Intuition and the story of a child on the spectrum.

Intuition and the story of a child on the spectrum.

I am a reading specialist. My intent is to make word recognition small. Meaning, that reading, or understanding words is something all children can do. Words are a code, they are not the thing that they sound, they are a thing about a form/movement etc. 

A child exposed to several languages at a young age can learn all those languages. It would be like seeing an apple and having many different names/labels for that apple.

What must remain constant within words, grounded in universal meanings. Words must have  an equivalent in reality- the word must be a living word. The verb ‘ run’ must correlate to the movement of running. Then qualifiers can be added that describe the type of running. I mean we used to have a different name for each grouping of a specific animal, when there were more than one. Honestly, it was probably a tech, as a word is a form of technology, that brought attention to the nature of the type of animal the word used to describe a group of that specific animal reflected. This shows how much we are as humans in separation from living practices, from taking in the subtlety of the real natural world around us. We can see this in how much we lose our spatial ability as we age- and how it becomes more and more difficult to process information with age. How we are, within what we are, reveals the degree of story we exist as instead of seeing the real and natural world around us. 

In our public schools there is an idea that words must be learned in context. This statement alone sounds good and true, yet it begs the question as to what the context is! Words learned in a context, in a class room, with a set body of information ( written by whom?)  become a limited story, even if the sequences of events can be validated etc. because it is not the whole story.  One is not present in the real story, seeing the objects moving and being. It is words talking about something, thus information on a page, is not a real context. Thus, the statement that words be learned in a context has a truth, words must be learned and placed in a context- as words are never the real thing, they are a thing about a thing. Therefor, it must be noted that learning words in the context of fixed information in a school, is in itself not a real context, and as a consequence build in mis-information and biases, or polarities within the word definitions. The definitions become ideas rather than a real relationship with reality. We have compounding attention dis-orders as a consequence, built over generations reflecting how we work and the importance of  learning in living contexts. It becomes a math that is so obvious, ignoring it is allowing harm, as more and more children will suffer the consequences of such practice.  We are seeding mis-information and the fruits of these seeds are all around us.

This situation reared its head during a conversation with two parents that have children on the autistic spectrum.  It was a business meeting, thus most of the conversation was about business.  One woman was talking about how important it is to follow her intuition. Another man was talking about how difficult it is to have his child look him in the eye. The man, eventually, as his child grew older, asked the child/young man why he avoided looking people in the eye. This child said, ‘ because there is something there.’  On one side of the table I have a man saying that his son cannot look people in the eye for a reason, and that reason is that ‘ there is something there.” On the other side of the table is a woman talking about how she needs to use her intuition ( and he daughter will not look her in the eye as well) . Do the math here!

If we have an ‘ intuition’ within us, built through fixed information in separation of a real living context,  our words become filled with polarized values, or biases.  This is what the information within us becomes.  An intuition, as experience, as events, built from fixed information without the whole story, as this reality, creates an inner set body of information that becomes like a train of information that moves in separation from reality. I mean look, a child does not yet have an intuition, they place everything in their mouths to build a sense of things! to build their intuition. 

The consequence of this, that has been going on for a few generations,  builds a personality of resistances towards anything that does not fit that intuition built in a context away from what is real- and then personalities are built that have comfort zones and a greater difficulty in change, in processing information in reality. The within does not fit into the without as living reality. Our children must perform in this world, understanding the real context to move and create and reach the potential of their innate capacity to understand. They must be able to meet the age of information and process that information with ease to have a good job, as so many of the jobs from the previous industrial age are being automated, thus our real creative ability, which demands understanding how this world works must be restored. The context must be physical reality, with direct experience and each word clearly defined in relation to a living context. 

Because so many of the adults in this world are a consequence of what has been allowed, and have intuitions that are out of real living context, we can use technology to integrate the tech of and as the words, to build a sound and ordered intuition that can process information and retain a sense of reality, meaning, to not lose their inherent spatial ability- their natural sense of reality. It is similar to learning to play an instrument, as we are physical instruments of great capacity and design.

As adults, we can ask ourselves why we lose our spatial sense as we age, why it becomes harder to drive our cars, why it becomes more uncomfortable to be with people who are outside of our social circles, why it is harder to show compassion. We can ask ourselves why as we age, we tend to repeat the same stories again and again. We can ask ourselves what happened to that child that was a starting point that was so in awe of everything around it. We can ask ourselves why we lose a joy in interacting with this world. We can ask ourselves why we become isolated as we fear what is around us, and have great difficulty in moving in this reality. Why do we become humans who have difficulty moving in this reality when we by design, have the capacity to move with greater and greater ease in this reality as this is how we start out?

Our starting points must become our ending points, we owe this to ourselves and the children to come.

There are tools and help in organizing simple steps towards building a sound mind in a child. I am here to help.  Send me a note! Thank you for reading!

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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Why do we not see that learning to read music is no different than learning to read letters?

Recently I have heard the response to using technology as “ I can’t see my child having more screen time”, or ‘ My child needs the teacher, a person, to learn.

I think about learning to play the violin, where, as in learning any musical instrument, I practiced on my own. I sat and learned the notes and applied them to a movement. I walked the measure, I moved myself within this. No pictures, no adults standing over me micro managing me, but one day a week for a few minutes. This moves in exact opposition to what parents believe should be happening when their child learns. This means that it is an idea that an adult as a teacher must be present, micromanaging a child’s thinking movement. Why do we teach math and academics in a room, where an adult as speaking knowledge and information, where the child is not directing in any measure, they are simply taking something in? The idea that a child needs an adult to be present to impart information continuously and ONLY, is against real learning. It actually limits learning, as the child is not self discovering as self measuring and reflecting and applying in any real way. The outcome of such would lead to an inability to attend to reality, to practical application in real time.

Hence, we have the increase in varying degrees of attention dis-orders.

A child does not need a teacher micro-managing them for six hours a day, they actually need the time to self discover and investigate all by themselves. As with learning to play an instrument, small sessions of reflection by a teacher is cool, yet longer periods of self application is necessary for the child to work through things themselves. The brunt of the learning is done by the child. This is how one learns to play an instrument. 

Perhaps, this belief is more emotional, that a parent wants another person to be actively teaching their child for it to have meaning. It is the parent, within the present structures, feeling quilt for not being enough to teach the child or having given away a freedom to guide a child- a gift- to another. A parent who is a product of the same system, and believing that it was themselves that was not good enough to learn what was given, when it was the format that limited. This is not understood by parents.

Within music, we have children as young as two learning musical instruments, and learning to read notes, where the learning is done by the child, with much shorter moments of  one-on-one/direct instruction teaching taking place, in measure, when compared to what public schooling is doing by design.

If a child can learn to read notes and play an instrument by the time they are seven, then this reveals the capacity and the means of teaching children, where the child is given small moments of direction in comparison to larger amount of time working on things themselves, which could be called opportunity, real opportunity. This is probably why schools in Finland, allow 75 minutes of recess, because they realize that child needs time to work on things themselves. If we limit self discovery, we actually limit the ability to have a well developed attention.

And if we look at Common Core, we see information being presented in endless series of loops, of busy work. This would further divide the attention of the child, by creating strings of information to associate through, leading to a sluggish processing ability, like a really unorganized memory on a computer composed of what appears to be abundance, yet is not. This in tandem with excessive wealth accumulation, means that the victors are determining the form of information in our children in their own self interest. And the rest of us are accepting this!

The consequence of this is a loss of spatial ability, leading to a loss of purpose, as one can no longer see reality with such a busy mindfulness that takes time to realize is not who one really is!

If we look at how and when children can learn to play instruments, we can see that our children can learn to process language at a much earlier age than any of us, the products of generations of this, can fathom. This is that which is ‘ educed’ as drawn out, that which can move into any form if given the opportunity, that which some could call, or say, is able to move through the eye of the needle, being given time to learn to self direct, and begin to see patterns and be present in reality, be grounded here, having the ability to pay attention to here in ways that build a very sound character, someone who can be creative, fearing not to critique and examine, within and without.

We can change our schools to places where children really learn, and the behaviors of lack , of attention deficits are refocused, or reconstructed back into being self directive beings that remain as gentle as they/we were as children full of awe for life and a natural desire to want to learn to crawl and to walk and to talk. Prevention being the best cure, would be to have children learn the notes as words, at a much younger age, and to realize that our children do not need an adult there within the present number of hours with one teacher constantly micro managing, as social engineering what information that child should only be and realize. This really is a crime against the life in the child. 

We can transform out present educational systems to allow each child to self discover. And we can use technology to allow that needed tome to form a well structured memory, as the ' iceberg' within to create a mindfulness that is something to be proud of, where what we hear is clear, pure and working with us instead of against us. Here, we can transform our schools, into places where children are learning to use the instrument of themselves to ' sound' something that they can trust, because the information is clear, trustworthy and self understood. Techno Tutor, the means to a sound mind, and a huge cost benefit for our schools. The means to the end, to transform the attention deficits within that are growing, into a community of children that trust the within to direct them in effective ways without. 

We decide.

Music is fluid math, it is notes, symbols on a graph, the same as words. We have the capacity to process language, which is measure, as well as that child that started at two to read music at two and developed proficiency at seven. Anything less is causing a lack of expression in the child, leading to frustration and attention deficits, as the chaos of an unsound mind, is static, and slows down the natural expression that is gentle and full of awe in a child. We all know this, as that open and transparent smile every child has and seems to lose over time. We can, with Techno Tutor build a sound mind. Cost effective and fun, as learning should be.

Automation; New Home Old Movements? What are you allowing with your child's presence?

I realize that my experience can become something that I automate myself with, as in automate my be-hav-iors. I noticed this within playing the violin, that if I only took in the form, I could become automated within that, similar to becoming automatic in one’s home. Have you ever changed your home or moved, and then move in that new space as the inside moving as the old space? I have done this. This means that I can get caught in memory, where memory is an old experience, a past experience. This would mean that I am not using the means of perception that build the memory experience, in a living way, in a non-automated way. And it means that I am programmable. The solution is to remain here, cross referencing here, reality here. I had to do this with the violin, re-insett myself into the instrument. Then I understood the stories in the music world, where some of the proteges when they became adults, could perform with orchestras very drunk, because they had learned the concertos when they were young, programmed the music and thus could play on automation. Which means they were no longer present.

I also performed with professionals from a famous quartet, and I found that they did not sound so good when they played something other than their repetoire. They had become automatic, and lost a spatial ability in the present, they had no real equal presence to here. 

Now, imagine this programming ability, and the way we allow children to go to school, in a box, learning knowledge and information without practical application, with out cross reference in reality. What would that build? It would build an automaton of limited information. Perhaps those who had the opportunity to get a PhD and apply for some time in reality - bringing themselves back to earth, could undo the undoing by the design of the system. This initial undoing, using the means of the structural building capacity of a man, like in a form of diverting the means of building, from the get go, into limited information without any means of real substantiation, and this happening in its present form since the advent of the industrial school model! Now, realize that all those teachers, and especially the highly paid administrators do not want to lose their jobs. And realize that you need to work, so school is something, at least something, that can watch after your child and impart something, even if it is limited. And, creating that which is the means of building awareness to be a form that not only moves conceptually at a very very slow speed, but also when automated, is very hard to slow down and realign. This takes years and many mis-takes ( expensive!) to correct. Overall, that initial potential of the child, using that means to build awareness would take decades to correct. So life goes by, and the child has little chance of reaching their full potential.

What is the solution? We cannot change this system over night. And even if we did, our present children would need help. And help in this world is very expensive. I do not think that most of us can afford the kind of teacher Helen Keller had. And/or we cannot afford to leave our jobs, and/or we are a product of the same system, so we cannot always slow our selves down to correct this in every moment. And, our children are so absorbent, that whatever we do, as the measure of us, as the memory of us, will become the measure of the child. An example can come from our behaviors; if we blame, the child becomes this measure, if we are impatient, the child becomes this. If we blame the schools, we are telling our children that the schools are bad, and then the child does not trust the schools, and the child does not trust the parent because the parent is not being the solution, the parent is asking the school to be the solution. Overall, this teaches the child that the solution is outside the child, and as such it is not the child’s fault thereby not building self trust and self confidence and self RESPONSibility. None of this is building with that natural learning means, the means to not become automated, and the structural BE-HAVioral  means to bring presence here, and the means to use that presence to see what is real over limited-information-without-practical-application, because presence must have some awareness of here to make some sense of information-only as communication.

So, the choice is yours, what are you going to allow to be layered within the child? Are you going to create an automated human? Or, are you going to allow the presence of the child, their natural learning ability build a structure that allows presence AND a solid structure to keep the self direction of the child SOUND, stable, consistent, happy and fulfilled? Do you want a child , your child, yourSELF, to be present and have an inner experience that is sound as in seeing reality directly because structurally one is built with neat and clear units of information as what words are the technology in and as?

What would direct focus in practical means, meaning using the means of building in practicable ways, to build a structure the presence of the child could use that remained consistent and stable? How can we parents do this, if our own presence lacked this structure which we know we have if we have in any way been impatient, blamed someone else, acted irritated, demanded things,  were pre-occupied about work in one moment when a child asked a question and gave some easy quick answer not substantiating the presence of the child,  or if we ever, even once, acted in an automated way, as in the example of moving into a new home etc. etc.? What could we do, to ensure that child had the structural means to keep their presence here, and have the communication means that are also a structure building means to build the skills necessary to interact with this world in ways that were creative and productive, so that that child could become successful and have the freedom within, to reach their full potential? Words, a large and clear vocabulary, and as much real life application as possible in relation to the words.

This is Techno Tutor, your “ Helen Keller” teacher, your sound mind builder, your presence maintenance tool, your  education problem solver that will bring peace of mind to yourself and your children, because TechnoTutor is a technological tool to make sure your child has the BE-HAViroal choice and FREEDOM to become their full potential as life. 

How Flexible Are We With Our Knowledge and Information?

I am encountering parents who tell me that their child can read, and even gets very good grades on the exams, but when it comes to speaking and forming information verbally and on their own, they cannot.

I was trained as a violinist. I learned how to sight read music. What happened was that I could sight read a lot of music by the time I was 18, but when it came to generating music myself I could not move. The music was handed to me, with little space to move outside of it, because one thing came after another, I followed. And, in my adult years, I met many so-called professionals, who could not move beyond a certain genre, they were stuck in the forms they played to make a living, I suspect. A very limited scenario overall. The very fabric of the instrument was not understood, instead a program of information was placed within, without real under-standing of the whole. 

A lot of parents will have children study with someone who teaches them pieces, and the children will perform the prices and appear to be advanced, but in reality they are not. The real essence of playing is not developed. In the race to the top. to appear capable ends up catching up, and the parroting leads to limitations, as it is not real physical understanding.

One can learn to hop, but this does no mean that one can walk. What goes in is what comes out, what is allowed to be discovered, if such is given space and time, becomes the measure of the person. Knowledge and information without application does not lead to critical and creative thinking skill development. Even repetitive parroting without real definition in practical application to the whole, leads to programing without understanding the program. Lack of flexibility and changeability is the outcome.

In spending so much time only reading music, and I have to admit that I should have practiced the basics as the scales and the arpeggios more than I had, I became the experience of the measure of the phrases that I began to read, to block out and transform into music. So many are repeated, especially as I had remained in classical music, that when I encountered a new formation, I had to slow down way down to form that new form that deviated from a pattern. The exposure to patterns became the directive, and thus I lost confidence when not being able to be flexible in newer forms, or in moving into generating my own music. This too, overall developed insecurity, another wall of belief to have to filter through.

It is interesting , because at this point I  have improved with beginners and intermediate players, and what I notice is that if I do not follow an established pattern and add improvisation to something, these beginners become upset because they want the norm, as they cannot hear through the added resonance. So, there is a problem when someone has not mastered something because they tend to want to hang on established forms, which overall means that they are not looking at the parts, and have already expected set formats as the basis, when this is not so in music, nor is this with words. One must know the parts so well and be aware of the effects of the parts on the whole at all times- this is real spatial development. Here, change can be handled and one is flexible within that. This is what a child uses to build their abstract map that becomes their directive that ends up separating them from reality, from the whole. It is this separation that leads to limitations, to a movement as knowledge and information without application. Thus, the dis-ease we see in our children is one of attention deficit. And we wonder why?

Now, imagine teachers in a room with twenty or more students, each with  set patterns, the traditions and values of each family unit,  trying to work with this in a classroom? They simply, by design, cannot possibly check the basics in every child. In space and time it does not exist with this established industrial format. Which is why I see so many discussions that realize the extremely important point that the parents are the ones responsible for the careful development of the child.

Overall, the format of a school imparting knowledge and information without application is a form that teaches a child how to “ hop only, without really learning to walk.”

So, now imagine that child that has learned to hop but not walk. What actions would be needed to slow that child down and patiently change the action of hopping to walking? If we look at Helen Keller, who was  racing in her head with her own frustrations and lack of structure,  this movement had become within her, like a speeding train, where her mind was in that rapidly moving train of information, so she could no longer see the reality outside her movement as her directives. She was completely ungrounded, and her parents did not have the patience and the time and the understanding to resolve this separation - because it is a separation from practical reality. What they did was find someone to do this for them. And that person spent many hours and much time bringing Helen back. How many parents have the time to do this? 

In reality, all of us are racing in a train, hopping and not walking. And we are so locked in that we no longer see the practical reality landscape surrounding us. When we suddenly drop something, or when we trip and fall, or when we miss filling in that blank, of when we cannot answer a question, or solve a problem it is because we are racing as a “ hopping” action, and we are so entrenched in this that we don’t even realize it, and blame the consequence of this on the world around us, when it is us. We can really blame no one. And why, because there are those who realize this and take the time to “ revolve” themselves, they struggle and change. And these are actually very very very few, were this different then the problems of parents wanting the schools to solve the lack in their children would not exist. And the conversations about how this is needed would not exist, thus this means that this is you.

That child that can follow what is imparted as knowledge and information, in this world of lack of patience, and constant media impulse, for generations, has become a follower of knowledge and information without application only, thus when asked to generate, to self generate, they cannot slow down and reform themselves, because they are like Helen Keller, they have become the race of that information without application. To change this takes a lot of one on one interaction to correct and rebuild a new self directive program. Our schools are not there for this, which is why some will send their children to private schools, and as well spend large amounts to have the child tutored, because they understand how important it is to inform a child with the basic units, as the words, and that the child has the opportunity to apply themselves practically - this takes one on one interaction, and the labor piece must make enough to live so they can be there for the child.

I had to go back and retrain myself, it took hours, many many hours, and much reformation, which meant slowing down again and again and again, an action that is really no different than learning to walk. It is after all a physical world of space and time.

Our words are the perfect units to create structure, we can move them around, reform with them, we can give ourselves points of reference with them, they are the perfect tools of structure building. They are the perfect tools of building an ability to critique, to draw attention to the parts, to bring parts forward for attention, and then to reformat in creative ways, all of this done verbally to share abstractions that can then build an idea to share with another, to then take apart and tweek to make sure something is sound before following through into application. Words determine what we are able to make concrete, meaning what we are able to do and direct ourselves as in this world, because they show us how we see, how we notice things. Which is why the SAT tests are tests that look at the words you know, and I mean really know.

We are the words we know, the words we understand clearly, the words we have learned. If we have learned phrases, which can be ideas and beliefs and opinions, than it is as though we are hoping instead of walking, we are racing in a construct that is not equal to practical reality, and as such we lose our footing and cannot generate, and then we lose our self confidence, our self esteem, and we freeze, we lose directive capacity because we are not focused here, we become overwhelmed which leads to more chaos and dis -association from reality. 

Techno Tutor, to build a sound mind because we are the words we know.  A self empowerment tool to fill the gap as the need to allow parents to ensure that their child has the words to build an effective human being who has what it takes to become a success in this world.

Remember that becoming aware is a process, one that starts with “ crawling” and builds. Humans use language as a way to order our communication, thus we are the words we know, and I mean really know.

https://www.youtube.com/watch?v=_X0mgOOSpLU&feature=share