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.

Words and numbers as coping skills. Do we lack focus ability because of memory? What does the dis-ease of ADD attend to?

Words and numbers as coping skills. Do we lack focus ability because of memory?

Words and numbers are coping skills, without them we lack the tools of defining/definition. As a consequence, we cannot recognize the words and read the paragraph and make sense of the text, and answer the questions or direct ourselves with the in-FORMation of the text. We cannot even relate that inFORMation to reality because we cannot make sense of it because we do not know the words. Perhaps, we think we know some of the words, but if we learned a word, for example, listening to spongebob, or playing with another child that had watched spongebob, then we might not have learned a clear meaning to one of the words in the paragraph. And even here, look at the word para-graph. Words on a page are a para ( projected) graph as a description. The words are one and equal with building understanding and delineating the world around us so that we can COPE here, so that we have a direct memory, here. I mean, one can cook a meal in one’s head, but that does not put a meal on the table, one must work with the physical world to actually cook that meal and place that meal on the table. One can read about cooking, and one as this, learn about cooking, but this only helps one if one can read the words, order them and then use the INFORMation within to direct oneself. I mean, writing is a cool way to share information, especially in a world where apprenticeships no longer exist. But even in an apprenticeship, words are measure of space, as ingredients, is important.

As this, a paragraph is much like a memory, a picture, of the actual physical world we are in. If we realize this, we can see that the para-graph is words that graph  description, in that it imparts inFORMation-about /describes-how to under-stand what is right in front of us, as we walk in the physical world around us, as we go to school, as we go to work, as we interact with one another. So,  word recognition that has clear meanings to each word, and a broad vocabulary, enables a child to under-stand any para-graph read/heard, and as such has developed coping skills. And, it is to realize that memory is a “ playout” system of assembled information that, if an accumulation of unclear meanings, and/or an assembly of compound pictures - like spongebob - becomes an inFORMation database it will take years and time to sort out and clear up to the point where the child can cope.

Here, think of our memory as a carrot on a string, a meta-physical/para-graph assemblage of our exposure in our first seven years. Is our memory clear, is our memory a direct memory? Is this memory equal in under-standing/self-direction capacity? No. It is like a memory that is a ghost in the machine that is a data base that we reference that has no real clear directions.

Yet, physically, we are using this, we are relating to this memory/data base. So, if a child cannot read a para-graph, they are obviously out of balance of common sense, of equal balanced sense of themselves, and the information in front of them. This means that they cannot balance themselves out enough to be divergent thinkers. They are, “ out of whack.”

Yet, they are actively assessing with their data base as their memory. So, something, a sensing self, is present looking at the memory and looking at where they are. This must move very fast, because to be in the process of balancing this out, means that something is aware and directing. As time goes by and years are lost, the child becomes an adult that wasted time sorting all of this out, losing development time that allows the child to learn a skill and then go out and make a decent living. If not, the parents end up taking care of that child for years. And time is money.

Now, we can begin to understand why parents will pay thousands of dollars to send their children to private schools, and tutors, because they understand that words and numbers with clear direct meanings are the building blocks, are coping skills.

So, how do we access the “ reader” that has an attention divided between an unclear/compound image memory and here? How do we clean this up? ( It should have formed from the beginning as such!)  How do we get the child to have a word recognition that has clear meanings so that child can cope with reality and as this build self trust, self esteem, self confidence?

How do we develop a direct memory? How do we get the abstract as memory equal to the concrete world?

We take the “ sensor” self, and we practice that focus onto words and numbers, without any other values attached as pictures, and we then give a direct meaning that is practical, bypassing the memory, building a memory that is an abstract of the concrete world.

Thus, reactive behavior, is a gift, because it shows us where the child is unclear, where the child has not sorted through what inFORMation they have accumulated as memory in such a way that that information makes practical sense enough to direct them.

So, if we move at the sensing self, natural learning ability speed, we can get the words through the “ carrot on a string “ memory, remediate - just as a dancer must practice a move until it is understood physically/ and a horse trainer must show that touch is not harmful - and plug in a clear meaning/directive to the point where word recognition becomes the cognition ( awareness) of the child. As such, the child develops a direct memory. Their building blocks as the words they know are clear, unfettered with values of good and bad,  and/or of compound pictures that they do not understand in detail ( like spongebob). We build a child, who has coping skills as the words they know.

With the stress of daily life, with the form of our public schools - one teacher  ( I cannot blame the teacher) with many children in one room - with the incessant impulsing of media, we are going to have to use technology to refocus our children, to reach that natural learning ability and place in clear direct meanings to what are our coping skills: words. Here, we build a direct memory, one that is clear, as the place within as memory, our abstract data base, that is substantial because it is clear, it allows a common sense as the within being equal to the without.

Within this, it is going to cost money. Everything costs money, our public schools cost money, any education costs money. But, if we understand how we are in-formed, this child development can cost very little in comparison if we begin to understand what is not understood, that what is placed within the child is what comes out, but that that “ placing within” shows the natural learning ability of the child, and that this can be redirected in ways that build a stable, and practical child. 

If word recognition skills are clear, then the child will have the tools, and the unburdened tools, as words, and be able to think in divergent ways, just as they could before they left kindergarten and moved up into the third grade, where what was unclear accumulated into an unclear memory and slowed them down, separating them from their own innate common sense.

I did not learn to sight read musical notes to the point where I could see the rise and fall of the phrase, and the form of the symphony through pictures and values. I practiced the form in all its simplicity, I became equal to the slightest movement, in practical common sense. As this I was able to process the symbols as the notes at a high speed, see the patterns, instantly read the form and generate meaning, even playing with the form, shaping it in other ways to look at it in other ways. My focus was direct, my understanding clear.

Moving from this, into the public school system, was shocking to say the least. Imagine seeing a child stare blankly, without any understanding? It is because there is no real understanding placed into the child, they lack the building blocks, as the coping skills as the words they know. They cannot generate meaning because they do not have a broad and clear vocabulary, a direct memory. As this, to not build this in a child, is in effect criminal. And it is the responsibility of the parents, because they are the starting point of the development of the child. A lack of this development, will leave the parents with an adult that they will end up taking care of, because the child will lack the building blocks as words as directives that allow them to process information and direct themselves, which is a human being having the skills to cope with life.

Natural Learning Ability