ability to quantify information and reorder it, while at the same time, realizing the practical in plain sight. This is how words can be an incredible tool to order information, creating placeholders that are stable, and that we can hold to pan-in and pan-out to quantify many aspects and form a more perfect action that cares for what we all enjoy, participating in society, which means participating in life.

Because of the consequence of an imperfect practice, having forgotten in our busy lives how this all works, we can use technology to automate spelling skills development, to ensure that we can spell all those words research in education reveals leads to success. Few parents have the time to walk the practice that requires a little bit of time every day, in their busy lives, and few school systems, that are required within a limited time frame to impart information, have the time to make sure that body of students know each word so well they then can use their space and time to generate meaning. After all, wouldn’t more time spent generating meaning, educe the practice of relating to processing in spatial reality? Would knowing our words in a clean and clear way, allow a natural ability in each and every one of us to quantify space AND time ( as memory) and build an interactive society that realized the potential of each fit perfectly into the orchestra that is what life is? 

Hence, we can automate learning to spell our words, integrating them as placeholders of information to build a natural ability to process information. Such a tool would remove the stress many parents feel in making sure their children are well educated.  After all, only  a parent spends the most time with the child, and can be right there, with the help of technology, to realize the importance of an effective vocabulary. The joys of the expression in a child when they realize they can learn anything because they no longer are caught in a lack of being able to communicate, is a child with self confidence and self esteem. A child who can go out into the world and process information no longer fears participating in life. A child that can process information, with ease, and without fear, can earn a good living, being there for the parents as the parents were there for them. 

If you are a parent or a school and are interested in spelling skills development that is cost effective and self empowering for the child, leave me a note.

Thank you for reading, very much appreciated.

In the next few blogs I am going to describe behaviors that reflect the consequence of not knowing our words.

Can a narrow focus for too long in reading skills development stagnate a natural ability to change?

One of the problems I hear in schools is that the children cannot generate meaning from the words they have learned to read, the patterns they are sounding on the line of information in front of them. The term is fluency. A child can build fluency and yet not understand, or ‘ create meaning’ from the text. They cannot place the word into a living context and make sense of the words. This means that they really do not know their words. They are simply at a stage of development. A sequence of development. Often, we give up at the moment where the whole and the parts begin to come together. Or, as in the perfect practice makes perfect model, the ‘ volume’ as the speed and movement used in the learning process has in itself become entrenched. The point of building momentum is lost to a habit of a movement. Then one has to have an extra effort to move out of an embedded meter. If this in space and time is not realized, this ‘ quantum seeing’ of the parts interchanging, then the child can get stuck and become labeled as having a slow processing speed.  And, though appearing fluent, will need a boost to move out of the means that lead to that fluency.

Because we are so absorbent, if we practice something again and again, incorrectly, we become that mis-measure in time and meter, in expression. That measure is is not a good or a bad, it is simply a point in the learning process. In other words, it is hard to sometimes see through the ‘ good.’  Our natural capacity to learn and remember as what we absorb as a measure can become our behavior, and that behavior can become something that is not what is best for us. In the context of the process of developing word processing skills, as what reading is, if we practice speaking words, decoding words, again and again, for fluency, over a long period of time, without any real momentum in placing the words into a context that makes sense, we become that measure of decoding only. This behavior in tandem with our foundational experience/measure, can create a memory/experience ‘map’  that would take more time to correct than to have done this correctly in the first place! 

This means over all that everything that absorbent ability in the child is exposed to, must be carefully guided, and that this ability is a natural learning ability and it is by nature, an ability to change! It means to expose the child and allow the child to understand because it is natural for the child to understand. And, it means that the ability to narrow one’s focus and self monitor, is cool, yet a narrow focus in measure can also create a lack. Learning is and must be a dynamic process, it must always have a movement into the whole, or the good one is doing can become a limitation.

This is also why a solid vocabulary is so important. It is important that the children know the  words so well they do not have to think about them, the children must effectively know their words. This allows the child to spend more time on the meaning of the word, to discover the measure the word implies in real living time and space, meaning the child must also practice ‘ playing the instrument that is them!  Within this, showing a child a picture only, in relationship to a word, memorizes a picture and not a living common sense action or thing.  

Words impart information, they are not the actual movement or thing in themselves. Because humans use language to communicate, words are very important. And because we use language we can use that language as a means to order ourselves and our actions. Language in itself is always changing, it is dynamic. Thus language taught in segmented ways, appears good, and lacks real development through a default of practical application. The instrument, as the child, must generate a momentum in real time application to live the meaning. That segment of building fluency can become a measure that stagnates, it has to maintain a momentum in order for the child to realize the patterns and apply the word recognition in practical terms.

If we understand how absorbent a child is by nature, and we understand how words are very important, we can build a child who is very capable of becoming their real potential in this world. It is what is best for each of us, because that child is unique in their expression, and that message they bring, ultimately benefits all of us. Our job is to make sure that that child reaches their goal.

Your words tell me more about you than they do about myself! We are the words we know. We are a reflection of our subconscious information.

Children are very absorbent beings. This is how they learn things so quickly. If we, for a moment, look at this aspect of a child, and slow down enough to realize what this means, we can perhaps realize that nature of learning.

What does the child absorb? They have no learned information, as in specializing in some discipline. Those children who are born into families where the parents have learned a discipline, tend to learn that discipline as well. I have a friend here, who attended Harvard, and yet his profession is cutting down trees. He told me his father had studied the classics extensively, and he grew up in a house where these things were constantly spoken of. By the time he reached college, he could talk the talk of the classics and had the information that allowed him access to the higher levels of learning that demanded such a background.  Of course, this does not always happen. One either accepts the specialized knowledge or one does not. One can become the persona of rejecting the constructs of information.  Yet, accepting the information or rejecting the information is a movement, it is building or making a decision not to build the body of information present.  The point is that information is built and that it is a choice- or not.  Does the child that makes the choice to not build become that information as that measure of rejecting the information? And could this choice actually become a limitation that inhibits the child from choosing something else to inform them? More than likely yes, as we all know personalities that appear to have no direction,  and are angry about their childhoods. It would not take too much effort to realize that within the “ mindfulness’ paradigm, the measure of information, as rejection, would be the thoughts coming up that need not define the person/child. Yet, this all makes it clear that we become the information we are exposed to and/or the reactions/resistances we have towards that information.

Do we as parents realize how this works within the example above? Do we realize that every measure we convey, we express, informs the child? When we come home from busy day, and are caught in some problem, some upset - based on not remembering this- and spin that upset around in our selves, and in so doing lack attention to the child and what we are modeling, do we slow down to consider the overall presence we are projecting as a form? When we blame something in our world are we modeling solutions and careful measure of the parts that build the form? And, are we addressing what discoveries that child themselves may have made within their day to ensure that the understanding in the child is clear. Are we doing within ourselves, as our information and how we are spinning it, for the child? If we understand that a child can pick up all information, through a great absorbent ability, can we realize that what we allow within ourselves is what is going to be absorbed by the child, and that this very ability is the learning ability of the child? And, this begs the question as to what is being imparted in the child via media. 

Let us look at the behavior of a child, in a school, that has been exposed to a parent that developed a resistance to what was in their environment as a child. If a parent has history of resisting what information they had around them as young children, would that pattern then be influenced into the next generation? Would that child develop difficulty in taking in information in school because the information the child absorbed in the home was a form of expression of resistance? Could we call this an emotional polarity?  Would the child. not understanding this as that child absorbed the measure of the parent, then begin to define themselves as not being able to learn? Would this spiral into a personality, as the very words a child spoke or believed within themselves, that they were not very smart?  Would such a belief system take a lot of time to work through, and within the present system, would countering this belief and realizing that because of this inner belief, that taking in new information was going to be slow until the momentum past the belief was built. And does a school, a public school, have the time to sort this out in the children? 

It is to say in many ways, that there is no good or bad, there is balancing out what has been absorbed within, and grounding that ability to absorb into structures that allow self direction in clear and productive ways. Building such children would benefit the society as a whole, because the collective ability of each would be capable and able to realize how this works and work together to create a community of people who realized that capacity of each to reform and direct in ways that produced effective systems that benefitted everyone. I mean, what is a school overall? A school is a system where men work together, where people form things. And it is a system that forms with what has been formed by the parents and the parents before them.  In this we are all responsible for what is the forms we accept and allow, and it is our responsibility to realize how this all works.  Each part has the responsibility to sort this out, this aspect of how a child is formed by the information within the environment they are exposed.

Within this, imagine being a teacher wanting to impart a general scaffold of information in a classroom in a school. Let us set aside what that information may be, for a moment because that is another issue- one that cannot be addressed until understanding and practicing how this works is understood in detail. That teacher is paid to impart a set body of information. She has a classroom filled with 20 or so students. Each student has a different background. Some have the ability to take in more of the information than others. Some have already developed a resistance based on many degrees of ideas within them, as the exposure of their past. That person, standing in front of that group, cannot teach the new information and sort out the measure in each child. Just as that measure was built over time, so that time frame of the classroom can only impart a certain measure within that space. A teacher cannot be speaking information and showing graphs and examples, and balance the measure of belief and direct the focus through a measure of belief at the same time for each child.  And, what we form in our imaginations in relation to this, is not reality. What one can dream up is much easier than what is actual in reality.  If one has experienced arriving at home, and not having the patience to address a child and sort out what occupies the presence of one’s self, then how can  a teacher do this with 20 or so students in a classroom?  

Let us place ourselves in the shoes of the child caught in a measure that is not what allows them to see through their information and take in new forms of information with an understanding of how this works.  Do any of us want to not participate in absorbing new forms of information, and in ways that expand our awareness of how this world works? Remember that we enjoy when we understand things, because it is natural and self empowering when we understand something. We become anxious when we do not understand something, and we can all remember times where we  were anxious, it is not enjoyable. We have more fun when we understand.

Imagine being that child who has not had things made clear, because the parents came home often stressed and worrying about something at work, for example. That child is not only absorbing that stress, they are also not sorting out something that they did not fully understand and/or scared them, in a TV show, or within an idea about what a friend said or did. That measure of uncertainty, is what is left within the child, and it accumulates and remains, tainting the perception of the child, slowing down that innate ability to absorb because the dis-clarity remains. Then, the child misses a step in understanding new information, and becomes more confused.  The very behaviors of the child reflect this, in the inability to understand the new information. The teacher has so many hours in a day, before they return to their family, so they cannot sort this out. And that child returns home to parents who are busy sorting out their misunderstandings and - and this varies by degree - do not give the necessary time for a closure within a misunderstanding. What would happen over time as this accumulates? How many realize that by the time we are forty and our working and earning years are waning that we begin to realize this? Is this not too late? Do we want to repeat this with each generation? Is not prevention the best cure!

On one level, this reveals a very simple understanding. We become what we are exposed to, we become the program of our parents and the information we take in;  we absorb. This means that we can realize a solution to all of this. We must rebuild. We can use the code, as language, and rebuild the measure within the child. We can automate that process. Technology is never emotional. It is a means to rebuild the measure within the subconscious of the child, to have the tools of thought, as words, to clean up and clear up emotional polarities of values that create a resistance and fear of information, and build the measures as the words, to then be able to see more clearly, and realize that capacity to absorb is the capacity to understand when the measure is available in detail and clear.  We can turn technology into a teacher, into a one on one teacher, or tutor, to create clean placeholders of form, as words, as the details that build the understanding, to create a measure in the memory of the child, that is detailed and understanding of the parts that allow that movement into seeing the whole in ways that are productive. Here the child becomes an active participant, building a sense of joy in realizing their absorbent ability is the means as a natural ability to understand and direct themselves in communication with others and the world around them.

Imagine if you really knew your words, as the parts that build the whole, when you were in school. Imagine if you knew the parts as the words so well, that when that problem came up at work, you could critique the overall form and patterns, and creatively reform them to solve problems immediately, so that when you went home, there was time and space to focus on the child. This would be living the joy of understanding to such a degree that that absorbent ability was realized for the value that it is, and the relationship with the child would become one of joy. What kind of home life would this build?  What kind of school environments would that create? What kind of society would that realize? 

We ‘ spell ’ what we are in the words we speak.  It is a magic that is in the doing, and words can help us to help ourselves. We can use technology to self empower what information we accept and allow in building that subconscious storehouse of information. It is time to get that in order, as this is what we would all want. Being anxious is no fun, being able to answer and reform and understand is!

If you are having reading problems, or processing information problems, send me a note and I will set up a meeting to help you help yourself.

Thank you for reading! Much appreciated!

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What is memory and how does it effect the natural learning ability of the child? What are cognitive skills?

I came across an interesting analogy the other day.

We understand that a thought need not define who we are. The practice of mindfulness conveys this. This is also a part of the new age belief that changing one’s inner measure/data/belief into a more positive phrase can change one’s DNA. Overall, this would mean that we place information in our DNA, we become the information that is us. What we are exposed to is what we become. We can understand that our likes and dislikes are a signifier of our exposure. We understand as parents that we understand this because we sense the measure of children in that we pick and choose children for our children to associate with. We are, in essence, walking machines of assessing data/measure/information. We choose children that have a measure we are familiar with, or that we believe will raise our children into being more aware. We send our children to private schools in the hopes that their measure will allow them to solve problems, to get jobs that support them. 

We realize this in how the children sort themselves in various ways through school. Especially noticeable in the third grade, where there appears to be a reformation between friends and groups.  There is a change, as from the past, information has accumulated to the degree that new associations are made. This is not a bad in itself, it is the measure of information allowed. It is to say it is not what someone says, it is how it is said.  Is there an idea that another is no longer enough? Or, is there an understanding of how this works, and a respect for the process, to then move in ways that have no rejection of another?

Thus, our thoughts are a reflection of our measure, which is our exposure.

We understand that computers, when the cookies accumulate, more pop-ups come up. Our computers start to move more slowly because the memory is cluttered.  The more sites we visit the more those pop ups clutter the memory.  If we practice a measure, as a belief, about what we are, that pop-up begins to spin into a personality. This will be the thought that comes up.  If this thought is composed of words and/or pictures, we can know what we have accepted as a belief about ourselves, and because this is coming up in our conscious mind, we can believe that it is real. In effect this is a measure, a piece of data about something, based on an experience, it is not what is real. It is hard to change this in a person when they are running in their minds as this measure. What can happen, is that the words of this thought can move in associative ways because one is operating in one’s memory as experience having not sorted it out for what it is. When any information is read, these thoughts come up, slowing down the processing speed of the child or adult.  The words themselves were learned in the context of repetition and limitation  which builds an entity that becomes an emotional polarity, which is a pull into an idea that pops up. One must rebuild the memory. The words must be learned without triggering the past experiences. Humpty Dumpty can become un-scattered in value judgements based on past experiences.  

We can understand this when we have to slow down and read, or listen to another person. If it is hard to take in the measure of the information, and apply it, or regenerate it to assess it, we are having to change an inner movement that has become automated and habituated to such a degree that that segue into the new form, as a measure or data, is very difficult. It can feel like it is impossible. With practice we can change this. Unfortunately, most adults are too busy, thus there is not enough time in the way we have scheduled this world to allow us to do this. We can use technology to be the practice in changing our inner ‘ presence’ so that we can restore this ability to take in information and realize how we can rapidly learn instead of getting stuck in one inner measure of limited values.

This ability to understand form, is our natural ability. Yet, if we allow our memories- that work like our computers do - to become stagnant in a form of information, we forget this ability to change within. We become divided from our real ability! This that is a natural ability to construct and deconstruct and reconstruct information. In this, one of the pillars of reading development is to become critically literate. Being critically literate means utilizing this ability to change, moving information with ease. This is where the real potential of a person, a child, can begin to express itself. This is educating a child to realize they can assess information, understand it, and then create something new with it. If there is a mindfulness of lack, and a comfort within that idea of lack, the memory will become like a burden in the cognitive ability of the child. I mean, what is assessing that memory, moving in the associations of a measure of a past, that one believed defined what one is, instead of realizing something was formed as a measure, and retained within the memory. 

Because men use language, and because language can describe pictures and values, words as language can be used to order our memories in such a way, that we can access information and change in real time, employing our real ability to change in a moment, within new information. It is to say that words are like a binary code that can be used to communicate and can be used to order.  Because words are like changing forms, they can as units build a sound mind that has a structure that is changeable and orderly at the same time!

What is a scenario that a teacher may face in a classroom with a child. New information is being given. This information is given in an abstract way, because we have developed a system where we form understanding through abstracting that information until it is a concrete form/template/structure within our memories.   If the child is a memory running on ideas about themselves, slowing down and taking in the information, especially in a frame of limited time that does not account for the learning speed of the child because of all the ‘ cookies’ running in the memory, that child will not have the time to slow down their ‘ clutter’ and take in the information to the point where they really know it.  The consequence is that the child, if their thoughts are based on a past experience of the same scenario, has had yet another experience that confirms a self judgement of their ability. There is not time for that child to walk though their slow processing ability, as their memory is cluttered with similar past experiences where a clear structure of the new information is never really lived. 

Parents really need to understand this, as a school cannot possibility sort this out. The teachers are paid to impart information, they cannot possibly by the design of the time structures,  take care of what is essentially varying speeds of learning. Those speeds of learning indicate a lack of connection to a natural learning ability. This is our cognition moving in a sluggish way. That we build memories, indicates that we can take in information and change it and move it.  If limited information has been automated because it has been repeated, it is going to take time to change that construct. The ‘ cookies’ have to be removed and the memory restructured. Words are the means of doing this, because this is how humans communicate. Really knowing our words, builds a more synergistic mind, one that is flexible and fluid in terms of understanding and moving with information.  A clear memory, is a memory one can trust, and then that absorbent ability can lend compassion in every situation, because there is no uncertainty. It is the same as how we learn to become comfortable in driving a car. The structure is set, and then we expand out presence to assess the horizon, which is taking in new information . 

We can also say that this natural learning ability is our absorbent selves. Our memories are the ideas about our world that that absorbent ability has built an idea about. 

If your child is having problems in processing information which is what reading is,  I can show you how to help yourself. Send me a note, through this blog and I will connect with you. I am here to solve this problem.

Thank you for reading, always much appreciated!

Do we realize how absorbent we are and why word recognition is so important?

We are very absorbent beings. This is revealed in how a protege absorbs the environment, as a child growing up in a musical household, or a child leaning to smell like a wolf as our feral children reveal. That foundation in those early years becomes what the child can be and do, and history has shown us that this is very hard to change. What information comes within, as a measure around us, often done repetitively, becomes the measure of what we are,. We call this personality.

Science has discovered that our neurons can rebuild at any time in our lives. Here, I want to say that what we eat also determines this ability, as obviously if we have the building block nutrients, we can rebuild our neurons.

Also, we tend to become habituated to a narrow environment, meaning, we go to school, or work, and return home, rarely having vacations, or a change of venue. When we become automated like this, it becomes more difficult to change, because we begin to move in automated ways, which fits in perfectly with the past, as our industrial model. This can happen over time, and we do not see this happening. Some of us do something to change this, others believe it is impossible. When one becomes habituated to something, changing appears to be difficult, because we have not practiced change in some time. We forget what it means to learn. We forget that when we start something new, it takes time to build the structural awareness, just as in learning to walk, and then begin to generate enough understanding that the movement within the new formation, allows more understanding. it is to say one must generate momentum in order to bring the new information together and create a new structural awareness - one helps the other.

Within this, I realize the whole debate about whole word recognition and phonics  creates a friction that is unnecessary. It is both in many ways, and the relationship between the two is always present. Sometimes we have to slow down and look at the parts and then the whole, thus it is both. If one focuses on one in a repetitive and slow manner than that becomes the measure of the child, and the switch into word recognition appears difficult. Mostly there is a time factor here, because the public schools, by design, cannot work through the various moments each child experiences within switching between whole words recognition and phonetic units composing the word. This is that one-on-one situation that is known to expedite the word processing and thus information processing ability of the child. It is, astounding that some parents believe that a public school educates the child, by design, they cannot and they were never meant to do this, as their design. A public school is meant to impart a measure of information abstractly. That is all. if a child is having problems, it is that they do not know the words well enough, The public school cannot resolve this, this is the responsibility of the parents. This is because the design of the public schools, cannot do this. This shows the reason for private schools, because a parent who realizes they cannot do this, will pay for someone to do this by placing their child in a smaller and quieter group to make sure that the child is learning things clearly, as there is more time and a body of students who are attentive because they have had exposure to careful understanding, revealed in their immediate vocabulary. It is that one reflects the other, and our research in education substantiates this..

Our children are becoming more and more emotional, more reactive, more frustrated. And why?  Frustration and emotional reactions are a consequence of a lack of structure, meaning they cannot communicate what they feel because they do not have the structural means to do so. Humans use language, and that language is a form of structure. If the words, or few words, are polarized with emotional values, these values as the memory is what becomes the expression of the child.  Imagine the story of Humpty Dumpty, he is scattered out into pieces that lack coherence- no one can put him back together again. 

We are so absorbent that we take in everything, and if we do not have the structural means within to sort things out, the consequence is undisciplined behaviors, which are emotional behaviors. The information, the form within us is not what allows us to trust ourselves to move, to act, in clear and productive ways. 

We see this happening in our schools. We see this happening all the way up the scale of behaviors. Some have enough to direct in some ways, some hide their insecurity, and project blame onto the things around them, which is another form of a lack of self discipline because it is not an act of taking responsibility. It is not sorting out misunderstanding. We can see this, because some are more able to calm a situation which is done when things are sorted out in ways that are not judgmental, as a practical measure is conveyed that each can understand and readily grasp enough to give direction. Hence, within this, punishment is never a solution, the solution is always to give the measure, which requires speaking the words because humans use language, enough and clearly- without buried emotional reactions ( because we are so absorbent ) - that that absorbent and emotional child can see the structure to allow them to be where they really want to be, which is to be self responsible. Look around, we are happy when we are focused, when we have the means to focus, the control to focus, because here we are able to discover ( learn to crawl) and order, and look at the parts ( critique ) and come up with either greater understanding, or new ways of doing things that are those awesome moments ( being creative). Lol, self discovery is also awesome!

Parents and the schools, our society, has a responsibility to make sure this is understood, And it is all in the research as to what builds a competent and self confident child, as this child becomes the adult. Hence, that starting point of knowing one’ s words to the point where one does not have to think about the words is extremely important.  As a  reading specialist, I cannot stress this enough. It is the foundation of a well formed character, which is a person, a child, who can assess information with ease and confidence. This means assessing the information within, as one’s experience, and the information without as the world around us. This means understanding that emotional reactions are another form of data. This means that we can become automated in our experiences, leading to a fear of change.  And this means that we adults, most of us, have become automated in our information,  and our words are a relationship to that automated information which is then absorbed by that inherent ability to absorb as how we learn, and that information on automation becomes the child, which then leads to the same in the next generation.

 How can a child become the potential of their unique expression within these limitations? They cannot, and the behavioral problems are a reflection of this. Interesting enough, there is a saying that it takes three generations to move out of one’s class ( one’s measure of information). This statement alone, which we all understand, reveals how this all works. we become the information that is us, and if that information is limited - over emotional, or within a narrow focus ( a narrow focus is not bad, yet when automated, as in having a behavior of not being able to change out of it) -  it leads to resistance towards anything that is outside of the ONLY narrow focus of what one defines one’s self as only in an abstract within one’s self.  A child exposed to such an environment, as that extremely absorbent being, will need continued exposure to information other than that automated information that has developed protective mechanisms towards what is perceived to threaten that information that has become a comfort of not knowing anything other than that, stuck in not changing because it is forgotten how that information was created. 

One could blame all of this problem on the economic form as the present system. Here we must ask ourselves what came first. Is the economic structure a consequence of not understanding the absorbent ability of men and the need to structure our awareness and inner experience, our memories?  Obviously, the economic system is a consequence of what is educated within the person.  We are, and the system is the consequence of what we have allowed within as our abstract perspectives about reality. We have divided our awareness from being grounded in reality. This would explain why the practice of applied behavioral analysis is about directing the child to become practical within their environment. The inability of our children is generations of a practice of imbalance with what is the information that creates the personality and what it means to live in effective ways that practice allowing the person to self direct without running into conflicts that accumulate into behaviors of frustration because not enough was considered practically.

This is why, as a reading specialist I have come to the point where the most important starting point , the greatest gift one can give a child, is words. If a child knows their words so well they do not have to think about them, this frees the child up to process the form conveyed by the words, and  the space as their presence to relate those words to practical application in their direct environment. This builds self confidence, and self esteem because the child has the tools to structure and sort out what were their experiences within, and what is practical outside of them as the community in which they live.  This allows the child to realize what they are absorbing and what is their experience and what is happening outside of them. Words are structure.

Because so many of us are a practice of abstract information only, and because so many of us are a relationship to our information within, as our memories, as our past experience having forgotten how this all works, we are not enough for our children. We are going to need help to sort this out.  We can use technology to help us, because technology is not emotional. We can automate word recognition practice, without pictures, without music, without distractions that trigger our memory of experience filled with emotional values, and build a neurological network that allows us to assess what we have constructed within, and what is constructed as forms, without as the wold around us via a sound and stable word recognition ability. Also, because of the system that exists, there is no one who has the time to make sure that our children really know their words. 

Hence, we can use technology to allow the child and the parents and the schools to help themselves and fill in this missing gap, this starting point that is so simple, our emotional chaos within has a difficult time realizing that simplicity. One must ask one’s self here; how many times have you wanted to bang your head on the wall, having in a moment realized that the simple  answer was always right there in front of you and it was only your fears and uncertainty and worry that blocked seeing that simple solution? We have all experienced this, and yet therein is the answer within what I attempt to share and explain in this blog.

Honestly, it is not worth it to reinvent such a tool. It takes too much time, and it makes one’s life easier if such a tool is maintained by someone who has taken a lot of time to understand how this works. And, as the research suggests, the study of music is what helped me to understand this, and a life of raising children and working with children in music and in a school setting. I am here to resolve this, because I realized that my children cannot reach their full potential unless all the children reach theirs. Yet, I must find those who are willing to become self responsible, those who realize that no one can do this for the child, but the parent, or perhaps come school administrator that has also begun to realize that this is how all of this works.  There are cost effective innovations in the private sector, that sector who can also maintain a tool because this is too much for a school to focus upon. Each must step outside of a belief system and use what we as men can do so well when we assess and change as this is an act of reforming one’s self and becoming more aware of life. This can build a child who lives practically, as they do not fear common sense because they have the words to convey what is a solution that benefits all.

If you are interested in a tool that helps with the most basic of structural development as words, imparted in such a way that time and space to practice the words is given for everyday use, and the word recognition skills are developed without emotional ties that end up polarizing judgement causing mistakes that then create consequences that slow down development,  please respond with a comment and a presentation can be set up. It is free.

                   

What is the difference between associative thinking and creative thinking? Associative Thinking and Memory.

What is the difference between associative thinking and creative thinking?

Well, children can think of many ways to use an object in kindergarten and yet lose this by the time they are in the third grade. By the third grade, children have been exposed to more information. They have more ideas, beliefs and opinions about things. Hence, there is a separation between what they have as a memory as experience and what was a more objective ability towards their environment. Their memory begins to dominate their influence of the environment. This  leads to placing ideas of their experience onto their environment. Not a bad thing, yet if the memory has value judgements, then their perspective becomes polarized, slowing down assessment of the practical. 

This means that one can have a pretty broad vocabulary, or a smaller vocabulary and still be caught in value judgements, causing resistance to being practical. Being practical is having critical and creative thinking skills. After all, that kindergartener is being practical when coming up with many ways to use a paper clip, for example. They assess what is more real to them, because their memory is not yet overriding that from which they build their memory, which is their experience. This is such an obvious thing, it is difficult to realize that it has been missed.

We all have friends that focus on a lack, on an idea about themselves. No matter how hard we try to tell them to walk the practical steps necessary, it appears impossible. Yet, this reveals how strong an idea about something can overtake what is an innate ability to assess the practical. 

This is why words are so important. It is important to make sure we have the same meaning to words. The value of a word is the measure of a word. It can have no imaginative values placed onto it. This leads to associative thinking that lacks objective reference. This leads to a lack of practical application. A balance between the two builds a more grounded presence. 

We use language to paint abstractions about reality. We do not allow our children access to higher education unless they show an ability to abstract information. Building an abstraction of reality and communicating it  means that as humans we need a clearly formed vocabulary. And, we need enough exposure to words to move information fast enough to realize patterns and to see practical consequential outflows.  We have to know our words so well, that we can not only retain our natural ability to objectively assess and also subjectively evaluate.  This is the means of critical and creative thinking.

In music education, one must practically apply and abstract. Yet, with information in many academics, we learn through theory, which is abstracting information only. In this scenario, how well we know the words determines our achievement, And, in this case, information can easily be manipulated because one abstracts within the information given, with no real application opportunity. 

When a person practices something, like in music, eventually that movement becomes easy, as the physical memorizes the moves and then does not have to think about them so much. This also  means that the information we are exposed to, becomes what we are. If a child is told they are stupid again and again, this becomes their information. This is then what they associate to because this is what informs them. 

Teaching through theoretical means, as abstracting information demands word recognition skills. A lack of this causes self judgements in many ways, which are emotional values that slow down learning and absorbing because it is a distraction that also warps reality.

It also is very slow, and removes self discovery.. Unless, someone really knows the words so well they do not have to think about them. Also, when this is done from a text book, bought with the intention of being used for a few years, the information is not up to date in our present time of rapid innovation and change. Hence the information is already going to move against the real world. Overall, this means the word recognition is paramount in child development. The more words we know, and can use, builds the ability to change, because it is exposure to concept, and the development of changing the abstraction within that is memory. Meeting new information is then not so difficult.

If a child gets behind in knowing a certain set of words for a particular subject, and makes some mistakes, and then defines themselves as that mistake, they cannot see through the veil of this self judgement and catch up in knowing the words, because that association as a memory as that past information is slowing them down. And, as we know, our schools move in measured ways, limited in time to correct understanding in every child.

What begins to happen is a focus on a lack. In time and space, the combination of that emotional polarity and the consequence of having to sort through that and take in information causes a slowing down. The polarity as the value judgement that was information informing the child separates them from being focused on the practical. This is a practice, which becomes a habit, as associating on memorized information only, and the value judgements in relation to this means comes to define the child. This is a loss of critical and creative thinking skill. This is that state the kindergartener had before moving into a memory that is cluttered with ideas and beliefs and opinions that stagnate a natural ability towards practical assessment.

This is how we lose what is an innate natural ability to learn.

Who has the time, in the present design of our schools to sort out that abstraction of reality as memory in  a child? Who has the time to make sure that our children really know their words? Who has the time to restore the natural ability in a child to assess objectively the world around us, and their experience about that world and all the influences surrounding us today? Since our vocabulary is the means of our expression about things, and can at the same time order our abstraction capacity so we can see clearly and retain our ability to assess the form of the world around us,  does it not make sense that knowing our words so well we do not have to think about them is of utmost importance? And is this not a simple solution? Would this not empower any parent and most important the child. Would this not allow that child to reach their full potential.

What if you has a tool to do just that? 

If you are interested in such a tool, I am here to share. It is time to end the suffering in our children and to give them the gift that keeps on giving! 

Thank you for taking the time to read m blog!

What is your neurological network's net worth? What self directs you?

We as parents, and as individuals choosing our friends, assess another child or person as we interact with them, making a decision as to whether we want to befriend them.

This means that we assess the measure of the person, we assess their personality. We watch the very way they move. The way they move is the information of them. It is a story of their exposure and development. It is their ‘ legend,’ their ‘leger’ their measure.

This means that what we are using in protection and self defense, to and towards our own understanding as our measure, as our exposure, is matching another’s measure, which is their exposure. This means that we realize the value of having a measure, a measure that becomes our persona, our personality, forming our character- that which we believe is a measure of value.

Do we race within this so much, to such an extent, that we do not realize the ends to the mean? Does this slight difference, because it is a slight difference in many ways, cause the chaos of judgement that are responses of defense instead of understanding and solution?

The consequences of this, has narrowed the focus of each, onto what is a good, yet what is a limited measure, where we compete for information, for measure instead of realizing that what we are doing is the means to the end that we are seeking. We are seeking to inform ourselves and our children, yet we are caught in building through finding others we believe have a measure that will advance our measure. And we forget that this is what we are essentially doing! Thus, we end up moving in a slow motion of limited in-formation, instead of slowing down and realizing that we are seeking more measure! We are seeking more understanding!

On the side of this, we can realize that we become habituated in our measures; we become fixed in our measures. These measures, as the personalities, do give us some security, some ability to self direct in ways that allow us to survive. So, ask yourself within this, can someone who moves as survival only really be moving in constructive critiques of the information outside of a narrow focus - that has become habituated -  into assessing information and creatively coming up with new ways of doing things that improve life? Is this not the ability of that which moves as choosing measure to connect with as the people around us? If this that assesses in a narrow focus only, moved outside of what is known, and had no fear of doing this, would what men can do so well as finding new ways of doing things, expand that measure within?  Is not a ‘ comfort zone’ an understood measure? Yet, is not our ability to assess, to select measures to befriend as the people around us, that same thing that can move outside of comfort zones to expand into discovering new things?

If we are this, must we fear what is the means to the end? Can we use this to educate, as educe our within to be flexible and reform ourselves to enjoy all men, no longer having to move in limited selection from a starting point of survival only? If we understand this, really see this, need we fear what in-forms as the personality of another may influence into us? Or, as we realize this, do we realize our own selective ability is our response ability, meaning nothing need define us as we naturally can choose how we are formed which means we by nature can change? We can restore through our ability to inform ourselves. We can realize our own fluid natures and assess our surroundings without fear, and instead reform ourselves in every situation to move in more creative ways, having fun, really participating in life, because this is what we all want. Why? Because it is fun! We are uncertain and afraid when we do not have the structure to direct us; we are happy when we are focused completely, coming up with new ways of doing things, or simply to really understand something, to direct ourselves in self responsibility. Ironically, what we seek is self responsibility - the ability to respond in ways that allow us to participate! 

We also understand that our bodies build a neurological net work. That neurological network is our ‘ net worth’ - so to speak. It is the measure of our exposure. Thus, the more opportunity we have the greater our neuro-logic, our net- measure.  Logic is like the wheel of information we have had the opportunity within to reflect an take in.  It is the ‘ wheel’ we assess. It is the personality we become, because we use this information to self direct.  What is this neurological net measure, we soundly constructed? What if this were well ordered enough that we felt secure within this enough to then retain that which built this, that which absorbed this, that which assessed this, as our natural learning ability,  to NOT ONLY move as that ‘ net worth/measure’ and also continue to assess what is around us- that is opportunity!- like when we drive a car? Meaning, the structure of the car is set, we then expand our awareness, our fluid assessment making ability, our natural learning ability,  into/onto the horizon around us, just as we do when we assess what children we would rather our children interact with? What if we could build such a sound neurological net measure ( personality) within that built a character that feared not being what men can do so well when secure, which is being self responsible, self directive ( driving a car?) in ways that allow each to give that care we so want to give to our families- for example?

Because of the present society, and because of what means we have at present to inform us, we can use what men use to communicate. we can use the things as the forms as the words to build a sound mind; a neurological net worth that gives us the self responsibility we so desire to allow us to communicate in our relationships - jobs/family/community- in ways that bring out what is innate within each and every one of us, a desire to participate in living to our fullest, because we are happy when we are focused and doing, we are happy when we can participate and live. Living means being involved with the world/word around us, not fearing to participate in doing and communicate with the world around us.  After all, the magic is in the doing, and when we are doing, as in creating, as in solving problems, we are content and this is a comfort zone that can withstand the test of time! 

Hence, we can use technology to help us help ourselves, we can rebuild our neurological net worth using words, because they are things, they are exposure, they can restore our natural ability to change as what assessing is, to create a net-worth, a measure within, that creates a legend of self responsibility to pass onto our children so that our children can become their full potential to create and do in ways that make all our lives reach their utmost potential. We decide, the means are here. The tools are here, to self empower ourselves to become characters that have what it takes to live a life of potential realized! Is this not the legend we want to leave behind? What is your neurological net worth? 

                                                        What is a sound mind?