Why is vocabulary development a key to self responsibility?

Blame has an inverse relationship to accountability.

We begin with the abc’s and end with the SAT. This parameter is to learn all language and communication skills, because humans use language to communicate and share perspective, which is measure. It is all really a math, as inherent in the statement ‘ blame has an inverse relationship to accountability’  reveals. Our coping mechanism behaviors are a form of protection in relation to having defined ourselves as a measure of lack. Often they manifest as blame, self aggrandizement or self justification. In the end, all are blame, because they are not problem solving.

It is understood that we can build neurons throughout our lives. It is understood that perfect practice makes perfect, hence, what does an imperfect practice? Do we inform ourselves as the measure of what we believe just as we inform ourselves as that perfect practice that leads to a greater degree of self responsibility? Are the accompanying thoughts of lack , as mindfulness reveals, simply the reflection of what we have informed ourselves as in measure? Can an  imperfect practice become what is practiced or automated and would it manifest as a behavior of resisting change because it is caught in a self perpetuating measure of belief that is not what gives a sustainable self responsibility?

The research in education makes this very clear as well. When our foundations, as those foundational years in childhood, are lacking in effective vocabulary, which is exposure to varied measure, our ability to process information is slower.  The inverse of this is, the greater one’s ability to process information is determined on the words we know effectively. The children who lack this development tend to be left behind, and those who have a large vocabulary, tend to become bored.  

And yet, again, all children, at least the majority, learn to crawl and to walk, they are not born with religion or classism, they are born absorbing their world around them. When that world lacks  an effective vocabulary, the children have less self response ability and  more stress in abstracting information in a school.  Those who lack the kind of inner structure that the more effective vocabulary in other children impart,  end up comparing their lack to others, and develop coping behaviors to enable them to fit into the system. Coping mechanisms only distracts from a real development because it occupies the focus of the child. Do these children reach their full potential? No, they spend their lives accepting a lack. Meanwhile the ends to the mean is always right in front of us.

Our children have a natural learning ability, and they require a stable structural development to be self responsible in this world. Such a development would benefit everyone in the society. 

It is right there in front of us, that a sound mind is structured through words, through an effective vocabulary. It is right in front of us that a perfect practice in being able to spell all the vocabulary from kindergarten to grade 12 would impart a self empowering inner structure and that the outcome would allow the child to reach their full potential. This would benefit the community. This understanding would empower parents to become responsible for the development of their child, so that when the child went to school, they could develop self esteem in processing information. What kind of home life would this create? A home with the stress of raising a child removed!

Once a child can practice a perfect practice, in a steady and consistent manner, their spelling of words, recognizing patterns in words, would enable them to step out of a fear of processing information based on an idea of lack in relation to this, and allow the child to focus more on defining the words, because a fear of the picture as the words, would no longer exist.  And, because this simple understanding has not been understood, technology can be a stable point in a world where we adults have somehow missed this point and are caught in the consequences of not understanding this in thought and word and deed.

A child who lacks self respect has  a hard time looking another in the eyes. A child who lacks structure, has a hard time being self disciplined. A child who lacks the ability to spell words, has a hard time processing information. A child who defines themselves as the lack, hides from the world, and will tend more towards drugs and alcohol, as this is an escape from the stress of a mind in chaos. 

We humans are social beings, we love to participate. Any middle school teacher can see that all the behaviors in middle school have an underlying voice, and that is an immense desire to participate. Why?  Because it is fun to participate! Learning is fun! Self definitions of lack, accumulating in a measure  that is a behavior of resistance causing consequences of limitation in relation to being socially engaged, is not fun. This is an unhappy child.

If our children learned their words, the SAT would be easy, as it should be. The behaviors of such a child, would be a child with the structural means, because humans use language - which is words- to be self accountable. Being self accountable is being self responsible, the opposite of blame. Instead the behavior would be a sound character who solves problems. Such a child would have a dynamic mind, and a synergistic thinking that no longer moved in limited associative thinking.  

What automated the child would be a clear thinking, that could self monitor and at the same time see directly others in their world. I would call this a quantum thinking or seeing. Instead of a limited behavior of self defense in fear of being considered less, a child could be open and realize themselves within and the world without. This is a child comfortable with the world, one willing to participate in life.  This is building  the means towards behaviors of self esteem and self confidence. This is a child raising their hand and participating! Is this not what we want for all of our children, and would this not benefit each of us. Who would not want to give this to a child?

It is a math, and it is simple, and it is right there in front of us. Somehow, we have allowed friction and conflict in arguing over the means to the end, losing sight of the whole mechanism. We argue over small steps/means in a natural process within that parameter of learning our abc’s and becoming effective communicators in adulthood.  This is a loss in a natural spatial ability inherent in children.

We can, with technology, rebuild our minds, rebuild our neurological networks, with words. We can effectively know our words so well that we can choose and be whatever we want. We then can restore a natural quantum ability to self monitor and assess the world around us, so we direct ourselves without fear, and face all situations coming up with new ways of doing things that is what is natural to each of us, and what makes each of us so unique and special. We all want to participate in our society, it is our real and natural state. 

In this age of information, it is necessary that our children are exposed to a broad vocabulary, learn to spell their words well, and have the means for a perfect and consistent practice within this. Because our schools by design cannot do this, and parents are too busy to do this,  we can use technology to become the means to achieve this. What is so special about this, is that it self empowers the child! They can do this themselves given a tool that monitors this development, allowing that child that needs a greater degree of practice the necessary practice and that child that has some negative emotional associations the chance to move beyond such negative definitions because they can build a clean and clear neurological framework in relation to words. Technology is stable and consistent. It is the perfect means to give a perfect and consistent practice!

If interested in experiencing what I am sharing, please leave a note, and sign up for a presentation.  I am a parent who has raised two children, I have worked with children and parents in relation to what I speak about, and I realized, through teaching violin, that when the structure was set, when the practice was “ perfect” , the essence of the child would burst forth and begin to fly. This ability is inherent in all of us, it is who and what we are as life. 

Thank You for reading, very much appreciated!  And, sign up! After all, it is through real time sharing that we expand our awareness.  Time to transform blame into accountability, as this is our real potential in expression!

What are the behaviors of an imperfect practice? What are our seeds of information?

The starting point reveals the ending point.

Why does education begin with the abc’s and end with the SAT?

How are we informed? What does sport development reveal? What does what informs a musician reveal about how we work, that which is hidden in plain sight?

How does this translate into a child with a slow processing speed?

What are the ‘ terrible twos’? Is it the seeds of information from a previous generation resonating?

Why do we not see the ends reveal the means? Or, the means  ( a measure) reveal the end/outcome?

Why is there so much busy-ness between the starting point of abc and the ending point of the SAT? Why is what is simple, made so complicated? 

What is a personality dis-oder?

What is cognitive dissonance?

Why do words refine thought?

Why did you look around the room hoping someone else would raise their hand in class because you did not have the means of communication as words, structured within you, to be able to respond? Why could you not SPELL out the answer? 

Had you practiced the 10,000 hours of mastering your abcs so that you are prepared for the SAT, so you could further your education and get a good job, so your parents would not have to take care of you? And, so that you could help your parents when they were older?

What dos all this mean? What does this look like in personification?

I worked with a girl who was very behind in her ability to participate in the world without extensive help.

In the beginning, there was a moment where she looked at me and asked me to praise her.  In that moment I was shocked. Me, who had taken years of one-on-one violin lessons, where this would not be allowed, because the proof was in the generation of the notes. The value was in generating the music, it spoke for itself. One knew when one was clear, balanced, the measure of sound stable and clear. Praise or reprimand did not necessarily come into it. It was more a sense of ease and a smile, when something hit clarity. There was no need for praise. Hard to believe, but in some ways, needing to praise is in itself a red flag. A joy interaction and discovery is its own reward.

Thus, I reminded the girl that she had been working hard, and that what she had learned was something that is on going, we refine and improve over our lives.  She calmed down and moved forward.

Yet, that emotional reaction and that intense desire for praise, as an answer to feeling overwhelmed within change , even change that happened step by small step laid bare the experiences this young woman had lived. The very measure of her experience.

Had she ever self generated? Had she ever really had the opportunity to self monitor?  And what gains she made been so slow that she held her gains as an accomplishment from a starting point of of such inner chaos that this became an entity within her, as a belief, that the very idea of further development had to move through all that past experience of a slow gain, and the constant praise that motivated her, causing a measure a ‘ order of practice’ that became something she felt comfortable moving within, the boundaries of this when changed upset the whole movement of her? Quite the construct!

Gently, the process of learning words was again structured, to give the means to move forward. Each word practiced, to remove all these associations built from past practices, and the opportunity to self monitor and generate what the abc’s do that can lead to a level of word recognition and meaning generation necessary to survive in our modern world of information. 

A few days later, this girl was doing this on her own. She was no longer moving into emotional reactions, personas of the past. She would sit, and when she missed a word, slump in her chair. But, only for a moment. She then, without begging for praise, sat up, and moved onto the next word. This word she happened to catch. All that information, because we seed into ownership an imperfect practice just as we seed a perfect practice,  from her past she moved through on her own and she caught the word. Then she went into joy, her own self generated joy. Her body , so full of misinformation, tensed up, and yet there, within her, came the smallest of sounds, expressing her joy, all on her own, for herself, that she had typed the word correctly.  And that was the beginning of the end, a move into a perfect practice that rebuilt that memory of experiences into an order that could become grounded in more and more self confidence to follow through and become the master of self. Is this not the gift we all owe to our children?

If you want to experience what this is about, please send me a note, in the response box. If you want a presentation, please contact with a request - I will not post the responses.  I also give presentations to groups.  If we want to get this world in order, it starts within each of us. And, since humans use language,  that and with the help of technology, we have the tools to order a perfect mind. Then, just like the leaves on a tree, we will find that we all fit, and that each expression is here in support of us all, it is after all a symbiotic physical world.  It is our responsibility to ensure that our children reach their full potential. What would it feel like, for a parent, to be self empowered to and towards this goal? After all, learning is natural, and we are each incredible machines able to learn what ever we want, once we understand what is hidden in plain sight. 

Abracadabra, we are the words we effectively know. We grow into the tree of what measure/word we allow to inform us. Does your persona fit into effective behaviors that lead to success and a good paying job?

Does it begin with spelling our words?

In working one on one with children, the importance of being able to spell and speak words relates to the processing ability of the child. 

If a student or child lacks the ability to spell words, of which speaking is an indicator of, then we can ask ourselves if our children really know their words. If they cannot generate them, speak them, spell them then how can they construct their potential? How can they see the detail of the specific and the overall view of the general, as men naturally categorize and oder. We begin doing this the day we are born. We learn to crawl and walk; we order the space around us, we imitate the words of our parents- the measure the words convey, the values the parents convey.  This is how absorbent we are. Other species have this same ability, they imitate and absorb. This is the point of opportunity too. Without opportunity, we cannot build the means to express our real potential.

Humanity is also by nature, social. This makes sense in the nature of a natural ability to learn. It is when we interact with other people, and things and animals that we learn. we learn when we are exposed to the physical reality. We learn when we have the opportunity to speak our perceptions, as this is a way to build perspective through hearing the insights of others. Thus, when we cannot spell our words, we get caught up in the lack of this ability. When we practice this lack, we become what we practice, hence we come to define ourselves as an experience of lack. Yet, the means of development within becoming what we practice, makes it very clear that the solution is to realize what we have practiced and to practice a more perfect form, or imitate a more perfect form. 

We can start through a perfect practice, as the words we know. The words we know so well, we no longer have to think about the spelling, and can use the word as a placeholder of information, to form a well ordered and perfect mind to reference our experience with the world around us, that is in constant change. This is how a person can become what a well informed man does so well, face the unexpected with immediate solutions. It is all a math that can be learned by anyone, because a human can absorb great detail when given the opportunity.

Because people use language, words are the perfect tool to organize information. It would not matter if one becomes a painter, or a carpenter, each person on this earth can also learn the means of human communication and use this to order whatever skill they are inclined to develop. After all, one can master a skill, yet if it cannot be communicated, that person cannot be heard and that skill is hard to share with others to allow the awareness and development of such a skill, to reach the perspectives of those who have not had the means to reach such levels of skill. Sharing is a way to process measure making the next person reach a skill level in a shorter amount of time.

If we understand that a seed is information, then the community of men can develop the ability to process by seeding perfect information, so that the next generation reaches greater levels of development, thereby increasing the awareness of each man on earth. Within this, we can understand how evolution moves, and ensure that our children reach greater levels of capacity. It is a lot similar to computers, and how men have managed to minimize mechanical processes into smaller and smaller measures, to give all the means of access to information. Within this, if we know our words, and can spell, we can hold information and assess that information and then apply the practice of that information with ease, building living situations where the community realizes the value of this, and interacts in respect of how this works, understanding that each of us are responsible to become the potential inherent in the structure of how all this works. In this, there is no need to have someone validate this, it is here, hidden in plain sight.

The research in education reveals that success has a relationship to words. Words are spells, they are placeholders of information. The measure of the word must be pure in relation to the information the word conveys. Then when we speak, we speak in tune, in clarity, in precision. When we generalize, we see a perspective about something. Thus, words allow us to generalize and allow us to share the perspective of the details. If we allow the generalizations about reality to become a truth that fits all, we are in effect becoming superstitious.  One way to realize this, is to look at one’s social circles, where one may have a friend who is of another race. One realizes that that friend is hard working, industrious and desires to be responsible. And yet, with information touted in media, a different measure of value can be imparted about that persons original culture or race. Then, the general story is not equal to the personal story. We then justify, believing that what we know is the exception to the rule. This is two contrasting in-forms. It begs the question as to where the practical experience is not in sync with the perspective about a distant experience.

This means that one cannot accept information without investigation. To investigate, we must be able to spell, to assess information and relate its values to practical reality, to understand the disconnect between contrasting information as indirect experiences and direct experiences. When we know our words, and use them to form reflections about information, we can use a natural ability to quantify information and reorder it, while at the same time, realizing the practical in plain sight. This is how words can be an incredible tool to order information, creating placeholders that are stable, and that we can hold to pan-in and pan-out to quantify many aspects and form a more perfect action that cares for what we all enjoy, participating in society, which means participating in life.

Because of the consequence of an imperfect practice, having forgotten in our busy lives how this all works, we can use technology to automate spelling skills development, to ensure that we can spell all those words research in education reveals leads to success. Few parents have the time to walk the practice that requires a little bit of time every day, in their busy lives, and few school systems, that are required within a limited time frame to impart information, have the time to make sure that body of students know each word so well they then can use their space and time to generate meaning. After all, wouldn’t more time spent generating meaning, educe the practice of relating to processing in spatial reality? Would knowing our words in a clean and clear way, allow a natural ability in each and every one of us to quantify space AND time ( as memory) and build an interactive society that realized the potential of each fit perfectly into the orchestra that is what life is? 

Hence, we can automate learning to spell our words, integrating them as placeholders of information to build a natural ability to process information. Such a tool would remove the stress many parents feel in making sure their children are well educated.  After all, only  a parent spends the most time with the child, and can be right there, with the help of technology, to realize the importance of an effective vocabulary. The joys of the expression in a child when they realize they can learn anything because they no longer are caught in a lack of being able to communicate, is a child with self confidence and self esteem. A child who can go out into the world and process information no longer fears participating in life. A child that can process information, with ease, and without fear, can earn a good living, being there for the parents as the parents were there for them. 

If you are a parent or a school and are interested in spelling skills development that is cost effective and self empowering for the child, leave me a note.

Thank you for reading, very much appreciated.

In the next few blogs I am going to describe behaviors that reflect the consequence of not knowing our words.

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. : )