Nurture Their Nature: Healing Your Very Own [Learning] Difference

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Dyslexia Testing, Dyslexia Screening, Dyslexiascreening, Dyslexiatesting, #dyslexiatesting, #dyslexiascreening, Education

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Common Questions For Mrs. Cook: How can you help my child?

  • Does your child struggle to learn? Have you wondered if it’s dyslexia and what recommendations or accommodations are best for them?
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People with Dyslexia have a sound and language as well can be visual processing deficiency. Related to the absorption and processing of sounds especially can be omitted from words spoken by the student, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal and reversal are more common in students with a visual processing problem. Do they have Dsyeidetic Dyslexia (visual-surface dyslexia) or VPD- Visual Processing or Dysphonetic Dyslexia (phoentic dyslexia) or APD- Auditory Processing? Please read the following:

VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate APD-

  • 1. VISUAL DISCRIMINATION ISSUES:
    Trouble seeing the difference between similar letters, shapes, or objects. Try a search and find!!
  • 2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES: Struggle to distinguish a shape or letter from its background.
  • 3. VISUAL SEQUENCING ISSUES: Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line over and over.
  • 4. VISUAL-MOTOR PROCESSING ISSUES:Trouble using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking.
  • 5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES: Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling.
  • 6. VISUAL-SPATIAL ISSUES: Trouble understanding where objects are in space; unsure how close objects are to one another (check out horizontal and verticals spacing in their handwriting- HARDEST TIME COPYING WORDS)
  • 7. VISUAL CLOSURE ISSUES: Difficulty identifying an object when only parts of it are showing (check out a,o in their handwriting).
  • 8. LETTER AND SYMBOL REVERSAL ISSUES: Switch numbers or letters when writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for “m” (p,q) aka “Directional Dyslexia”.

Dsyeidetic Dyslexia Dyslexia (visual-surface dyslexia) is a SPECIFIC LEARNING DISABILITY that is neurobiological IN ORGIN or By Developmental TRAUMA

**Believed to be caused by an impairment in neural processing of visiual information. They have a hard time with sight & nonsense words. .https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/

APD- Auditory Processing= Parasympathetic Functioning
Systems Dominate

  • 1. PROBLEMS IDENTIFYING SPEECH SOUND AND LEARNING HOW THEY RELATE TO LETTERS
    Defined by difficulty processing the basic sounds of language (phonemes),
    sounds of letters and groups of letter resulting in very
    slow and labored reading. Common confusions of sounds with auditory type dyslexia //i/e, y/w, s/z, a/o/, f/v and x as /k/ only not /kw//.
  • 2. ACCURATE and/or
    FLUENT WORD RECOGNITION:
    Sounds may be being fused, confused (see above) or jumbled. It is not a hearing impairment (See VPD too).https://www.dyslexia-reading-well.com/auditory-dyslexia.html
  • 3. LEARNING DISORDER
    that affects your ability to read, speak, write, and spell (see below) In the
    medial position (mostly) you’ll see omissions of sound processing hence the students will add, repeat, substitute and even delete all together letters, words in the middle of the word, phrase, sentence or paragraph (check the medial, final, and initial letters in their spelling). Hard time with diction and transcription writing- due to spelling, working memory. and executive functioning. *Note: Students can have deficits that are both auditory and visual in nature! Total Functional Dominance.

Dysphonetic Dyslexia is a SPECIFIC LEARNING DISABILITY this neurobiological IN ORGIN or By Developmental TRAUMA

*Believed to be caused by an impairment in neural processing of auditory information. They have a hard time with phonetic words.

Since I’m a dyslexia interventionist, I do a pre-diagnostic eval./screening to see if testing needs to be done or if there is another underlying problem that needs to be addressed. This is not a diagnosis, more like pre-planning or first steps. The Complete Elbert Evaluation including social/emotional domain, grade level, and complete… https://link.medium.com/CKp9KGN95cb

  • Any required experience or knowledge needed?
  • What should be taught?

First, Maria Montessori defines “spirituality” as one of the domains of Early Childhood Education and Development. I’ve been a Montessorian since around 2006 and teacher trainer since 2008. The thought of adding “spirituality” to kids’ education was in my Montessori training and practice of methodology. It’s also embedded in her Montessori philosophy. What’s interesting: About eight years ago, I also attempted to add “spirituality” into the domains of development into one of my ECE teachers’ training; not surprisingly, it was “shot down” by my supervisor instantly. I can not let go of even the yearning and need to add “spirituality” to the way I teach those with dyslexia and other neurodifferences with, of course, meeting their other needs such as cognitive and sensory-motor needs. I just published Preview of Nurture Their Nature and is now getting internationally recognized (link below) which is now the basis of my Elbert program. Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA is placed in the link HERE: https://link.medium.com/HEg2Ccz8Gcb

  • What topics should I cover?

Does your child struggle to learn or have reading struggles (writing and speaking too)? Do They Have Phonological Awareness?

Phonological Awareness Should Be Done In the Emergent Stage Before Beginning and Early Literacy (5 or Less Letter Sound Knowledge)

Summary of Stages of Literacy Development Of Intervention

Emergent
Beginning

Early

Intermediate/Advanced

Phonological Awareness: https://lookingtohealourownlearningdifference.org/2021/01/05/dyslexia-help-phonological-awareness-should-be-don-simultaneously-with-working-memory-and-alphabetic/

Does your child remember what your teaching them one day but for get the next?

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What is sound word knowledge? Sound word knowledge is recognizing and recalling how many letters and how many sounds are in each position of a word. It helps students with dyslexia because they have the tools to help them when they omit letters/sounds in the middle of the word. For this: they need a strong working memory along with categorizing and sequencing skills!

Working Memory: Sequencing & Categorization Cards-Before you begin even alphabetic, I suggest doing activities of phonological awareness, including language and listening. For language and listening, you need to develop their sound word knowledge (described above) as well as their categorization and sequencing skills. (Note: the opportunity to teach ordinal numbers: first, second (next), third (last)).

Working Memory: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-looking-to-heal-our-own-learning-difference-by-developing-working-memory-of-sound-word-knowledge-processing/

Does your child struggle with reading, writing, and even speaking?

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The students will develop their own “word attack” strategies, vocabulary, and sentence structure. The students will learn reading and writing strategies as tools to take them the rest of their lives by using hands-on technology (Whiteboard.chat), systemic (Quizlet presentation) and individualized learning methods. Have you ever heard of “out of context, out of mind?” The definition of language, itself, refers to the ability of someone being able to decode/encode symbols and creating meaning behind the symbols. I use “the students” own words/language along with their visual-spacial skills, background knowledge to teach them reading, writing and speaking skills. Again, hopefully, change the literacy students’ lives by adding confidence and future learning for your family (I encourage families to listen-in, ask questions, and sometimes participate)! Homework includes reading for pleasure, sight words, and writing down vocabulary words with-in the reading.

Phonics: http://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-2020/

  • How is class structured?
  • How do I teach them?

I have been tutoring since 2001; for about five years since my O-G training, I have been working heavily with students with dyslexia. I was blending Montessori and O-G methods and even came up with a program named, Oh Good Golly. To me using multi-sensory, individualized, sequential methods etc.. are key to helping students with learning differences; but a year ago, I was getting the guilt feeling of not “meeting the needs of the whole child”. Therefore, I started on writing my new Program Named ELBERT™ which is an intervention program to help students and training programs to help parents and teachers to better understand learning differences and challenges. This ELBERT™ program is a hybrid of elements from Montessori and Orton-Gillingham and based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, certifications, credentials, and experiences including countless hours of student observations, educational research, and studies along with my perpetual care for children. Similar to the Montessori philosophy, the Free The Literacy International Online Course by Dr. Vincent Goetry, Course Director, and Dyslexia International, based off of his recommendations, the dyslexic students need to be provided a safe, secure and happy environment by bearing in mind that children with dyslexia usually need several approaches in order to (Read on 7/17/20, https://www.dyslexia-and-literacy.international/ONL/EN/Course/Intro.htm):

·Encourage risk-taking in class, by persuading them to raise their hands even if they have doubts about their answers

·’Help’ them to give correct answers

·Avoid putting them in situations of failure in front of the others

·Reinforce self-esteem in class

·Preserve their self-esteem when marking their work

Self-regulation:

Is s/he frequently irritable?

Does s/he overreact to small problems?

Does s/he have intense, angry outbursts?

Does s/he have outbursts for little or no apparent reason? (specify situations in which outbursts occur)?

Self-regulation: Reinforce self-esteem in class

Independence and self-regulatory behavior are in direct correlation to gaining and keeping one’s self-esteem. In Montessori, we don’t use any outside reinforcement and believe all self-esteem and regulatory behavior needs to be positively internalized. I try to give my students tools and strategies to self-regulate. I don’t use prizes, sticker charts, and such. I ask them, ‘how did it make you feel when you completed such and such all by yourself’. At the same time, I do want them to know that I am proud of them!! This again takes balance!!

I am not a fan of ABA because it shows immediate changes/results in a child’s behavior and actions. It is not long-lasting like self-directed neuroplasticity. To help save their self-esteem, they need to know that they are in control independently as it relates to their actions and behavior by having self-directed neuroplasticity. Going along with Montessori again, I trust the child in their actions and behaviors- I try very hard sometimes in being open to understanding why they chose to do what they do. In turn, I help them to think positively about themselves and their actions which is the biggest self-esteem saver!! Read on 7/17/20, https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood

Dr. Shults (2015) states, “The S in the De-Stress Model has to do with Speculate. And for me, that means, sitting down with the child and speculating with the child, what do you bring to this learning task that’s going to help you be successful? A child might say, I don’t know what you mean by that, and you can say, you know what? When you take things apart, you do a really good job at that. Or when you get in front of people and you do your comedy routine, you’re really great at that. Those are all strengths” Also, “S means success. And success means once you build a foundation for success by reducing stress and building confidence and building competence, success builds upon success. That’s an important part of the model. The final S in the De-Stress Model has to do with strategizing, thinking ahead. You’re saying to the child, now that you know these things, you know what’s going on in the brain, you know the impact of stress on your learning, you’ve been taught strategies to work on these things, take what you’ve learned here and try to apply that to the very next thing that you’re going to be asked to do. You can do it. And you know you can do it. And I hope that this.De-Stress Model helps kids get to that point of success.” Read on 7/17/20 https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

I

What are some ELBERT™ Holistic Alternatives for Learning?

First

— — — — — — — — — — Physical Ruled by 2nd chakra — — — — — — — — — —

(suggestion: consciousness begins around age 2 years)

-1st chakra (base) Shame/Empathy

-2nd chakra (sacral) Peace, Bliss and Joy (happiness)- motivation

-3rd chakra (solar plexus) Anger/Strength (can do 1 & 3 together- gaia gate)

Does your child or yourself have low resilience when it comes to learning?

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Reading IN Research: Includes Reading, Vocabulary, Comprehension and Background Knowledge! Cross Reference: Dyslexia is a neurological reading disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities [49]. Secondary consequences include problems in reading comprehension and reduced reading experience that can impede vocabulary growth and background knowledge. (web view 11/17, link)

For example (below), this is my online class (Animal Myths, Tales, & Legends: Dyslexia Help Discovering Research In Literacy; https://myth-lord.tumblr.com/post/170086352044/most-creatures-per-country) for unique learners with learning differences and those who take pride in interest-based learning. The students will listen and be encouraged to read famous (and not so famous) animal/nature-related myths, tales, and legends. For text analysis, I will ask open-ended questions and discuss vocabulary after each paragraph in order to facilitate an analysis of the text and background knowledge (For which, I have found always deficient in those with dyslexia). These are questions that will have more than one right answer and encourage students to make a judgment call- they are then encouraged to write down or say one possible research question to answer their “why” question related to the text. Their discovery and inductive reasoning will be discovered when using this technique of text analysis along with such hypotheses along with questions that can foster in-class debates! They will take their observation, hypothesis and further questioning to do the research in-class and possibly outside of the class. This technique again will create what’s natural to all unique learners’ which is inductive reasoning and topics of nature/animal orientation and using mind maps. Then, the students will discover the explorations of data and delve into the real data to decide how best to use, interpret, and display it. Therefore, this will increase their comprehension naturally.

Attention and Executive Function:

Is s/he easily distractible; does he act without thinking?

Is s/he restless, not able to sit still; is he overly active?

Does s/he have difficulty initiating or finishing tasks such as homework?

Does s/he have difficulty finding things in his/her room or desk?

Is his/her written work poorly organized, does s/he have difficulty planning ahead?

Does s/he forget to hand in homework?

Attention and Executive Function: Preserve their self-esteem when marking their work

I have not used red ink in probably 20 years. I literally threw away all my red ink pens!! No joke..I have dyslexia and other learning differences. As a child, It killed me more than any to see my creative writing all marked up with a red pen with a frowny face or test for that matter. One year, I went into an already established and set-up PreK classroom, I threw away all the red pens that I found!!

I use learning conferences instead of marking their work. This way we are a team. They are directed by using rubrics that we make together!! Now, the rubrics are key along with the learning conferences. This way they know my expectations and what I “believe in” them that they may not even know yet that they can accomplish. If they think something is impossible, I will listen and take into consideration and “meet them where they are”.

If they think they can’t do something, then they pretty much can’t because I know, “you create your own reality’. I talk to them about envisioning what they want to see happening in their work and share it with me. This is where goal setting is absolutely key!! During learning conferences, it is so important to revisit those goals and recognize their self-esteem when goals are met then set new goals!! Read on 7/17/20, http://www.moedu-sail.org/lessons/developing-using-learning-rubrics/

What are some ELBERT™ Holistic Alternatives for Learning?

Then

The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli. By learning, it’s a developmental OT/PT for dysgraphia.

Lower Personal Self: The Gifts

Concrete Thought (conscious develops around age 2)

  • Physical Self (chakras 1–3)
  • Vestibular & Somatosensory Senses & Proprioception, Tactile Senses= RAS (body and brain)
  • dysgraphia, dysaphsia, cp

God, what’s my (Your) reality? What are my gifts? (physical, emotional rational mind, personal power and will- Ego Center)

Note: “The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing…” https://link.medium.com/HEg2Ccz8Gcb

Oppositional and Aggressive behavior:

Is your child destructive to toys or other objects?

Does s/he say “no” or refuse to comply when asked to do something?

Does your child regularly argue with you (parents), teachers?

Does s/he tease or bully another child? Has s/he been teased or bullied?

Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?

Does s/he swear, call names or make threats?

Oppositional and Aggressive behavior: Avoid putting them in situations of failure in front of the others

I’m a fan of Dr. Shultz and reading about his work in the IDA Handbook!! Dr. Shultz (2015) puts those with dyslexia on even “playing ground” which will set them up to succeed. “The R in the De-Stress Model means Reduce the threat. That means take the fear out of the environment for the child. If the child, for example, is intimidated by working in a large class filled with 26 or 30 kids, provide some time for small group instruction. However, if a child is stressed by being in a small group because all the attention is focused on him, then think about that when you create the space in which learning is supposed to occur. “

He also talks about, “The T in the De-Stress Model means to Teach the child the skills that she needs to be successful. We’ve talked about looking at her strengths and her weaknesses. But unless she has tools she can use consistently and regularly that are going to allow her to be successful, she won’t’ be, it’s random. So if there’s a particular method of reading instruction or math instruction or social skills interaction that you know from experience will be helpful for this child, teach her how to do those kinds of things. Let her rehearse those kinds of things in a safe environment. Don’t put her on stage without any preparation. Otherwise, she’ll experience yet again another failure. We don’t want to have that happen.” Read on 7/17/20 https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

I “follow the child” in my lessons and informal observations dictate what they learn. Likewise, my instruction is systematic, direct, and sequential in manner. I work on levels with 90% mastery!! They can only move on when ready, not based on where others would consider them to be or need to be. https://greenspringmontessori.org/montessori-mastery-a-learning-process-for-life/; https://www.dyslexia-and-literacy.international/ONL/EN/Course/S1-1.htm & https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-1.htm

Lastly, I personally pair them with students who will mentor and uplift them. I carefully set up my small and individual pairs for collaborative work. They can grow in connection with these other students because again the careful pairing will set them up for success.

Does your child have problems getting the words out and onto the page (writing)? Do want to find out why “poetry is a stepping stone for other forms of writing”?

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Poetry is a stepping stone…I use poetry and pictures usually of nature to help my students with dyslexia. Poetry speaks to both sides of the brain like music in the fact that it includes language/rhythm (yes…rhyme too); mainly, It’s like music- it has language and rhythm which is healing. Likewise, poetry has rhyme, meter which has a pattern just as in music. The main thing for dyslexia is that poetry being a stepping stone for other forms of writing such as short stories and journaling; mostly; it includes list-form thinking, creativity, and text simplification (depending on the complexity, of course). Also, through writing poetry, it rewires the brain and connects us to our subconscious! Speaking of the subconscious, poetry is a great outlet for the emotional and mental bodies which can be intense sometimes for the dyslexic brain. Read more here.

Poetry includes the ability to use our list-form thinking abilities in a creative outlet…Poets??? Well check some out HERE.

I use poetry and pictures usually of nature to help my students with dyslexia. Poetry speaks to both sides of the brain like music in the fact that it includes language/rhythm (yes…rhyme too); through writing poetry, it rewires the brain and connects us to our subconscious! Speaking of the subconscious, poetry is a great outlet for the emotional and mental bodies which can be intense sometimes for the dyslexic brain. Read more here.

Note: high-quality writing depends on good transcription skills (see HERE), working memory (HERE), and executive function — all of which can be difficult for children with dyslexia and result in poor spelling (HERE) and low overall writing quality (HERE) (see HERE).

How does poetry help along with with productivity?

  • creativity and imagery
  • expressive and receptive language
  • confidence and completion
  • vocabulary and grammar
  • emotional intelligence
  • ARAS connects us to our consciousness
  • speech and handwriting
  • phonological and phonemic awareness
  • visual-spacial skills and list-form thinking
  • social-emotional skills
  • creative writing and figurative language
  • simplicity of content & text simplification
  • visual-graphic design opportunities

Writing: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-writing-looking-to-help-our-very-own-learning-difference/

Does your child or yourself have trouble inferencing when reading someone else’s writing or writing a fluid paper of their own?

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Inferring/Predicting Strategy

Linking words and phrases (aka Transition words) are used to show relationships between ideas to classify, serialize, categorize, and analyze information (break-down for comprehension) which can be difficult for those with dyslexia. They can be used to join 2 or more sentences or clauses (a clause is a group of words which contains a subject and a verb). This creates fluidity of thinking and thoughts for the reader, as well as, the writer. Linking words/phrases can be used to add ideas together, contrast them, or show the reason for something when reading someone else’s writing or writing their own!!!! I HAVE USED THEM TO MY ADVANTAGE!!

Fluidity and Comprehension: https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-f-search-linking-words/

Does your child or yourself have problems comprehending what you read? Here are some skills, strategies and tools.

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1) Introduce 3: before, during, after reading strategies (I do)

2) Practice Strategies (We do)

3) Students Practice (You do)

Goal: Students use the strategies independently.

Comprehension, Vocabulary, and English: https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/

When is doing math word problems, does your child or yourself ever wonder why am I learning or teaching this?

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Let me give the background of logical-mathematical word problems and those with nuerodifference such as dyslexia and autism. The biggest problem in math is that is presented as an abstract concept and due to logical-mathematical/language deficits students struggle with word problems specifically. We will pre-read real life problems that effect our world as it relates to their interest people, animals and nature. We are going to take that data, discuss it and develop a potential word problem and formulate a workable equation, figure out the best graphic organizer to analyze the data, do a real read, revisit the word problems and relate to the equation and compute, and, lastly, discuss and evaluate our findings and solutions to their very own word problem. As you read above, students with neurodifferences can have logical-mathematical/language deficits. They also have strength of synthesis, this is pulling out key information due to their interest. But, they can have problems logically breaking down that information and putting that information into a logical sequence and category. I have have found visual-graphic organizers are key to conquering word problems.

Math: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-math-word-problems-based-on-real-world-needs-and-desired-solutions/

What are some ELBERT™ Holistic Alternatives for Learning?

First

— — — — — — — — — Mental Ruled by 8th chakra (RAS) — — — — — — — — — —

(suggestion: starts to develop around age 7, big jump age 12+)

-4th chakra (heart) Hatred/Courage

  • 5th chakra (throat) Grief/Compassion (can do 4 & 5 together-earth star)

Anxiety:

Do you think your child worries more than other children?

What does s/he worry about?

Does s/he ever have problems falling asleep because she is worrying about something, can’t turn his/her mind off?

Does your child have many fears?

Is s/he easily scared?

Can s/he be easily comforted by reassurance?

Anxiety: Encourage risk-taking in class, by persuading them to raise their hands even if they have doubts about their answers

In my mind, a child who is coached by an adult to be their own advocate- won’t care what others think of them and do what’s best for their own learning. As Dr. Shultz (2015) reminds us to educate them on dyslexia and being their own advocate by telling us about: “The E in the De-Stress Model means to Education. And by that, I mean to educate the child about his or her condition. Until the child understands that she has a learning disability or ADHD and it’s having this or that impact on learning, you don’t engage the child in his own self-care. And that’s a problem. Otherwise, it’s adults doing things to kids, for kids, about kids. I think we’re missing the boat because we don’t educate kids well enough. They don’t advocate well for themselves. They don’t get it. They just think there are a lot of adults hanging around them making them do stuff that’s too hard for them. Once they get it, it’s wonderful. It’s a great thing to see.” Read on 7/17/20, https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf; https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood

Personally, I talk to my students about being their own advocate and educate them on their capabilities and their own brain. They learn to speak out because they know that their thinking is unique and just as important as anyone else’s viewpoint/ideas. I actually write in my evaluation that the students and their parents give and encourage them opportunities to develop agency for something that they believe in whether it be animal rights, racial injustice, disability rights, advocacy, and dyslexia awareness/education!!

Lastly, I give them tools and strategies such as “thinking maps” because it’s not their thoughts, beliefs, and ideas that are so much shamed by others but the way in our disorganized communication that gets others to shame us. The thinking maps are done visually in their heads that help them to organize their own thoughts, beliefs, and ideas in an analytical way for others to understand better!!

Spelling & Dyslexia

People with Dyslexia have a sound and language processing problems. They will struggle to connect letters to sounds and, mainly problems identifying speech sounds and learning how they relate to letters and words Dsyphonetic; as well, those with visual processing problems struggle to understand visual information such as letters, shapes, or objects and, mainly problems processing graphic symbols Dsyeidetic (visual-surface) Dyslexia . Related to the absorption and processing of sounds [sounds especially can be omitted from the middle position of words the most because it’s the last sound to be processed; even though, it’s in the middle position], Therefore, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sounds confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand ; transversal and reversal are more common in students with a visual processing problem- have them remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].

Furthermore, people with dyslexia have a sound and language processing problems and struggle to connect letters to sounds as well, those with visual processing disorder struggle to understand visual information such as letters, shapes, or objects and graphic symbols. Because dyslexia cannot be cured, students can develop tools and strategies to help their working memory, phonological awareness, reading, and spelling. Read More Here: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/

Phonics II: http://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-ii-cook-t-2020/

Can you build on you child’s strength of knowing sight words to fill in some of their reading gap? Favor?

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When I’m helping your child with their Sound-Word Knowledge & Processing, Can you help them by doing these systematic, explicit, sight word activities (mentioned below)???

Also, For Dyslexia Help: Is your Comprehending BUT struggles with Reading Fluently??? They may need Sight Word Knowledge (ask me about nonsense word knowledge too).

What are Sight Words? Sight words are words which are usually high-frequency that do not fit standard phonetic patterns and must be memorized.

Sight Words: https://lookingtohealourownlearningdifference.org/2020/10/15/favor-helping-those-with-a-learning-difference-enjoy-learning-again/

Does your child have problems with spelling (appears as Grammar Too)? Do there sentinse louk [like] This

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Writing analysis of sentence above: (Does not do) deletion of letters in the end position, (their not there) struggles with sight word knowledge, (sentence not sentinse) have i/e sound confusion so a substitution in the middle position of a word, (look not louk) tries write most words out phonetically, [like] the word like is deleted for the middle position of the sentence, (this not This ) the t is capitalized for either reason, they compensate for reversals, or VPD and processes better in larger print, grammar is an abstract concept/along with formal rules).

Spelling: https://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spelling-matrices/

Does your child struggle with handwriting? My suggestion for handwriting help is to teach your child Cursive because ‘It’s easy on the hand; It’s easy on the mind’!

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CURSIVE- Always lower case at 90% mastery first! Begin with dry erase- teach cursive first, always get lower case to 90% until upper case. if doesn’t go well see below for block. For CURSIVE: learn the ”c, l, i, n” then you can learn many other letters. Start with marker and dry erase…easier for students. Note: Upper case is not written into this program, but you can be as fancy as you want as long as it resembles others uppercase. (google uppercase- cursive, pick font and stick with it). Practice on computer using https://www.whiteboard.chat/ (go to grids, or press primary lined) with her particular color overlay (I find students are either light yellow or blue-see which works best): https://www.aurelitec.com/colorveil/windows/download/.Thanks, Aurelitec & WhiteBoard.Chat.com (if surface dyslexia use grid page for practicing).

Is your child’s reading not very confident nor automatic? What goals can we set to help them read better?

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Goal: 1) The students will listen to their own recorded fluency including prosody, rate, and expression/intonation objective. 2) The students will read independently, with speed, accuracy, and expression, as they will asses the recording of text being read fluently by themselves. Find books on their level here: https://www.scholastic.com/teachers/bookwizard/

Building Fluency: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-building-fluency

Does your student or yourself still struggle with grammar?

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Grammar is actually an abstract concept. How should you intervene for grammar in tutoring sessions? I can tell you right now; it is not two denominational worksheets. It usually is a three denominational related image produced in the mind due to strong visual-spacial reasoning. Can you imagine being described very plain a room but inside your own mind you’ve filled every dimension of room with every detail such as: color of curtains, size of the lamp shades, dimensions of the coach, color and size of the plant in the corner with-in seconds of being told about this very plain room? If you have dyslexia, like myself, you actually create a 3D image looking down at the room the room. The creativity, imagination and innovation is through the roof with someone with dyslexia. The logic of-evaluation of size, shape, color and dimension is a known strength. This is why common occupations of those with dyslexia include the following: cartographers-map makers; artist; interior designers; chefs; actors; VG technology and IT- internet/web development; print and broadcast media; marketing and advertising; athletes; manufacturing; assembly and industry; commercial driving; and skilled trades. Grammar done with Whiteboard.chat includes a “work space” to interact as you work on Grammar the ability to use our list-form thinking abilities in a creative outlet with color, shape, size and dimension are possible.

Grammar: https://lookingtohealourownlearningdifference.org/2020/10/30/dyslexia-help-grammar-made-with-color-shape-size-dimension/

What are some ELBERT™ Holistic Alternatives for Learning?

Then

— — — — — — — — — Emotional (mind and cellular level) Ruled by 8th chakra (RAS)

-6th chakra (third eye) Grace (freedoms-abundance, devotion)

-7th chakra (cosmic) Mercy (forgiveness-release fear/unconditional love)

  • 8th chakra (crown) “high heart-mind=soul chakra”- Glory-gratitude/Victory-harmony (Includes the vagus nerve (thymus), in turn includes alta major and soma chakras

Depression:

What is your child’s mood like most of the time?

Is s/he often unhappy, sad or tearful?

Does your child’s mood change abruptly for no apparent reason?

Have you noticed a change in his/her interest in things s/he used to enjoy?

Have you noticed a change in his/her energy or activity level?

Is s/he more quiet than usual?

Have you noticed a change in his/her sleep patterns or appetite?

Depression: ‘Help’ them to give correct answers

First, being a Montessorian, Maria’s philosophy is all about facilitating the child’s learning. This means that you trust and respect the child. I think they may know more than myself and I’m in their service. I serve the child not in the mindset that because I’m the adult that I necessarily know more- BUT, I do have them feel safe, secure, and happy at the same time. This takes a balance and an uncanny open-mindedness!!

Secondly, in the Montessori philosophy, there is a cycle of activity. “This cycle respects individual variations in the learning process facilitates the development of coordination, concentration, independence, and a sense of order while facilitating your child’s assimilation of information.” Read on 7/17/2020, https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood

Third, I ‘help’ them to give correct answers by not saying, ‘no or that’s not right’ when referring to an answer to a question. In my classes, the students are also safe and secure amongst their peers because I never discourage any thought, belief, and idea. If I have questions about it, I will ask to have them think. In turn, It usually persuades me to rethink my own thoughts, beliefs, and ideas!!! Love my kids and their “outside-of-the-box thinking”! On the other hand, I can take their answer and work with their answer by assimilating what I know that they have in their background knowledge and experience to the new skill, the content of the question that I’m presenting to them.

What are some ELBERT™ Holistic Alternatives for Learning?

Then

The Senses Lower Personal Self: The Dreams

Abstract Thought (spiritual conscious begins develops around age 7, makes a jump at 12)

  • Mental Self (chakras 4–6, cognitive brain)
  • Visual, Auditory Senses= Pons (body & mind)
  • dyslexia, higher functioning autism

Finish

Lower Personal Self:The Wishes

God, what are my (Your) dreams? What are my gifts? (creativity, visionary, aspiration, wisdom- Dream Center)

  • Social/Emotional Self (chakras 6–8, soul mind)
  • Olfactory & Gustatory Senses= Thymus (high heart & mind)
  • all learning difficulties

God, what’s my (Your) purpose? What are my wishes? (Higher Purpose & Will- Acceptance of Christ Center and His Will & Purpose)

Do you get angry by showing frustration when you are teaching your child? Do you have shame by weeping when you are teaching your child?

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OR

Does your child or yourself get angry or sad when you try to help them? Have you ever wondered about the nature and nurture related to learning differences?

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If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive, irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally! This is why it would be important to practice PYAM (Prayer, Yoga, Affirmations, Meditation), along with them!! Also, ask me below about the complete adult ELBERT™ program!! If you know someone with a learning difference and or stress responses, I’d say focus on releasing anger and strength and shame and replace it with empathy. Let’s then talk about the nature-nurture of a learning difference and see other steps for contacting me below!!

One of the major goals for self-directed neuroplasticity and epigenetics includes holistic alternatives and activities like PYAM daily is to block or ease the production of specific inflammatory proteins (toxicity) excreted by the vagus nerve and align and balance the seven chakras (soma/alta major also) including RAS & ACC/HPA areas of the brain to regulate our own electromagnetic fields. When you activate the chakras (major 7 and soma/alta major- HPA/ACC) and normalize, balance the vagal tone & electromagnetic field, it will stop the negative proteins and allow the body to calm, gain positive attitudes and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the Vagus nerve.

What is epigenetics related to child development & learning?

I understand the impact anger and shame that a negative social environment has on those who have learning differences, or as I prefer to say “neurodifferent”, ELBERT™ is a program that employs a positive attitude and positive environment towards learning for those who have difficulty with learning. Instead of allowing shame and anger to overwhelm the learner, I focus on bringing in positive emotions and teaching methods that help the learner with their learning difference.

Please take time today to read this article and think about: How students with learning differences perceive the universal emotions which are the following shame, empathy, anger, strength, hatred, courage, grief, and compassion when it comes to their learning!! I have a suggestion for those students who have emotional intensity and/or major empaths. For students with dyslexia, the goal is reducing shame and anger which will help them in perceiving their existence as well as learning with strength and empathy by using PYAM: http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/

Does your child get angry by showing frustration when you are teaching them? Do they have shame by weeping when you are teaching them?

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[This article is based off my just published book Nurture Their Nature preview here https://link.medium.com/HEg2Ccz8Gcb]

If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive, irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally! This is why it would be important to practice along with PYAM (Prayer, Yoga, Affirmations, Meditation) with them!! Also, ask me below about the complete adult ELBERT™ program!! If you know someone with a learning difference and or stress responses, I’d say focus on releasing anger and strength and shame and replace it with empathy. Let’s then talk about the nature-nurture of a learning difference and see other steps for contacting me below!!

Nature– is maturation of brain and body: ability to perceive, give meaning, learn, and act including motivation and resilience. Speaking of the “whole child”- the vagus nerve connects the brain stem to the body. Vagus Nerve- The vagus nerve is one of the cranial nerves that connect the brain to the body. This vagal balance allows the triune brain to monitor and receive information from our environment; The triune includes the brain stem, midbrain, and frontal lobe. The brain stem helps us receive information from our environment. The midbrain helps us to process information from our environment. The frontal lobe to perceive the universal emotions which are the following: shame (sadness), empathy, anger (frustration/anxiety), strength, hatred, courage, grief, and compassion. The vagus nerve (thymus- vagus nerve chakra) can be deactivated, underdeveloped, hypoactive, or going inactive in children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain. The vagal balance is when all chakras are aligned!

The vagus nerve also is connected to RAS including the ACC/HPA. Reticular Activating System (RAS)– The reticular activating system (RAS) is a network of neurons located in the brain stem that project anteriorly to the hypothalamus to mediate behavior, as well as both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns (RAS info: https://www.youtube.com/watch?v=BYlpZ5F4668). NOTE: ‘The RAS is said to be the gas pedal [slow, accelerate or varied speed processing] that ignites the diencepha-lon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty, 1996).

More specifically, the RAS is the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of brainstem reticular centers. Remember it also allows the brain to monitor and receive information about several of the body’s different functions including the parasympathetic (shame) and sympathetic (anger) response system at the point of the brain-gut axis by activating the seven chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brainstem to the body; lastly, (ARAS) will be activated on the cerebral cortex which is responsible for the achievement of consciousness.

Nurture– is the adaptation of children responding to the demands of the environment in ways that meet their own goals and function in a safe and secure way. It’s also the organization to integrate particular observations (patterns first) into a body to form coherent knowledge; primarily, It’s the basis on the child’s need for meaning and motivation. Lastly, they need to be provided a safe, supportive, healthy, and loving environment to prevent kids from learning from primarily either their mental or emotional body (anger/shame) nor solely etherical (total). Relative to epigenetics (see below), my specific emphasis in the paper and program is the heart for instance: anger being replaced with strength, shame being replaced with empathy and both with love: therefore, they will increase their connection, trust, and love for themselves and others. There’s a lot to be said for Maria Montessori’s observations of trusting the universe along with ‘the child’. If we love and trust our children, this becomes their inner thoughts, feelings, ideas, and perspectives. When they trust their own brain [and heart], they can experience the “gifts of dyslexia” and learn anything the way they learn best.

Speaking of the “whole child”- if they have feelings of anger they could be hyperarousal, this affects their breath and ability to think (making logical decisions) especially when doing a stressful task such as reading. They might exhibit responses of impulsiveness, aggressiveness, and agitation (along with hyperactivity). NOTE: go to emotion chart to see if anger or shame occurs when they’re reading!! You might be surprised what you find.

If the child has gone beyond the perception of anger and has internalized filters of shame, this also affects their ability to breathe. They might exhibit responses of “shut down”, ruminating on the negative, and even depression (along with hypoactivity). Likewise, one thing of having a learning difference is physiological problems- such as headaches, stomach aches, allergies, hives, inflation, etc..Do you or your child have hyperarousal, hypoarousal or balanced?

In my book Nurture Their Nature also touch on the safe, positive learning environments, toxicity and other environmental factors for instance you can view some of the activities and exercises like PYAM DAILY. In my classes and sessions, I cover the affirmations of strengths [remember trust your brain and heart: I am smart, I can do this, I am love]. A neurodifference can be perceived as having “gifts” such as: We are highly intelligent and have the ability to use tools and strategies to compensate for struggles to read, write, or spell. We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions. We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have deep and holistic list-form thinking, problem solving and building/constructing abilities, computer skills and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual, artistic and visionary skills, inventing and innovating pursuits.

Universal Emotions: https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-into-the-emotions-of-learning/; http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-universal-emotions-further/; http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-universal-emotions-of-learning-a-step-further-cook-t-2020/

Does your child read too fast or too slow and loose fluency? Do they skip over small words, commas, or periods?

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Effects of ADHD: ADHD- Impulsive & Hyperactive Type

What to Look For…

–reads too fast, they skip over words and lines (slow down reading)

-skips over small sight words and/or reading the end position of a big word- Tends to be a better phonetic word reader- needs heavy, distinct, and systematic for sight and nonsense words (see column far right).

-do run-on reading (skipping over commas, periods), read robotically with less intonation- see beginning of this article and listening to perfectly modeled reading rate, intonation, etc..

  • to overthink/get overwhelmed- they need to remember calm, be able to fidget/move, and work with the universal emotion of anger.

Effects of ADHD- Inattentive Type

What to look for…

-reads too slow, they skip over words and lines (slow down reading)

-skips over large phonetic words and/or reading the end position of a big word- Tends to be a better sight word reader- needs heavy, distinct, and systematic for phonetic words (see column far right). Also, ask about dyslexia.

-does less confident reading (large words), read with intonation until confident- see beginning of this article and listening to perfectly modeled reading rate, intonation, etc..

-to daydream/get underwhelmed- they need to remember attention and stay “present’

Effects of ADHD: https://lookingtohealourownlearningdifference.org/2020/12/17/dyslexia-help-reading-effects-of-adhd/

  • What’s learning style?
  • How much will learners get to interact with you and each other (mention specifics like: lecture, games, slides, video clips, discussion)?

Does your child struggle to learn? Have you wondered if it’s dyslexia and what recommendations or accommodations are best for them?

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Recommendations & Accommodations: https://lookingtohealourownlearningdifference.org/2020/11/12/dyslexia-help-recommendations-accommodations/

Have you ever wondered about the nature and nurture related to learning differences?

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To Learn more about the nature and nurture go here: I just published Nurture Their Own Nature: Helping Those With A Neurodifference Enjoy Learning Again (Cook, T., 2020) (short version) https://link.medium.com/QCu1Cz5S9bb; (longer version) https://link.medium.com/eZNM4y9R9bb

Works Cited

Tcooktutoring. “Preview of Nurture Their Nature.” Medium, NURTURE THEIR VERY OWN NATURE: Helping Those With A Learning Differences, 30 Jan. 2021, medium.com/nurture-their-very-own-nature-helping-those-with-a/preview-of-nurture-their-nature-c5b7fee0340a.

Even More Information: www.myelbert.com Share and Contact for classes: https://lookingtohealourownlearningdifference.org/2020/12/18/helping-parents-teachers-tutors-on-using-technology-for-online-tutoring-class-sessions/

More References: Bailey, E. (n.d.). How Multisensory Classrooms Help Children with Dyslexia. Retrieved July 18, 2020, from https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175

To read more about Maria Montessori: https://www.psychologytoday.com/us/blog/fully-human/201910/one-the-20th-centurys-greatest-educators

Montessori Methodology- read more here: https://kindredspiritslearning.com/2020/01/27/bite-sized-montessori/

Preview of Nurture Their Nature @myelbert

Preview of Nurture Their Nature @myelbert

 
Tcooktutoring
Jan 1 · 42 min read
 
 
 
 
 
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Forward
Written by Martin Bloomfield with Dyslexia Bytes www.dyslexiabytes.org

Preface

Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!

After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated and misdiagnosed; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole child.” I work with all stakeholders on constructive engagement when learning based on my student “whole child” observation(s) inspired by Maria Montessori, Neville Lancelot Goddard, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner, Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning and neurodifferences. This program is based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, countless hours of student observations, educational research and studies along with my perpetual care for children.

The program I developed is named ELBERT™ which results include less passive student engagement, confidence, health and wellness including more pleasurable learning while participating in learning activities. Speaking of the “whole child”- you need to examine every aspect of “the whole child” not just the end goal or result which is literacy and their appropriate learning behavior. This program looks at the “whole child” and their unique neural development, complete learning differences including the nature and nurture of the neurodifference including their chakras, biofield (EM Field), and nervous systems.

I’m now making my expertise available to parents, teachers, administrators, stakeholders and other learning communities. I observe the student’s sensory acute response to stress and interview teachers, the child, and parents, observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic and autonomic functioning. My program is named ELBERT™ based on see in store is based off my book: HERE and triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic observational checklist; Midbrain- a screening for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative suggestions for taking care of the whole child’s individual, dynamic needs. Preview here: https://link.medium.com/jNcNxFVMadb Lastly, ELBERT™ also includes a self-guided literacy intervention program along with other coaching through a course on understanding dyslexia and other learning differences, and consulting (first one Free)!

 
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Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020

DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited from disclosing, copying, distributing or using any of this information. If you received this communication in error, please contact the sender immediately and destroy the material in its entirety, whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted for professional Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor.

Introduction

Cook, the author of Nurture Their Nature, looks at the “whole child” and complete learning differences including the nature and nurture of the neurodifference. For learning to be successful, we need to look at the “whole child” and their neuro-symatic learning functions. For learning motivation and resilience (meaning) to be successful, you need to have a strong cognitive, behavioral, and affective-spiritual components which include the following: central and peripheral nervous systems- “our senses’’ including our sensory system (especially visual and auditory), regulated RAS & ACC/HPA, Pons (parts of the brain), thymus and biofield (including electromagnetic field, internal chakras), neuroplasticity and IQ, positive perceptions specifically strength and empathy (along with reduced perceptions of anger and shame), healthy and functional physiological, sensory-motor systems, hormones released such as serotonin, dopamine, cortisol along with autonomy (for meaning, speed processing, and long-term memory) and attunement (for meaning & motivation, speed processing, and short-term memory). Therefore, when learning difficulties occur, our neurobiology (neurosystems), central and peripheral nervous system, complete chakra, and electromagnetic systems are all dysfunctioning or dysregulating simultaneously and individually at different degrees and causing abnormal neuroplasticity. Our goal is for ALL our systems and senses to function equalized, activated, and balanced. With a functional system, the child can trust themselves through spiritual mindset with self-directed neuroplasticity through ABC’s and gain God awareness (eventually unity) through PYAM.

Again, speaking of the “whole child”- you need to examine every aspect of their learning, not just the end goal or result which is literacy and their appropriate learning behavior. Now, we know epigenetics relating to learning influences of generational anger and shame have the ability of being healed and determines which genes will be expressed and how their own systems will function. The main goal is to heal our very own DNA holistically through exercises and activities which block or ease the production of specific inflammatory proteins (toxicity) excreted by the gut-brain axis, decreasing biochemical reactions that happen between the Pineal, Pituitary, Adrenal & Carotid Glands along with by activating and aligning the Thymus (via vagus nerve chakra) and Pons, RAS & ACC/HPA (alta major and soma chakras) causing decrease in deficiencies while regulating our own biofields (including electromagnetic fields). This is the divine stamp where you are regulated and experiencing harmony, honor, wisdom, and becoming devoted to your purpose. You need to again, speaking of the “whole child”- you need to examine every aspect of their learning, not just the end goal or result which is literacy and their appropriate learning behavior.

Ways to look at neurodifferences holistically: observe and take observational notes on the child…50% Nature- 50% Nurture (focus on epigenetics and spiritual mindset along with self-directed neuroplasticity): https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-child-development/lL

 
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Nature

The BodyChapter 1

Nature- is the maturation of the brain and body; for the purpose of survival, it’s the ability to perceive, give meaning, learn, and act including motivation and resilience of our very own environments (patterns first). Speaking of the “whole child”- the vagus nerve connects the brainstem to the body. It also connects and aligns the eight chakras, Pons, RAS & ACC/HPA and thymus including their own biofield (including electromagnetic field). This vagal balance allows the brain stem to receive the information (formulating patterned neural connections) from the environment, the midbrain to monitor and receive information (firing pattern of brain nerve cells in a network), and the frontal lobe to perceive the universal emotions which are the following: anger, strength, joy, bliss, shame, courage, compassion, and harmony (executive functioning logic through analysis or evaluation) where the mind deems how important (what or why). The “why” is based on context cues (evaluation) and the “what” is based on recursive aspects (analysis). The vagus nerve controls vagal balance (via the thymus- vagus nerve chakra). The thymus including the vagus nerve can be deactivated, hyperactivated, hypoactive, underdeveloped, or variably then going inactive in children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain [accessed 1/2/2021 https://www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brain-memory-healthy-mind?amp=true].

In the field of psychology, emotions are not just our feelings as some may think. Emotions are our feelings, thoughts, ideas, perceptions, physical sensations and involve the senses and their systems all for which start in the mind. They create what we call mindset- needing a calm mindset for equanimity is key. Our mindset regulates every experience we have and our very purpose of being here on earth. The ‘theory of mind’ is an assessment of an individual human’s degree of capacity for empathy and strength; as well as our understanding of ourselves and others have a mind too. Where the mind is located has been a continuous debate- I propose that the mind at least begin in our very own thymus. The thymus is the center of both our higher and lower self. It is the epicenter of a vagus nerve highway including the interchanges from our gut-brain axis, to our Pons, RAS including ACC and HPA (both housed with-in the brain) which all control every system in the human body. The thymus can be overtaken by love or fear- it’s where our consciousness and super consciousness (consciousness and subconscious conjoin in unity) begins and ends.

In the field of child-psychology, “Every attitude has three components that are represented in what is called the ABC model of attitudes: A for affective, B for behavioral, and C for cognitive. Although every attitude has these three components, any particular attitude can be based on one component more than another (Study.com, 2020).” The naming of the word attitude as it relates to students learning can give someone a negative perception; parents ask me all the time, “can you help me with my child’s attitude”. The attitude one has for learning makes for a make or break type learning. I observe kids all the time with Responsive System Dysfunction (RSD) which means it is hard to find meaning and motivation for learning. When your child is learning under stress, fear, and having RDS, they are learning from their mental or emotional bodies, primarily with a Sympathetic (anger) Functional System which is a hyper-processing dysfunction and Parasympathetic (shame) Functional System Dysfunction which is a hypo-processing dysfunction or both anger/shame which is a Total Functional Dominance System which is a varied hyper-, hypo- dysfunction of the RAS (Rectangular Activation System). This hyper-, hypo- and varied dominance affects the “whole child”.

Specifically, the mental body is anger brain dominant and perceives in the heart everything related to learning with anger. The emotional body is shame brain dominant and perceives in the heart everything related to learning with shame. According to my good friend, Tom Heintz (An Emotional Code Practitioner-Creator of The Body Code) who references Christine H., MS, LMHC (2018), ‘Anxiety [anger and shame] is one emotion that can be passed down from one generation to the next. Also, there are 10 emotions that can also be inherited through family trauma, parental modeling, and/or abusive behaviors.’ For those who struggle with sensory triggers and learning stressors, like when experiencing reading or writing, these negatively perceived and filtered experiences with anger and shame, can cause a trauma type of developmental anxiety and sometimes even depression. Heintz (2020) also refers to this following excerpt from Christine Hammond, MS, LMHC:

  1. Anger — There are three main types of unhealthy anger: aggressive anger, passive-aggressive anger [shame], and suppressive anger [hatred- not kids usually] — all of which can negatively affect a child. For example, if a parent is aggressively angry by yelling, their child might grow up to mimic the same behavior or learn to redirect it into their own manifestation of anger.

In 2018, I created The ELBERT™ Responsive System Dysfunction (RSD) Checklist which is Functional System Dominance Checklist. I have found in over 4 dozen students what I always knew; that they develop anger first, if not given a healthy, safe, and supportive environment for their anger. Also, anger can develop into shame. Then, the shame will be more dominant. This ELBERT™ checklist and resources are important for those working with neurodifferences because shame is harder to address than anger. Shame is the defense for anger and survival of some people. Some people though are less susceptible to shame and remain in anger. I have found more times than not where just anger has been marked; especially in younger students. I interview the students and their parents (teachers too preferably) where an [x] means most of the time in their learning environment and a [/] means some of the time in their learning environment (see image 1.0). Note: if anger and shame are not addressed at a young age, it can turn into hatred and grief.

Image 1.0 The ELBERT™ Functional System Dominance Checklist illustration

 
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“Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment” (Definition of Neuroplasticity, 2020). Also, I’m needing to mention developmental trauma! When a child with neurodifferences is learning something new or stressful, if mindset is perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and emotional disorders with long term memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe lessened neuroplasticty of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with more executive functioning issues and short term memory problems or midbrain. We can attribute this constant speed shifting to the common problems of poor neuroplasticity. Likewise, the lacking a self-directed neuroplasticity such as positive mindset such as attunement and autonomy (belief I AM GOOD ENOUGH & WORTHY), feeling safe and secure in their environment, poor (body) sleep, diet, health and wellness, lacking physical activity, dysfunction of vagus nerve (soul- body) connection, sometimes even the (spirit-soul-body) connection (much older teens), lacking gratitude including (heart-connection), attunement and (mind-trust ) autonomy, love of self and others, sensory overload along consistently multi-tasking and/or context-switching (handling 2 or more tasks at the same time) especially in this complex, non-connected (yet, connected), neurotoxic and EMF toxic infused environment- ALL decreasing our very own electromagnetism and vagal tone. Mind you again, learning with meaning, resilience, and motivation is complicated and that the spirit-soul-body/connection-trust-love disconnection causes maladjustment and belonging in this world. Don’t worry, our spirit, soul, and body connection can also be complicated to a point, if we understand that we are love and not meant for fear. Think about it this way, when your child has a Hypo or Hyper, Total Responsive System Dysfunction (RSD), their learning decreases due to disconnections to others-themselves, soul-body disconnection of consciousness, perceptions of anger/shame along with assimilation (meaning and motivation) of those perceptions. Sadly, the students who have RSD dysfunctions, they can become labeled Learning Disabled amongst other labels. Therefore, they are not learning effectively, cognitively, or behaviorally on a conscious level nor helped in a way that is revolutionary nor effective. With just a Sympathetic Functional System Dominance (SFD), they perceive in the mind everything with anger during stress. When they have a Parasympathetic Functional System Dominance (PFD), in the mind, they filter and attune themselves to everything with shame. When we have both anger and shame in the mind (see child sample above), this is called a Total Learning System Dysfunction (TLSD) which creates: this creates almost complete soul-body disconnect (dysregulation) due to constant learning aka cognitive speed shifting (hyper-. hypo-, and varied) which tires out the brain’s (RAS) Rectangular Activation System (chakras 6–8th including soma and alta-major chakras), Pons (crown chakra), and Thymus (vagus nerve chakra) much quicker than the aligned and balanced learning brain and body which, in turn, lessens neuroplasticity. When our very own DNA generationally predispositions with dysfunctions of the Rectangular Activation System, Pons, and Thymus and for learning differences (anger and shame predispositions), ALL our systems and senses can have any dysfunctions, and therefore, we can actually have body-soul disconnection in the mind!Chapter 2

The Brain

Specifically, if the vagal system is comprised including the following areas of the brain:

Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra

The Cinguate Gyrus (CAN)– is a large arch-like lobe in the center of the inner brain that is a part of the limbic system; it houses the organs and their interactions constitute the Anterior Cingulate Cortex (ACC-shame) and the main function of this area of the brain functions to process conscious emotional experience and the parasympathetic nervous system (right side) (NOTE: the importance of conscious reappraisal of emotions such as shame/empathy and anger/strength for the ARAS). Note: The amygdala, bulb at bottom not shown in pic.., is where The Cinguate Gyrus (CAN) first receives perceptions from the mind via the thymus, via the peripheral cranial/CNS nerves, then onto the ACC. A hyper-, hypo- amygdala works harder and the VACC can get dysregulated (shame mainly).

2.0 ACC & Cinguate Gyrus (CAN) illustration

 
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NOTE: (HPA) Hypothalamic–Pituitary–Adrenal and Vibrating the Soma Chakra

The hypothalamicpituitaryadrenal axis is a complex set of direct influences and feedback interactions among three components: the hypothalamus, the pituitary gland, and the adrenal glands associated with the soma chakra and anger. These organs and their interactions constitute the HPA (anger) axis, a major neuroendocrine system that controls reactions to stress and regulates many body processes, including digestion, the immune system and the sympathetic nervous system (frontal lobe/left side). Note: Like above, the amygdala, bulb at bottom not shown in pic.., is where The Cinguate Gyrus (CAN) first receives perceptions from the mind (cellular memory- anger mainly) via the thymus, via the peripheral cranial/CNS nerves, then onto the ACC. (Accessed on 12/29/2020- The Brain Network Driving Changes in Consciousness — https://neurosciencenews.com/consciousness-brain-network-17491/)

2.1 HPA illustration

 
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Vagus Nerve and Vibrating the Soma and Alta Major Chakra

The vagus nerve- is one of the cranial nerves that connect the brain to the body. More specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of the brainstem at the point of the reticular activation centers (RAS). Remember the RAS & ACC (shame)/HPA (anger) also allows the brain to monitor and receive information about several of the body’s different functions and matters of the mind including the perceptions and filters of the parasympathetic (shame), sympathetic (anger) & total (anger/shame) response system during stress such as reading. When you activate the chakras (major 8 and soma/alta major- HPA (anger)/ACC(shame)) and normalize, balance the vagal tone and electromagnetic field, it will stop the “epigenome” which are again the collection of chemicals markers (focus: inherently dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive attitudes (joy, bliss, and happiness) and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve chakra). Note: The (ARAS) itself is on the cerebral cortex and is responsible for the achievement of super consciousness (higher transpersonal self) . The ARAS doesn’t fully develop in the brain until variably, around the ages 21–24 years old (Fowler, J.W., 2015).

2.2 Vagus Nerve Chakra (Upper Heart Chakra-Thymus) illustration Note: includes Soma and Alta Major chakras

 
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Remember the vagus nerve also connects the brainstem to the body. The vagus nerve also is connected to the eight chakras via RAS & ACC (shame)/HPA (anger)- by activating the eight chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brain stem to the body; hence, regulating our biofield (including electromagnetic fields). One of the major goals of the paper and program includes holistic alternatives and activities for equanimity and to block or ease the production of specific inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus nerve, align and balance the eight chakras (soma/alta major also) including Pons, RAS and ACC (shame)/HPA (anger) areas of the brain to regulate our own biofields aka senses (including electromagnetic fields). Also, for the thymus (vagus nerve chakra) to become regulated and balanced.

2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras illustration

 
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Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)

The Reticular Activating System (RAS)- is a network of neurons (hyper-, hypo-, or, varied) located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. It is holistically and spiritually known from being a center “where we can create our own reality” whether positive, negative or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center) then comes to fruition here in our RAS.

The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta major chakra and shame.

HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis) associated with the soma chakra and anger.

Both are associated with the thymus chakra aka vagus nerve chakra.

Note: Important RAS info. includes the following excerpt… ‘The RAS is said to be the gas pedal [slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty, 1996).

Corpus callosum– links both hemispheres and to varying degrees. Hence students might have a lateral cognitive dominance of the functioning system- the students with the right-hemisphere dominance have Parasympathetic Functional System Dominance (PFD) and might have dysphonetic dyslexia because language and analysis (break down category and sequencing) which is a left-hemisphere task: therefore, students with right-hemisphere dominance might have high functioning autism, can have language deficits such as dsyphonetic (auditory) dyslexia.

Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)- student might have high-functioning autism along with other learning differences (below). Someone prominent in rightbrain (ACC) has an unawareness of objects to one side of the body or personal space. In severe cases, a side can be completely ignored when carrying out certain tasks and everyday functions such as writing so may have dysgraphia. But another important brain function is controlled by either the right side of your brain or the left side of your brain depending on your handedness.

Sympathetic Functioning System Dominance (SFD) student has total (see below) or left corpus callosum dysfunction then having a total right or left-lateral hemisphere dominance (HPA), evaluation (specifically color, shape, size & dimension) is a right-hemisphere task; those with a Sympathetic Functioning System Dominance (SFD) therefore, might have autism, Irlen Syndrome, and dsyeidetic (visual) dyslexia.

Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)- students might have autism (lower functioning) along with other learning differences (below). Someone with dominant frontal lobe or the (left) dominant temporal lobe (SFD) can cause a condition called aphasia, which is a serious disturbance of speech and communication.

When the short-term memory aka “working memory” is not equalized, then the information being led by the Corpus Colosseum to the frontal lobe for executive functioning becomes deficient. Whether the Corpus Colosseum is underdeveloped or deficient in it’s development for example: there can be blockage, protein folding, insufficient synapse development (premature pruning), poor fluid to transfer synapse message, etc. Also, if the Corpus Colosseum, the “short term memory” is compromised this is also known as Mixed Brain Dominance or dysphasia and forms of autism.

The Soul- the high heart and mind

Chapter 3

Limbic Areas that are typically included in the limbic system fall into two categories but there’s a missing third component (thymus):

Limbic Areas that are typically included in the limbic system fall into two categories but there’s a missing third component (thymus):

  • RAS= HPA & ACC (body & brain= brainstem) processing side and short-term memory and the arousal of the limbic cortex such as: ACC- amygdala, and the hippocampus. It is where our dreams come into our reality and then onto fruition. Correlated with chakras 6–8th.
 
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NEEDING TO BE ADDRESSED- Learning Differences including Our Electromagnetic System

All of our senses and corresponding systems give us vital information about our surroundings. As well as, our EM and Torsion Field is our senses not what we think of as senses as the vehicle (ear, eyes, nose, mouth, skin, balance) that sends messages through our nerve endings, CNS and then to the brain. Our EM and Torsion Field, you will read more on later, includes our chakra system. These senses depend very closely on the thymus ‘our mind’ to make sense of our own world and experiences including relationships with others. Our senses give us our perceptions of our universal emotions, plus are we gonna live in fear or love. Our senses include our cellular memory and how we act. Again, for the divergent thinker it is where our mind consciousness makes our decisions not logic. What is the law of conservation of energy? It states that energy can be converted in form, but not created or destroyed. I need for you to think about the universal emotions as energy that can be transformed or changed amongst being hereditarily passed down through generations and stored in the thymus (vagus nerve chakra) as well as translate into our very own DNA. Electromagnetic energy is part of our quantum-self; there are three forms of electromagnetic energy: visible light, infrared radiation, and radio waves. Let’s focus on 7 spheres of invisible light converted into visible light and ‘as you focus, so you are there in superconsciousness’ (see below) as 5 dimensional light- Glory and Victory.

In the same way, let your light shine before others, that they may see your good deeds [honor] and glorify your Father in heaven. Mathew 5:16

Affirmation of Hope: I am Honor. I have Light.

3.0 EM and Torsion Field illustration

 
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The Senses & Corresponding Systems NOTE*works in threes

Lower Personal Self: The Gifts

Concrete Thought (conscious develops around age 2)

  • Physical Self (chakras 1–3): anger/strength, joy, bliss, peace, shame/empathy

God, what’s my (Your) reality? What are my gifts? (physical, emotional rational mind, personal power and will- Ego Center)

The vestibular system is a sensory system that is responsible for providing our brain with information about motion, head position, and spatial orientation; it also is involved with motor functions that allow us to keep our balance, stabilize our head and body during movement, and maintain posture. Awareness of body balance and movement are monitored by the vestibular system. The vestibular senses (the sensations of body rotation and of gravitation and movement) arise in the inner ear; the sense organs are the hair cells that send out signals over the auditory nerve. The somatosensory system is the part of the sensory system concerned with the conscious perception of touch, pressure, pain, temperature, position, movement, and vibration, which arise from the muscles, joints, skin, and fascia. The tactile stimuli are detected by mechanoreceptors and produce sensations of touch and pressure. The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli. The proprioceptive sense tells us about our body position. It is stimulated every time we move. Each time we use our muscles or stretch and bend our joints. Receptors for this sense are all over our body, deep within our joints and muscles. The tactile system refers to our sense of touch. Tactile doesn’t just refer to our hands! The main way we perceive this input is through our skin, which has many receptors all over our bodies for all different kinds of sensations. Tactile sense related to touch, specifically the information received from varying pressure or vibration against the skin. Tactile sensation is considered a somatic sensation, meaning it originates at the surface of the body, rather than internally. (Somatic & Vestibular Issues See Pons including Basal Ganglia Below)

Lower Personal Self: The Dreams

Abstract Thought (spiritual conscious begins develops around age 7, makes a jump at 12)

  • Mental Self (chakras 4–6, cognitive brain)

God, what are my (Your) dreams? What are my gifts? (creativity, visionary, aspiration, wisdom- Dream Center)

The visual system comprises the sensory organ (the eye) and parts of the central nervous system for visual processing. Again, remember the proprioception also referred to as kinaesthesia (or kinesthesia), is the sense of self-movement and body such as visual sense and the vestibular system, to create an overall representation of body position, movement, and acceleration. The auditory system is the sensory system for the sense of hearing. It includes both the sensory organs (the ears) and the auditory parts of the sensory system. The auditory parts help us to process sounds and language. Auditory sense is the ability to hear; the auditory faculty; auditory modality, sense of hearing, hearing. auditory system — the sensory system for hearing sense modality, sensory system, modality — a particular sense. (Somatic & Vestibular Issues See Pons including Basal Ganglia Below)

Lower Personal Self: The Wishes

  • Social/Emotional Self (chakras 6–8, soul mind)

God, what’s my (Your) purpose? What are my wishes? (Higher Purpose & Will- Acceptance of Christ Center and His Will & Purpose)

The olfactory system, or sense of smell, is the sensory system used for smelling (olfaction). Olfaction sense is one that has directly associated specific organs. Most mammals and reptiles have a main olfactory system and an accessory olfactory system. The gustatory system is the sensory system responsible for the perception of taste and flavour. In humans, the gustatory system is composed of taste cells in the mouth (which sense the five taste modalities: salty, sweet, bitter, sour and umami), several cranial nerves, and the gustatory cortex. There is tons of research on how olfactory & gustatory senses are related to emotions.

Higher Transpersonal Self: Miracles and Blessings

  • SuperConscious Thought (around age 21–24, makes a jump at 30)

God, what’s my (Your) question? What are my miracles and blessings?

“Now all glory to God, who is able, through his mighty power at work within us, to accomplish infinitely more than we might ask or think.” ‭‭Ephesians‬ ‭3:20‬ ‭NLT‬‬

Affirmation of Power: I am Glory. I have God.

NEEDING TO BE ADDRESSED- Our Dysregulation In OUR Biofield “Our Senses” (see chakras below)

 
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3.1 Biofield illustration

 
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Learning Differences including Our Chakra Systems & The Vagal Tone

Our Chakra System

The chakras spin like a wheel which fuels our MIND (thymus) and EM and Torsion Field. The chakras spins like a wheel and sets our minds’ vagal tone (ultimately thymus) which can be Hypo- or Hyper-, Varied. The chakras need to be balanced and equalized for our mind (thymus) not to be dysregulating our senses nor other systems. When your child has a Hypo- or Hyper-, Varied Responsive System Dysfunction (RSD), their learning and motivation (attunement) through their senses decreases due to disconnections to others-themselves along with soul-body disconnection of consciousness. The hypo-Anger Sympathetic Functional Dominance (SFD) means certain chakras (usually 1st-8th chakras) are spinning too fast in which the lower self needs strength. The hypo-Shame Parasympathetic Functional Dominance (PFD) means they are spinning too low and need empathy. If varied Total Functional Dominance (TDF), the lower self (1st-8th chakras) are going deactivated or going inactive along with thymus and need both strength and empathy including joy, bliss, and peace. Note: the 8th chakra includes the vagus nerve (thymus), in turn includes alta major and soma chakras.

Body

— — — — — — — — — — Physical Ruled by 2nd chakra — — — — — — — — — —

(suggestion: consciousness begins around age 2 years)

-1st chakra (base) Shame/Empathy- meaning

-2nd chakra (sacral) Peace, Bliss and Joy (happiness)- motivation

-3rd chakra (solar plexus) Anger/Strength (can do 1 & 3 together- gaia gate)- meaning

— — — — — — — — — -Mental Ruled by 8th chakra (RAS) — — — — — — — — — —

(suggestion: starts to develop around age 7, big jump at age 12+)

-4th chakra (heart) Hatred/Courage

-5th chakra (throat) Grief/Compassion (can do 4 & 5 together-earth star)

+thymus (see number 8 below)

— — — — — — — — — Emotional (mind and cellular level) Ruled by 8th chakra (RAS)

-6th chakra (third eye) Grace (freedoms-abundance, devotion)

-7th chakra (cosmic) Mercy (forgiveness-release fear/unconditional love)

-8th chakra (crown) “high heart-mind=soul chakra”- Glory-gratitude/Victory-harmony (Includes the vagus nerve (thymus), in turn includes alta major and soma chakras (RAS, Pons)

Soul- heart and mind

— — — — — — — — — — BODY-SOUL CONNECTION Ruled by 11th chakra (ARAS) — — — — — — — — — —

(suggestion: start to work after the age of 21+)

-9 chakra (star child) Divine Purity (Hope- cleansed, rebirth, patience, reverence, and righteous)

-10th chakra (causal) Divine Revelation (Faith- blameless life, virtue, and reconciliation)

-11th chakra (soul star) Divine Power (connection, curiosity, integrity, honor, and trust) & Divine Authority aka Salvation (beauty, greatness, blessings, miracles, and light) (can do 9, 10 & 11 together)

Spirit

— — — — — — — — — — Authentic SOUL-SPIRIT CONNECTION — — — — — — — — — —

(suggestion: super consciousness starts around age of 30+)

-12th chakra Divine Unity (stellar gate) gifts, wishes, blessings and miracles (peace and comfort)

“The Lord bless you and keep you; Lord make his face shine on you and be gracious to you; Lord turn his face toward you and give you peace.” Numbers 6: 33–26

Affirmation of Faith: I am blessed. I have peace.

3.2 Chakra illustration (see below)- NOTE: 1st is Base (shame) and 3rd is Solar Plexus (anger); * for kids the 8th chakra Thymus, Soma, Crown, & Alta Major is key as well as 1st & 3rd.

 
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Note: The Earth Star and Gaila Gate (bottom two) along with Stellar Gate (top) can’t be worked-on just have fairy and be prepared to lighter as healing goes on along with receiving honor, wisdom, and glory. Glory has undesirable attributes.

“Open up, ancient gates! Open up, ancient doors, and let the King of glory enter.” ‭‭Psalms‬ ‭24:9‬ ‭NLT‬‬

Our Electromagnetic System “Our Senses” affects other parts of the brain that have a part in some of the most important aspects of learning which includes the following tasks:

analysis (break down category and sequencing)

sensory processing

memory/learning (short and long term memory)

motor control

autonomy (meaning) and attunement (motivation)

3.3 image Cook’s Brainchat 7/30/20 illustration

 
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Functional System Dominance (FSD)– when the RAS & ACC (anger)/HPA (shame) and the brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame) systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and Parasympathetic Functional System Dominance (shame-PFD) has hypo-sensory processing and Total Functional System Dominance (both anger and shame- TFD) and varied processing. Lastly, it helps to be familiar with the midbrain (mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such as…

Basal ganglia– regulating motor functions. Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and hyperactivity in their proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type & cerebral palsy) and Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular, and fine-motor abilities (ADHD-inattentive type & dysgraphia). Varied is, of course, Total Functional System Dominance which is most common with dysgraphia (anger and shame- TFD).

Hippocampus– Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity of the hippocampus which helps humans process and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative memories are those related to facts and events. Examples include learning how to memorize speeches or lines in a play. Spatial relationship memories involve pathways or routes. Spatial relationship memories appear to be stored in the right hippocampus. The hippocamp is also where short-term memories are turned into long-term memories. Relative to the hippocampus, these memories are then stored as polarities in the brain-experiences and reality of consciousness the past, future and present. (see RAS specially ACC above- associated with the alta major chakra and shame and see PONS and Thymus below)

3.4 Light Cone (perceptions of past, present, & future)

 
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*Aside: Interesting Research- on those with memory loss, they did have faster thinning of the entorhinal cortex due to amyloid level as well as brain shrinkage of the hippocampus (Hippocampus and Memory, https://apple.news/A0bfYT-YLR2u8kRquMsjKRA 4/25/20). Relevantly, the Wnt pathway has been recognized as critical for the central nervous system development, several Wnt components retain their expression in the adult brain, including the hippocampus, and have proven to be fundamental in both the development and function of synapses (Inestrosa and Arenas, 2010; Inestrosa and Varela-Nallar, 2015). Altogether, these findings strongly suggest that Wnt signaling might be down-regulated during aging, leading to increased vulnerability of the neural network and increasing the risk for the onset and progression of age-related pathologies, such as AD. Wnt inhibitors, including the secreted-frizzled-related protein 1 and 2 (SFRP-1 and SFRP-2) and Dickkopf-1 (Dkk-1), all them antagonists at the cell surface. As a result, mice deficient in Dkk-1 exhibit enhanced spatial working memory and memory consolidation and also show improvements in affective behavior (Caricasole et al., 2003, 2004) via website assess on 12/27/2020 https://www.frontiersin.org/articles/10.3389/fcell.2020.00734/full (Aug., 2020); access internet 12/27/2020 https://apple.news/A0bfYT-YLR2u8kRquMsjKRA

***Ask me about the dorsal raphe nucleus at the brainstem, TDP-43 (FTLD–TDP) folding proteins, beta-amyloid plaque build-up, Dkki-1 at the midbrain stem, prefrontal cortex and the frontal lobe for Alzheimer’s (dyslexia as well). Also ask me about the RAS-conscious around the age of three, ARAS and God awareness age 21–25 (Montessori, Piaget, and Fowler research as well today’s research)!!!

Pineal Body, Pituitary & Adrenal Glands (see hypothalamus below)- synthesizes melatonin, serotonin, and dopamine and cortisol which helps you respond to stress (reading for example) and has many other important functions. Also melatonin studies recently show that melatonin exhibits many bioactivities, such as antioxidant activity, anti-inflammatory characteristics, boosting immunity, anticancer activity, cardiovascular protection, anti-diabetic, anti-obese, neuroprotective and anti-aging activity. Note: Students with Sympathetic Functional System Dominance (SFD) are deficient in dopamine, melatonin, and have hyer-norepinephrine production (diligence- fight, flight, flee & hyperarousal). Students with Parasympathetic Functional System Dominance (PFD) are deficient in serotonin, melatonin, and have hypo-norepinephrine production (hypoarousal, memory retrieval, diligence/motivation-freeze). Note: The pineal gland helps with a meditative state if the head is covered- it’s great for Calm. I will write more about calm ahead! Varied is, of course, Total Functional System Dominance (TFSD) which is most varied in hormones and the hardest time being calm with mood swings along gaining equanimity also can be diagnosed congenital adrenal hyperplasia.

Remember: ACC- is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta major chakra), HPA- is also part of the RAS (Hypothalamic–Pituitary–Adrenal Axis- associated with the soma chakra) Both are associated to the thymus chakra aka vagus nerve chakra.

Medulla Oblongata at the EM Field Including the Pons

3.5 Internal Medulla Oblongata Brain illustration

 
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Thalamus– integrates and sends sensory information such as autonomic functions (para/sympathetic)

Olivary body– motor learning and perception of sound (auditory and visual processing specifically)

Hypothalamus– speed processing of information also you need to remember the important RAS info. whichincludes the following excerpt: ‘The RAS is said to be the gas pedal [slow, accelerate or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996). Also, includes the hippocampus (see above)- which is in the limbic system and regulates perceptions (such as the perception of shame, long-term memory). Note: Students with Sympathetic Functional System Dominance (SFD) react with anger and have hyper-speed (accelerated) processing and long-term memory issues (both also varied from trying to regulate accelerated-slow so one and so forth). Students with Parasympathetic Functional System Dominance (PFD) filters with perceptions of shame, have slow speed processing (also the controversial- slow cognitive speed tempo) and bypassing the facts needed for short-term memory (effects sequencing skills, background knowledge)-headed straight to filtering based on meaning and perceptions (again shame)- short term memory issues are actually a prefrontal lobe executive functioning issues. The frontal lobe to perceive the universal emotions which are the following: anger, strength, joy, bliss, shame, courage, compassion, and harmony (executive functioning logic through analysis or evaluation) where the mind deems how important (what or why). Basically, Remember the RAS-alta major chakra, pineal and pituitary gland (pituitary chakra), crown chakra specifically for Parasympathetic Functional System Dominance (PFD) & HPA- soma chakra, hypothalamic–pituitary–adrenal axis for Sympathetic Functional System Dominance (SFD). Varied speed processing (hypo-, hyper-) is, of course, Total Functional System Dominance which is most common with autism (anger and shame- TFD).

The Spirit

Chapter 4

The Divine Stamp- Soul & Body

In a deeper sense, the divine stamp is our will to make a transformation and renew strength and empathy by accepting Him, so we can heal ultimately in courage, compassion, harmony and unconditional love for others, and mainly ourselves in acceptance of the true mercy and grace of God! Discovering how to live a blameless and pure life once realizing the issues of learning and relationships HAD TO HAPPEN and ALL problems with others such as: being the teachers, school and learning, relatives such as brothers/sisters, or the other kids. It really isn’t others or the neurodifference itself; It is our understanding of the greater purpose in life so for the greater good to glorify His Kingdom! It’s our life’s lesson to the journey of learning to glorify God along with gaining his blessings of Peace, Freedom, and Victory.

Key Contemplation: Stay Blamess & Know It ALL Had to Happen

Intention: God awareness and unity

Affirmation: I AM THAT…I AM SAVED- I AM COVERED IN THESE INTENTIONS IN MY BODY and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES, FEELINGS, DREAMS AND VISIONS (see image 4.0 below)

Daily Functional System Regulation (DFSR) Thymus (Soul) -Pons (MidBrain)-RAS (Brainstem)

Versus

Responsive System Dysfunction (RSD): *Dysregulation Functional System Regulation RAS (Brainstem)-PONS (MindBrain) DISCONNECTION THYMUS (SOUL)

*NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) and Total Learning System Dysfunction (TLSD) works in a downward effect from RAS-PONS-THYMUS:

Affirmation of Faith

The internal flame is the divine stamp of infinite and complete wholeness with God. There’s peace and comfort knowing he is my help, lamp, and savior!! The way to a complete functional system again is replacing anger with strength and shame with empathy (adults hatred with courage and grief with compassion). Why anger with strength? Have you seen a paranoid, anxious, angry person, who’s absorbed in their “ego”, ever want to face and examine their anger feelings and triggers? It takes a lot of strength to do this! Why shame with empathy? Have you ever seen a withdrawn, self-absorbed, and ashamed person who’s almost defeated, ever want to have empathy for themselves (or others)? Jesus has already taken their suffering, so stay blameless. Those with a SFD, or PFD or TFD just need to accept Him into their heart , actually thymus (internal-sacred flame- high heart, thymus) and ask for help by growing in eternal strength and wisdom to increase their own peace and comfort (harmony) while gaining infinite “wholeness”. This is the divine stamp that we are promised!

The Lord bless you and give you peace. Numbers 6:23–24

Affirmation of Faith: I am blessed. I have internal peace.

Image 4.0 Divine Stamp of Spirit Illustration

 
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Pons

image 4.1 Pons Illustration works with RAS (*aka God Awareness Chakra)

 
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The pons integrates both the medulla oblongata and the thalamus (NOTE: the importance of conscious reappraisal of emotions (emotional reappraisal) such as shame/empathy and anger/strength for the ARAS). In the thalamus, students can have a slow (hypo-), accelerated (hyper-) or varied processing and they have a problem with sensory integration disorders and emotional intensity or insensitivity with their neurodifference. The Pons, like the RAS, is responsible for arousal (hyper-, hypo- and varied). Plus, the pons connects areas of the brain that controls autonomic functions (parasympathetic (shame) /sympathetic (anger)): Acting or occurring involuntarily, without conscious control, in the somatic nervous system such as sleep and histamine inhibitors: The part of the peripheral nervous system that transmits signals from the central nervous system to skeletal muscles, and from receptors of external stimuli such as mediating sight, hearing, and touch and movement including speaking with conscious control (RAS-alta major chakra, crown chakra specifically via the thymus (Vagus Nerve Chakra)).

Since the pons and the thymus (see below) as well as the RAS work together, Students with Sympathetic Functional System Dominance (SFD) can have problems “Seeing God” and “feeling worthy”- for God awareness they need circumstantial evidence or can go to extreme become ulta-religious constantly “breaking down” the Bible and religion. Those with a Parasympathetic Functional System Dominance (PFD) have problems “Hearing God ‘’ and “feeling enough”- for God awareness being calm in the mind- being present and ruminating on past/future a must. (PONS is addressed more in my ELBERT™ program: includes PYAM & RAS exercises body, breath, calm through prayer, yoga, affirmation, and meditation which connects us to God- see section below). Note: Students with Sympathetic Functional System Dominance (SFD) and Parasympathetic Functional System Dominance (PFD) have high allergy rates and sleep disturbances (see other complications below).

  • Image 4.1a & 4.1b II Pons Axial Section and Peripheral Nervous System illustration which contains the Glia, also called glial cells or neuroglia, are non-neuronal cells in the central nervous system (brain and spinal cord) and the peripheral nervous system.

Note: For those with Dysphonetic (auditory) and Dsyeidetic (visual-surface) Dyslexia, the medial longitudinal fasciculus of the pons carries information about the direction that the eyes should move. It connects the cranial nerve nuclei III (Oculomotor nerve), IV (Trochlear nerve) and VI (Abducens nerve) together, and integrates movements directed by the gaze centers (frontal eye field) and information about head movement (from cranial VIII, Vestibulocochlear nerve- which The vestibulocochlear nerve is unusual in that it primarily consists of bipolar neurons. It is the nerve responsible for the special senses of hearing (via the cochlear nerve), and balance (via the vestibular nerve). Then the cochlea detects the magnitude and frequency of sound waves. Students with dyslexia have tendency for speech deficits and chronic ear infections, auditory as well as visual processing issues and sometimes balance and conflicting signals in the inner ear, eyes, and sensory receptors.

Image 4.1a Pons Axial illustration

 
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https://images.app.goo.gl/THSvxHLckja1Jk4CA

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3927233/

The cranial nerves are controlled by the vagus of the peripheral nervous system. see 4.1b Peripheral Nervous System illustration (see the EM FieldSenses and Chakras Vagal Tone above)

 
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Thymus

image 4.2 thymus illustration works with RAS illustration

 
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Thymus (12th chakra and all chakras, high heart & mind)Upper or Higher Heart Chakra (*aka God Unity Chakra, Ascension Chakra, Vagus Nerve Chakra). It is known as “the seat of the soul” or the mind for the fact that it: holds a record of traumatic or painful events, dimensional to the subliminal content (see intelligence model below) and ancestral narration. High Heart Chakra, also called the ascended heart chakra, is connected with an organ: the thymus gland which before birth and throughout childhood, the thymus is instrumental in the production and maturation of T-lymphocytes or T cells, a specific type of white blood cell that protects the body from certain threats, including viruses and infections; It plays a role in immunity, autoimmunity, and aging (it’s basically our twin flame and fountain of youth). It’s the mind because it interprets and filters our experiences and environment. It’s connection of perception between all affective, behavioral and cognitive experiences including the mainstream universal emotions of anger and shame on that of the pons, RAS (ARAS), vagus nerve and gut brain axis. It’s the internal fire [sacred fire] that gives us our purpose for God awareness (RAS) and unity (ARAS) intelligence (knowledge) connection. A healthy thymus gives us system regulation or unhealthy thymus system dysregulation (disintegration) of all our systems: contents, models and operations amongst our very own body, mind and spirit (see cubed model of intelligence illustration below). Go By The Promises Of God In The Bible (see below)

Our Promises From God (Truth Of Sod)- Held with-in the Thymus

Lower Self (1–8)

Higher Self (9–12)

Grace

Mercy

Glory

Victory

Revelation

Transmutation

Power

Salvation

“The core is not developing the new chakra-system, but rather to expand your consciousness beyond what is perceived by the monkey mind.” https://ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-chakra-system-and-twinflame-process/; https://www.energiasoi.com

If you are questioning if the thymus houses the mind, then ask yourself have you ever felt or thought something outside your own consciousness (maybe you found something out as you were journaling)? Try asking yourself is this true? You might even perceive something in a different way? Read below because what I’m asking and presenting to you might change your perception.

This cubed model of intelligence (see below) should be added to the ‘triarchic theory’, “this theory of intelligence has three aspects: analytical, creative, and practical (Sternberg, 1985). Analytical intelligence, also referred to as componential intelligence, refers to intelligence that is applied to analyze or evaluate problems and arrive at solutions’. [accessed 1/10/201, https://www.simplypsychology.org/intelligence.html].” ‘This is a major theoretical issue for psychologists because they are divided on which perception [the mind] relies directly on for information in the environment. Some argue that perceptual processes are not direct, but depend on the perceiver’s expectations and previous knowledge as well as the information available in the stimulus itself.’ [accessed 1/10/20, https://www.simplypsychology.org/perception-theories.html]. I argue, the IQ is a fluid as a person’s EQ depending on the mindset, situational triggers, circumstance, and environment as well as what is mentioned prior when writing about functional systems. Think about the Necker cube, which is sometimes used to test computer models of the human visual system, to see if consistent interpretations of the image are the same. There is evidence that by focusing on different parts of the figure, one can force a more stable perception of the cube.

The cubed model (image 4.3) should be added to how we test IQ because it takes the variance of human perceptions, which is part of one’s mindset and takes into account: contents (facts), products (form/ functions), and operations (feelings/future).

image 4.3 cubed model of intelligence illustration

 
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As listed above on the cubed intelligence model, I need you to note under operations with convergent and divergent operations. Most people are convergent and have deductive reasoning and convergent thought. Those with neurodiversity have divergent production and have inductive reasoning and divergent thought. This is not the norm. The convergent production is based solely off of the “scientific method”- this thought process involves answering “what” by theory, hypothesis, testing, and conclusion. The divergent production wants to answer the “why” using their own observations, patterns, hypothesis and theory. In time, they observe what’s developing in their own perceptions of their mind through symbolic, behavioral contents, then evaluative memory of certain relations, systems, transformation and implications before they come up with a variety of never been used ways for a solution. The IQ testing today isn’t set up to test this divergent way of thought- along with the authenticity of each person’s mind.

Further Focus

Before we move onto the next section on how to help yourself and your child. Please ask yourself this question not from your brain, heart but from your mind these questions:

Self-regulation:

Is s/he frequently irritable?

Does s/he overreact to small problems?

Does s/he have intense, angry outbursts?

Does s/he have outbursts for little or no apparent reason? (specify situations in which outbursts occur)?

Attention and Executive Function:

Is s/he easily distractible; does he act without thinking?

Is s/he restless, not able to sit still; is he overly active?

Does s/he have difficulty initiating or finishing tasks such as homework?

Does s/he have difficulty finding things in his/her room or desk?

Is his/her written work poorly organized, does s/he have difficulty planning ahead?

Does s/he forget to hand in homework?

Oppositional and Aggressive behavior:

Is your child destructive to toys or other objects?

Does s/he say “no” or refuse to comply when asked to do something?

Does your child regularly argue with you (parents), teachers?

Does s/he tease or bully another child? Has s/he been teased or bullied?

Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?

Does s/he swear, call names or make threats?

Anxiety:

Do you think your child worries more than other children?

What does s/he worry about?

Does s/he ever have problems falling asleep because she is worrying about something, can’t turn his/her mind off?

Does your child have many fears?

Is s/he easily scared?

Can s/he be easily comforted by reassurance?

Depression:

What is your child’s mood like most of the time?

Is s/he often unhappy, sad or tearful?

Does your child’s mood change abruptly for no apparent reason?

Have you noticed a change in his/her interest in things s/he used to enjoy?

Have you noticed a change in his/her energy or activity level?

Is s/he more quiet than usual?

Have you noticed a change in his/her sleep patterns or appetite?

By The Research Autism Group or online https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf [Accessed 16 Dec. 2019].

Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.

Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

Affirmation of God: I am love. I have harmony.END OF EXCERPT ADAPTED FROM THE BOOK Nurture Their Nature!!

 
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The Book- Total 206 Pages
 
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Purchasing: This is a prelauch of my book, there’s a $25 is a deposit towards your book. There is no other shipping and handling fees added. The book is available in several formats including…

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FREE DYSLEXIA HELP: https://linktr.ee/tcooktutor DISCOVERY CALL TODAY: https://tcooktutor.as.me/

Also, I just published Preview Of My Book Dyslexia Help: Reading in Research- Answering ‘Synonymous Whys of Dyslexia’… https://link.medium.com/ioU6zLY95cb

 
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https://myelbert.com

I also touch on the safe, positive learning environments, toxicity and other environmental factors for instance you can view some of the activities and exercises like PYAM DAILY. In my classes and sessions, I cover the affirmations of strengths [remember trust your brain and heart: I am smart, I can do this, I am love]. A neurodifference can be perceived as having “gifts” such as: We are highly intelligent and have the ability to use tools and strategies to compensate for struggles to read, write, or spell. We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions. We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have deep and holistic list-form thinking, problem solving and building/constructing abilities, computer skills and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual, artistic and visionary skills, inventing and innovating pursuits.

Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.

Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

Affirmation of God: I am love. I have harmony.

© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020

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  • This Site Contains Affiliate Links, Pictures Are Either:

DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited from disclosing, copying, distributing or using any of this information. If you received this communication in error, please contact the sender immediately and destroy the material in its entirety, whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted for professional medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor but the information could change your life!

NURTURE THEIR VERY OWN NATURE: Helping Those With A Learning Differences

Overcoming Dyslexia

 
 
 
 

Dyslexia The Quick Screen of Markers & Characteristics

Dyslexia Help: Dysphonetic (phonetic) VS Dsyeidetic (visual) Dyslexia

After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole child.” I work with all stakeholders on constructive engagement when learning based on my student “whole child” observation(s) inspired by Maria Montessori, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner,  Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning and neuro-differences. This program is based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, countless hours of student observations, educational research, and studies along with my perpetual care for children.

People with dyslexia have a sound and language processing problems. They will struggle to connect letters to sounds and, mainly problems identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing problems struggle to understand visual information such as letters, shapes, or objects and, mainly problems processing graphic symbols. Related to the absorption and processing of sounds [sounds especially can be omitted from the middle position of words the most because it’s the last sound to be processed; even though, it’s in the middle position], Therefore, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sounds confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal and reversal are more common in students with a visual processing problem. Because dyslexia cannot be cured, students can develop tools and strategies to help their working memory, phonological awareness, reading, speaking, and spelling. I’d have them remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].

With Much Sincerity,

          Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

 

“One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.”https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia

“In the 1930’s Dr Samuel Orton in the USA noticed that learners with dyslexia had problems in reading and writing when taught by ‘traditional’ methods. Working on the premise that some cerebral connections, notably those between the visual and auditory areas, could be less strong in these learners, he looked for a system of teaching which would use other associative areas of the brain to link the visual and auditory areas.https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-2-2.htm

“(Psychology) a developmental disorder which can cause learning difficulty in one or more of the areas of reading, writing, and numeracy. Nontechnical name: word blindnesshttps://www.thefreedictionary.com/dyslexia

 

The Quick Screen of Markers and Characteristics Checklist

-Dysphonetic (phonetic) Dyslexia

-Dsyeidetic (visual) Dyslexia

-Both

This is professional, not Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor.

READING INTEREST SURVEY
Do you like reading?

What do you like to read?

Do you like to write?   

Learning 

Note:

 

VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate  APD- Auditory Processing= Parasympathetic Functioning Systems Dominate 
1. VISUAL DISCRIMINATION ISSUES:

Trouble seeing the difference between similar letters, shapes, or objects. Try a search and find!!

2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES:

Struggle to distinguish a shape or letter from its background.

3. VISUAL SEQUENCING ISSUES:

Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line over and over.

4. VISUAL-MOTOR PROCESSING ISSUES:

Trouble using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking.

5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES:

Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling.

6. VISUAL-SPATIAL ISSUES:

Trouble understanding where objects are in space; unsure how close objects are to one another (check out horizontal and verticals spacing in their handwriting- HARDEST TIME COPYING WORDS)

7. VISUAL CLOSURE ISSUES:

Difficulty identifying an object when only parts of it are showing (check out a,o in their handwriting).

8. LETTER AND SYMBOL REVERSAL ISSUES:

Switch numbers or letters when writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for “m” (p,q)  aka “Directional Dyslexia”.

 

SPECIFIC LEARNING DISABILITY neurobiological IN ORGIN

**Believed to be caused by an impairment in neural processing of visiual information.

https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/

  1. PROBLEMS IDENTIFYING SPEECH SOUND AND LEARNING HOW THEY RELATE TO LETTERS

Defined by difficulty processing the basic sounds of language (phonemes), sounds of letters and groups of letter resulting in very slow and labored reading.

Common confusions of sounds with auditory type dyslexia //i/e, y/w, s/z,  a/o/, f/v and x as /k/ only not /kw//.

2. SPECIFIC LEARNING DISABILITY neurobiological IN ORGIN

Believed to be caused by an impairment in neural processing of auditory information.

3. ACCURATE and/or FLUENT WORD RECOGNITION:

 Sounds may be being fused, confused, or jumbled. It is not a hearing impairment (See VPD too).

https://www.dyslexia-reading-well.com/auditory-dyslexia.html

4. LEARNING DISORDER that affects your ability to read, speak, write, and spell (see below)

 In the medial position (mostly) you’ll see omissions of sound processing hence the students will add, repeat, substitute and even delete all together letters in the middle of the word, phrase, sentence or paragraph (check the medial, final, and initial letters in their spelling).

Hard time with diction and transcription writing- due to spelling, working memory. and executive functioning.

 

 

*Note: Students can have deficits that are both auditory and visual in nature! Total Functional Dominance. 

2) Spelling Inventory. Read phonetic and sight words (back and forth) to have the student spell onto black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student.  See Appendix Cont. for Student Prompt. 

    Phonetic Words Students Sample Sight Words Students Sample
cap

log

hut

ten

sip

plan

crum

step

gate

wide

chat

ship

spun

thin

duck

stale

smile

scrap

stroke

pitch

shrine

thing

a

of

on

do

the

and

any

you

are

all

with

from

what

were

other

your

said

would

which

about

before

should

 

Dysphonetic (phonetic)Dyslexia

Auditory Processing-Words, Phrases, Sentences-writing and/or 10 word spelling sample onto copy paper,  mark position  (words ex. for the word cap below)characteristics and markers,  and make note and percentage.

Why spelling words (see above)?

The middle sounds even though in the middle position is the last to be processed. The last sound even though is the last position is the second to be processed. Since language sound processing is needed for spelling, you will observe them misspelling in mainly in the middle position, then the last position by doing omissions (leading to deletions, additions, substitutions, repetitions)! Orton Gillingham methods are great for helping anyone who has these sound processing issues.

  • Beginning
 Middle  End

 

Omissions: ex. the word cap
Deletions- cp
Additions- caop
Substitutions-  cip
Repetitions-  caap
Fusion- She allowed (fused first sounds of two different words)
Include PA- Language/

Listening, Alliteration, Assonance, & Rime (see below). Also, ask about sensitivity to loud noise, muffled sounds when in a crowd for CAPD.

 

 

Dsyeidetic (visual) Dyslexia aka surface dyslexia, visual dyslexia

Visual Processing-Words, Phrases, Sentences- again writing and/or 10 word spelling sample onto copy paper,  mark position  (words ex. for the word cap below)characteristics and markers,  and make note and percentage.

Why spelling words (see above)?

Have you ever seen anyone fix a b/d reversal by sounds, phonics, and auditorily methods? I have not. I have seen visual methods such as drawing a /bed/ work,  noting the hands L/R, and holding up the hands. Mainly, I have seen where a developmental or behavioral optometrist, OT,  or special lenses have helped the most.

ex. the word cap

 

 

Transposals- cpa
Reversals-  c@P, pac
Closures- a, o’s, etc. don’t meet up/ front/back tail
Capitals- caP
Picture Find (confusing- incomplete, differences, Spacing off)
Descr.: blurry, jumping, flying, repeating, skipping lines- run sentences (bypass period, comma)
Dysgraphia- Proprioception
Finger Tapping Speed
Spacing off
Tight/Loose Grip- Dark/Light
Lots of Erasing, Splitting & Drawing of Letters
Organization, Poor Handwriting
Specific Language Impairment

(Se auditory processing can be CPD)

Nouns (Pronouns)/Verbs usage and organizational positioning
Adj./Adv. usage
Overall Lang. Development (#speech sounds-production/r,s,w,etc/words, age)
Endings of Conjugations (endings, -s,-es)
(ask about CAPD/SLP or audiologist- speech, noise levels, sensitivity & filtering,&  DLD)
Observational Notes

Name:____________________________

Date:________________________

Instructor/Tutor: ___________________________

Original Noun Subcategory
Ex. house

 

 

 

Ex. apartment, mobile home, trailer, studio
 

 

 

 

 

 

 

 

 

Original Verb Subcategory
Ex. bounce

 

 

 

Ex. bounce, dribble
 

 

 

 

 

 

 

 

 

 

Total Characteristics 

 

_______Dysphonetic (phonetic) Dyslexia

_______Dsyeidetic (visual) Dyslexia

_______Both

Position Frequently (percentage= total characteristics/

total letters spelled) 

[>50% see below] [>50% see below] [>50% see below]

Continue reading Dyslexia The Quick Screen of Markers & Characteristics

Cook’s Resume

Patricia F. Cook

Email: tcooktutoring@gmail.com

Website: www.myelbert.com

tcooktutor, dyslaxiahelp; @help_dyslexia @tcook2017

 

Education/Certification:

2015-University of Alabama Birmingham, Doctoral Student (Fall 2015 into PhD in ECE/Reading on hold)

2013-Orton-Gillingham, Greengate School of Tutor Training (AGOPE Program, Associate Certification-Dyslexia Interventionist)

2012-University of Alabama, Masters of Secondary Education Degree with P-12 Reading Specialist Certificate (H.Q. 2012/G.P.A. 3.67)

2008-Atlanta Montessori Teacher Education (Toddler AMS Certification)

2000-Auburn University Speech and Hearing Clinic (210 hours of SLP, Status 10 Program)

1998-Auburn University, Undergraduate in Early Childhood Education Degree with P-3 Teaching Certificate (H.Q. 2012)

 

Litterateur Experience:

2020- Nurture Their Nature By Looking To Heal Our Very Own [Learning] Difference

2020- Setting Up Montessori By Tricia Cook, Reading Specialist

2020- Pencils, Poetry, & Prose By Tricia Cook, Reading Specialist

2020-Overcoming By Overcompensation: Cook’s Comprehension Handbook

2020- Understanding Your Child’s Dyslexia Course By Tricia Cook, Reading Specialist

2020-I Signed My Own Permission Slip: Permission Taken (Co-Author, Contributor)

2020- ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! (Literacy Program)

2020- Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from the spirit, soul, and body. (WordPress/Medium Article) 

2019- Oh, Good Golly: Capturing Language in Students with Dyslexia from a Montessori Perspective (Literacy Program)

2019- Body Talk: Finding the Beauty In You (Co-Author, Contributor)

 

Education Experience:

  • Cook’s Independent Tutoring, Coaching, and Consulting, LLC. (Dyslexia & Behavioral Interventionist)
  • The Gathering Place Christian Academy (Behavioral and Literacy Interventionist)
  • M-Power Ministries Adult Basic Education Center (Literacy Manager)
  • Stonecreek Montessori Academy (Lead Teacher)
  • Primrose School (Kindergarten Lead Teacher)
  • Talladega City Schools-Hal Henderson (Lead Pre-K Teacher, Reading Interventionist Practicum Student)
  • Alabama’s Office of School Readiness (Technical Assistant/Trainer)
  • J.S.B Montessori Academy (Toddler/Primary Lead Teacher)

 

Tutoring Experience:

-Cook’s Independent Tutoring, Coaching, and Consulting, LLC. (Dyslexia & Behavioral Interventionist)

-M-Power Ministries (Adult Literacy Tutor)

-Reading & Math Center- Hoover (Tutor)

-Club Z Tutoring (Tutor)

-Reading Recovery (Tutor)

-Building Bridges (Adult Literacy Tutor)

-South Baldwin County Literacy Council (Adult Literacy Tutor/Trainer)

-Mount Laurel Elementary School (Reading Coach Intern)

-Alabama Game Changers (Tutor)

-Independent Tutoring (Tutor)

 

Presenting/Technical Assistance/Consulting:

  • Office of School Readiness (OSR)- Montgomery, Shelby, Jefferson, Clay, Calhoun, Mobile, Baldwin, Lawrence, Talladega, Cleburne, Cherokee Counties (training/ technical assistance/presenter)
  • Gulf Region Early Childhood Services (GRCMA)- Mobile & Baldwin Counties (training/presenter)
  • South Baldwin County Literacy Council-Baldwin County (consulting/training/ presenter)
  • UAB’s MidSouth Reading and Writing Conference (two consecutive years)- Jefferson County (volunteer/presenter)
  • Bright Beginnings Academy- Mobile County (presenter)
  • M-Power Ministries (Literacy Education Center)- Jefferson County (consulting/ presenter)
  • Alabama PreK Conference (two consecutive years with OSR)- Montgomery County (training/program presenter)
  • Community Action Partnership of North Alabama (partnership with OSR)- DeKalb County (training/presenter)
  • Hoover Library (Teen Section)-  Jefferson County (volunteer/presenter)
  • Cook’s Independent Consulting (various)

 

Training/Professional Development:

-Jean Piaget- Constructivist Theory (Auburn University-Auburn)

-Reading Recovery (Auburn University-Auburn)

-Maria Montessori (Atlanta Montessori Teacher Education Center)

-Dr. Vincent Goetry MOOC Online Course from Dyslexia International’s Sharing Expertise (University of London’s Curriculum, Online)

-Dyslexia and Morphology & Logic of Sight Words with Ellen Meyer and Mary McBride, O-G Fellows, owners of LanguageInsights, LLC.  (Online, 2020)

-Jill Hams- Children’s Dyslexia Center of Georgia (Handwriting Online Program)

-Juanita Copley- Mathematics in Action (OSR/JCCEO-Birmingham)

-Orton-Gillingham Math Training with Jennings Miller (Alabama Game Changers- Jefferson County)

-Teaching Trauma Informed YOGA FOR CHILDREN By Jennifer Cohen Harper

-Dr. Vincent Goetry MOOC Online Course from Dyslexia International’s Sharing Expertise (University of London’s curriculum, Online)

-Participant along with 20,000 Leaders (Online, 2020)

-Becky Bailey’s Positive Discipline (NAEYC Conference-Dallas)

-UAB’s MidSouth Reading and Writing Conference (Jefferson County)

-GOLD and CLASS training with OSR (Montgomery County)

-Literacy Council of Central Alabama Tutor Training (Birmingham)

-Auburn Speech and Hearing Clinic- Status 10 Program for Audiology & Speech Pathology (Auburn University-Auburn)

-Creative Curriculum (JCCEO/OSR-Jefferson County)

-Dr. Jean Feldman-Music and Movement Training (OSR- PreK Conference- Montgomery)

-Train the Trainer (CCR-Birmingham)

Conscious Parenting By Dr. Shefali Tsabary (Online Course)

-Harvard University-Catherine Snow’s Learning to Talk by Talking (Online Course)

-Alabama International Dyslexia Association- Dyslexia Simulation (Jefferson County)

-Houghton-Mifflin Teacher Training (Department of Children Affairs Office- Montgomery)

-Word Wise Tutor Training (Hoover Center-Birmingham)

-Samford’s Summer Institute Teacher Training (Cahaba Grand Conference Center- Birmingham)

-AMSTI- ECE Pre-K Kit Training (Alabama’s Math, Science, Technology Institute- Pelham)

-Dr. Jane Nelson- Positive Discipline (Online Class)

-Yetta Goodman- Language and Literacy (MidSouth Reading and Writing Conference- Birmingham)

-OSR Technical Assistance Training and ECERS-R by Kaplan (Department of Children Affairs Office-Montgomery)

-Educate Alabama Training (Talladega County)

-OSR Lead-Teacher Training (Department of Children Affairs Office-Montgomery)

-Mr. Greg and Steve- Music, Moving and Learning (Baldwin and Montgomery County)

-Kaplan-ECER-R: TA Training (Department of Children Affairs Office-Montgomery)

-High-Scope (Department of Children Affairs Office-Montgomery)

-IDA-AL Fall Conference: Rise To The Challenge Training (2018-2020, Mobile and Jefferson County)

 

Professional Organizations, Affiliations, and Memberships:

 Member of The Dyslexia Foundation- An Affiliate of  ACADEMIC CENTERS FOR EXCELLENCE (2018-Present)

AGOPE Member/Friends

Other

  • ARA-Alabama Reading Association (past)
  • BARC-Birmingham Area Reading Council (past)
  • NAEYC, AAEYC & SECA (past)
  • AMS-American Montessori Society (past)
  • IRA- International Reading Association (past)

 

*reference upon request
Annotation 2020-04-14 161548

Article Review: Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA

Professional Review of article Cook, T, 2018, Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA. I’m Calling for REVIEWERS:https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/#.XyNCF-dOlrQ.

Present Article Reviews 3/26/2020

-Review given by Ron Cole  IMG_2458

There’s a CALL for more reviews!!!!

Huge Favor: since you read my article and gave very helpful feedback and/or positive recognition, can you please write a review (see image below)? If you are strapped on time, can you just write a short paragraph saying what you like about my article with your name, program, title, and contact!!! Thanks in advance, Tricia Cook.

CALL for more reviews…submit name, email, company website & review (see all viewers can see):

IF SO JOIN PRIVATE FACEBOOK DISCUSSION HERE: https://www.facebook.com/groups/674837429989341/?ref=share

#learningdifference, #dyslexia,

#neurodifference, #epigentics, #love, #RAS,

#neurounderstanding, #elbert, #dyslexiahelp, #tcooktutor, #neurodiversity

Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor