Posts Tagged ‘changing your behavior’

Photo from: http://www.telegraph.co.uk/family/4839894/Three-quarters-of-parents-too-busy-to-read-bedtime-stories.html

This post is an excerpt from an email to my brother, in response

to an article he sent me about English as THE Global Language:

http://www.guardian.co.uk/books/2010/jun/05/globish-robert-mccrum-review
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Excerpt from my email to my brother:

English as a global language

Reminds me of when I was in Tonga at Liahona High School.

You may recall that I was  appointed as an adjunct professor of education out of BYU-H (Brigham Young University–Hawaii) and sent to the Islands under the auspices of the ITEP (International Teacher Education Program) to teach teachers university courses, and to also show them how to be more effective teachers, such that their students would get better marks.

What I so poignantly remember is this:

One day as I was “lecturing” (I don’t really lecture; I’m not boring
and we have a lot of fun when I am leading a workshop), it came
to me that I needed to say something very important about the
sensitive and personal issue of language.

Right then.

I suppose that this could be termed an “educational prompting,” as
distinct from a “spiritual prompting,” although they really may be
very similar, eh?

So, I want you to imagine me on the dias, with the whole faculty
seated in front of me, and you can see me raising both arms out
in front of me straight, horizontally, with lightly closed fists, side
by side.

I said:

“Some people say that English is more important than Tongan
(I raised my right fist above my left fist in the air), and some people
say that Tongan is more important than English (I raised my left
fist above my right fist in the air).

“I want you to know that one is not above the other. They are both
important (I placed my two fists side by side in the air and and
bounced them lightly against each other sideways, at equal heights
of course, to give visual emphasis to my point about equal importance).
They are both equal (I added for emphasis).”

Some of the staff started to weep. I let the moment rest right there.

This was a sacred moment. Your language is not like a suit of
clothes that you can change at will with little repercussion. It is
so intertwined with your internal identity that it is a very personal,
a very sensitive, and yes–even a very sacred–thing.

Like our Mom says: “When you are discussing someone’s religion
or culture [or language], remember, you are on sacred ground.
Take off your shoes and walk softly.”

So then, because they respected me, and trusted me, and loved
me (because they knew that I loved/respected/trusted them), one
of the more mature teachers was able to risk raising her hand to
press the pertinent question they were all thinking:

“Well, Meek, if they are both equal, how come you [inclusive
‘you’ here, meaning all palangi’s (white people), me personally,
the high school, the government, and so on] push English so much?”

Bingo.

I responded betimes [quickly, early, instant in season, as it were]:

“Because English is everywhere in the world. And I want your children
to be able to function anywhere in the world, not just here in Tonga.”

They got it.

Great moment. More tears.

Can you see how important this vignette was for me, and for them?

Doc Meek, Saturday, July 24, 2010 [Pioneer Day here in 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

Bud’s Grade 5 class, in disguise; photo from: http://momnos.blogspot.com/ …………………………………………………………………………………………….

I am grateful for this guest article I am borrowing again today, Friday, July 23, 2010. This is Part III of a 3-Part series about Bud, a 10-year-old with learning differences.

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If you missed Part I or Part II of Bud’s Mom’s poignant story, you can click on the titles below to read them now:

Autism: “A hair-dryer kid in a toaster-brained world” (Part I of III)

Autism: “A hair-dryer kid in a toaster-brained world” (Part II of III)

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Bud, who has been labeled autistic, has been placed in a regular Grade 5 classroom. His Mom’s brilliant interactive discussion with the kids in his class (with Bud absent of course) is detailed here.

This is the best description of autism I have read anywhere

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Thanks Mom! We are grateful for your creativity, your courage, and your willingness to share!

Excerpt from: http://momnos.blogspot.com/2010/03/on-being-hair-dryer-kid-in-toaster.html

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What is autism? (Part III of III)

{If you missed Part I or Part II of this Mom’s poignant story, you can click on the titles below to read them now}

Autism: “A hair-dryer kid in a toaster-brained world” (Part I of III)

Autism: “A hair-dryer kid in a toaster-brained world” (Part II of III)

Bud’s Mom is interacting with Bud’s classmates at school:

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“But, remember how there were some things that the hair-dryer brains could do better than the toaster brains? There are ALSO things that Bud’s brain is really GOOD at doing. There are things that HIS brain can do better than a lot of our brains can do.

“I bet you can guess what some of those things are. Can you?”

Hands flew up all over the room, and without my prompting, they recreated the list I had written in the notes in front of me.

“He’s really great on the computer. He’s better at it than LOTS of people.”

“He has great hearing.”

“He can remember lots of lots of things.”

“He can remember all the words to TV shows.”

“And he can remember the words to songs.”

“He is very musical.”

“He’s a great speller, too,” I added. “Once he learns a word, he usually remembers how to spell it.”

“If I had a brain like that,” said Nathan. “I’d read the whole dictionary and learn all the words.”

“That would be a great thing to do,” I said. “And it reminds me that Bud is also a really good reader.”

Molly raised her hand. “And he has a great sense of humor, too.”

“He does have a great sense of humor,” I said. “And that’s one of the ways that his brain is a lot like other people’s. What are some of the other ways that Bud is just like everyone else?”

Again, the hands flew up.

“He can see just like everyone else.”

“He looks just like everyone else.”

“He’s human.”

“Yes! He’s human – which means that he has all the same feelings that everyone else does. And he loves the people in his life. And he likes to play and have fun. He likes to laugh, he likes to swim, he likes to eat pizza. In lots of ways, Bud is just a regular kid.”

I looked around the room at the smiling faces of Bud’s classmates – his friends, with their toaster-brains firing.

Photos by Bud, from:  http://momnos.blogspot.com/2010/03/on-being-hair-dryer-kid-in-toaster.html

I posted a comment on this Mom’s blogsite:

Doc Meek said…

Does anybody know the tune for “A hairdryer kid in a toaster-brained world?” I predict that, like “Rudolph the Red-nosed Reindeer,” this Mom’s “Hair-dryer kid in a toaster-brained world,” will go down in history. I’ve been helping kids mitigate learning and attentional problems for over thirty years now, and it is an axiom with me that “Mother knows best.” This Mom makes that point sharper than a surgical needle, right? – Doc Meek, Learning Consultant, May 7, 2010, Sherwood Park, Alberta, CANADA

May 07, 2010 11:38 AM

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Doc Meek, Friday, July 23, 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

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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

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THE LEARNING CLINIC WORLDWIDE, INC.
1. P.O. Box 3105, Sherwood Park, AB T8H 2T1, CANADA
2. Mele Taumoepeau, P.O. Box 60, Nuku’alofa, TONGA
3. 3688 W 9800 S, #138, South Jordan, UT 84095, USA

Bud’s Grade 5 class, in disguise; photo from: http://momnos.blogspot.com/ …………………………………………………………………………………………….

I am grateful for this guest article I am borrowing today, Thursday, July 22, 2010. This is Part II of a 3-Part series about Bud, a 10-year-old with learning differences.

.

If you missed Part I of Bud’s Mom’s poignant story, you can click on the title below to read it now: Autism: “A hair-dryer kid in a toaster-brained world” (Part I of III)

.

Bud, who has been labeled autistic, has been placed in a regular Grade 5 classroom. His Mom’s brilliant interactive discussion with the kids in his class (with Bud absent of course) is detailed here.

This is the best description of autism I have read anywhere

Thanks Mom! We are grateful for your creativity, your courage, and your willingness to share!

.

Excerpt from: http://momnos.blogspot.com/2010/03/on-being-hair-dryer-kid-in-toaster.html

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What is autism? (Part II of III)

{If you missed Part I of this Mom’s poignant story, you can click on the title to read it now} Autism: “A hair-dryer kid in a toaster-brained world” (Part I of III)

Bud’s Mom is interacting with Bud’s classmates at school:

“So, in our pretend world, even though Bud has a perfectly wonderful hair dryer brain, it’s going to be hard for him, because we toaster-brained people have decided that the most important thing that people do in our world is make toast. And Bud probably can make toast with his hair dryer, right? But he is going to have to work a lot harder to make toast with his hair-dryer brain than we will with our toaster brains. It will probably take him a lot longer to make his toast. And no matter how hard he works, his hair-dryer toast will probably always look different from our toaster toast.”

The room filled with murmurs of understanding.

“But, on the other hand – think about THIS! When we toaster-brain people have wet hair? We are REALLY going to hope that Bud and his hair-dryer brain are around.”

Nathan piped in. “Because we could get ZAPPED if we tried to use our toasters!”

“Exactly,” I continued. “And the same thing is true in the real world with our real brains, that are made of tissue and neurons and grey matter and, uh…”

“And important stuff,” offered Travis.

“Yeah, and important stuff,” I said. “Because for most of us, when that important stuff gets put together, we have a certain type of brain. And we have created a society that says the most important things are the things that most of our brains are really good at – things like:

“Talking and communicating with people;

“Making friends and spending time with people;

“Doing lots of different kinds of things, having lots of different kinds of interests, and trying new things.

“Because our brains are really GOOD at those things, we try to spend most of our time doing them. But those are all things that, because of his autism, Bud’s brain has a really hard time doing.

“Language is difficult for him and he doesn’t talk the same way as other people.

“Being social and knowing how to interact with people is difficult.

“Changing his routine and trying new things is difficult.”

The classroom resonated with affirmation. Bud’s classmates knew exactly what I was talking about. They knew, without me explaining any further, what kinds of behaviors I was talking about. I could see the understanding in their faces.

Photos by Bud, from:  http://momnos.blogspot.com/2010/03/on-being-hair-dryer-kid-in-toaster.html

I posted a comment on this Mom’s blogsite:

Doc Meek said…

Does anybody know the tune for “A hairdryer kid in a toaster-brained world?” I predict that, like “Rudolph the Red-nosed Reindeer,” this Mom’s “Hair-dryer kid in a toaster-brained world,” will go down in history. I’ve been helping kids mitigate learning and attentional problems for over thirty years now, and it is an axiom with me that “Mother knows best.” This Mom makes that point sharper than a surgical needle, right? – Doc Meek, Learning Consultant, May 7, 2010, Sherwood Park, Alberta, CANADA

May 07, 2010 11:38 AM

Blessings, Doc Meek, Thursday, July 22, 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.
1. P.O. Box 3105, Sherwood Park, AB T8H 2T1, CANADA
2. Mele Taumoepeau, P.O. Box 60, Nuku’alofa, TONGA
3. 3688 W 9800 S, #138, South Jordan, UT 84095, USA

Bud’s Grade 5 class, in disguise; photo from: http://momnos.blogspot.com/ …………………………………………………………………………………………….

I am grateful for this guest article I borrowed today, Wed, July 21, 2010. This is Part I of a 3-Part series about Bud, a 10-year-old with learning differences.

Bud, who has been labeled autistic, has been placed in a regular Grade 5 classroom. His Mom’s brilliant interactive discussion with the kids in his class (with Bud absent of course) is detailed here.

This is the best description of autism I have read anywhere

Thanks Mom! We are grateful for your creativity, your courage, and your willingness to share!

What is autism? (Part I of III)

Bud’s Mom is interacting with Bud’s classmates at school (with Bud absent):

“Now, we all know that your brain is a machine that’s made of tissue and neurons and nerve cells. But let’s pretend it was a more simple machine. Let’s pretend your brain wasn’t made of tissue and neurons and nerve cells, but instead, it was made of metal and plastic and electrical wires. And let’s pretend that when you put that metal and plastic and electrical wire together, it turned into a toaster.”

Here, the class laughed – the good kind of laughter. I carried on. They were with me.

“And let’s pretend that MOST of us had toaster brains. Some of us might make white toast and some wheat toast or rye toast, and some of us might make light toast and some of us dark toast. Some of us might only toast bagels, and sometimes we might even burn the toast, but for the most part, all of our brains would be able to do the same thing: make toast.

“Now, think about the pretend world that we have just created. In our world, MOST people have toaster brains. So, when we make the rules for our world and decide how we want to spend our time, what do you think we’ll decide is the MOST important thing a person can do?”

Nora raised her hand. “Always try hard and do our very best?”

“Yes!” I said. “And WHEN we do our very best, we will be doing a great job making…”

“Toast!” they responded in unison.

“Yes! Because we have brains that are really GOOD at making toast – so we will want to have a world where it’s REALLY important and REALLY valuable to make toast. Right?”

Heads nodded around the room.

“Now let’s pretend that Bud’s brain is ALSO made of metal and plastic and electrical wires, just like our brains, except that when HIS metal and plastic and electrical wires get put together, they turn into a totally different kind of machine. Instead of being a TOASTER, Bud’s metal and plastic and electrical wires turn into a HAIR DRYER.”

I swear, I heard gasps.

“Now, there’s nothing WRONG with a hair dryer, right? Hair dryers are great! There are some things that hair dryers are really good for. There are some things that a hair dryer can do even BETTER than a toaster. But it is REALLY, REALLY hard to make toast with a hair dryer.”

They laughed again, and nodded, and totally, completely got it.  …………………………………………………………………………………………

So did I!

I will publish the continuation of this welcome guest article in the next post (July 22, 2010);  this article is an excerpt from Bud’s Mom’s blogsite: http://momnos.blogspot.com/2010/03/on-being-hair-dryer-kid-in-toaster.html

I posted a comment on this Mom’s blogsite:

Doc Meek said…

Does anybody know the tune for “A hairdryer kid in a toaster-brained world?” I predict that, like “Rudolph the Red-nosed Reindeer,” this Mom’s “Hair-dryer kid in a toaster-brained world,” will go down in history. I’ve been helping kids mitigate learning and attentional problems for over thirty years now, and it is an axiom with me that “Mother knows best.” This Mom makes that point sharper than a surgical needle, right? – Doc Meek, Learning Consultant, May 7, 2010, Sherwood Park, Alberta, CANADA

May 07, 2010 11:38 AM ………………………………………………………………………………………………..

Blessings, Doc Meek, Wed, July 21, 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.
1. CANADA: P.O. Box 3105, Sherwood Park, AB T8H 2T1
2. TONGA: Mele Taumoepeau, P.O. Box 60, Nuku’alofa
3. USA: 3688 W 9800 S, #138, South Jordan, UT 84095

Photo from Facebook: Cynthia Charleen Alexander of “clutter-free” fame; her website: http://www.breakfreefromclutter.com/

My Texas friend Cynthia is suggesting we could help kids do better in school this fall. She says we need to set up a series of webinars (seminars or workshops anyone can attend without leaving home).

These webinars would be designed to do just that, help kids in elementary school, middle school and high school do better in school this fall, and discover they are smarter than they think!

How to do it, and how to get the word out to the parents and their kids, become the next steps.

Let’s see:

What do kids want help with?

All subjects? Or primarily reading easier, studying smarter, and remembering longer?

THE LEARNING CLINIC WORLDWIDE blog has addressed some of these issues. Here are some examples. Just click on the titles:

A learning brain learns best with color, movement, and gentle learning music

The learning brain needs “uprightness” for greatest efficiency

HOPE: a NECESSITY in LIFE and EDUCATION

Teachers & Parents: learning = change = learning

(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″

(7) Learning to run our brain: The role of Mothers

Way to go, Cynthia!

Doc Meek, Tuesday, July 20, 2010, at South Jordan, Utah, USA

—
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
============================================

Back in South Jordan, Utah, USA, fresh from the beautiful red colors of Bryce Canyon in southern Utah. If you missed the photo of the stunningly beautiful Bryce Canyon, just click on this link to my previous article, posted Sunday, July 18, 2010:  Sunday: Home from Bryce Canyon country, Utah

Visiting Bryce Canyon country made me yearn for a hike in the Canadian Rockies, the majestic Rocky Mountains, in British Columbia, Canada.

Takakkaw Falls in Yoho National Park, near Field, BC, Canada

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My sister Anita and I used to hike the back country in Yoho National Park, near Field, BC, Canada. (See photos above.)

Back in the early 1980s we had a policy of going to the mountains at least once a year. We should get back to that, eh!?

We hiked the Iceline Trail, opposite Takakkaw Falls, and took the photo of the distant falls at left above.

Breathtaking country!

You heard the one about Yoho National Park in the Canadian Rockies?

This guy from the US had spent several years traveling all over the place and at each place he would seek out “the green phone.” For those of you who don’t know (yet), “the green phone” is a pay phone with a direct line to God. The guy would always ask the cost of the phone call to God. Prices varied from $1,000 a minute to $10,000 a minute, depending on where “the green phone” was located, eh? 😮

The guy arrives in Yoho National Park in the Canadian Rockies and of course, as usual, seeks out “the green phone.”

The cost to call God? Only 50 cents a minute.

“Wow,” says the guy. “Why so little?”

“This is God’s country.”

“It’s a local call.” 😮

To the glory of the mountains everywhere!

Doc Meek (“Mountain Man”), Monday, July 19, 2010, at South Jordan, Utah

—
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
============================================

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)

(Continued on Page 2)

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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.

(Continued on Page 3)

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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.

………………………………………………………

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!]

—
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
============================================

Brain picture from: http://thebrain.mcgill.ca/flash/d/d_07/d_07_cr/d_07_cr_tra/d_07_cr_tra.html …………………………………………………………………………………………..

Gratitude for this guest article today, Tuesday, July 13, 2010

Mnemonic devices are excellent tools for teachers who want to help their students remember important facts. The following are the top 10 mnemonic devices. However, an interesting and fun exercise is to have your students try to come up with their own mnemonic devices for topics throughout the year.

1. ROY G BIV

Red, Orange, Yellow, Green, Blue, Indigo, Violet.
This device helps students remember the order of the colors in a rainbow.

2. Please Excuse My Dear Aunt Sally

Parentheses, Exponents, Multiplication, Division, Addition, Subtraction.
This mnemonic allows us to remember the Order of Operations in math.

3. Every Good Boy Does Fine / FACE

This mnemonic is used in musical notation to help students remember those treble clef notes on the lines (E, G, B, D, F) and those on the spaces (F, A, C, E).

4. My Very Earnest Mother Just Served Us Nine Pickles

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
Here we have an easy way to remember the order of the planets from the sun out. The only thing to remember here is that every 248 years, Neptune becomes the furthest planet for 20 years.

5. King Philip Cuts Open Five Green Snakes

Kingdom, Phylum, Class, Order, Family, Genus, Species
This is only one of innumerable mnemonics used to remember the order of Taxonomy for biology.

6. Thirty days hath September, …

I use this mnemonic all the time to help me remember the number of days each month:

Thirty days hath September,
April, June, and November;
All the rest have thirty-one
Excepting February alone:
Which hath but twenty-eight, in fine,
Till leap year gives it twenty-nine.

7. Two Old Angels Skipped Over Heaven Carrying Ancient Harps

Used in math to remember the equations for Tangent, Sine, and Cosine. O stands for opposite, A stands for adjacent, and H stands for hypotenuse. Therefore, Tangent = Opposite/Adjacent; Sine = Opposite/Hypotenuse; Cosine = Adjacent/Hypotenuse.

8. HOMES

Huron, Ontario, Michigan, Erie, and Superior
An easy way to remember the five Great Lakes.

9. OIL RIG

Oxidation It Loses (electrons)
Reduction It Gains (electrons)

This will help students in Chemistry remember these two terms.

10. In 1492 Columbus Sailed the Ocean Blue

One that has been said by students for more years that can be remembered.

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Guest Article from: http://712educators.about.com/od/creativethinking/tp/mnemonics.htm …………………………………………………………..

Thank you, Melissa!

Here’s to good memory!

Doc Meek, Tuesday, July 13, 2010, at Sherwood Park, Alberta, CANADA

—
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
=========================================

“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”

……………………………………………………………………………….

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

—
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
=========================================

This is the second 1/2 of Dr. Mercola’s guest article, Anger Can Be Deadly.

A healthy way to “get your anger out”: a choir of 30 shouting men. 😮 Photo from: http://www.huutajat.org/

…………………………………………………………………………………………

I’ve written about anger management before in THE LEARNING CLINIC WORLDWIDE blog. If you missed those articles, simply click on the titles: Anger management in schools; Anger Management in Classrooms

…………………………………………………………………………………………

Anger Can Be Deadly, by Dr. Joseph Mercola (this is the second 1/2 of the article posted Saturday, July 3, 2010); if you missed the first 1/2 of this article,  just click on the title here: “Anger Can Be Deadly [the damage].” – Dr. Mercola

Dr. Mercola’s entire article is from: http://www.healthiertalk.com/anger-can-be-deadly-2008

Your Emotional Health is Intricately Linked to Your Physical Health

Negative emotions will invariably impact your physical well-being, and anger is no different. Emotional factors are actually one of the most important contributing factors for all diseases, including cancer.

That is why an effective strategy to manage your emotional stress has long been a part of my top health tools, and this is because there is overwhelming evidence that your mind does matter when it comes to preventing, or triggering, disease.

The idea that your emotions impact your health and the development of disease is not new. Even the conservative Centers for Disease Control and Prevention (CDC) has stated that 85 percent of all diseases appear to have an emotional element, but the actual percentage is likely to be even higher.

Your emotions can actually trigger your genes to either express health or disease… and if you’re chronically angry or prone to uncontrolled outbursts you could be inadvertently sabotaging your health.

This is why I highly recommend you work on overcoming your emotional barriers, whether they’re based on life’s anxiety-factors or more deep-seated emotional traumas that may have left you “angry at the world.”

There are a host of techniques to instill positive emotions and thoughts and create a sense of inner-peace, and the best rule is to find the one that works for you, whether it is considered conventional or “alternative,” and keep on using it. Prayer and meditation are helpful for many.

In my clinical practice, I have tried a variety of methods, and have been exposed to many more (both conventional and alternative) through my medical background, but none have come close to the success rate I have experienced with the Meridian Tapping Technique/Emotional Freedom Technique (MTT/EFT).

With EFT, while mentally focusing on the psychological/emotional issues in a positive manner through the use of affirmations, pressure is applied to the same energy points used for thousands of years in acupuncture (these energy points are finally even being recognized as legitimate by the pharmacy- and surgery-addicted American medical establishment.)

These energy points are only tapped, though, not punctured as in acupuncture, as it has been shown that pressure on these points is all that is necessary to activate your body’s bioenergy. This combination of positive mental focus on the issue(s) and physical stimulus to your body’s biochemistry is amazingly effective at eliminating the issue — be it anger, stress, anxiety, etc. — quickly.

Life’s Too Short to Live With Anger

Optimal health involves addressing and resolving your anger and other emotional traumas as quickly as possible — without letting old emotional wounds contribute to more negativity, and therefore disease, in your mind and body.

So in addition to using MTT/EFT as your primary anger-resolution tool, you may also want to try:

• Relaxation techniques (slow deep breathing, meditation, prayer, positive imagery)
• Empathizing with the person (or situation) you’re angry with
• Exercising (vigorous activity is an excellent way to release angry energy that has built up, and gentler exercise, like yoga, can help you calm down afterward)
• Asking yourself, “Will this situation matter in 10 minutes? Tomorrow? Next month? Next year?” Most often, situations you’re angry over mean very little in the greater scheme of your life. Keep this question in mind to help you remember that the situation you’re so angry about now will likely be irrelevant in a short time — and is probably not worth getting worked up over.

When combined, these techniques are extremely effective at both releasing negative energy and putting your mind at ease. ………………………………………………………………………………..

Thank you, Dr. Mercola!

Doc Meek, Sunday, July 11, 2010, at Sherwood Park, Alberta, CANADA

P.S. For more information about healthy heart solutions to anger, see the associate links in my signature block below: