De-manning the Reptilian Brain, Mindfulness, and Negative Feed Back Loops. What is Neuro Linguistic Programming?

I notice that at times I seek the end of conflict before any real investigation into the cause of conflict. It appears, which is an illusion, that only wanting the end of conflict, a ‘ good’ in itself, is compromised by seeking a removal of friction over finding an end to conflict that can stand, meaning that can withstand the test of time. How can I relate this to the life around me at present?, I ask myself!

Finding solutions that can withstand the test of time, means slowing down and communicating through all mis-understandings until each has a clear understanding that is so grounded, it cannot be denied and can be referenced with ease.

The only real way to be this is to consider this physical world and the systemic design that presently exists. Our money system determines access to development. We see the lack of development commensurate with the lack of ability to build a grounding as an understanding that is solid in creating stability in our actions with those around us, and in how much and how often we become a back chat of judgement about the actions of our fellow men. We constantly compare and measure in relation to ourselves, those around us. This exposes our mind-fullness reflecting the measure of our belief, opinion and idea.

We are doing this, so much so, that we can no longer see the forest, as this physical world and the systems built from such a focus, through the trees. 

The practice of mindfulness, is a minute realization that we are not our thoughts, that these thoughts need not become our directive, and that these thoughts can be negative-feed-back-loops that cause us to act in ways that are not what is best for us. Hence, we are told through this practice of mindfulness , to breath and to trace the outline of our fingers, which is to bring our focus back onto, into, the physical world, to include the actual real world around us.

So,  we understand that, like a feral child,  and with our proteges, that we become the measure within in accord with what we focus on. This becomes our experiential map- so to speak, our log of information. Our personalities reflect our measure, what we like and what we do not like, what measure we have been exposed to.

We all realize this through our class system. We compare based on class. We, for example,  in our schools, collect data on the amount of information/exposure each child has, and we measure this through words. This means overall, that we measure the detail ability of each child, through words. And our research reveals that the more words we know, the more detail we are able to process- the more information we can handle and construct and hence deconstruct with. This also means we have the information imput/output to direct ourselves in ways that are directives that consider more aspects and hence cause fewer problems. And, this overall, is a very small measure of our capacity, seemingly huge because we are caught in comparing what is essentially shades of grey if we were to stand back- which we have little practice with- and see the whole of the overall real measure within the total class system.

In tandem with this, we can look at a protégés .  If you were a child born into a family that had accumulated considerable information/data within a certain field, that measure would be expressed through words, repeated within one’s environment again and again, and this measure would become that child, or, as in some cases, something resisted- and the personality of the child would become that of resistance to and towards a certain set body of information.

Overall, this shows what we understand about neurological development, that our reptilian brains are influenced/programmed by our exposure, and that this is a process we call neuro linguistic programming because, like feral children, we become the measure of the sensory skills of a wolf- for example, and our “within-reptilian-brain” composed of neurons forming in relation to our exposure, of our surroundings. Especially those first seven years.

We could consider, if we do not understand this, that our brains are a ‘ reptilian demon” or a ‘ demanning’ system when the measure, as the neurons within, is not fine-tuned in accord with reality. And, we can have a negative feed-back-loop about neural linguistic programming if we relate this to what media/television is and does. In these two relationships, as values, within a narrow focus having not looked at this overall, we can consider our ‘ reptilian brains’ and ‘ neuro-linguistic programming’ as something charged with negative values that to not slow down, and really look at this in practical measure.  We see the end and not the means. We judge the end creating all manner of doom and gloom in relation to the end, causing a fear towards the end, and blinding us from the means.  This is manifest in how we blame the child without realizing how that child was formed and using this to correct that in-formation. Which, on a side note, reveals how influenced we are with charged values that come to direct us within judgement instead of common sense.

If we realize these things in common sense, then we can process all the fires of personality around us without moving into emotional reactions, because we begin to understand that our actions are directed by the measure of our information within, meaning the only choice is to move into a practical application as what gives direction that causes no harm, as punishment is calling a lack by a name  only, and pigeon-holing a limitation; this is not giving specific re-direction that expands the capacity of that reptilian neuro-linguistic programming that comes to be the measure that directs us.  Neither the reptilian brain is  a bad, or neuro-linguistic-programming- both reveal that what is in the ‘ mindfulness’ is what we have repeated enough to believe  is  a truth and often the view that casts a shadow that blinds us from seeing the forest, hence the need to ground us, through the mindfulness action of tracing the outline of our hands. What is our mind-full of but the measure of what our reptilian brains have been exposed to enough to be build neurons/neuro-linguistic-programs ( a program is a measure about something, a reflection of something, or about something, it is data).

Imagine a classroom where that reptilian brain had a neuro-logic-development nicely ordered, as words- because all research states very clearly that the more words we know the more capacity we have to direct and explain because humans use language to communicate, imagine a classroom of children whose reptilian brains were not ‘ de-manned’  ( notice that I have not turned this word into a noun!) through lack, and instead had neurons that were a nicely ordered ‘ lingo/word’ system/program’ that a foundation so solid with many words as many small measures about this physical reality, that each child had great confidence and enjoyed looking at information from many angles, each child giving an input about that information with such ease, that the behaviors in that classroom were of creation and the building of understanding that a teacher could go home at the end of the day and feel invigorated with life as each day lead to a greater understanding of life, such as bringing the joy of living to the forefront of one’s experience here on earth? What would that be worth?

It would be worth all the money in the world, it would be priceless. It would be the expression of absolute joy, of a room filled with a voice of harmony, of children expressing joy, a room where no shadows of fear existed. It is what we all seek. The means of here, We decide.

Thank you for reading!

The notation of information that accumulates into attention deficits. How we lose our smiles.

I went to this meeting last night. I left the meeting feeling overwhelmed. It was a platform that was initiated by another person, so, in moments I wanted to point out limitation, and this caused some friction, so I stopped. I had to realize in the space and time, pointing out limitations, as in filling in the gaps, as in bringing in research that told a more complete story, was disruptive to the person who had initiated the meeting. I was the source of my own overwhelment because I was not considering the whole picture myself. 

I started to blame myself, and realized I had to sit and listen, which is why I went to the meeting. It was not a place to suddenly bring in information that filled gaps, and it was too much at once in this context.  I realized that I could create my own platform, and that it would take time to build an understanding of what information was missing, This is based on going to this meeting, to understand the starting point of such meetings to see the framework of knowledge and information that is not bad, instead a system of default through limitation. I mean this is how all lack can be placed on the personhood of each individual, because the information is available and can be read. It does not matter whether one has a degree or not. Our school system is meant to create life long learners, and once someone can read, they can learn, and once someone processes information, they have the same knowledge as a so-called  professional. And this is another logistical fallacy in the system, because we learn through text books, as this is what in- DOC’s we are exposed to, this is how we in-doc- tri-nate  ourselves, using words to build our understanding, as the mind/experience map - body- presence. We ‘ eat’ the trinity as the total package, the informing of ourselves as the measure of the words building conception of reality through documents of words building pictures about the physical world via our presence/ our insight ability/ our absorbent minds/whole seeing minds/self/uniqueness.

In so many ways, this is like reading a piece of music. It is a measure of quality, movement, duration, tempo, length, extent, interplay etc.  We move into boxes as books and classrooms, bought by corporations, allowed by governing systems, that decide the in-form picture via words to form that experience/notation. The story is a very limited one. The parts not wrong or right and thus not something to argue. The parts, of limited story - meaning not the whole story. Hence the separation from the real, physical world where one reads the actual, real story, building a person who’s experiential map is equal to reality, to the world we grow up to participate within. Of course, the labor force cannot be aware of the real world, because this would mean that we would have to realize that we are life, that everything is life and can work together in ways that create what is best for all. Some just wanted to play god and decide for others. And here is the catch, we feared to become creators, because of a mis-take, we believed our information within was more than the physical reality and feared to lose our self definitions, not seeing realizing and understanding that we are forms in expression, and that the participation within this was what was the fun part. We could form whatever we wanted, and we could do so in ways that caused no harm. In other words, that the expression around us, helped us to understand our own creations, and that being grateful was realizing that we needed one another to see who and what we are, what we created, thus everything is us in another life form, revealing to us what we are in this moment. A really cool application!

So two things about this meeting.

The first, is that I felt so restricted, the information was so limited. I realized this must be what a child feels in the classroom, that restlessness. It is having to take in extremely limited information that does not tell the whole story, and the child cannot express themselves because they do not have the words or cannot speak up against the story teller as the design of the classroom, but have the natural sense to understand that they are taking in information that is clumsy, a construct that is full of holes, that is not ‘ wrong’ but missing so much. It is like having to memorize a giant form that suppresses a sense that sees so much more. And this has to be memorized and regurgitated, it is really like binding the within into a very narrow structure that does not fit the subtle nature of the natural sensory ability of men. Our children are suffering from being forced to accept limited information and all so a few can own more wealth. I cannot see any crime greater than this. It is a crime against life.

The second scenario is within myself. I cannot solve this problem and stand in solution if I am reacting- which is wanting to blame and spite, to resist this narrow focus. I have to accept it and fill in the gaps, which ironically is how I looked at school when my children were in the system. And because I was a product of this system, I was in the process as I lived my life, of realizing this whole construct of separation, from which I had to come back down to earth. This many do, but it takes a lifetime, and then one feels overwhelmed with facing this limiting system. And it has to be done, to end the suffering of the children, so that that natural ability to see the parts and the whole is retained, because the separation process must be removed if we desire to become creators on this earth. What we have through this system of separation, that begins with each of us because we accept and allow it, must stop because it is destructive, one need only investigate to see this.

So, that piece of notation, as the words, we allow ourselves to be fed to us, informing us, is not a notation of reality, it is a metaphysical notation because it is not equal to the whole story, and because it is an abstract notation done with symbols as words. A technology of separation. One that can be used to structurally rebuild the neurons in the child and ourselves as the sound notations as the words because the words are notes reflecting the physical world, a system that can order our within to build a superior memory, a cognitive map that is equal to practical reality thereby creating a sound mind, a mind at ease with reality, and as such able to expedite in ways that do no harm because the inner structure is respecting all things. The within is equal to the without.

That piece of notation, is also inundated with excitement and emotion. The music and the colors and the imagery presented via tele-vision, imbeds drama in the score as the notation as the words. This would build a map that is not only limited by the limited information, but also with me-lod-y, loads of values that have nothing to do with the unit of notation as the word. Thus a whole imagination of associations is built, that the presence must process through! This would distract the attention. So, the information is limited, and what information is presented is filled with distractions. So, the child is in complete chaos, because they do not have the words, are asked to take in/memorize  limited form, and have associations of emotional values to process through. The suffering that is the consequence of this we see in all the dis-eases that are the consequence of the accumulation of this, they are known as ADD, ADHD, Dyslexia, developmental delays, resistant behaviors,  rejection, acting out, bullying and they are passed on through our genes because our genes are a reflection of the parent’s measure.

Remember your selves, remember how you felt as a child.

Techno Tutor, the way and the means to build a sound mind, to build an inner notation that gives the child an inner structure that is a superior melody. Techno Tutor is like having your own personal teacher, the means to correct the “ Helen Keller” chaos, and thus the means to bring what is unique about your child, where that smile so easily and readily given when they were young, is restored. Techno Tutor restores the natural learning ability of the child, through making sure the notation within is clear, as we are the words we know.

How a Value Judgement can Lead to a Narrow Focus, Stagnating Conceptual Ability.

Today I am going to talk about an experience I had with a young girl I taught. This girl came from a stable home, her clothes were in order, her presentation always clean, her work done. She responded in the classroom with capacity, but it was slow. She often was silent in her behavior, listening more than participating.

During a parent teacher conference I met and listened to the mother of this child speak. The whole time the mother did not speak about her daughter and instead actually tried to pick up the male teacher present. This woman obviously was stable with a job and a home, as her daughter came to school clean and tidy in her appearance   This mother was obsessed with a societal idea that she needed a man, this being revealed in her attentions as what she focused on which was her sense of being alone, and her desire to date the male teacher present.

One time, when I had the opportunity to work with the daughter of this woman, I found myself perplexed, because the child would stare at me, eyes wide, and to me, seem to not be able to take the information I was giving to her directly and apply this into some kind of reciprocal response. She merely listened as though what I was saying was something new that she had never thought of and thus she needed time to integrate. What I did not realize, and also, remember seeing with my own children, is that when the eyes of a child are wide open, and the mouth is open, they are absorbing their world, taking in the form as all the movements that build a structural understanding of the design of their world around them..

This girl was taking in what I was explaining, and she was doing it at a slower pace then I expected and that I felt I had the allotted time to accomplish.

In getting to know her mother, and the focus the mother was so possessed with, that was not a “ bad” thing as we all want relationship, I realized that this girl had little in the way of being substantiated, meaning little in the way of having someone really look at her and explain things. This was apparent in the eyes becoming wide and the mouth being open. At her age, within this context, some manner of story structure should have had enough of a grasp of story that this behavior of reconstruction would happen at a somewhat faster pace.

If this child, that was cared for in the most basic ways, was being cared for to substantiate the mother’s desire ONLY, again not a “ bad: but when the directive, other points of development were being placed on the side, and that child was being substantiated in relation to the parent’s desires, which means the details of existence were not being related to the child, and she was behind in her ability to understand.

If we come to allow an idea to define us, we become a very narrow focus. Looking at ideas is not a bad thing, nor is narrowing our focus. When we become a directive as this, such as the belief that a woman must have a relationship,  the “ small things of existence” are placed on the side, and the detail of practical living and what this means in structure is shadowed by the desire and need being made larger than all the other aspects of living.

It reminds me of a story told by a Canadian Politician. A woman came up to the politician and said she had worked in a church for 30 years, putting together Christmas baskets for those in need. She realized one day that giving the families in need the money directly would self empower those in need and allow them to go out and purchase their own Christmas dinner wants.  This woman went back to her church group and made the suggestion to give the money used for the baskets directly to the families. The response of the church group was that they would lose what made them feel good, which was this charitable act of giving something to the families.

In this example, we have a self definition coming before what would empower a person to self discover and take direction themselves. This is the mother of this child, so obsessed with an idea, that everything is in the order of this. That child, had little in the way of any real self direction, and she had the behaviors to match, because her world was driven by how the mother defined herself; as the single mom, in need of a partner.  The mother defined herself as her perceived lack, and could not step out of her self definition. I ask myself, is she the product of that which she exhibits as behavior, and is she passing down the sins of the fathers onto her daughter? Is the lack of movement, conceptually in her daughter the result of all attention in her space being focused on a self definition before practical reality - and within this that there was some awareness in reality as was evident that this child was orderly in many ways, yet had little in the way and structure of things outside of an emotional obsession in the mother? Did the speed at which she processed work/language reveal her cognition- meaning her depth perception, her understanding, the ability to generate understanding, and her respons-ibility? Was all what language she did have, bound with an impulsed value to what words she had learned as this was the directive as the self definition of the parent?

This is like the unsubstantiated passing on in-substantiation! By this, I mean the amount of substance as self being in awareness of the practical world and the information of this world and how this information in practical terms moves.

We can realize, that via our media, having an  ideological romantic relationship is a huge impulsed value at the ignorance of other aspects of life. Unfortunately, we learn this when reality hits, and the romance no longer can sustain itself as the bills must be paid, and the home cared for. This value is a value, but at the expense of other values, an idol as an idea is formed and that comes to define us, at the expense of those around us and the world in which we live. It is like a measure learned as the structure within that is warped and missing reality. In essence, on the side here, our media uses this, as we have allowed a system of wealth accumulation, which is a system of competition, based on ideas in self definitions more than in what we really are practically.

The presence of value impulsing in our media, that is everywhere, and a cheap form of entertainment as other entertainments have been allowed to be costly, must exist in such a constant way, because this is how great our ability to take in form exists as what we are as human beings. The media as what we allow to flow through it, and the economic structures we allow that determine access to opportunity, are in essence a system of great suppression. Why would this be? because that is how great the ability of men is, when allowed to interact with all substance of this practical world. Yet, where did this begin? Within each of us? Can we clean up our words and ground ourselves into the practical and thereby opening the way to substantiating relationships?

As I have described in the story of this child in a public school, we can see how an obsession based on a self defining value that is not necessarily a bad value and that can come to limit exposure into a narrow focus that suppresses through consuming the attention of that human being who is so very very capable of living and placing their presence here, enjoying all things, through interacting and building understanding of how all things work in tandem on this earth.

Here I ask? Can we rebuild our cognition to bring our focus back into becoming functional human beings here on earth?  Can we structure the within cognition into focusing ourselves and our children here, realizing so many are living within a veil composed of self definitions based on value judgements that separate us from our real capacity? 

Since men communicate with words, and words can focus us towards the details of practical reality, and build structure within to see directly without, thereby building a superior memory, would a technological tool that never gets tired, has no judgements be the means to help us help ourselves to ground ourselves back into actual living? And would this not enable us to speak clearly, direct ourselves as our true expression and thereby bring us into relationships that are best for us, and as such best for all?

What would a tool that builds substantive focus for the parent and the child give? Would it give the character of what it means to live a life of awareness and the ability to respond beyond ideas that are not “ bad” but simply limited?

We decide, the means to do this are available, to self empower the innate learning ability of each of us, to ground ourselves into being present and living a full life.  Abracadabra, we are the words we know.

Words are the solution to the Dis-ease of ADHD. Time to build a sound Mind.

Why do we place children in a box, a school room and teach them through pictures? All the while the real object, moving and being the very nature of the form, is directly outside the window of the school room, living in all its glory as that real tree?

I have seen word graphs, obstensively to teach and enable the retention of the meaning of a word. Somehow this is in reverse, because that association building creates all manner of imagery to sort through, from all the picture training, within the meaning of that object as that sound formation as that word.

Would it not make more sense to watch a tree, a real tree and build graphs that map the parts of that tree? Why do we send our children into a room to create all manner of thinking processes that have no direct association to practical physical reality?

If the catch phrase that I hear so often, as people telling me they are ADHD, do we not realize that the very model and manner in what we are doing is the overall cause of our lack of ability to attend to reality, is because we are all in our minds playing a glass bead game of association building, causing a bubble of separation from direct seeing, as we are separate from reality because of a train of associations moving as pictures in our minds, instead of looking directly here, at reality, where we live?

This dis-association is also manifest in what I heard so many teachers say when I was in the school setting, and was said to me by an adult the other day as they learned about me and what my credentials were. The word talent came up. This use of this word is a dis-associative movement from reality, because in saying someone is talented, no recognition with reality is made. Humans learn through repetition, one must walk understanding physically, interacting with reality, with building awareness of how one moves and functions here. This then leads to competence, to capacity, step by step, repetition by repetition, until awareness builds of the space and the movement, and one becoming equal to that to the point where one can then become creative, the critical details, being integrated and then, as the neuron development reveals, paired back as understanding is constructed and refined into simpler movements as connection, so that the whole and the parts are able to spatially be used to direct oneself. It is as though one is building awareness, building the inner integrative map of the qualities of what one endeavors to accomplish. Thus, talent has nothing to do with development. Yes, interest in something can be innate, but as well, this is not to be confused with interest because one has developed some ability having walked the process of becoming aware of something- mostly due to exposure, such as having a parent that directed a child into something having built understanding themselves.

If a teacher stands in a doorway, in a school and says things like, “ she has talent” and another child hears this, then that child feels insecure, because the very use of this word does not tell the real story. This insubstantiates that child. What this really is, is that teacher creating a justification for not having been disciplined enough to walk a process of development, thus in this such a statement is the admission of ignorance. No other way to say this in a so-called nice way, because a cup is a cup. The only solution is to realize this and stop, but first it must be pointed out.

In the social instance, where a woman said this to me, I realized she said this as a distraction, because she was overall overwhelmed with what I was saying and looked to some marker of understanding as the limited spatial awareness of reality that was her as belief allowed some catch basin to place me in that fit her limitation. The mind of limited belief will not want to slow down and reform, it has to do this slowly. And one will defend habits because they are racing so fast, as the statement “ she is so talented” is a testament of and as. So, we come full circle.

And yet, we have books about neurological development, that make it clear that exposure to form, builds neuro pathways, as the mind takes in what is presented to it. Interaction and repetition will build more neuro pathways, and then as the practice acclimates physically, like we are programmed as the measure of our exposure ( think of religion and culture), the neurons pair back in a movement much like a computer, taking processes and “ zip” filing them as one expedites actions learned into smaller forms of information. This is what happens when we learn to drive a car.

If our science understands this process, and we have children coming from all manner of backgrounds of exposure and development, and we place this all into one room in a school, and we teach to associate rather then to see directly, what are we actually building as that inner developmental map building in our children? And can one teacher, or a room with a couple of aids, possibly do this in clear ways with those children? Would this not be a slowing down of this innate ability? Are our children that appear to do well, are they really doing well? Or, are we so immersed in the forest of this overall very limited format that we no longer realize the overall limitation we are within as this? I mean, we have many saying that humans are using only 10 percent of their overall capacity. So, there are those who are aware that what we are doing is actually limiting more than expanding our own awareness. In reality, the solutions are right in front of us, just as that tree is right outside that window.

Words are the perfect structures, they are the perfect pictures, they are the perfect sounds, they are auditory, they are visual, they are structural, they employ all the sense, they build a nice ordered structure within the child. They can be “ zipped filed”, meaning they can as sound forms, be made smaller and ordered, so that a detailed inner directive map can be built that sees the objects of physical reality clearly, to allow qualities to be brought forward, which is the act of critically thinking, critically organizing and evaluating, to then deconstruct with the parts there, to rearrange and thus create, a perfect mind, that is clearly organized. What kind of human would such build? A person who could direct themselves, answer and ask questions, solve problems and stand in certainty, meaning a person with great self esteem and understanding of what it means to learn, realizing their innate capacity to order and thus live life to the fullest. Is this not what we want for our children?

I reach out to those parents who understand this, because many of us do, once we have lived some life, we begin to understand that this is what we would have wanted. And, we understand that our children are our greatest assets, and thus, that if we take the time to ensure their development is what enables their utmost potential, then our lives as their parents will be secure, and they will be thankful, just as we would have wanted for ourselves.

Techno Tutor, the tool to organize a world of dis-order, bringing us back to a sound mind, one that can see that tree outside the window and understand with joy, how it is the very expression of life and how self empowering it is to be able to build that understanding ourselves in practical understandable ways.

Words are the smallest units of measure, much like musical notes are a unit of measure.

Let's say that we map out every minute of focus of a child the first seven years and then divide the attention of that child into categories. That will become the experience of the child. Exposure, everything. Even the number of words that child learns. What has been the attention of the child, will be the measure of the child. Even down to the amount of time that child can hold their focus on reality and/or a reflection of reality as their accumulated experience. In this, how can any adult blame the object as the child? They cannot.

Now, that map, that GPS, that memory, would we say that this is a direct memory of reality?

Presently, no.

So, if, as with common core, the child is given texts to read that talk about things other than sponge bob, the starting point of building understanding is going to need to be done from the very beginning. It does not mean that the child is stupid, it simply means they have no structure built, and no sense, no exposure - no " direct  sense" development.  And, if the child has a small vocabulary, how is a teacher showing a flat photograph and a worded description going to be able to reach that child? They simply are not. There is no exposure on a common sense level, no visual, no kinesthetic, no " sound" sense. 

When I went into a M.Ed. program, there was a test, a spatial test given.. For the majority in the class, these young late teen girls, mostly, it was very difficult. I was shocked. I do not consider myself smart, nor stupid. This is not about being either, this is about common sense, a natural ability.  It is not being developed. It is not being used. The non-use and/or development of this is a crime against life. 

Also, each child has emotional/feeling values, as the space filled where no real understanding has been given. I mean, a parent that does not understand something, will more than likely have a judgement about it, which is to teach an ambiguous meaning with an emotional value, a good or bad value, to hide ignorance ( this word means to NOT look or to not have had the opportunity to look). 

Someone wrote on a  response that children need to be taught to enjoy reading. What does this mean? A child that has an interest in something, and some exposure to the words and an understanding of the subject, will enjoy reading about it, because they have enough of an abstract to create some meaning from the words. Which is fun. All children would probably enjoy this. So, a child that is not enjoying reading is a child that cannot make sense of the words. Even if they can read the words, if they do not have any reference with some level of common sense ( exposure and development through direct physical interaction)  then they will also not be able to make sense of the words. So, saying a generality that children need to learn to enjoy reading, describes nothing, it tells parents nothing, it solves no problems. Is sounds good as a truth, it looks pretty on paper, no one can deny it as a statement.  It is not a direct common sense solution. 

Also, if there are a lot of emotional/feeling values, the child will have a lot of emotional and feeling value reactions, because this is what has been learned.  Emotional/feeling values are like " fillers" for a lack within direct seeing, meaning common sense.  What goes in, is what comes out. For children that have a combination of emotional/feeling values, and a lack of vocabulary, the classroom is going to seem like a cage ( also for the ones who have had  a lot of exposure). No manner of " feel good" words from a teacher is going to have any effect on this. And a teacher getting frustrated and short tempered, is only going to make the situation more difficult for the child. Labeling a child is really giving up on the child, and blaming the child - it is a lack of being responsible towards a consequence of  lack of being interconnected to physical reality. It is like accepting a limited program and blaming a program, ignoring the composition of the program and accepting it for what it is and walking it, the child, into awareness. And this, is the only solution, and it is the responsibility of all men. Yet, mostly, it is the responsibility of the parents.

Now, we can begin to see, that the classroom setting of knowledge and information only as the medium of teaching and learning, is so limiting to so many children and only those with a combination of exposure and a memory that has been somewhat organized enough to function with some amount of clarity are successful.

The solution is to rebuild the child, the inner reflection of the world around us,  to ground this in practical reality, because this is how and where we directly move ourselves.  So, the structure within has to be clear. Words are the delineating of here, they are small units that describe objects and parts of objects, and physical movements, they are the smallest unit of descriptive MEASURE of here, reality. They are the means to order our common sense. So, the memory of the child must be built with words to create a solid " brick wall" of understanding. This solid brick wall of understanding is building a direct seeing memory. This in turn is building a very capable human being/body, one that can really problem solve. 

Given the state of the world, we need a LOT of problem solvers.

We have allowed our world to be so filled with so many distractions from practical reality, that we are going to have to use that same medium of distraction, as technology ( is there really a good and a bad, or only how we are within what we do?), to practice ourselves to focus in reality ( ground ourselves), and to build the smallest units of measure to create an ability to MEASURE here. We can reach the builder of the cognitive dissonant memory ( the natural learning ability) , and place the smallest units of measure as the words we know, into the child. So, not only does the child practice FOCUS, they also build units of measure within their memory. As this, they begin to ground themselves and as such, are no longer empty of response capacity ( inter-connected), they can then begin to participate in common sense.  This would be a classroom, that would be such a joy to participate in. This would be life in full expression. What other choice is there? None.

Every parent can do this, and it is very affordable. It is like giving ourselves what is innate within us, our natural ability, back to ourselves.  This is also beneficial for school districts, especially in this day and age. 

As within, so without. It is as simple as that.