Can a narrow focus for too long in reading skills development stagnate a natural ability to change?

One of the problems I hear in schools is that the children cannot generate meaning from the words they have learned to read, the patterns they are sounding on the line of information in front of them. The term is fluency. A child can build fluency and yet not understand, or ‘ create meaning’ from the text. They cannot place the word into a living context and make sense of the words. This means that they really do not know their words. They are simply at a stage of development. A sequence of development. Often, we give up at the moment where the whole and the parts begin to come together. Or, as in the perfect practice makes perfect model, the ‘ volume’ as the speed and movement used in the learning process has in itself become entrenched. The point of building momentum is lost to a habit of a movement. Then one has to have an extra effort to move out of an embedded meter. If this in space and time is not realized, this ‘ quantum seeing’ of the parts interchanging, then the child can get stuck and become labeled as having a slow processing speed.  And, though appearing fluent, will need a boost to move out of the means that lead to that fluency.

Because we are so absorbent, if we practice something again and again, incorrectly, we become that mis-measure in time and meter, in expression. That measure is is not a good or a bad, it is simply a point in the learning process. In other words, it is hard to sometimes see through the ‘ good.’  Our natural capacity to learn and remember as what we absorb as a measure can become our behavior, and that behavior can become something that is not what is best for us. In the context of the process of developing word processing skills, as what reading is, if we practice speaking words, decoding words, again and again, for fluency, over a long period of time, without any real momentum in placing the words into a context that makes sense, we become that measure of decoding only. This behavior in tandem with our foundational experience/measure, can create a memory/experience ‘map’  that would take more time to correct than to have done this correctly in the first place! 

This means over all that everything that absorbent ability in the child is exposed to, must be carefully guided, and that this ability is a natural learning ability and it is by nature, an ability to change! It means to expose the child and allow the child to understand because it is natural for the child to understand. And, it means that the ability to narrow one’s focus and self monitor, is cool, yet a narrow focus in measure can also create a lack. Learning is and must be a dynamic process, it must always have a movement into the whole, or the good one is doing can become a limitation.

This is also why a solid vocabulary is so important. It is important that the children know the  words so well they do not have to think about them, the children must effectively know their words. This allows the child to spend more time on the meaning of the word, to discover the measure the word implies in real living time and space, meaning the child must also practice ‘ playing the instrument that is them!  Within this, showing a child a picture only, in relationship to a word, memorizes a picture and not a living common sense action or thing.  

Words impart information, they are not the actual movement or thing in themselves. Because humans use language to communicate, words are very important. And because we use language we can use that language as a means to order ourselves and our actions. Language in itself is always changing, it is dynamic. Thus language taught in segmented ways, appears good, and lacks real development through a default of practical application. The instrument, as the child, must generate a momentum in real time application to live the meaning. That segment of building fluency can become a measure that stagnates, it has to maintain a momentum in order for the child to realize the patterns and apply the word recognition in practical terms.

If we understand how absorbent a child is by nature, and we understand how words are very important, we can build a child who is very capable of becoming their real potential in this world. It is what is best for each of us, because that child is unique in their expression, and that message they bring, ultimately benefits all of us. Our job is to make sure that that child reaches their goal.

Your words tell me more about you than they do about myself! We are the words we know. We are a reflection of our subconscious information.

Children are very absorbent beings. This is how they learn things so quickly. If we, for a moment, look at this aspect of a child, and slow down enough to realize what this means, we can perhaps realize that nature of learning.

What does the child absorb? They have no learned information, as in specializing in some discipline. Those children who are born into families where the parents have learned a discipline, tend to learn that discipline as well. I have a friend here, who attended Harvard, and yet his profession is cutting down trees. He told me his father had studied the classics extensively, and he grew up in a house where these things were constantly spoken of. By the time he reached college, he could talk the talk of the classics and had the information that allowed him access to the higher levels of learning that demanded such a background.  Of course, this does not always happen. One either accepts the specialized knowledge or one does not. One can become the persona of rejecting the constructs of information.  Yet, accepting the information or rejecting the information is a movement, it is building or making a decision not to build the body of information present.  The point is that information is built and that it is a choice- or not.  Does the child that makes the choice to not build become that information as that measure of rejecting the information? And could this choice actually become a limitation that inhibits the child from choosing something else to inform them? More than likely yes, as we all know personalities that appear to have no direction,  and are angry about their childhoods. It would not take too much effort to realize that within the “ mindfulness’ paradigm, the measure of information, as rejection, would be the thoughts coming up that need not define the person/child. Yet, this all makes it clear that we become the information we are exposed to and/or the reactions/resistances we have towards that information.

Do we as parents realize how this works within the example above? Do we realize that every measure we convey, we express, informs the child? When we come home from busy day, and are caught in some problem, some upset - based on not remembering this- and spin that upset around in our selves, and in so doing lack attention to the child and what we are modeling, do we slow down to consider the overall presence we are projecting as a form? When we blame something in our world are we modeling solutions and careful measure of the parts that build the form? And, are we addressing what discoveries that child themselves may have made within their day to ensure that the understanding in the child is clear. Are we doing within ourselves, as our information and how we are spinning it, for the child? If we understand that a child can pick up all information, through a great absorbent ability, can we realize that what we allow within ourselves is what is going to be absorbed by the child, and that this very ability is the learning ability of the child? And, this begs the question as to what is being imparted in the child via media. 

Let us look at the behavior of a child, in a school, that has been exposed to a parent that developed a resistance to what was in their environment as a child. If a parent has history of resisting what information they had around them as young children, would that pattern then be influenced into the next generation? Would that child develop difficulty in taking in information in school because the information the child absorbed in the home was a form of expression of resistance? Could we call this an emotional polarity?  Would the child. not understanding this as that child absorbed the measure of the parent, then begin to define themselves as not being able to learn? Would this spiral into a personality, as the very words a child spoke or believed within themselves, that they were not very smart?  Would such a belief system take a lot of time to work through, and within the present system, would countering this belief and realizing that because of this inner belief, that taking in new information was going to be slow until the momentum past the belief was built. And does a school, a public school, have the time to sort this out in the children? 

It is to say in many ways, that there is no good or bad, there is balancing out what has been absorbed within, and grounding that ability to absorb into structures that allow self direction in clear and productive ways. Building such children would benefit the society as a whole, because the collective ability of each would be capable and able to realize how this works and work together to create a community of people who realized that capacity of each to reform and direct in ways that produced effective systems that benefitted everyone. I mean, what is a school overall? A school is a system where men work together, where people form things. And it is a system that forms with what has been formed by the parents and the parents before them.  In this we are all responsible for what is the forms we accept and allow, and it is our responsibility to realize how this all works.  Each part has the responsibility to sort this out, this aspect of how a child is formed by the information within the environment they are exposed.

Within this, imagine being a teacher wanting to impart a general scaffold of information in a classroom in a school. Let us set aside what that information may be, for a moment because that is another issue- one that cannot be addressed until understanding and practicing how this works is understood in detail. That teacher is paid to impart a set body of information. She has a classroom filled with 20 or so students. Each student has a different background. Some have the ability to take in more of the information than others. Some have already developed a resistance based on many degrees of ideas within them, as the exposure of their past. That person, standing in front of that group, cannot teach the new information and sort out the measure in each child. Just as that measure was built over time, so that time frame of the classroom can only impart a certain measure within that space. A teacher cannot be speaking information and showing graphs and examples, and balance the measure of belief and direct the focus through a measure of belief at the same time for each child.  And, what we form in our imaginations in relation to this, is not reality. What one can dream up is much easier than what is actual in reality.  If one has experienced arriving at home, and not having the patience to address a child and sort out what occupies the presence of one’s self, then how can  a teacher do this with 20 or so students in a classroom?  

Let us place ourselves in the shoes of the child caught in a measure that is not what allows them to see through their information and take in new forms of information with an understanding of how this works.  Do any of us want to not participate in absorbing new forms of information, and in ways that expand our awareness of how this world works? Remember that we enjoy when we understand things, because it is natural and self empowering when we understand something. We become anxious when we do not understand something, and we can all remember times where we  were anxious, it is not enjoyable. We have more fun when we understand.

Imagine being that child who has not had things made clear, because the parents came home often stressed and worrying about something at work, for example. That child is not only absorbing that stress, they are also not sorting out something that they did not fully understand and/or scared them, in a TV show, or within an idea about what a friend said or did. That measure of uncertainty, is what is left within the child, and it accumulates and remains, tainting the perception of the child, slowing down that innate ability to absorb because the dis-clarity remains. Then, the child misses a step in understanding new information, and becomes more confused.  The very behaviors of the child reflect this, in the inability to understand the new information. The teacher has so many hours in a day, before they return to their family, so they cannot sort this out. And that child returns home to parents who are busy sorting out their misunderstandings and - and this varies by degree - do not give the necessary time for a closure within a misunderstanding. What would happen over time as this accumulates? How many realize that by the time we are forty and our working and earning years are waning that we begin to realize this? Is this not too late? Do we want to repeat this with each generation? Is not prevention the best cure!

On one level, this reveals a very simple understanding. We become what we are exposed to, we become the program of our parents and the information we take in;  we absorb. This means that we can realize a solution to all of this. We must rebuild. We can use the code, as language, and rebuild the measure within the child. We can automate that process. Technology is never emotional. It is a means to rebuild the measure within the subconscious of the child, to have the tools of thought, as words, to clean up and clear up emotional polarities of values that create a resistance and fear of information, and build the measures as the words, to then be able to see more clearly, and realize that capacity to absorb is the capacity to understand when the measure is available in detail and clear.  We can turn technology into a teacher, into a one on one teacher, or tutor, to create clean placeholders of form, as words, as the details that build the understanding, to create a measure in the memory of the child, that is detailed and understanding of the parts that allow that movement into seeing the whole in ways that are productive. Here the child becomes an active participant, building a sense of joy in realizing their absorbent ability is the means as a natural ability to understand and direct themselves in communication with others and the world around them.

Imagine if you really knew your words, as the parts that build the whole, when you were in school. Imagine if you knew the parts as the words so well, that when that problem came up at work, you could critique the overall form and patterns, and creatively reform them to solve problems immediately, so that when you went home, there was time and space to focus on the child. This would be living the joy of understanding to such a degree that that absorbent ability was realized for the value that it is, and the relationship with the child would become one of joy. What kind of home life would this build?  What kind of school environments would that create? What kind of society would that realize? 

We ‘ spell ’ what we are in the words we speak.  It is a magic that is in the doing, and words can help us to help ourselves. We can use technology to self empower what information we accept and allow in building that subconscious storehouse of information. It is time to get that in order, as this is what we would all want. Being anxious is no fun, being able to answer and reform and understand is!

If you are having reading problems, or processing information problems, send me a note and I will set up a meeting to help you help yourself.

Thank you for reading! Much appreciated!

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What is memory and how does it effect the natural learning ability of the child? What are cognitive skills?

I came across an interesting analogy the other day.

We understand that a thought need not define who we are. The practice of mindfulness conveys this. This is also a part of the new age belief that changing one’s inner measure/data/belief into a more positive phrase can change one’s DNA. Overall, this would mean that we place information in our DNA, we become the information that is us. What we are exposed to is what we become. We can understand that our likes and dislikes are a signifier of our exposure. We understand as parents that we understand this because we sense the measure of children in that we pick and choose children for our children to associate with. We are, in essence, walking machines of assessing data/measure/information. We choose children that have a measure we are familiar with, or that we believe will raise our children into being more aware. We send our children to private schools in the hopes that their measure will allow them to solve problems, to get jobs that support them. 

We realize this in how the children sort themselves in various ways through school. Especially noticeable in the third grade, where there appears to be a reformation between friends and groups.  There is a change, as from the past, information has accumulated to the degree that new associations are made. This is not a bad in itself, it is the measure of information allowed. It is to say it is not what someone says, it is how it is said.  Is there an idea that another is no longer enough? Or, is there an understanding of how this works, and a respect for the process, to then move in ways that have no rejection of another?

Thus, our thoughts are a reflection of our measure, which is our exposure.

We understand that computers, when the cookies accumulate, more pop-ups come up. Our computers start to move more slowly because the memory is cluttered.  The more sites we visit the more those pop ups clutter the memory.  If we practice a measure, as a belief, about what we are, that pop-up begins to spin into a personality. This will be the thought that comes up.  If this thought is composed of words and/or pictures, we can know what we have accepted as a belief about ourselves, and because this is coming up in our conscious mind, we can believe that it is real. In effect this is a measure, a piece of data about something, based on an experience, it is not what is real. It is hard to change this in a person when they are running in their minds as this measure. What can happen, is that the words of this thought can move in associative ways because one is operating in one’s memory as experience having not sorted it out for what it is. When any information is read, these thoughts come up, slowing down the processing speed of the child or adult.  The words themselves were learned in the context of repetition and limitation  which builds an entity that becomes an emotional polarity, which is a pull into an idea that pops up. One must rebuild the memory. The words must be learned without triggering the past experiences. Humpty Dumpty can become un-scattered in value judgements based on past experiences.  

We can understand this when we have to slow down and read, or listen to another person. If it is hard to take in the measure of the information, and apply it, or regenerate it to assess it, we are having to change an inner movement that has become automated and habituated to such a degree that that segue into the new form, as a measure or data, is very difficult. It can feel like it is impossible. With practice we can change this. Unfortunately, most adults are too busy, thus there is not enough time in the way we have scheduled this world to allow us to do this. We can use technology to be the practice in changing our inner ‘ presence’ so that we can restore this ability to take in information and realize how we can rapidly learn instead of getting stuck in one inner measure of limited values.

This ability to understand form, is our natural ability. Yet, if we allow our memories- that work like our computers do - to become stagnant in a form of information, we forget this ability to change within. We become divided from our real ability! This that is a natural ability to construct and deconstruct and reconstruct information. In this, one of the pillars of reading development is to become critically literate. Being critically literate means utilizing this ability to change, moving information with ease. This is where the real potential of a person, a child, can begin to express itself. This is educating a child to realize they can assess information, understand it, and then create something new with it. If there is a mindfulness of lack, and a comfort within that idea of lack, the memory will become like a burden in the cognitive ability of the child. I mean, what is assessing that memory, moving in the associations of a measure of a past, that one believed defined what one is, instead of realizing something was formed as a measure, and retained within the memory. 

Because men use language, and because language can describe pictures and values, words as language can be used to order our memories in such a way, that we can access information and change in real time, employing our real ability to change in a moment, within new information. It is to say that words are like a binary code that can be used to communicate and can be used to order.  Because words are like changing forms, they can as units build a sound mind that has a structure that is changeable and orderly at the same time!

What is a scenario that a teacher may face in a classroom with a child. New information is being given. This information is given in an abstract way, because we have developed a system where we form understanding through abstracting that information until it is a concrete form/template/structure within our memories.   If the child is a memory running on ideas about themselves, slowing down and taking in the information, especially in a frame of limited time that does not account for the learning speed of the child because of all the ‘ cookies’ running in the memory, that child will not have the time to slow down their ‘ clutter’ and take in the information to the point where they really know it.  The consequence is that the child, if their thoughts are based on a past experience of the same scenario, has had yet another experience that confirms a self judgement of their ability. There is not time for that child to walk though their slow processing ability, as their memory is cluttered with similar past experiences where a clear structure of the new information is never really lived. 

Parents really need to understand this, as a school cannot possibility sort this out. The teachers are paid to impart information, they cannot possibly by the design of the time structures,  take care of what is essentially varying speeds of learning. Those speeds of learning indicate a lack of connection to a natural learning ability. This is our cognition moving in a sluggish way. That we build memories, indicates that we can take in information and change it and move it.  If limited information has been automated because it has been repeated, it is going to take time to change that construct. The ‘ cookies’ have to be removed and the memory restructured. Words are the means of doing this, because this is how humans communicate. Really knowing our words, builds a more synergistic mind, one that is flexible and fluid in terms of understanding and moving with information.  A clear memory, is a memory one can trust, and then that absorbent ability can lend compassion in every situation, because there is no uncertainty. It is the same as how we learn to become comfortable in driving a car. The structure is set, and then we expand out presence to assess the horizon, which is taking in new information . 

We can also say that this natural learning ability is our absorbent selves. Our memories are the ideas about our world that that absorbent ability has built an idea about. 

If your child is having problems in processing information which is what reading is,  I can show you how to help yourself. Send me a note, through this blog and I will connect with you. I am here to solve this problem.

Thank you for reading, always much appreciated!

Does your emotional value judgement supersede your natural absorbent self? What is memory and lack. Processing information.

Let us look at the situation we are all familiar with. This is the situation where we know another person who continues to only see the lack they believe themselves to be. We could say that person defines themselves as this measure, this belief, this lack. We try to move that person out of that belief. We give examples of how to do something, yet we realize that we cannot be the body to do the steps that would prove the lack non-existent.

Since we know we all have memory, can we realize that our memory, which contains the story, the measure of the lack,  can be so strong that it appears to be more real than the steps we often share to dis-prove that measure/belief/state-of-focus on that state of lack - a memory.

This means that we, humans, have a great ability to take in a measure. This also means that we humans can get caught in a ‘ net’ - if you will- of a value and that this memory that has this self defining value, can come up in relation to simply walking a practical application that dis-proves that value that is the memory that defines the person to the point where even if they do manage to walk though the memory/value- judgement one time, to remain consistent in the practical application that dis-proves the memory that has a value,  they must practice the practical steps enough to counter the memory/value measure. And each time the practical steps are walked, if there are moments where the memory takes over and counters the practical, that then becomes a justification for the practical not being successful. This means that change is a process if a memory with a value judgement has come to define the person. 

Somehow ( the sum of the how), in our present school system there is really not enough time for teachers to catch and also correct such emotional reactions in children.  I would ask any parent this question, because it will make it obvious that a school cannot possibly be the only place a child is educated; “If by design the school as a form, as one teacher, or even two, in a room with many students, can we, as teachers possibly catch this in every child.? Our schools must begin to explain this to parents, because it is something we all can understand. Just as one must be given a form, as an understanding to see the practical application, so must this be made clear to parents with repetitive information.  After all, this is how we learn, this is how we develop understanding.  If one remains within this simple realization, there need be no reactive  force in the face of resistance,  because in practical terms this is the form of the schools.

Within this, we can realize that our memories are layered information. Our memories are charged with values and layered within us.  This means that information can become layered within us. This means that we are like a seed, and that layered information becomes the ‘ tree’ so-to-speak.

Look around, why do we call a person a ‘ real personality” for example? Why do we have ideas about the young people in our world and where they are going to end up? We do this because we are so absorbent, we see the information as what is seeded as values within another person. We come to understand the likes and dislikes of another person, and we gravitate towards others of similar values- as likes and dis -likes, as what the personality that is a seed of information culturally values and defines themselves within and as. Hence we could say that class is the information that is us. It is the values that we gravitate to and towards. It is the measure of what we define ourselves as. It becomes the directive information of us. It becomes the behaviors or resistance and the values we persist within despite possible limitations within them.

Let us contrast this to that practical application we order and impart to children that need such a structure to guide them. And, to realize we are basically planting seeds when we inform a child with that subject in school.  Our schools are imparting information. We are planting layers of information to be the seed of being a directive application.  When we create directives that guide a child, we are structuring their self application. Yet, what happens when the memory of the child is filled with value charged memories? How many have faced the resistances and difficulties of getting the child to move through the simple step by step directives? And how many have a limited time frame within which to do this in the schools?  How many see the overall measure of this in space and time, and realize the incremental development that happens because of this time frame as the very structure of the schools and the structure of ‘ lack’ within the student. It is as though the very design of the situation, that is filled with good, by measure, is a limitation in child development. 

Thus, we can say that as adults in this world, we have a responsibility to make sure that this process that is right in front of us as to how this works must be changed. And we as adults, must realize that we too have developed reactive memories that are charged with all manner of frustration within this scenario. We understand this because we label the children as personalities because on some level we understand that we cannot as teachers in a school possibly address all the value reactions within the child as the information within  that they define themselves as, and such that is happening within the adults as ourselves.

What if we could use technology to change this? What if we could use technology to rebuild this? What if we could use technology to focus the child from that which built the memory? What if the child could practice a little bit every day, focusing themselves from that which built the memory - as in accepting the values that divert the attention - and at the same time build a clear structure that had clean placeholders as the words with clear meanings? What if we could inform the child, as in create a layered seed as the information of the child, in such a way that the information as the words, came up without emotional values, so the child could take in the information and form it into a steady and solid understanding, like a clear form? And, what if the mechanism allowed the child to practice a little every day, to not only practice focusing from without-all-that-emotional value and also structure the child with the tools of information transfer as words? What if this were cost effective in relation to what this costs for a school to do this, or a parent to do this who does not have the time in our present system? Could technology be the perfect tool to do this, because technology is not emotional in the face of this inherent ability within each of us to absorb the measure of the world around us? Can  we understand that a child, or adult, that has emotional values attached to memories, moves into a state of seeing only the lack, as the memory and how this can supersede  self direction? Do we not see this all the time around us?

Within our present system, no one can afford a Helen Keller type teacher to sort this out, as that one-on-one situation. It is too expensive, it costs hundreds of thousands of dollars in relation to educating the child. And, in so many ways, that personality we call one another, is a self divided within value judgements, which is the fairy tale story of Humpty Dumpty- a scattered self unable to self direct in ways that are productive for the child because the emotional values distract the child from seeing in practically applicative ways that take a lot of time to correct- something our present systemic design does not have the space and time to do - which is not something to be ashamed of and not something that an act of blame and consequential justification will change.

Such a behavior is a continuation of the same that is the lack that causes the stagnant unmoving behavior. This becomes the snake eating its own tale. And it is the tale of Humpty Dumpty. Yet, remember, that the princess when discovering the name of Rumplestiltskin, takes back her power, and recovers her child, because she has discovered the name of the man to whom she promised her child. Words are structure to build a well seeded child, a child that can grow into a tree that can bear fruit that serves all of us.  Words are the means to ensure that the wicked witch in the  woods never has to leave society in her frustration, and try and tell the next princess that she can be more than the pretty girl in the castle, that she can participate in the natural world and the social structures of men. That woman living in the woods, is the princess in another life, she is the information that she experienced and the understanding of what information she accepted and allowed, she is those who realize that our children can be so much more than a self judgement of lack. 

If you can really begin to understand what I am saying, you would want to lie down and cry, cry for all of yourself that was lost because of this process as our present system that so many spend their lives correcting, realizing that the real potential of each of us has not been lived, and that we have become a reaction to the information that is us, that was not clear, that was loaded with value judgements, and slowed us down as we began to sort this out only to discover that what information we accepted and allowed was in a form of lack, and that defined who and what we were, until we sorted it out. Would we not want our children to not suffer this confusion? Would we not want our children to be able to look at information, as information imported through language as words, and the information in that forest all around us as the natural world, and have them move with ease and understanding of this? Is this not what we would want for ourselves?

The solution to this problem is here. It is simple and affordable for everyone. It is the means of prevention and the means of self correction for each and every person. It is a way to turn our schools into places of self discovery.  You see, we can use what we have created, as technology to help us help ourselves.  We can rebuild the seeded information using language to structure our memories so that information that is us, fears not to walk the practical application to and towards what is intrinsic to our expression, because each of us is unlike any other.  

Imagine if each person were living their  full potential, would this not begin to build a world where our children became characters that were dependable and trustworthy, respectful and unafraid to discover and change? Would this not create a world that functioned in creating instead of reacting to limitation and walking in a memory charged with a self judging lack?

The means to do this is with technology that is never emotional , never existing as a state of lack. And the infrastructure is here to maintain this for everyone. And that infrastructure and means is cost effective within the present system.  We are here, and we are ready. Remember,  no one can put Humpty Dumpty back together again but yourself. The tools are here to help and the journey can be done one step at a time, one word at a time. This is a way through transformation in gentle means.  What do you want for the children? Do you want to develop ‘ trees’ that bear fruit that support all men and the society to become a living system, or do you want us to continue to be in constant reaction to fires as personalities that are stuck in a limiting beliefs unable to change and step out of their beliefs into actions that help them to grow and develop the real potential we all see within each and every one?

Each must begin to quantumly see the measure of all of this, and begin to take actions that change this in easy step-by-step solutions. If we ask someone else to do this, it will not get done. Each, the parents and the schools must work with the private sector to get this done, as the schools by design are not the means to get this done, yet they can help in voicing this understanding, which is working with parents, waking them up so-to-speak, through simply stating what exists as measure in practical terms, and this in such a stable way past the beliefs as the lack of understanding because everyone really does want to understand, just as that child who so desperately is trying to sort this out.

The measure of your emotional values reveals the measure of your processing speeds.  Meaning, the measure of your reactive behavior is the measure of your ability to more into solution instead of reaction. Reactions are behaviors of protection and self defense, they are resistances to change because they are so consuming. We all see this, and we label this as a personality. 

We all understand that when we meet a sound character, they supersede us, why because they have a greater ability to process information, and they have the word recognition skills to match, they have effective word skills. They live, right in front of us, the ability to come up in critical and creative solutions, quickly, and we respect them for this. Look around and realize how many are within personality mode, as stuck in ideas of lack that create emotions/behaviors of resistance to walking practical steps. This is the speed of their processing ability. If you look, the emotional value, the definition of lack, is slowing down the processing of information ability, that is a natural ability that does exist, because we all know characters that are able to process information with ease and come up with solutions. 

Remember:  abracadabra  - we are the words we speak, we spell our lives with the words we speak. We are the measure of how effective our words are. This means the meanings to our words must be clear, without emotional values attached that lock a person into a perpetual association of values that are very hard to see as a lack that is the thing suppressing the real ability of the child. Because of our busy lives, we can use technology to correct the processing ability of the human, meaning to build a stable structure as the words, that will supersede any emotional values that were essentially a mis-take on reality in the past and need not define who and what we are here in the present.

If you are interested in building a sound seed as the layers of information in the child, that becomes heir directive measure, please write a comment and I will respond. The sooner, the faster this is done.  Thank you for reading my blog, much appreciated. : )

Do we realize how absorbent we are and why word recognition is so important?

We are very absorbent beings. This is revealed in how a protege absorbs the environment, as a child growing up in a musical household, or a child leaning to smell like a wolf as our feral children reveal. That foundation in those early years becomes what the child can be and do, and history has shown us that this is very hard to change. What information comes within, as a measure around us, often done repetitively, becomes the measure of what we are,. We call this personality.

Science has discovered that our neurons can rebuild at any time in our lives. Here, I want to say that what we eat also determines this ability, as obviously if we have the building block nutrients, we can rebuild our neurons.

Also, we tend to become habituated to a narrow environment, meaning, we go to school, or work, and return home, rarely having vacations, or a change of venue. When we become automated like this, it becomes more difficult to change, because we begin to move in automated ways, which fits in perfectly with the past, as our industrial model. This can happen over time, and we do not see this happening. Some of us do something to change this, others believe it is impossible. When one becomes habituated to something, changing appears to be difficult, because we have not practiced change in some time. We forget what it means to learn. We forget that when we start something new, it takes time to build the structural awareness, just as in learning to walk, and then begin to generate enough understanding that the movement within the new formation, allows more understanding. it is to say one must generate momentum in order to bring the new information together and create a new structural awareness - one helps the other.

Within this, I realize the whole debate about whole word recognition and phonics  creates a friction that is unnecessary. It is both in many ways, and the relationship between the two is always present. Sometimes we have to slow down and look at the parts and then the whole, thus it is both. If one focuses on one in a repetitive and slow manner than that becomes the measure of the child, and the switch into word recognition appears difficult. Mostly there is a time factor here, because the public schools, by design, cannot work through the various moments each child experiences within switching between whole words recognition and phonetic units composing the word. This is that one-on-one situation that is known to expedite the word processing and thus information processing ability of the child. It is, astounding that some parents believe that a public school educates the child, by design, they cannot and they were never meant to do this, as their design. A public school is meant to impart a measure of information abstractly. That is all. if a child is having problems, it is that they do not know the words well enough, The public school cannot resolve this, this is the responsibility of the parents. This is because the design of the public schools, cannot do this. This shows the reason for private schools, because a parent who realizes they cannot do this, will pay for someone to do this by placing their child in a smaller and quieter group to make sure that the child is learning things clearly, as there is more time and a body of students who are attentive because they have had exposure to careful understanding, revealed in their immediate vocabulary. It is that one reflects the other, and our research in education substantiates this..

Our children are becoming more and more emotional, more reactive, more frustrated. And why?  Frustration and emotional reactions are a consequence of a lack of structure, meaning they cannot communicate what they feel because they do not have the structural means to do so. Humans use language, and that language is a form of structure. If the words, or few words, are polarized with emotional values, these values as the memory is what becomes the expression of the child.  Imagine the story of Humpty Dumpty, he is scattered out into pieces that lack coherence- no one can put him back together again. 

We are so absorbent that we take in everything, and if we do not have the structural means within to sort things out, the consequence is undisciplined behaviors, which are emotional behaviors. The information, the form within us is not what allows us to trust ourselves to move, to act, in clear and productive ways. 

We see this happening in our schools. We see this happening all the way up the scale of behaviors. Some have enough to direct in some ways, some hide their insecurity, and project blame onto the things around them, which is another form of a lack of self discipline because it is not an act of taking responsibility. It is not sorting out misunderstanding. We can see this, because some are more able to calm a situation which is done when things are sorted out in ways that are not judgmental, as a practical measure is conveyed that each can understand and readily grasp enough to give direction. Hence, within this, punishment is never a solution, the solution is always to give the measure, which requires speaking the words because humans use language, enough and clearly- without buried emotional reactions ( because we are so absorbent ) - that that absorbent and emotional child can see the structure to allow them to be where they really want to be, which is to be self responsible. Look around, we are happy when we are focused, when we have the means to focus, the control to focus, because here we are able to discover ( learn to crawl) and order, and look at the parts ( critique ) and come up with either greater understanding, or new ways of doing things that are those awesome moments ( being creative). Lol, self discovery is also awesome!

Parents and the schools, our society, has a responsibility to make sure this is understood, And it is all in the research as to what builds a competent and self confident child, as this child becomes the adult. Hence, that starting point of knowing one’ s words to the point where one does not have to think about the words is extremely important.  As a  reading specialist, I cannot stress this enough. It is the foundation of a well formed character, which is a person, a child, who can assess information with ease and confidence. This means assessing the information within, as one’s experience, and the information without as the world around us. This means understanding that emotional reactions are another form of data. This means that we can become automated in our experiences, leading to a fear of change.  And this means that we adults, most of us, have become automated in our information,  and our words are a relationship to that automated information which is then absorbed by that inherent ability to absorb as how we learn, and that information on automation becomes the child, which then leads to the same in the next generation.

 How can a child become the potential of their unique expression within these limitations? They cannot, and the behavioral problems are a reflection of this. Interesting enough, there is a saying that it takes three generations to move out of one’s class ( one’s measure of information). This statement alone, which we all understand, reveals how this all works. we become the information that is us, and if that information is limited - over emotional, or within a narrow focus ( a narrow focus is not bad, yet when automated, as in having a behavior of not being able to change out of it) -  it leads to resistance towards anything that is outside of the ONLY narrow focus of what one defines one’s self as only in an abstract within one’s self.  A child exposed to such an environment, as that extremely absorbent being, will need continued exposure to information other than that automated information that has developed protective mechanisms towards what is perceived to threaten that information that has become a comfort of not knowing anything other than that, stuck in not changing because it is forgotten how that information was created. 

One could blame all of this problem on the economic form as the present system. Here we must ask ourselves what came first. Is the economic structure a consequence of not understanding the absorbent ability of men and the need to structure our awareness and inner experience, our memories?  Obviously, the economic system is a consequence of what is educated within the person.  We are, and the system is the consequence of what we have allowed within as our abstract perspectives about reality. We have divided our awareness from being grounded in reality. This would explain why the practice of applied behavioral analysis is about directing the child to become practical within their environment. The inability of our children is generations of a practice of imbalance with what is the information that creates the personality and what it means to live in effective ways that practice allowing the person to self direct without running into conflicts that accumulate into behaviors of frustration because not enough was considered practically.

This is why, as a reading specialist I have come to the point where the most important starting point , the greatest gift one can give a child, is words. If a child knows their words so well they do not have to think about them, this frees the child up to process the form conveyed by the words, and  the space as their presence to relate those words to practical application in their direct environment. This builds self confidence, and self esteem because the child has the tools to structure and sort out what were their experiences within, and what is practical outside of them as the community in which they live.  This allows the child to realize what they are absorbing and what is their experience and what is happening outside of them. Words are structure.

Because so many of us are a practice of abstract information only, and because so many of us are a relationship to our information within, as our memories, as our past experience having forgotten how this all works, we are not enough for our children. We are going to need help to sort this out.  We can use technology to help us, because technology is not emotional. We can automate word recognition practice, without pictures, without music, without distractions that trigger our memory of experience filled with emotional values, and build a neurological network that allows us to assess what we have constructed within, and what is constructed as forms, without as the wold around us via a sound and stable word recognition ability. Also, because of the system that exists, there is no one who has the time to make sure that our children really know their words. 

Hence, we can use technology to allow the child and the parents and the schools to help themselves and fill in this missing gap, this starting point that is so simple, our emotional chaos within has a difficult time realizing that simplicity. One must ask one’s self here; how many times have you wanted to bang your head on the wall, having in a moment realized that the simple  answer was always right there in front of you and it was only your fears and uncertainty and worry that blocked seeing that simple solution? We have all experienced this, and yet therein is the answer within what I attempt to share and explain in this blog.

Honestly, it is not worth it to reinvent such a tool. It takes too much time, and it makes one’s life easier if such a tool is maintained by someone who has taken a lot of time to understand how this works. And, as the research suggests, the study of music is what helped me to understand this, and a life of raising children and working with children in music and in a school setting. I am here to resolve this, because I realized that my children cannot reach their full potential unless all the children reach theirs. Yet, I must find those who are willing to become self responsible, those who realize that no one can do this for the child, but the parent, or perhaps come school administrator that has also begun to realize that this is how all of this works.  There are cost effective innovations in the private sector, that sector who can also maintain a tool because this is too much for a school to focus upon. Each must step outside of a belief system and use what we as men can do so well when we assess and change as this is an act of reforming one’s self and becoming more aware of life. This can build a child who lives practically, as they do not fear common sense because they have the words to convey what is a solution that benefits all.

If you are interested in a tool that helps with the most basic of structural development as words, imparted in such a way that time and space to practice the words is given for everyday use, and the word recognition skills are developed without emotional ties that end up polarizing judgement causing mistakes that then create consequences that slow down development,  please respond with a comment and a presentation can be set up. It is free.

                   

What is the difference between associative thinking and creative thinking? Associative Thinking and Memory.

What is the difference between associative thinking and creative thinking?

Well, children can think of many ways to use an object in kindergarten and yet lose this by the time they are in the third grade. By the third grade, children have been exposed to more information. They have more ideas, beliefs and opinions about things. Hence, there is a separation between what they have as a memory as experience and what was a more objective ability towards their environment. Their memory begins to dominate their influence of the environment. This  leads to placing ideas of their experience onto their environment. Not a bad thing, yet if the memory has value judgements, then their perspective becomes polarized, slowing down assessment of the practical. 

This means that one can have a pretty broad vocabulary, or a smaller vocabulary and still be caught in value judgements, causing resistance to being practical. Being practical is having critical and creative thinking skills. After all, that kindergartener is being practical when coming up with many ways to use a paper clip, for example. They assess what is more real to them, because their memory is not yet overriding that from which they build their memory, which is their experience. This is such an obvious thing, it is difficult to realize that it has been missed.

We all have friends that focus on a lack, on an idea about themselves. No matter how hard we try to tell them to walk the practical steps necessary, it appears impossible. Yet, this reveals how strong an idea about something can overtake what is an innate ability to assess the practical. 

This is why words are so important. It is important to make sure we have the same meaning to words. The value of a word is the measure of a word. It can have no imaginative values placed onto it. This leads to associative thinking that lacks objective reference. This leads to a lack of practical application. A balance between the two builds a more grounded presence. 

We use language to paint abstractions about reality. We do not allow our children access to higher education unless they show an ability to abstract information. Building an abstraction of reality and communicating it  means that as humans we need a clearly formed vocabulary. And, we need enough exposure to words to move information fast enough to realize patterns and to see practical consequential outflows.  We have to know our words so well, that we can not only retain our natural ability to objectively assess and also subjectively evaluate.  This is the means of critical and creative thinking.

In music education, one must practically apply and abstract. Yet, with information in many academics, we learn through theory, which is abstracting information only. In this scenario, how well we know the words determines our achievement, And, in this case, information can easily be manipulated because one abstracts within the information given, with no real application opportunity. 

When a person practices something, like in music, eventually that movement becomes easy, as the physical memorizes the moves and then does not have to think about them so much. This also  means that the information we are exposed to, becomes what we are. If a child is told they are stupid again and again, this becomes their information. This is then what they associate to because this is what informs them. 

Teaching through theoretical means, as abstracting information demands word recognition skills. A lack of this causes self judgements in many ways, which are emotional values that slow down learning and absorbing because it is a distraction that also warps reality.

It also is very slow, and removes self discovery.. Unless, someone really knows the words so well they do not have to think about them. Also, when this is done from a text book, bought with the intention of being used for a few years, the information is not up to date in our present time of rapid innovation and change. Hence the information is already going to move against the real world. Overall, this means the word recognition is paramount in child development. The more words we know, and can use, builds the ability to change, because it is exposure to concept, and the development of changing the abstraction within that is memory. Meeting new information is then not so difficult.

If a child gets behind in knowing a certain set of words for a particular subject, and makes some mistakes, and then defines themselves as that mistake, they cannot see through the veil of this self judgement and catch up in knowing the words, because that association as a memory as that past information is slowing them down. And, as we know, our schools move in measured ways, limited in time to correct understanding in every child.

What begins to happen is a focus on a lack. In time and space, the combination of that emotional polarity and the consequence of having to sort through that and take in information causes a slowing down. The polarity as the value judgement that was information informing the child separates them from being focused on the practical. This is a practice, which becomes a habit, as associating on memorized information only, and the value judgements in relation to this means comes to define the child. This is a loss of critical and creative thinking skill. This is that state the kindergartener had before moving into a memory that is cluttered with ideas and beliefs and opinions that stagnate a natural ability towards practical assessment.

This is how we lose what is an innate natural ability to learn.

Who has the time, in the present design of our schools to sort out that abstraction of reality as memory in  a child? Who has the time to make sure that our children really know their words? Who has the time to restore the natural ability in a child to assess objectively the world around us, and their experience about that world and all the influences surrounding us today? Since our vocabulary is the means of our expression about things, and can at the same time order our abstraction capacity so we can see clearly and retain our ability to assess the form of the world around us,  does it not make sense that knowing our words so well we do not have to think about them is of utmost importance? And is this not a simple solution? Would this not empower any parent and most important the child. Would this not allow that child to reach their full potential.

What if you has a tool to do just that? 

If you are interested in such a tool, I am here to share. It is time to end the suffering in our children and to give them the gift that keeps on giving! 

Thank you for taking the time to read m blog!

What is your neurological network's net worth? What self directs you?

We as parents, and as individuals choosing our friends, assess another child or person as we interact with them, making a decision as to whether we want to befriend them.

This means that we assess the measure of the person, we assess their personality. We watch the very way they move. The way they move is the information of them. It is a story of their exposure and development. It is their ‘ legend,’ their ‘leger’ their measure.

This means that what we are using in protection and self defense, to and towards our own understanding as our measure, as our exposure, is matching another’s measure, which is their exposure. This means that we realize the value of having a measure, a measure that becomes our persona, our personality, forming our character- that which we believe is a measure of value.

Do we race within this so much, to such an extent, that we do not realize the ends to the mean? Does this slight difference, because it is a slight difference in many ways, cause the chaos of judgement that are responses of defense instead of understanding and solution?

The consequences of this, has narrowed the focus of each, onto what is a good, yet what is a limited measure, where we compete for information, for measure instead of realizing that what we are doing is the means to the end that we are seeking. We are seeking to inform ourselves and our children, yet we are caught in building through finding others we believe have a measure that will advance our measure. And we forget that this is what we are essentially doing! Thus, we end up moving in a slow motion of limited in-formation, instead of slowing down and realizing that we are seeking more measure! We are seeking more understanding!

On the side of this, we can realize that we become habituated in our measures; we become fixed in our measures. These measures, as the personalities, do give us some security, some ability to self direct in ways that allow us to survive. So, ask yourself within this, can someone who moves as survival only really be moving in constructive critiques of the information outside of a narrow focus - that has become habituated -  into assessing information and creatively coming up with new ways of doing things that improve life? Is this not the ability of that which moves as choosing measure to connect with as the people around us? If this that assesses in a narrow focus only, moved outside of what is known, and had no fear of doing this, would what men can do so well as finding new ways of doing things, expand that measure within?  Is not a ‘ comfort zone’ an understood measure? Yet, is not our ability to assess, to select measures to befriend as the people around us, that same thing that can move outside of comfort zones to expand into discovering new things?

If we are this, must we fear what is the means to the end? Can we use this to educate, as educe our within to be flexible and reform ourselves to enjoy all men, no longer having to move in limited selection from a starting point of survival only? If we understand this, really see this, need we fear what in-forms as the personality of another may influence into us? Or, as we realize this, do we realize our own selective ability is our response ability, meaning nothing need define us as we naturally can choose how we are formed which means we by nature can change? We can restore through our ability to inform ourselves. We can realize our own fluid natures and assess our surroundings without fear, and instead reform ourselves in every situation to move in more creative ways, having fun, really participating in life, because this is what we all want. Why? Because it is fun! We are uncertain and afraid when we do not have the structure to direct us; we are happy when we are focused completely, coming up with new ways of doing things, or simply to really understand something, to direct ourselves in self responsibility. Ironically, what we seek is self responsibility - the ability to respond in ways that allow us to participate! 

We also understand that our bodies build a neurological net work. That neurological network is our ‘ net worth’ - so to speak. It is the measure of our exposure. Thus, the more opportunity we have the greater our neuro-logic, our net- measure.  Logic is like the wheel of information we have had the opportunity within to reflect an take in.  It is the ‘ wheel’ we assess. It is the personality we become, because we use this information to self direct.  What is this neurological net measure, we soundly constructed? What if this were well ordered enough that we felt secure within this enough to then retain that which built this, that which absorbed this, that which assessed this, as our natural learning ability,  to NOT ONLY move as that ‘ net worth/measure’ and also continue to assess what is around us- that is opportunity!- like when we drive a car? Meaning, the structure of the car is set, we then expand our awareness, our fluid assessment making ability, our natural learning ability,  into/onto the horizon around us, just as we do when we assess what children we would rather our children interact with? What if we could build such a sound neurological net measure ( personality) within that built a character that feared not being what men can do so well when secure, which is being self responsible, self directive ( driving a car?) in ways that allow each to give that care we so want to give to our families- for example?

Because of the present society, and because of what means we have at present to inform us, we can use what men use to communicate. we can use the things as the forms as the words to build a sound mind; a neurological net worth that gives us the self responsibility we so desire to allow us to communicate in our relationships - jobs/family/community- in ways that bring out what is innate within each and every one of us, a desire to participate in living to our fullest, because we are happy when we are focused and doing, we are happy when we can participate and live. Living means being involved with the world/word around us, not fearing to participate in doing and communicate with the world around us.  After all, the magic is in the doing, and when we are doing, as in creating, as in solving problems, we are content and this is a comfort zone that can withstand the test of time! 

Hence, we can use technology to help us help ourselves, we can rebuild our neurological net worth using words, because they are things, they are exposure, they can restore our natural ability to change as what assessing is, to create a net-worth, a measure within, that creates a legend of self responsibility to pass onto our children so that our children can become their full potential to create and do in ways that make all our lives reach their utmost potential. We decide, the means are here. The tools are here, to self empower ourselves to become characters that have what it takes to live a life of potential realized! Is this not the legend we want to leave behind? What is your neurological net worth? 

                                                        What is a sound mind?