Posts Tagged ‘learning disabilities’

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
============================================

TEACHER RUBRICS ARE NOT RUBIK’S CUBES!

Article from: http://712educators.about.com/cs/rubrics/ht/htcreaterubric.htm

Rubrics are a quick and powerful way to grade everything from projects to papers. This how to provides step-by-step instructions to help you create effective rubrics.

Difficulty: Average

Time Required: 20 minutes

Here’s How:

1. Make a list of what you want the students to accomplish through your assignment.
2. Organize your list from most important to least important.
3. Decide on an overall point value for the assignment.
4. Assign each item on your ranked list a percentage value out of 100 percent.
5. Multiply your total point value from step 3 by each item’s assigned percentage to arrive at the point value for that item.
6. 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.
7. Assign specific grading criteria for each main category from step six.
8. Distribute or display the rubric to the students when you are explaining the assignment.

Tips:

1. Definitely know what your categories will be before you make your assignment.

Suggested Reading

• Make Your Life Easier with Rubrics
• Rubrics
• Biography Rubrics

Suggested Reading

• Writing and Evaluating Prompts
• Persuasive Essay Rubrics
• Rubric Definition

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Melissa Kelly
Secondary Education Guide

• Sign up for my Newsletter

• My Blog
• My Forum

……………………………………………….

Thank you, Melissa!

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More Resources:

(1) http://www.rubrics4teachers.com/

(2) http://rubistar.4teachers.org/ [Templates and rubrics generators to make a teacher’s life easier]

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Doc Meek, Friday, July 16, 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 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
=========================================

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.

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. With hope we can find meaning in how we respond to what has happened to us. With hope, whatever the outcome, we can go on.”

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

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

This may be a big topic for some. It is for me.

“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

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

“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

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

Tuesday, July 6, 2010, at Sherwood Park, Alberta, CANADA: “Today I am grateful for mothers and grandmothers!” – Doc Meek

Cheerful Grandmother with cheerful child 

Image from: http://www.sunriseseniorliving.com/blog/September-2012/Stereotype-Of-Cheerful-Grandmother-Has-Basis-In-Science.aspx

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

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“What if you are smarter than you think?”

https://docmeek.com

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:

Monday, July 5, 2010, Sherwood Park, Alberta, CANADA

This is the sixth (6th) in the series of seven (7) articles about having fun learning to run our very own brain, and helping our children and students learn to have more fun learning how to run their very own brains. – Doc Meek

See full size image Image at: www.solarnavigator.net/human_brain.htm

The conscious and the subconscious mind/brain

We have tended to focus heretofore more on the conscious mind. The additional roles of the subconscious mind/brain are immense, and will be dealt with here and in future articles.

When I was teaching parent, teacher and student classes on learning, I would sometimes present a model of the learning brain that I thought was helpful for all of us. I would talk about the brain using less than 10% of its capacity, and for those who argued this, I said that I was referring generally to what we had conscious awareness of, ongoing, day to day.

“Front 10” and “back 90”

Then, I would put the palm of my hand on my forehead (and ask my class to do the same) and I would say something like this:

OK, this is the 10% of the brain we are using to do our everyday tasks. This is the “front 10.” Of course, it isn’t in front necessarily. I am just using this to help us get a grip on this concept.

Then I would place the palm of my hand on the back of my head (and ask my class to do the same) and say something like this:

And this is the 90% of our brain that supports the “front 10.” No charge. 😮 Of course, it isn’t n the back necessarily. I am just using this model to make some points which are powerful for learning. We’ll call it the “back 90.”

The “back 90” looks after things for us without our asking. It controls the incredible chemical and electrical complexity that runs our immune system, our digestion, our body chemistry, our heartbeat, our automated movements such as walking and running, and so on. It has immense capacity.

How does the “back 90” help us with learning?

When we are learning something new, when we are changing in some way, physically or mentally or emotionally, our “front 10” is hard at work doing whatever it is that we do when we are learning something new. This is the part we are “paying attention to” if you like.

However, the “back 90” is backing up our “front 10” learning effort by supplying all that we need to do the task.

For example, when we speak, we “head out in the general direction” of what we want to say. However, we don’t have to stop before each new word in the sentence we are about to speak to figure out what comes next, generally speaking. We just “speak on” and the “back 90” assembles the word sequences in the sentences for us, without our knowledge as it were. :o)

Nice friend to have, eh?

Example of a student who was struggling with learning

One of my clients, a student in grade seven, was having a terrible time in science. I showed him the “front 10” and “back 90” concept and asked him to put his hands on his head as I was doing.

Then I said:

Just think, you are using only the “front 10” to get those low marks, right?

Yes.

What would happen if you learned how to harness up the “back 90” to help you?

What do you mean?

You’d have 90% more horsepower to bring to bear on the learning task!

Cars and horsepower he understood. This helped him immensely.

We learned together how to harness up the “back 90” to help him do better in his science class.

Would it surprise you to learn that he went from 34% in his grade seven science course to 74%?

To harnessing more brain horsepower!

Doc Meek, Mon, July 5, 2010, Sherwood Park, Alberta, CANADA

—

“What if you are smarter than you think?”

https://docmeek.com

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, get optimum heart health:

INDEPENDENCE DAY: Happy Celebrations, United States of America!

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)
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