Limited Use of the Plasticity of the Brain leads to our Modern Disease of ADHD.

Limited use of the Plasticity of the Brain leads to our Modern Dis-ease of ADHD

I am reading ‘ The Brain That Changes Itself, by Norman Diodge. In this book there is a woman who was born with a great memory but little in the way of spatial ability. She eventually learns that because of the plasticity of the ‘brain’ she can develop her lack in spatial ability. She does this by looking at clock faces, the kind of clock face that uses hands to point at numbers. She studies, or remediates, as in attends to, the arms and the digits, studies the volumes as the measure of time. She gets to the point where she will have numerous clock faces in front of her, reading the times on all the faces laid out in front of her.

What she begins to notice in fine tuning her attention within reading this means of time, is that her behavior in reality improves, meaning her spatial ability in real time, the actual physical world improves. 

Our ability to process symbols is great, but if for some reason we have a lag in development, we have to go back and ‘ paint the fence’ like in our karate movies, to re build the attentive capacity that was never developed, or was lost through accident. Accidents beings things that happen to adults, or developmental delays in children, or lack of development opportunity in children. Our minds are not fixed, they are able to change, they are able to use different parts to compensate for another part having been injured through lack, or through physical injury. We have the ability throughout our life to build near pathways.

We are so capable of taking in our world, but we must have the exposure to form and structure. Words are a form and a structure, little symbols that organize our communication, and  as such, our measure of the world around us. Words are attention to detail, and order of that detail. They are symbols as much as the symbols of time on the face of a clock with arms and digits in a circle.

If we look at our from of education since the advent of public schools, we can see that in tandem with the application of public education we have the rise of attention deficit disorders. Given the plasticity of the brain, and given the importance of structural development of spatial ability as symbols within, enabling an understanding of the forms in life as symbols of life without, why is the disease of lack of attention and order growing?

I recently looked at real estate in an area close to New York City. The real estate taxes on a small house are up to 15,000$. 9,000$ of which is supposedly paid to the school district. Astounding that a small house would pay that much of salary towards the local school district, and yet, I hear adults of children saying to me that they and their child have been diagnosed with ADHD.  This diagnosis seems to be the catch all for any lack in a person. I think to myself, ‘ what does this mean?’ Am I supposed to cover for the lack of attention and order in anyone who has been officially diagnosed with ADHD? Am I supposed to forgive all the problems lack of attention in another due to some named disease may bring in any relationship to that person? Is this a form of end game that accepts lack without realizing the lack of attention and using this to realize the blatant solution? I mean what happens when two people come together who have ADHD? Do they throw up their arms and say the cause of harm in this actual physical world is due to their dis-ease of ADHD? Who cleans up the mess? More ADHD people? In the end who suffers the most? The children. If we realize that ADHD is lack of attention and order, and that our brains are flexible and can build new neuro pathways, then we have the solution. What ADHD means is that there is an inability to focus here, in reality, thus the solution is to focus here, to order the within with the prefect tools of inner structure, as words, where the meanings are clear, practical, each unit a reciprocal of what that word means in physical reality.

Obviously, the very structure of our schools, is one of the the causes. Sending children into a room, a box, and placing information into them ONLY does not work. Children need order, real substantial order, and time to order. A school that breaks attention span with a bell every 50 minutes interrupts attention. It is actually a form of disruption.  And we are asking households to pay 9000$ a year for this. And, I will not go into asking how a home that has two adults working at minimum wage pay can afford this, and a car, and health insurance etc. In reality someone has to be there to serve you that cup of coffee, so even what we call the little things that make our lives easier must be respected, so why not pay that person enough to live and support life? I mean that monetary value is created through labor from freely given resources !   Spatially, the numbers do not add up, but then we can say we are ADHD and therefor no longer responsible. What came first the chicken or the egg? Is this measure that makes no sense existent because we simply do not look? Yes. So, are we the fault of our own demise, especially because it is understood that the brain has great plasticity? I mean what happened to Helen Kellar? Was it that an innate plasticity as what she was as a human being simply given space and time to order itself? Yes. And yes, it really is that simple. Ignorance is as the word suggests, is a state of non-lookingness. 

From the age of 1 to seven, when the brain is most flexible, taking in the form presented to it, we have how many hours in that child’s life? Let’s do the math. 7 years at 24 hours in a day times 365 is 61,320 hours. If we understand that it takes 10,000 hours to master something, then a child could come very close to mastering something by the time they are seven. They could come pretty close to mastering a few things in those first seven years, and we see this in many proteges. Given this understanding, why do our children have attention deficits? If we double this to the age of 14, then a child has double the 10,000 hours in their life and could master more than one thing. Or, at least, be close to mastering a couple of things, which in turn would create a structure within that enables a faster understanding of other areas to master. Therefor, there is really no excuse for ADHD in our world. By twenty two, there is no excuse for children to have not mastered language, none. 

Think of the limited symbols in a gun fighting video game. There is the symbol of a man, and a gun, some rocks and green blobs in the back ground. Sometimes some sky with planets and stars, sometimes some  hills etc. So, a video game presents very little form, symbol exposure. It is an extremely limited form, and the child becomes the reflection of what forms they confront. Thus, our very so-called entertainments are not what is best for us. and our children are spending hours doing this. When the real world hits, then, and they must make a living, what are they going to be capable of? Will they go to a doctor and be diagnosed with ADHD? And will they justify all their mis-steps as this diagnosis? What happens to the children that are to come in a world of such adults? 

When we are exposed to structure and form, our innate capacity is to absorb it, to start to order it, but the exposure must come to pass. If we are exposed to compound forms, as knowledge and information constructions  only, then we struggle because we are asked to understand a shape- so to speak- of which the details are not yet structurally clear, meaning the starting points, thus this is placing a square peg into a round whole, or hopping before crawling. As our knowledge of words reflects, there is variation in the degree of an ability to take in the format of knowledge and information presented through words in our schools which is obvious in our divisions into class. Here, our attention is focused on stories told from one point of view, the point of view of the person/people who financially support that text book. Thus the story will be told in their self interest, not in the interest of practical reality, because practical reality would be a different story all together, one that would demand common sense. And, anyone can realize that we are not systemically moving in common sense.

Thus, our children are a measure of mis-association, creating dis-association leading to a lack of self responsibility labeled as ADHD. The problem is inherent in this;  a lack of self responsibility, thus the solution is to become self responsible, of which no one outside of us can do for us, each must become this for themselves, and we all know this.

It is that the one thing each fears the most, is the only solution. That one point. Thankfully, the solution is here, and it is to build the means of a clear self response- ability, as being structurally sound, as having a solid foundation as the words we know. Our words create our thoughts, create our actions, leading to our habits, that become our characters. And our characters determine our success in this world. Thus, given the generational dis-clarity passed down with each generation, compounding into ADHD, we can use technology to refocus us and build a sound mind as the words we know. This will build a  superior memory, a direct seeing, and thus a very focused person who has the creative ability to order, see the parts and the whole, realize what would balance and be mechanistically possible in this physical world we express and live, and then dis-cover creative ways that sustain and build a world that becomes the functional clarity without, of this clear ability within as the very expression of ourselves here. 

Read to understand:  The Brain That Changes Itself.  Norman Doidge, M.D.

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

An innate common sense in children.

I am looking at how a child takes in every measure of their world, and what this capacity means overall. This means that every single movement a child encounters, even the movement of every single muscle in an adult, must be taken in as the very innate common sense of that child. And, this means that the child will imitate and follow that which is presented. We see this in how our children end up looking like parents.

I remember when my children were in kindergarten. My one son had taken to scrunching up his nose as a response to adults. I asked the kindergarten teacher why my son was doing this, suddenly, seemingly all the time. She looked at me and said, “ because you do it.”

I knew she was correct. I did not want to admit this, but she was correct. And, here, I can think of people I would not dare say this to. And, why? Because there are people who would not want to admit that the child was - as is the nature of that common sense in a child, that which takes in the world - a copy of the very measure of the adults and actions they experience in this world. If I look at this capacity, it is an incredible capacity. It has incredible potential.

It also can lead to detrimental learned reactions that end up limiting the child, and that take time to correct, slowing down that innate potential of the child.  What space and time is lost in the development of the child when anxiety is learned instead of self direction? What are the effects of impatience on a child? What are the effects of parents who have forgotten what is means to walk a process of learning something, of parents who assume a child should just know something because when we know something we tend to no longer remember that time when we did not know something?

I have sat with parents that stand over a child when a child is beginning to read, and acted as though that child should know the words better than they do, not realizing that the child must be allowed to discover the words and the sounds and the constructions of the words. When I see a parent becoming impatient, and the child more and more anxious, I see a disconnect from reality. And, it is not the skill of reading that is the measure of the space being modeled, it is the anxiety of the parent and the child taking this in. How can a child, move as this anxious measure and be the process of self discovery and development on their own within word recognition development?  It is like putting a spoke in a spinning  wheel. And, is this movement the measure of self esteem and self confidence?  It is not.

Also, if we look at the time frame in our schools, there is not enough time in  a class of 20 or so students to allow this either! And, I have been in special needs rooms. In a fifty or so minute period a text must be gotten through, so the words often end up being “ expedited” by the aid, which means the child, who may need a long period of time at this point, to really begin to process the language on their own, has never really been given the opportunity to process through in a self directive way! And how many parents of such children have the patience? We tend to think of the Helen Keller story as an amazing feat, but in essence what really happened is someone took the time, and had the patience to not only walk the process of reading, but also walk the process of correcting destructive behaviors. How many have the time to do this in our world? How can our public schools do this given their time frame and set general curriculum? They simply do not have the time, so we cannot blame them. Now, we can see why some parents pay others to do this, because they understand that learning is a process, one that works when the child is allowed the time and space to process through the steps of learning where that child is self directive.

That child who has been in the experience of impatience, becomes that experience. And this ends up slowing them down, limiting what could be a constructive common sense building. If a child has disruptions in processing words, it shows in their behavior while reading. It is blatant and obvious in every movement of their body and in the flow of the words, or lack thereof.  The real question here I relate to my musical training.

If I could sight read and process notes at a very fast speed by the time I was seventeen, then this reveals the capacity of a human being, when given the opportunity, to learn to process symbols into a cohesive form as a musical piece. This was the experience and the measure and the time taken to do so. Why, is this not the same with our ability to process language? Words are not different, they are a symbol representing a thing, or a movement , or a sequence of events, or a subtle quality, nothing that cannot be understood by a child, a child that has an incredible ability to take in even the “ bad,” the limiting, and the good. There is no reason, no justification for a child to not be able to process words with ease. None.

The technology is here to clean this up.

It is Techno Tutor.

For parents who seek a solution, who realize they do not have the time, and need some help. This is Techno Tutor.

Abracadabra- we are the measure of our words. Words are reciprocal tools, they structure within and they focus without. Techno Tutor ensures that the foundation of the child is sound.

The Occupation Building of Fantasy. Does this show the Dis-ease of ADD and ADHD, Dyslexia and Developmental Delays?

Another situation I have encountered in children is how fantasy can occupy the child to such an extent that they have a hard time stopping the movement once begun. Imagine getting caught up in wanting magical things to happen every time you interact socially? It is somewhat like watching porn and seeing women as objects in relation to the pictures as ideas one has impulsed. And we know this is in effect because we have the Harem effect in our schools. A hard thing to say here, but this exists. If we begin to pay attention, it does become obvious. And it is not to blame because what is done is done, it is to change, to forgive and change, and realize what is best for our children, to prevent the limitations of what we build within, so that our children reach their full potential and no longer need inner entertainments that are not what is best for them. Our society needs innovation, and the ability to directly apply in purposeful ways. And words are what focus us directly here, they are the units of building a sound character that lives in awareness which is realizing the value is here, being.

I remember, in the third grade discovering reading books. I began to enjoy losing myself in a book. The impetus to read was really because I was looking for something, to find the words, to find the magic set of words to be able to speak up. Little did I realize that I became lost in the fantasy and escapism of reading. So the fantasy books became an entertainment and I forgot my original search. And all the while, the means was the words and not the mysticism of fantasy. It was there all the while, right in front of me and I got lost in the dream.

I met this 14 year old boy who looked right at me and said “ I can't stop the fantasy, it occupies my mind because I have read so much of it.” I looked at this young man, and I realized that I was him, and yet he was more astute than myself because he realized what he had done. What had happened in his neuro pathway development?

This is an example of what our abstractions as mind can become when not constructed in practical ways, where knowing our words aligns us to reality, as it is in reality that we really create. The parts of this are not “ bad” , it is how the parts are used and combined and as such become a concrete system that directs us, as this becomes our physical directive reality, one that is not in tune, in alignment to reality, and ends up distracting our focus here. Lol, we are dis-tracked and, as this young man calling out for help, we somewhat understand what we have done, but lack the means to correct it.

Using the abstract ability of the mind to see what we understand is an incredible tool. But it is something to that needs cross-reference with reality, to ensure that our GPS – like abstraction can be realized and made into something that does no harm to the means of this abstraction, which is physical reality. As this boy was beginning to realize, what he had built abstractly, was not a real concrete directive in reality. He admitted that he lacked in social skills, that he was having a hard time doing his school work, that he could only process certain forms of information. He could not find a way out. And yet, there was also a pride in what he had created in his mind. He said, “ I love fantasy.”

This again, is a sense that what had been created was cool, but also that it was causing a problem with his ability to participate in school. And his parents had no idea what to do, their words ended with “ all he does is read fantasy.” And to note, this was said in a derogatory way, as a reprimand. Conceptually, the parts were not looked at, and an overall solution found. And, parents are overwhelmed themselves, and our schools by design, cannot clean all this up in each child. We need help, and the tools are here.

This is like building something and then blaming that construction for being the fault, when one has to slow down and to look at the parts and reconstruct, to go back and rebuild. That fantasy had been built of words, and an excitement was attached to those words, which is a value added to the sequence of units as the individual words.

So, what is the solution? To go back to the beginning and rebuild. To go back and reintegrate all the words as their real value, as their simple meaning, so that the child can see that a cup is a cup, and a dog is a dog, and that a cell is a cell. Then the units are clear, and what is developed is a direct seeing, so that that child can move in productive ways, creative ways, within reality, because this is the world that child will live life, and as such this is the world that child has the capacity to live the full potential of themselves as life, especially if they learn to use their inner tools wisely.

It is no different than rushing a process of learning a new piece of music while practicing. If any emotional values are added within that movement of practice of units that are strung together as the notes, then every time that piece is played that state of being remains as the movement learned. Then to correct this, one must go back and reintegrate all the notes, using all manner of focusing mechanisms to clean this up. When this is done with focus, then the process happens a lot faster. Many a master of many disciplines knows this. If one practices something with real focus, then learning does not take as long as we might think, or have been lead to believe. But when our focus is cluttered, correction takes a massive effort, one of extra-ordinary effort, one that parents and schools have little time for. And a school is not responsible for this, as this was accepted and allowed by the parents who are responsible for the child. I have talked with many parents, and they admit that they do not have the patience and the time, as they are a product of the same measure of living as the child.

So, it is with words. Unfortunately, we have allowed a society that has impulsed, and continues to impulse, so many values, as emotional values, attached to the words used within the contexts, spoken and written and sung, and imagination as fantasy is made a greater value, that we have lost an awareness that imagination is fantasy, is an abstract of all the measure of our experience. So, the words are the units, like notes, and they are learned with out a clear meaning, without clear definitions, that our abstract minds - that become what directs us, that become our concrete measure within - are so misaligned to the physical reality in which we live, that we have no real self directive capacity. And then we blame the object, not stopping to look at how this object, as the child is being built.

This is what the SAT measures, the words you know. This is why parents will spend hundreds of thousands of dollars educating their children, to make sure the words are clear, and to make sure the words are known. That money spent educating that child, is making sure that the programing of that child is very very clear and stable.

Think of elderly people who begin to tell the same stories again and again. It is as though they are defining themselves, touting their values as what defines them again and again and again. For them this has great meaning, but it is a lonely meaning that has no real promise and has but little ( it is not necessarily a “ bad”) to do with reality. It has no presence here, it has no real awareness here. It is only a story of the past, and often one that has no real depth, one that can be entertaining in a moment, but when told again and again, has nothing that promises any real directive capacity. And to note, that often the choice of reading information is very narrow, because reading something outside of one's range is too difficult because the ability to be flexible and take in new forms is too difficult because it is in conflict with a limited value system as an abstract mind that is of parts that are not necessarily all untrue. This means, as this happens to all of us, that our abstractions have become concrete, and the concrete cognition, is not seeing reality directly. This is a human who is not equal to practical reality.

Our children will appreciate in value if they know their words, they can stand and become CEO's as all research says that those who have large vocabularies are more successful in this physical world. We are essentially organic robots, what we program ourselves as, as the units as words, becomes what we are. Thus, the solution is right in front of us, we can use technology to rebuild. But each must have the willingness and the discipline to become responsible. A parent must realize that only a parent can ensure that the child reaches their full potential.

If you as a parent had the means to ensure that the foundation of your child was stable and sound, would you not want this for yourself and your child? The tools are here, we need only take that step and become responsible because our children appreciate in value when they have self confidence, self esteem and the capacity to think critically and creatively.

Techno Tutor - Your self empowerment tool, to build a sound character.

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Thank you for reading, much appreciated!

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

The key to processing knowledge and information. Abracadabra.

Children's behaviors, when lacking in the ability to process words and as such, build understanding, lead to emotional reactions of frustration and lack, resistance and acting out. But with proper tools, as the use of words are the units of, children can become so clear they are able to transform understanding via human means of communication, as words, and reflect on the order of themselves. It is a reciprocal process. Thus words are builders of a simulation of reality, that can be cross referenced before actions are taken, much like composing a musical score. One can place in front of one's self what one understands and sees, and then reflect this understanding back into a practical application, cross referencing the physical. This also, naturally focuses the child practically, building common sense. In other words, a broad vocabulary that lends the means to communicate their insight allows cross reference and time to then move into greater discovery. Words are the means to build structure. We all know that each of us is unique, and the gem of insight within each individual expression is something we lose when that expression has no real voice. Each of us is a perspective on a physical world, it is when the insight of the collective as each point is present, that greater understanding is built. This is obviously a win-win situation for all, when all children have fully developed communication and language skills.

In the next blogs for this site, I am going to go into detail of limiting behaviors that indicate a lack of structural development, which is reflected in our words. Ask the question, if a limited insight is built, does it not show that understanding is built? As such characters are constructed and therefore can be deconstructed and reconstructed. Words are the perfect structural means to self empowerment. The basis of all educational research makes this clear. Abracadabra; we are the words we know.

With each blog I am going to look at some behaviors I have experienced in working with children, to describe the limiting behavior so that it can be readily understood and corrected to enable the child to begin to stand with a desire to build communication and language skills because it will be understood that building language skills is the structural key to becoming more than a consequence of hiding insecurities, which are a lack of structure, that end up limiting the full potential within the child.

Ask any parent, as I have talked with many, if they feel that their child has incredible potential, and of the ones I have met, each realizes a natural potential within their child. What must be understood is the importance of language development to allow this potential a structure to not only voice itself, but give a sound structure as the words to check alignment to common sense.

When we realize that the lack of this limits each of us, the insight of that unique potential, we can see that it is the responsibility of the community, via the responsibility of the parents, as the allocation point, to ensure that our children reach a clear self expression because this will benefit all of life.

It is the responsibility of the parent to self empower the child. This also, self empowers the parent. Our schools provide further development when the foundation of the child is secure. The design of our public schools, is to build on a foundation. When these parts are working together, children can do very well in school, and teachers can spend time fine tuning the structures that gives a solid foundation of vocabulary further structural development. In this we create a win-win situation, that only improves all of our lives as a community.

Please join me as I walk behaviors that build personas that end up limiting a child, as they become stuck in a foundation filled with value judgements attached to words that are not necessarily good or bad, but limiting because unresolved experiences of value judgements build self defining ideas that then accumulate without the structural means, as clear language and communication skills that balance out and order mis-steps that are a part of becoming a human being. A human being that by nature, as this very process, has innate creative thinking skills and critical thinking skills. Words are the tools of thought, the units of thought, the means of description. Words are the units that give measure with which to think in creative and critically constructive ways, to simulate actions before practice, and to gather, understand, process and assess knowledge and information in practical ways with ease.

Critiques are most welcome, as my goal is to understand and move into effective solutions, to ensure that only that which builds a sound character becomes the norm in the development of our most precious asset: our children as prevention is the best cure Children who can process and assess the existent know-how, and the formations, of this world, with the tools of common sense as the  structural focus ability of words, will not only self-empower themselves but the rest of us too.

As the video posted with this blog reveals, with the example of learning a foreign language, when we do not know the words, we lose so much understanding and get lost in fuzzy logic. This means, overall, that we then have little means to direct ourselves in productive ways. This example is one we can all relate to. Now, place yourself in the shoes of a child, and realize we are the words we know.

https://www.youtube.com/watch?v=verqCmPrnY8 Anne Fernald: Why Efficiency in Processing Language is Important.

  

Processing InFORMation through random Associations.

When the words are clear, the structure clear, cognitive dissonance is more visible.

What I have noticed within reading articles is that often many dimensions of an issue are presented in ways that confuse instead of enlighten.

And if a child does not know the words and is busy sorting out the meanings of the words then there is no ability to begin too see the mixed dimensions of what is being said, there is no ability to fill in the gaps of the associations as the parts given that are not necessarily good or bad, but so mixed that connecting the dots of the perspectives given becomes a task in itself, one that children cannot manage if they do not have enough of a structure as the way and means with which men speak, as the words, to conceptualize a structural awareness of what is being said, to place the points, the aspects brought forward and to align them in ways that build enough of an understanding to realize what is missing, and/or give direction within investigation, because conceptual awareness at some point allows a reflection that is objective enough to see and not fear looking for more information needed to build a solid understanding. Thus when enough structure is there, it gives the awareness that more needs to be understood, and that this “ more” understanding is able to be done, and that acknowledging that more research and investigation is a supportive thing, not something to become embarrassed about because the lack defines what one is, as the understanding that insight happens when structural awareness is solid and developed. When we label children as being fixed in their understanding, which s what class is, then we ourselves have stopped creating, stopped investigating, stopped researching, essentially stopped looking, which is a crime against life, and the ignorance of self punishing the children. 

Within all of this, it must be understood that reconstruction of limitation takes time, and that the change, just like changing direction physically from one direction to another, is a slowing down process, so it appears to be very slow, very very slow, but also, if this is realized, that changing direction can build momentum, and thus that slowing down does not define the outcome. If I think about how our schools function, there is no time allotted for this process. Parents, even a group can stand and change this but the process would be filled  with the conflict of resistance, and what is the most important thing, the child, would be left on the side missing and losing developmental time.

Thus, the parent, who is overall the starting point of the child’s development, as the cognitive map, the experiential map, is the point of responsibility for the building of the child’s character, the “ care” aspect of the child, the child’s self directive capacity, the solid foundational building blocks that enable the child to exist as an efficiently self directive entity as a person in this world. Structurally, as the system design collectively supported and acquiesced to,  cannot go back and make sure every single word and understanding in each child is clear. By design, there is not enough time, there is not enough man power, there is not enough real exposure to language over all. We can realize this in simply looking at the number of words we use in our daily lives, even within that of the upper classes, because often one area is known well, and the vocabulary is limited within that area, as our education systems have created dialects within certain subject areas that have become more a divisive measure than one that allows collective understanding. And, we adults tend to measure our worth based on knowing a “ dialect”, which is essentially exposure to a construct that spins on its own and remains within its own radar, believing it has a solid understanding, but in the end if social ease is not the outcome than there is a conceptual lag and extremes will build as that which is missed accumulates and becomes a problem that can no longer be ignored.