Posts Tagged ‘ADHD’
Pat Wyman is a learning specialist par excellence
July 29th, 2010 | 
Author: I am very grateful to Pat Wyman for her guest article below. – Doc Meek
America’s Most Trusted Learning Expert
Instant Learning Strategies®: The Top Five Secrets You Need to Learn Anything Fast
In your ever-busy, “on demand” life, have you ever wondered how it would feel to be able to learn twice as much in half the time? Life changes in an instant, so here is a proven, Instant Learning® formula that will give you the learning edge you need.
Whether you are a CEO, an employee in job training, a student, or a parent, did you know that a baby learning to walk uses the same techniques that are key to your Instant Learning® ability? The baby practices but really learns to walk in an “instant” once he unlocks the code I share in my Instant Learning® seminars—”learning is not about being smart; it’s about strategy!”
Curious? Read on, put your eyebrows on relax, and you will remember everything you read in this chapter. Here are five proven strategies that neuroscientists, psychologists, and learning experts say anyone can use to confidently learn anything new. I call this Instant Learning® formula BBAPI.
1. Belief
You already believe that you can learn in an instant because you’ve been doing it your whole life. When you were younger, you learned thousands of new things, firm in the belief that you would succeed. You simply tried new strategies until you mastered the task. As Henry Ford said, “If you think you can do a thing, or think you can’t do a thing, you’re right.”
Right now, give yourself permission to believe that you can learn anything based solely on the information you receive from your actions. Adjust your learning strategies as you read this chapter, and do things differently until you get the result you want. Remember, your belief and strategies together are so strong that they inspire the highest vision of what is possible.
2. Body
Your body movements are a reflection of what is going on in your brain. If you lie on the couch in a dimly lit room and say self-defeating things to yourself while deciding that you’re going to learn something new, you will simply end up on the couch. This is information that you’re not highly motivated to learn anything new.
Do this: change your body position as if you are perfectly successful and record how you feel. When you are ready to learn something new, put yourself into your “success position.” Next, do what experts do with their bodies: I call it “Brain Smart, Body Smart™.” Make sure you get any “body or brain” roadblocks to learning out of the way. Have your eyes checked by a developmental optometrist to make sure that you see the printed page the same way others do; make sure you are hearing properly; exercise, love your body enough to put nourishing foods into it, and explore why supplements like omega 3s, which are proven to help you think faster and remember longer, are the very best strategies to enhance your body and brain.
3. Association
Have you ever met someone and liked them right away, even though you did not actually know the person? The reason is called association, which neuroscientists say is created from connections in your brain that remind you of someone else you already know and like.
To make learning faster, connect it with something you already know because your brain craves patterns. To cement the learning, add more connections like humor, uniqueness, emotion, and visual, auditory, and tactile modalities. Psychologists report that you can learn something new the very first time, if the associations you make along with it are strong enough. When I teach medical students how to recall complicated medical terms, we use humorous letters, pictures, and words connected with things they already know. Their learning is stress-free and virtually “instant”!
4. Pictures
Have you ever read sections of a book and then forgot what you just read? After you see a movie, do you notice that it seems easier to remember the pictures?
Picture recall has much more meaning across many parts of the brain, so the saying “one picture is worth a thousand words” really is true. Whenever you are reading something new, put your body into success position and become a filmmaker in your mind. Read something, look up, and make a movie from the words. Then, add your own, personalized version of something familiar in your picture. Connect the two images, and when you look up at your images again, you’ll easily be able to learn and remember whatever you want. This is called the eye-brain connection.
5. Input, Storage, and Output Need to be Matched
If you wanted to find out whether a baseball player had the skills to make the team, would you give the person a written test? Sounds silly, but the mismatch between learning and testing styles is a major reason people wonder about whether they can learn new things.
One of the best-kept learning secrets that you’ll never hear in school is how to match learning styles with testing styles for effortless learning. Discover your preferred learning style (visual, auditory, or tactile), and ask yourself what style will be used to test your knowledge. Match your learning style (input), memory style (storage), and testing style (output), and learning becomes a breeze.
Remember, learning is not about being smart. It is only about strategy, and once you know the strategies, you can choose to learn anything at any time. Learning how to learn is your key to Instant Learning® for a lifetime of learning success.
For your FREE Personal Learning Styles Inventory, and your 4 FREE chapters of my immediately downloadable eBook, Instant Learning® for Amazing Grades, go to: www.howtolearn.com/amazinggrades.html
– Pat Wyman ………………………………………………………………………………………..
Thank you, Pat!
Doc Meek, Thursday, July 29, 2010, at South Jordan, Utah, USA ——————————-
J. Collins Meek, Ph.D. (Doc Meek)
“What if you are smarter than you think?”
Learning Specialist https://docmeek.com
For brain health, ensure heart health (short video):
http://www.amiraclemolecule.com/themeekteam
More on heart health http://www.themeekteam.info
Ph (801) 971-1812 (Jeannette); Fax [801] 282-6026
THE LEARNING CLINIC WORLDWIDE, INC.
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
TONGA: Mele Taumoepeau, P.O. Box 60, Nuku’alofa
USA: 3688 W 9800 S, #138, South Jordan, UT 84095
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Doc Meek Qualifications Brief
Qualifications Brief for Doc Meek
J. Collins Meek, B.Ed., M.Ed., Ph.D.
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
US: 3688 W 9800 S, #138, South Jordan, UT 84095-3260
Telephone: (801) 971-1812 (Jeannette); Facsimile: [801] 282-6026
Offering a rare combination of public and private sector background, with demonstrated success in developing programs and strategies for schooling and family triumphs for children and adults
ACADEMIC QUALIFICATIONS
A. ADVANCED AND BASIC DEGREES
– Ph.D. (1979); University of Alberta; emphasis on research and administration
– M.Ed. (1972); University of Alberta; emphasis on supervision and finance
– B.Ed. (1969); University of Alberta; emphasis on teaching, English and psychology
B. SELECTED SPECIALIZED TRAINING
– JOURNEY WORK (2008), The Journey—Evolution Unlimited, Louisville, CO, USA
Areas of emphasis: enlightened therapy; Journey Practitioner skills (220+ hours)
– EDUCATION IN NATIVE CULTURES (1999) BYU-HAWAII, Laie, HI, USA
Areas of emphasis: International Teacher Education Program (60 hours)
– DYNAMIC ASSESSMENT (1997), University of Calgary, Calgary, AB, CANADA
Areas of emphasis: educational assessment in a cross-cultural context (45 hours)
– ADULT DEVELOPMENT (1996), University of Athabasca, Calgary, AB, CANADA
Areas of emphasis: adult development across the life-cycle (45 hours)
– FAMILY THERAPY (1995), Holy Cross Hospital, Calgary, AB, CANADA
Areas of emphasis: family systems and family interviews (90 hours)
– PHOTO READING (1993), Learning Strategies Corporation, Wazata, MN, USA
Areas of emphasis: accelerated learning and advanced speed reading (32 hours)
– BRAIN GYM I & II (1993), Educational Kinesiology Foundation, Ventura, CA, USA
Areas of emphasis: use of movement in mitigating learning problems (32 hours)
– NEURO-LINGUISTIC TRAINING (1992), First Institute, San Francisco, CA, USA
Areas of emphasis: training design and presentation for adult audiences (80 hours)
– COGNITIVE RETRAINING (1991), Glenrose Hospital, Edmonton, AB, CANADA
Areas of emphasis: computerized rehabilitation for brain injuries (8 hours)
– NEURO-LINGUISTIC TRAINING (1990), NLP Comprehensive, Boulder, CO, USA
Areas of emphasis: advanced techniques for use in brief therapy (56 hours)
– PSYCHO-LINGUISTICS (1990), Communication Choices, Edmonton, AB, CANADA
Areas of emphasis: brief therapy for children and adults (144 hours)
– PEAK PERFORMANCE TEACHING (1988), Learning Pathways, Denver, CO, USA
Areas of emphasis: interventions for children with learning problems (56 hours)
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CAREER HIGHLIGHTS J. Collins Meek, Page 2
A. CONSULTANT/TRAINER for The Learning Clinic & TLC Inc., for 21 years (1988-2010)
Responsibilities: consulting, training, counseling (individual, and family systems)
B. CONSULTANT/MANAGER for Alberta Education, for 17 years (1971-88)
Responsibilities: planning/research, finance, special education and career counseling projects; served in administrative and teaching posts in cross-cultural contexts
C. GENERAL MANAGER of Sherwood Enterprises, for 3 years (1968-71)
Responsibilities: development of a small private research & development company; also developed a small residential construction firm and transportation company
D. SUPERVISOR OF PUBLIC RELATIONS for Canadian Utilities Ltd., for 4 years (1964-68)
Responsibilities: taught electrical safety in rural Alberta schools; also supervised public information, media relations, and corporate publications (editor in chief)
E. TEACHER in Alberta hospitals and Alberta & Yukon public schools, for 4 years (1960-64)
Responsibilities: teaching students in hospitals and public schools in Alberta, and teaching native Canadians in a rural community school in the Yukon Territory, Canada
VOLUNTEER SERVICE
A. THE LEARNING CLINIC YEARS (1988 to 2010)
Most volunteer activity involved working with adults and children with learning problems; elected to the Board of Directors of the Learning Disabilities Association of Alberta–Edmonton, and chaired the twice-monthly Parent Support Nights; elected Vice President in 1994. Appointed to the Board of Directors of the Learning Disabilities Association of Utah in 2003.
B. THE SOUTH PACIFIC YEARS (1999 to 2001)
Appointed Adjunct Professor, School of Education, Brigham Young University–Hawaii. Served in the South Pacific in Tonga, as Teacher Development Coordinator for the International Teacher Education Program (ITEP); facilitated university instruction and teaching strategies for teachers/administrators, and private career counseling for students, teachers and administrators.
C. THE ALBERTA DEPARTMENT OF EDUCATION YEARS (1971 to 1988)
Most volunteer activity was with professional education associations, both provincially and nationally; contributed to the National Economic Conference of the Canadian Foundation for Economic Education; did career counseling research for the federal Manpower Department.
D. THE SCHOOL AND PRIVATE SECTOR YEARS (1960 to 1971)
Volunteer tutoring and volunteer career counseling.
Served in church, community affairs and/or grassroots politics throughout all of the above years.
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PUBLICATIONS AND PRESENTATIONS J. Collins Meek, Page 3
Selected Publications:
CRANDELL, A.K., J.C. MEEK & W. WELCH. (2001). “Teacher Certification Practices for Vocational Education.” Liahona, Tonga: Paper prepared for Church Education System.
FARINE, A., D. FRIESEN & J.C. MEEK. Eds. (1979). Educational Administration: A Comparative View [of 15 countries]. Edmonton: University of Alberta.
MEEK, J.C., & J. MEEK. (2001). “International Teacher Education Program Annual Report.” Liahona, Tonga: Paper prepared for Church Education System.
MEEK, J.C. (2000). “TESL (Teaching English as a Second Language) in Tonga.” Liahona, Tonga: Paper prepared for Church Education System.
MEEK, J.C. (1996). “The Meaning of Life.” Calgary: Paper prepared for Adult Development Course, Athabasca University.
MEEK, J.C. (1995). “The Case of Danielle.” Calgary: Paper prepared for the Family Therapy Training Program, Holy Cross Hospital.
MEEK, J.C. (1993). “Parenting the Difficult Child.” Edmonton: Course prepared for Edmonton Public Schools Continuing Education Classes.
MEEK, J.C. (1992). “Managing Personal Anger.” Edmonton: Course prepared for Edmonton Public Schools Continuing Education Classes.
MEEK, J.C. (1988). “Alberta Teacher Supply & Demand Forecast: 1988-1991.” Edmonton: Alberta Department of Education.
MEEK, J.C. (1987). “Report on Special Education Services in the Province of Alberta.” Edmonton: Alberta Department of Education.
MEEK, J.C. (1984). “Provincial Priority on Education.” Edmonton: Alberta Department of Education, prepared for the Minister of Education and Members of the Legislature.
MEEK, J.C. (1979). “Local School Board Revenues and Expenditures in a Period of Declining Enrolments.” Edmonton: University of Alberta, doctoral dissertation.
MEEK, J.C. (1978). “[Job Satisfaction] Literature Review.” In E.A. Holdaway, Teacher Satisfaction: An Alberta Report. Edmonton: University of Alberta, Chapter 2, pp. 5-33.
MEEK, J.C. (1972). Ed. Evaluation Guidelines. Edmonton: Alberta Department of Education, with original authors Clarence D. Rhodes and Tina Lomas.
MEEK, J.C., G.B. HAWLEY & B.L. STRINGHAM. (1972). “Toward an Improved Management Information System (MIS).” Edmonton: Alberta Department of Education.
MEEK, J.C. (1972). “Unit Cost Analysis of the Implementary Expenditures of an Urban School System.” Edmonton: University of Alberta, master’s thesis.
MEEK, J.C. (1972). Ed. Program Accounting and Budgeting Manual. Edmonton: Alberta Department of Education, with original authors William R. Duke and others.
Selected Presentations:
Numerous public and private workshops and seminars on positive parenting, difficult children, managing personal anger, and defeating depression; also taught editing and finance privately.
AVOCATIONAL INTERESTS: Public speaking, aviation and square dancing.
REFERENCES: Available upon request.
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Doc Meek, Saturday, July 17, 2010, at Canonville, Utah, USA; running/walking the 5K run (3.1 miles), while extended family does the half marathon (13 miles) from near Tropic, Utah, down to Canonville, Utah, near Bryce Canyon [Bryce Canyon is stunningly beautiful!]
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J. Collins Meek III, Ph.D.
“What if you are smarter than you think?”
Learning Specialist: https://docmeek.com
PH (801) 971-1812 (Jeannette); Fax [801] 282-6026
International callers first enter the country code (+1)
THE LEARNING CLINIC WORLDWIDE, INC. (Dr. Meek)
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
TONGA: P.O. BOX 60, Nuku’alofa (c/o Mele Taumoepeau)
USA: 3688 W 9800 S, #138, South Jordan, UT 84095
Associate Links: http://www.themeekteam.info; & see
short video: http://www.amiraclemolecule.com/themeekteam
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Rubrics for teachers: What are they?
TEACHER RUBRICS ARE NOT RUBIK’S CUBES!
Article from: http://712educators.about.com/cs/rubrics/ht/htcreaterubric.htm
Create Rubrics
By Melissa Kelly, About.com Guide, Secondary Education
See More About:
Here’s How:
- Make a list of what you want the students to accomplish through your assignment.
- Organize your list from most important to least important.
- Decide on an overall point value for the assignment.
- Assign each item on your ranked list a percentage value out of 100 percent.
- Multiply your total point value from step 3 by each item’s assigned percentage to arrive at the point value for that item.
- On a fresh sheet of paper, write the name for each item on your list in order from most to least important. Make sure to leave room in between each category.
- Assign specific grading criteria for each main category from step six.
- Distribute or display the rubric to the students when you are explaining the assignment.
Tips:
- Definitely know what your categories will be before you make your assignment.
Suggested Reading
Suggested Reading
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J. Collins Meek III, Ph.D.
“What if you are smarter than you think?”
Learning Specialist: https://docmeek.com
PH (801) 971-1812 (Jeannette); Fax [801] 282-6026
International callers first enter the country code (+1)
THE LEARNING CLINIC WORLDWIDE, INC. (Dr. Meek)
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
TONGA: P.O. BOX 60, Nuku’alofa (c/o Mele Taumoepeau)
USA: 3688 W 9800 S, #138, South Jordan, UT 84095
Associate Links: http://www.themeekteam.info; see short
video at: http://www.amiraclemolecule.com/themeekteam
=========================================
No hurry . . . yet all gets done :o
“Nature does not hurry, yet everything is accomplished.” ~ Lao Tzu
Photo from:
http://www.appliedcomputer.biz/Personal/WatertonGlacier/Waterton%20Cameron%20Falls%201963.JPG
“Nature does not hurry, yet everything is accomplished.” ~ Lao Tzu ……………………………………………………………………………………………..
“TRUTH SIGNS” from Dr. Merrill Harmin
Most of the really important things I learned about effective education came from experience. The exception is a well-known fact — almost never applied in daily classroom realities — which was brought to my attention in a really good way by Dr. Merrill Harmin (2002), in his “golden book of education,” Strategies to Inspire Active Learning: A Complete Handbook [for teachers].
This is further developed in Dr. Merrill Harmin and Melanie Toth (2006): Inspiring Active Learning: A Complete Handbook for Today’s Teachers (2006).
My analogy is that we “cannot run faster than we are able” (which everybody knows). Likewise, we “cannot learn faster than we are able” either (which many curriculum structures and school system structures seem to ignore).
To remind us all of this basic fact, or truth, Dr. Harmin would post in his classrooms, and would ask other teachers to do likewise, “TRUTH SIGNS.’ These posters were not just wall decoration for the classroom. They were/are a vital teaching/learning tool about the fundamentals of education, the deepest need that students and teachers share: respect [and even gratitude] for each other. No matter what the behavior or performance.
Unconditional caring if you like. Uncondtional love, so to speak. Not much of it going around unfortunately. “Each of us has what each of us needs,” said a wall poster in a convent I was visiting once. “And why are we so slow to share it?” I wondered.
Dr. Harmin’s “TRUTH SIGNS” were not just for hanging on the wall. He and other teachers would refer to them frequently and point up their applicability for the moment at hand, the teaching/learning moment at hand.
Dr. Harmin (about to begin lesson, or a unit) would point to one of the “TRUTH SIGNS” and say:
“Now, before we begin, how does this truth apply to what we are about to do here?” Or more specifically, he would point to this “TRUTH SIGN”:
……………………………………………………………………………….
“We each learn in our own ways and by our own timeclocks”
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Then Dr. Harmin would say: “So why is it OK if we don’t all get all of this right away? Vika?”
And Vika might say: “Because me and everybody in this class see things differently.”
“Sione?”
“Each of us walks differently . . . we have our own learning pathways.”
Elapsed time? 20 seconds.
Value for each student?
Priceless.
These are the kinds of gems originally developed by Grace Pilon of Workshop Way (TM), and then further developed and promulgated by Dr. Merrill Harmin and a multitude of classroom teachers, and teacher/associates such as Melanie Toth.
Thank you Grace! Thank you Merrill! Thank you Melanie!
Love and Gratitude!
Doc Meek, Monday, July 12, 2010, at Sherwood Park, Alberta, CANADA
P.S. Resources:
(1) Grace Pilon (1986): Thoughts on Workshop Way. http://www.workshopway.org/resources/beginning_of_ww.pdf; also see the website on the Workshop Way today: http://www.workshopway.org/faq_1-7.htm
(2)Dr. Merrill Harmin (2002): Strategies to Inspire Active Learning: A Complete Handbook [for teachers]. https://docs.google.com/viewer?a=v&pid=gmail&attid=0.1&thid=129c7ed3e80d389c&mt=application/vnd.openxmlformats-officedocument.wordprocessingml.document&url=https://mail.google.com/mail/?ui%3D2%26ik%3D1177db59cb%26view%3Datt%26th%3D129c7ed3e80d389c%26attid%3D0.1%26disp%3Dattd%26realattid%3Df_gbjnbyw20%26zw&sig=AHIEtbTn42Gw6o42QpzCMa4xdt0bWbr2Tg&pli=1
(3) Dr. Merrill Harmin and Melanie Toth (2006): Inspiring Active Learning: A Complete Handbook for Today’s Teachers. http://www.amazon.com/gp/product/images/1416601554/sr=1-1/qid=1278955627/ref=dp_image_text_0?ie=UTF8&n=283155&s=books&qid=1278955627&sr=1-1
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J. Collins Meek III, Ph.D.
“What if you are smarter than you think?”
Learning Specialist: https://docmeek.com
PH (801) 971-1812 (Jeannette); Fax [801] 282-6026
International callers first enter the country code (+1)
THE LEARNING CLINIC WORLDWIDE, INC. (Dr. Meek)
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
TONGA: P.O. BOX 60, Nuku’alofa (c/o Mele Taumoepeau)
USA: 3688 W 9800 S, #138, South Jordan, UT 84095
Associate Links: http://www.themeekteam.info; see short
video at: http://www.amiraclemolecule.com/themeekteam
=========================================
HOPE: a NECESSITY in LIFE and EDUCATION
The Fine Art of Transparent Watercolor Paintings, Rose Art, Pressed Flower Pictures and Art Prints by Irene Hannestad; photo from: http://www.rosemagazine.com/ireneh/default.html ……………………………………………………………………………………….
Learn to connect the “4-H’s” of education: Head/Heart/Hands/Hope
Today, Saturday, July 10, 2010, we are fortunate to have a guest article on “HOPE” by Catherine Wilkes. Catherine is both a certified school teacher and a registered psychologist practicing in St. Albert and Edmonton, Alberta, CANADA.
She leads delightful workshops “everywhere,” demonstrating good teaching practices and the importance of good HOPE as an active learning ingredient.
One of the keys to Catherine’s effectiveness as a teacher and as a counselor is her engagement of HOPE as an integral part of what she and her clients do. For Catherine, HOPE is not purely an intellectual concept. She lives it. She walks her talk.
Thank you Catherine! We are grateful for your example in our lives and in the lives of schoolchildren everywhere!
Article and photos from: C. Wilkes Associates Inc., http://catherine-wilkes.com/hope.htm
| WHAT IS HOPE?”Hope is looking forward with both confidence and unsureness to something good. When we hope, we anticipate that something we want to happen can indeed happen. Even if it’s unlikely, it’s still possible. Even if others do not see things as we do, we’re still convinced what we hope for, can still come true. Will it happen for sure? No one can say. Yet when it’s unlikely, that is no reason for us to stop hoping. It is no reason to surrender the future we have envisioned. |
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When we hope, we expect the future can somehow be better, no matter what our present condition is. And should that future turn out to be other than we imagined, all is not lost. For when we hope the present is also affected.
As much as anything, hope helps us live with the unpredictability we must face from time to time in our lives. It serves as a companion when the future is unclear. Hope stays with us and heartens us when our options appear unlimited. When the possibilities seem to diminish, it harkens us to see life as it may become.” |
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WHY DO WE HOPE?”We hope because it is essential to the quality of our life – as essential as is breath to our physical existence. When we hope, we are willing to get up one more time when we fall down. We are willing to give ourselves one more chance, again and again.
With hope we can deepen as a human being. |
Resource: Jevne, R. F., & E. Miller (1999). Finding hope: Ways to see life in a brighter light. Fort Wayne, Indiana: Willowgreen Publishing.
Thank you, Catherine Wilkes! ………………………………………………………………………………………………..
“[HOPE*] is the bird that feels the light and sings when the dawn is still dark.” ~ Rabindranath Tagore
*FAITH is the word Tagore used. Quotation from: ThinkExist.com: http://thinkexist.com/quotation/faith_is_the_bird_that_feels_the_light_and_sings/14481.html
Here’s to HOPE!
Doc Meek, Saturday, July 10, 2010, at Sherwood Park, Alberta, CANADA
P.S. A final insight from Vaclav Havel, via Catherine’s website:
“Hope is not the conviction
that something will turn out well,
but the certainty that something makes sense,
regardless of how it turns out.”
~ Vaclav Havel
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J Collins Meek, PhD
Email: docmeek@gmail.com
THE LEARNING CLINIC WORLDWIDE, INC.
>>> “What if you are smarter than you think?” >>>
THE LEARNING CLINIC WORLDWIDE blog: https://docmeek.com
Associate Links: http://www.amiraclemolecule.com/themeekteam
PROTECT YOUR HEALTHY HEART: http://www.themeekteam.info
THE LEARNING CLINIC WORLDWIDE (Dr J Collins Meek)
CANADA: PO Box 3105, Sherwood Park, AB T8H 2T1
US: 3688 W 9800 S, #138, South Jordan, UT 84095-3260
Phone: (801) 971-1812 (Jeannette); Fax : [801] 282-6026
International callers first enter the country code (+1)
and then enter the Phone and/or Fax number above
=====================================
Posted in Learning Difficulties, learning solutions, overcoming learning problems | 
Tags: 4-H's of Learning, active learning, ADHD, brain rules, changing your behavior, Doc Meek, docmeek, faith, good hope, head heart hands hope, head/heart/hands/hope, hope, hope a necessity, keep hope alive, learning disabilities, nurture hope, nurturing hope, success, teacher training | 
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“Learning to be on time is not easy.” – Doc Meek
This may be a big topic for some. It is for me.
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“Better be three hours too soon than one minute too late.” ~ William Shakespeare |
“You may delay, but time will not.” ~ Benjamin Franklin
“It is no use running; to set out betimes [early] is the main point.” ~ La Fontaine
“I have always been a quarter of an hour before my time, and it has made a man of me.” ~ Lord Nelson.
Above quotes from: http://www.specialty-calendars.com/punctuality.html …………………………………………………………………………………………
I loved Polychronic Time in the South Pacific Islands
When I was serving in the South Pacific Islands, helping school teachers and administrators with helping students obtain greater academic achievement, I loved their approach to time. Being “on time” was not an issue, generally speaking. I was “in pig heaven,” as they say, in more ways than one. [ Almost every Islander owned pigs, of great importance in a culture where food is important, especially for feasts. 😮 ]
Since I have generally not been able to be on time for anything–my whole life through (so far)–it was a great relief to find this to be a cultural OK in the indigenous cultures of the islands. I experienced almost one continual great sigh of relief.
However, in most mainland cultures, “time is of the essence,” as they say in legal contracts.
Learning to be on time
Here is a guest article for THE LEARNING CLINIC WORLDWIDE blog today, Friday, July 9, 2010.
“Avoid Being Late,” from Self-Help Growing: http://www.selfhelpgrowing.com/avoid-being-late.htm
By: David Korn
Being on time is one of the most important punctual aspects of life. It is important to avoid being late in order to not cause any problems. Learning how to be on time does take dedication and attention. There are several effective ways in adopting better time management techniques. Learning to be on time is definitely one of them.
A good way to avoid being late is to prepare ahead of time. For instance, you can prepare your items before you go to sleep the night before. Also, you can prepare batch amounts over the weekend or at times when things aren’t so busy. By preparing ahead of time, you can save a lot of time and from being potentially late to an event. That way you can grab what you need as soon as you walk out of the door.
Setting reminders is a good way to be on time. Many of us use alarm clocks, wake up calls, portable device sounds, and so on as our reminders. The idea is to set these reminders ahead of time such that you don’t forget. Having these reminders go off in a routine basis can be useful as well. Having a routinized reminder system can help you to easily remember the schedule. That way you can avoid being late on a daily basis.
Avoiding or eliminating distractions is important for being on time. Sometimes we get caught up in something prior to departure. It is a good idea to minimize these interruptions such that we can arrive at our destination on time. Good communication with others as well as learning to turn off or divert distracting items will be useful. That way you have a clear road ahead in order to arrive at your destination without being late.
Of course, one of the best ways to avoid being late is to leave early. After a while, you will be able to estimate how long it will take you to get to a destination. It is important to take into account any interruptions that normally occur on the way. That way you can leave early enough before any of this occurs. Unfortunately, things come up in life which can prevent us from being on time. It can be understandable depending on the circumstance. Just as long as being late isn’t a habit, many one time circumstances can be excused.
Being late to an event can cause all sorts of problems. This can get one to be fired from a job, bad marks in school, cause upset in others, be seen as unreliable, and much more. Therefore, it is important to be on time to events. Being on time will make you seem as dependable, punctual, and diligent. These qualities are important for our personalities. When we arrive on time, we can feel at ease that we done our job.
Copyright © 2008 SelfHelpGrowing.com; All Rights Reserved. …………………………………………………………………………………….
Thank you, David Korn!
To learning to be on time!
Doc Meek, Friday, July 9, 2010, at Sherwood Park, Alberta, CANADA
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J Collins Meek, PhD
Email: docmeek@gmail.com
THE LEARNING CLINIC WORLDWIDE, INC.
>>> “What if you are smarter than you think?” >>>
THE LEARNING CLINIC WORLDWIDE blog: https://docmeek.com
Associate Links: http://www.amiraclemolecule.com/themeekteam
PROTECT YOUR HEALTHY HEART: http://www.themeekteam.info
THE LEARNING CLINIC WORLDWIDE (Dr J Collins Meek)
CANADA: PO Box 3105, Sherwood Park, AB T8H 2T1
US: 3688 W 9800 S, #138, South Jordan, UT 84095-3260
Phone: (801) 971-1812 (Jeannette); Fax : [801] 282-6026
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Posted in Learning Difficulties, learning solutions, overcoming learning problems |
Tags: active learning, ADHD, avoid being late, avoid lateness, being on time, brain rules, change, changing your behavior, docmeek, happiness, hope, learning disabilities, learning to be on time, punctuality, success, teacher training |
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Teachers & Parents: learning = change = learning
“If nothing ever changed, there’d be no butterflies.” ~ Unknown Author
Blue Morpho Butterfly
Photo from: http://www.butterflypictures.net/1-butterfly-pictures.html …………………………………………………………………………………….
Photo from: http://www.quotedb.com/quotes/2050
Many teachers want their students to change, to want to learn for instance. In that case, the teacher must want to change, must want to be a learner. First. Or at least along with them. If you yourself don’t want to change, if you don’t want to be a learner, others (be they students or children at home) may simply follow your example.
As one unknown author (a teacher? a parent?) put it:
“After you’ve done a thing the same way for two years, look it over carefully. After five years, look at it with suspicion. And after ten years, throw it away and start all over.” 😮
Principles of change for teachers/students and parents/children
These 9 principles are from The First 30 Days: Your Guide for Making any Change Easier, by Ariane de Bonvoisin. Her URL is:
http://www.first30days.com/ariane/principles
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Principle 1:
People who successfully navigate change have positive beliefs.
Your biggest need right now is to develop new beliefs: about yourself, about this change, and about life in general. Nothing will have a bigger impact on the way you move through change.
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Principle 2:
People who successfully navigate change know that change always brings something positive into their lives.
Every change has a gift associated with it. While it’s natural to find change hard it’s important to remember that there are two sides to every coin and that something positive will always come. This is by far the most important belief to have during the first thirty days of change.
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Principle 3:
People who successfully navigate change know they are resilient, strong, and capable of getting through anything.
You are much stronger, much smarter, and much more intuitive than you have ever been told. You are more resilient and more powerful. Once you truly know and believe this, you will be able to get through any change- even the hardest one you can imagine.
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Principle 4:
People who successfully navigate change know that every challenging emotion they feel is not going to stop them and will guide them to positive emotions that help them feel better.
Negative emotions can stall us, making change harder, while the positive ones can help us move through a change in a simpler, quicker, and more conscious way.
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Principle 5:
People who successfully navigate change know that the quicker they accept the change, the less pain and hardship they will feel.
Let go of the idea of how life should be.
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Principle 6:
People who successfully navigate change use empowering questions and words, think better thoughts, and express their feelings.
At your most stuck point, if you can speak with different words, think a slightly better thought, and get in touch with how you are feeling, you can become unstuck in a matter of minutes.
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Principle 7:
People who successfully navigate change know they are connected to something bigger than themselves.
When everything around you is changing, look for the part of you that doesn’t change. The part that is calm, centered and always there.
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Principle 8:
People who successfully navigate change are not alone; they surround themselves with people who can help, who have the right beliefs and skills. And they create an environment that supports their change.
One of our biggest flaws as human beings is that we keep thinking we are alone. Whatever the situation, there is always, always someone who can help.
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Principle 9:
People who successfully navigate change take action. They have a plan and know how to take care of themselves.
Actions come in many forms. Some are big and obvious; some are so small you may think they are irrelevant. But any good action you take is a choice to move forward.
—
J Collins Meek, PhD
Email: docmeek@gmail.com
THE LEARNING CLINIC WORLDWIDE, INC.
>>> “What if you are smarter than you think?” >>>THE LEARNING CLINIC WORLDWIDE blog: https://docmeek.com
Associate Links: http://www.amiraclemolecule.com/themeekteam
PROTECT YOUR HEALTHY HEART: http://www.themeekteam.info
THE LEARNING CLINIC WORLDWIDE (Dr J Collins Meek)
CANADA: PO Box 3105, Sherwood Park, AB T8H 2T1
US: 3688 W 9800 S, #138, South Jordan, UT 84095-3260
Phone: (801) 971-1812 (Jeannette); Fax : [801] 282-6026
International callers first enter the country code (+1)
and then enter the Phone and/or Fax number above
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Brain Health: The joy of learning to build!
“I Love Flying!” – Doc Meek
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“Heads up with the next generation, eh?” – Lars Oyno, from Norway, a member of the EAA (Experimental Aircraft Association) Chapter 1410 in High River, Alberta, CANADA, built this aircraft. Photos from: http://www.eaahighriver.org/Home_Building/MemberProjects/L_Oyno.htm
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The joy of flight!
This article points to the joys of building your own aircraft and the joys of flying. However, the lesson for learning is that there is joy and brain health–and medical health to boot–in using our brain/heart/hands/hope combination in building anything our heart desires.
What simple things can you think of that you could build?
It doesn’t have to be expensive or hugely time consuming like building an aircraft.
It can be a simple joyful hobby that touches you in some special way, that has meaning for you no matter what others think.
The joy of service to others
Or it could be something as simple as spending time helping your neighbor, especially if they are getting older. They will love you forever! And you them!
Or spending time at a nearby nursing home, hospital, library or school, volunteering and helping out. They really need you, eh?
Reading to a child, or a classroom of children, is always valuable
Children in English-speaking countries learn many rhyming songs during their early years.
Here are some of the more well-known. Many are several hundred years old.
If you’re a teacher at school these rhymes work well in classes of younger children.
They can be sung or spoken. Click here to read some ideas on how to use
rhymes with children. Image and text from: http://www.anglik.net/rhymes.htm …………………………………………………………
Education is serious business!” some say
Some teachers have told me that learning is a serious business–serious business of the mind–and should not be commingled with manual labor and mundane matters, and certainly not with foolishness.
My view is that, yes, learning can be considered as a “serious” business, and that it can still include joyfulness, meaningfulness, and even foolishness.
Troubled brains that are not learning well can be calmed and encouraged by including cheerfulness and especially a little silliness and even goofiness in the “rules” for learning. It lightens their heavy load and gives them hope for their learning self!
Many a young student who has learned to hate learning–because of consistent failure with this “serious” business–can reconnect with the joy of learning by using my favorite definition of education, to wit, learning to connect the “4-H’s” of education: head/heart/hands/hope.
Head/Heart/Hands/Hope
If we use all of these four of these important and powerful aspects of our mind, of our being if you like, we can learn more easily, remember longer, and keep on enjoying learning for the rest of our lives!
To the joys of building and lifelong love of learning!
Doc Meek, Wednesday, July 7, 2010, at Sherwood Park, Alberta, CANADA
P.S. In the “Head/Heart/Hands/Hope” equation for education, the “Hands” is a representation of our physical self, and includes the arms, feet, legs, and the entire body of course. Put your whole body into learning and you learn better, faster, longer, stronger! :o)
—
—
J Collins Meek, PhD
Email: docmeek@gmail.com
THE LEARNING CLINIC WORLDWIDE, INC.
>>> “What if you are smarter than you think?” >>>
THE LEARNING CLINIC WORLDWIDE blog: https://docmeek.com
Associate Links: http://www.amiraclemolecule.com/themeekteam
PROTECT YOUR HEALTHY HEART: http://www.themeekteam.info
THE LEARNING CLINIC WORLDWIDE (Dr J Collins Meek)
CANADA: PO Box 3105, Sherwood Park, AB T8H 2T1
US: 3688 W 9800 S, #138, South Jordan, UT 84095-3260
Phone: (801) 971-1812 (Jeannette); Fax : [801] 282-6026
International callers first enter the country code (+1)
and then enter the Phone and/or Fax number above
=====================================
Posted in Learning Difficulties, learning solutions, overcoming learning problems |
Tags: active learning, ADHD, brain rules, changing your behavior, changing your mind, Doc Meek, docmeek, flying, happiness, head heart hands hope, hope, hospital, nursing home, success, teacher training |
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(7) Learning to run our brain: The role of Mothers
Tuesday, July 6, 2010, at Sherwood Park, Alberta, CANADA: “Today I am grateful for mothers and grandmothers!” – Doc Meek
Cheerful Grandmother with cheerful child
This is the seventh (7th) article in a series of seven (7) articles designed to help us run our own brain, and to help our children and students do the same, more easily and have more fun doing it. If you missed the Introduction or any of the previous six (6) articles, just click on the titles below:
(Intro) Learning to run our brain: 10 minutes daily
(1) Learning to run our own brain: Fear of failure
(2) Learning to run our brain: Vital need for HOPE . . . always
(3) Learning to run our brain: What are qualifications for the daily “brain coach?”
(4a) Learning to run our brain: Simple easy examples of how to proceed
(4b) Learning to run our brain: Remembering names
(5) Learning to run our brain: The eyes don’t see–the brain sees
(6) Learning to run our brain: Tasks of the “back 90″
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Separate the Mother role from the Teacher role
When I worked with families in helping children to overcome learning difficulties, often there would be a battle going on at home which one mother described as “the homework wars.”
I would ask what was being taught. The mother would give me the school subjects being “taught.” I would then say:
Those subjects are not actually what is being taught. What is being taught is to hate learning and maybe even to hate your role in that. Is that what you want?
An emphatic “No” from the mother.
Then maybe we should take a larger perspective here. School is not life. Life is life. And school–though important–is only part of life. Like Dr. Levine often says, “These kids are in general OK. We just need to get them safely into adulthood.” 😮
When school was taking the child’s whole day–all of it unpleasant or painful–I felt that a better balance should come into play. The child would go to school all day and then do homework all evening until bedtime. Not good.
No more homework until further notice!
I would ask the mothers to stop trying to be the school teacher, since the child had had enough of school teachers at school, without finding one at home every day until bedtime.
I asked the mothers to do what mothers generally do singularly well: just love them! Learn to have fun with them. So at least a part of the child’s day is pleasant and enjoyable and, in particular, human. 😮
Sometimes I would write an official letter to the school, requesting: “No more homework until further notice.”
Then the mother and the child could get on with life, while I and the external “brain coach” could help the child overcome his or her learning difficulties.
Grandmothers are great too
Sometimes the mothers were too busy to simply enjoy recreational time with the child and so we would bring grandma into play. If the child had no grandma near, we would borrow one from the neighborhood or even from a nearby “old folks home.”
The Grandmas loved it!
Here’s to Moms and Grandmas!
Doc Meek, Tuesday, July 6, 2010, at Sherwood Park, Alberta, CANADA
—
“What if you are smarter than you think?”
THE LEARNING CLINIC WORLDWIDE, INC.
CANADA: Dr. Meek (587) 400-4707, Edmonton, AB
TONGA: Mele Taumoepeau, P.O. Box 81, Nuku’alofa
USA: Dr. Meek (801) 738-3763, South Jordan, Utah
For optimum brain health, ensure your heart health:
More on heart health: http://www.themeekteam.info
USA: Jeannette (801) 971-1812; South Jordan, Utah
CANADA: Jeannette (587) 333-6923, Calgary, Alberta
CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
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“Anger Can Be Deadly [the damage].” – Dr. Mercola
In addition to all the things we need to learn in school and in life, one important topic may need priority attention: our ANGER!
Image from: http://fromyourdoctor.com/ext/heart_damage.gif
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Today, July 3, 2010, we are publishing the first 1/2 of a guest article by Dr. Joseph Mercola, one of the internet’s most popular sources for solid knowledge about healthy lifestyles. Entire article from: http://www.healthiertalk.com/anger-can-be-deadly-2008
First 1/2 of Our Guest Article: Anger Can Be Deadly, by Dr. Joseph Mercola
The feeling of anger, like all emotions, is not isolated in your mind. The mental reaction triggers a cascade of physical reactions that extend throughout your body, including:
- Increases in heart rate, arterial tension and testosterone
- Decreases in cortisol (the stress hormone)
- Stimulation of your left brain hemisphere, which is involved in experiencing emotions related to closeness
Interestingly, the last finding, uncovered by researchers from the University of Valencia, suggests that although anger is perceived as a negative emotion, it actually prompts you to become closer to the object of your anger, likely as a means to stop the conflict. And when it comes to anger, resolving the upset is a very wise decision.
Why Unresolved Anger Can be Deadly
Anger is a normal emotion, one that all of us experience from time to time. It’s a feeling that evokes that well-known “fight-or-flight” response, preparing us to defend ourselves physically and psychologically in a conflict. Back when anger corresponded to real threats, this response could be lifesaving, but today it pushes your body into an overdrive mode that is almost always unnecessary.
As soon as you start to get “hot under the collar,” your body starts preparing for a “fight.” Your muscles get tense, your digestive processes stop and certain brain centers are triggered, which alters your brain chemistry.
The feeling of anger may actually help you make better choices — even if you are normally not great at making rational decisions — because anger can make you focus on that which is important, and ignore things that are irrelevant to the task of making a decision.
In the long run, and sometimes even the short term, however, this automatic response to anger can weaken your immune system and lead to a variety of health problems such as:
- Headaches
- Problems with digestion
- Insomnia
- Increased anxiety
- Depression
- High blood pressure
- Skin problems, such as eczema
- Heart attack
- Stroke
Not only that, but anger can lead to other negative emotions like bitterness, hopelessness, futility and overall sadness. Let’s face it — it’s hard to have a good time if you’re holding on to anger.
Feelings of Anger Damage Your Heart
It does not feel good to be angry, and this is a clue that this emotion is also likely damaging your body on a physical level.
This is especially true of your heart, and one study from Washington State University found that people over the age of 50 who express their anger by lashing out are more likely to have calcium deposits in their coronary arteries — an indication that you’re at a high risk for a heart attack — than their mellower peers.
Letting your anger out explosively may be harmful because it triggers surges in stress hormones and injures blood vessel linings.
However, simply holding in your anger isn’t the answer either; this has been linked to increases in blood pressure and heart rate. A new study even found that suppressing your anger may triple your risk of having a heart attack.
Since it’s a given that you’re going to experience anger from time to time, it’s very important for your health to have a healthy form of release. You don’t want to lash out violently but you don’t want to hold it in either … turns out the best solution is actually somewhere in the middle.
– Dr. Joseph Mercola (“Anger can be deadly” article to be continued)
I commented on Dr. Mercola’s article: “Dr. Mercola, I am very grateful for your article, “Anger can be Deadly.” As a learning specialist with THE LEARNING CLINIC WORLDWIDE, I’ve been writing about and teaching anger management for many years, and I’m glad to see that you are documenting the medical damage anger can cause. Thank you! – Doc Meek.”
Doc Meek, Saturday, July 3, 2010, at Sherwood Park, Alberta, CANADA
P.S. The second 1/2 of this guest article from Dr. Joseph Mercola is now available on THE LEARNING CLINIC WORLDWIDE blog, posted Sunday, July 11, 2010. If you wish to read that second 1/2 now, just click on the this URL: “Anger Can Be Deadly [the solutions].” – Dr. Mercola
P.S.S. For more information on how to have a healthy heart, click on the associate links in my signature block below:
Associate Links: http://www.amiraclemolecule.com/themeekteam; PROTECT YOUR HEALTHY HEART: http://www.themeekteam.info
—
J Collins Meek, PhD
Email: docmeek@gmail.com
THE LEARNING CLINIC WORLDWIDE, INC.
>>> “What if you are smarter than you think?” >>>
THE LEARNING CLINIC WORLDWIDE blog: https://docmeek.com
Associate Links: http://www.amiraclemolecule.com/themeekteam
PROTECT YOUR HEALTHY HEART: http://www.themeekteam.info
THE LEARNING CLINIC WORLDWIDE (Dr J Collins Meek)
CANADA: PO Box 3105, Sherwood Park, AB T8H 2T1
US: 3688 W 9800 S, #138, South Jordan, UT 84095-3260
Phone: (801) 971-1812 (Jeannette); Fax : [801] 282-6026
International callers first enter the country code (+1)
and then enter the Phone and/or Fax number above
=====================================
