Learning ability and space and time in the classroom.

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

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

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

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

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

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

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

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

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

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

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

Automated behaviors of coping limiting creative and critical thinking skill development.

One of my first teaching experiences was working in a third grade classroom. In this class there was a child who would come up to me often with a smile and some kind words. This girl was not a very good student, which I surmised simply by watching and listening to the children in the class. Within this, I had enough experience teaching children to play the violin, where I built a foundation of awareness in the child and could see the markers of awareness simply in the way they played, that my awareness of movement and focus in a child was already in development. And, this to the point where I watched the very state of being of the person- so to speak. In performance, attitude/manner can become transparent, because it is a distraction from focus ability.

So, I asked the teacher in the class about this girl to cross reference my assessment. I said that the child was very sweet and kind. The teacher then said to me that the children who become sweetness have found a way to get attention to compensate for a lack in other areas. I remember thinking in response to this “ of course.”

Let's look at the dimensions of form here, as building a character of a child is forming a structural base that can face and create a productive life, so that that person, as that child becomes their full potential, which is becoming an adult that has little fear of being responsible, and even enjoys being responsible, because in all common sense this is actualized living.

This is also to not criticize being kind as interacting with people needs kindness, which is a social skill. Kindness is a very useful and necessary social skill. Kindness is a state of being where one is calm and listens and notices that which is good and pleasant. Kindness is giving and , as well, receiving acknowledgement of, and enjoyment of, the beauty of existence. A very important skill. And, overall, it is an act of being present and noticing the world around us in which we actually live.

It is when kindness is used as a coping mechanism and becomes a habituated behavior as a survival mechanism/distraction/occupation, as a reaction that is resistance to other as valuable ways of focus, that kindness becomes a hindrance. When such a behavior is allowed, over time, it will take a greater effort to counter it, thus prevention is the best cure. And, to note, that children are so flexible, that they are capable of realizing such crutches and missteps. Thus with patience, they can change. And, here, I must say, that this is the responsibility of the parents, because a public school by design, does not have the space and time to give one on one self correction for every child. Teachers are aware of these things in moments, but with 20 or so children, and lessons to teach, they simply cannot correct such behaviors. And since the children spend more time outside of school, consistent redirection in a careful and patient and clear manner is what is needed. Even if a teacher had a moment with one child to redirect such within the school time for that one class/space-of time, it is not enough. This is common sense.

If a child has built some resistance to taking in the words to enable the child to answer the questions and process the information in constructive ways, and participate within what is being focused upon, then the focus of the child would not only be on walking up to strangers on a consistent basis and being acts of kind words only. By this I mean, already at such a young age developing only a personification of kindness. Yes, a child should develop kindness, as well as many other qualities. Kindness as a coping mechanism, is not real kindness, because it is kindness being used in protection and self defense, in avoidance of facing things one has allowed to appear to be unmanageable. And, this process is one that ultimately ends up limiting the child, and/or slowing the child down from becoming their full potential. Coping mechanisms become habituated and then automated, needing a greater effort to correct. Such a state is the presence of the state of being as idea, and not a state of presence in awareness, a real space and time focus into a self directive capacity. As the child matures and uses this personification, mis-haps occur that then take time to correct. The child loses learning time, that will eventually have to be corrected. By the time they are in their twenties and must have a job, there is little space and time to correct this, and thus most of the time is spent trying to catch up, and as we can see, life is moving on and the real potential of the child is is not equal to actualized living. To have a child sort all this out in their twenties is taking development time away from that being, that child. If one would not want this for themselves, why would we accept this for another? And are we as a collective of individuals responsible for this? And, again, to note, a teacher cannot do this alone, a teacher is there to help, but they are not the one who spends the most time with the child. It is the parent who is responsible for this careful development. One need only look practically at space and time and the design of the system to realize this.

Just as in teaching music, where the child must learn the notes and the physical measure of what it means to play a clear note, so must children have the tools as the words to construct meaning, clear meaning, meaning that is a functional meaning because it gives the child the ability to respond, to answer to the information presented and the focus to cross reference practical reality.. Information is presented as words. Pictures can have immeasurable meaning, influenced by experience, which is exposure to culture, race, religion, economic capacity, family dynamics. So, pictures give general meaning, and can, because of background experience ( or noise) lead to a bevy of perspective and trigger emotional reactions that can be of benefit, but also can lead to friction and conflict, because it is a distraction from a clear focus on detail in practical terms. And, we do not process answers with pictures, for the same reasons, as we use words, to show detail, as words are the means humans use to give detail and give directional focus in practical measure, which is how we move from one step to the next to complete processes of development. Words are also a way to order action, something a picture cannot always do, as a picture is a two dimensional image that is stagnant.

If a child develops an automated personification of kindness, this is what becomes integrated within the child, a construct that is extremely limited. It is like building an entity projection that fits within very limited scenarios, and as such, can only cope within a very narrow focus. It becomes like trying to fit a square into a round hole. Though a “ good”, kindness becomes a limitation. One way to realize how this works, is to see if there are reactions to what I am saying, because this then means that conceptually, flexibility is lacking, deconstruction and reconstruction is difficult, which means a personification has become concrete built of a singular abstract idea learned, which is a separation from being practical and normal and flexible in the present moment, respecting actualized living. So, the question here, is what would focus the self here, as the real measure of living? It is really very simple. Words. This is why all research makes it very clear, that we are the words we know. Words are the measure as the tools of focus on the practical.

This is what Techno Tutor is about. It is the tool to build a sound character in a busy world inundated with ambiguous images touting values that give no real focus in practical reality. Techno Tutor is the way and the means to build a solid foundation as the words to enable a child, a human being, to conceptually focus here. As this, that kindness of the child will be more than just a personification, it will be sound, which is directive, self responsible, and self honest. All of this in ways that do no harm, because the ability to focus here, and see, for instance, that a seed can become a tree, of which words are the perfect placement holders in the long term memory of for information processing, is how a child actualizes structural development that enables that potential of that child to respond.

It is said that playing a musical instrument builds incredible conceptual ability. It is also known that playing a musical instrument lights up all of the brain when the brain is hooked up to a MRI while a person performs. Techno Tutor does the same, through focusing a child on many levels. One must ask themselves, “ Do you have the time to make sure that every word a child has is clear, and that the vocabulary is stable, solid and fully developed?”

It is said that practice develops neuro pathways in children as they develop. Let us build the character of our children to be sound so that they are self directive and self responsible, which means having critical thinking skills, and by extension creative thinking skills, which means stable and solid neuro pathways have been built that allow the full potential of that child to express itself. Abracadabra, we are the words we know.

How playing a musical instrument benefits your brain.

https://www.youtube.com/watch?v=R0JKCYZ8hng#t=152