Cook’s Independent Tutoring, Coaching, & Consulting, LLC.

Tutoring

Check out my one-on-one tutoring and online classes (Children & Adults)

Applied Math (Research, Project Based- Word Problems/Solving)

Sight Words (Memorizing Them)

Learning Style Awareness for Study and Testing Skills (Knowing One’s Strengths, Gifts & Talents and Testing for GED, SAT/ACT, GRE, TOEFL, Driver’s Permit, etc.)

Morphology including Orthography (Vocabulary, Spelling)

Amazon Publishing and Book Writing for Publication (Writing)

Reading In Research (Comprehension and Natural Inquiry aka of the “Why”- and best for the Interest-based leaner)

Syntax with Poetry (Creative Writing)

Science Journaling (Informational Writing)

…Also, Help With All Subject/Content Areas (including support in Science, Language Arts, History, etc.)

…Also, phonological awareness continuum and figurative language

As well, Life Skills, Goal Setting with Mind Maps, Calm Mindset, and Resilience Coaching

***Added three more classes: 1) Word Walk (like a “picture walk” of a story we explore homographs, homophones, and other common confusing words including contractions- helps Fluency). 2) Character Development (we compare and contrast characters as we get to know their personality- helps Comprehension) 3) “All Things For Good” student and family bible study and bible literacy class!! 

***PRESS HERE For MY RESUME HERE & Cook’s Nurture Their  Nature Newsletter (including 5 years of Research): HERE...https://www.linkedin.com/newsletters/nurture-their-nature-news-6876199481797296128/ 

Cook’s Evaluation & Cost

It’s a comprehensive assessment approach for a student’s literacy skills, taking into account various factors that may impact their performance. By observing the student’s sensory acute response to stress, we can gather information about how they react to challenging situations, which can inform how you design instructional strategies that help them regulate their emotions and maintain focus.

Using literacy activities along with informal observations such as phonics inventory, word-sound knowledge, phonological awareness exercises, and working memory activities can help you identify the specific areas where the student may need additional support and practice. As well, gaining additional information such as interviewing teachers, parents, and observing the student’s input/output of motor, verbal, and written behaviors. I can provide valuable insights into their overall communication and literacy skills, such as their ability to decode and comprehend text,  and as well using language effectively (encoding including spelling, and expressing their ideas in writing and speaking).

By considering the student’s interest survey and overall behaviors based on executive, somatic, and autonomic functioning, you can gain a deeper understanding of their learning style and preferences, as well as their overall physical and emotional well-being. I can help you create a more personalized and effective plan for supporting the student’s literacy development. 

***CHECK OUT MORE HERE…PRESS HERE; For MY RESUME Press HERE & Cook’s Nurture Their  Nature Newsletter (including 5 years of Research): HERE...https://www.linkedin.com/newsletters/nurture-their-nature-news-6876199481797296128/ 

Cook’s Complete Elbert Evaluation Finding Their Strengths, Gifts, & Learning Uniquenesses- The Complete Elbert Evaluation is a complete learning difference screening for:

Dyslexia

Specific Language Impairment (SLI)

Visual Processing Disorder (VPD)

Auditory Processing Disorder (APD)

Dysgraphia

Central Processing Disorder (CAPD)

Sensory Processing Disorder (SPD)

Autism plus Irlen Syndrome

Twice Exceptionality (2e)/Gifted and Talented

ADHD 

including Social/Emotional (Anger/Shame) Domain

Gifts, Strengths, & Special Interest

*Evaluations, recommendations, and accommodations (Read More MY RESUME). Note: Consultation Available (first one Free)!

What is neurodiversity?

Neurodiversity refers to the idea that there is a natural variation in the human brains and nervous system, and that differences in neurological functioning should be recognized and respected as a form of diversity. Neurodivergent individuals, on the other hand, have neurological differences that can affect their perception, cognition, and behavior. People who have been identified with  neurodiversities such as dyslexia have language processing difficulties, co-occurrences and other forms of neurodiversity. It’s important to recognize that these individuals may have different ways of processing information, and perceiving from their senses information from their environment. They may need specialized support and strategies to help them overcome these challenges and thrive academically and personally.

***CHECK OUT MORE HERE…PRESS HERE SEE ABOVE For MY RESUME

NOTE:

Dyslexia is a learning disability that affects a person’s ability to read, write, and spell. It is a neurological disorder that affects the way the brain processes information. Dyslexia is a common disorder, affecting approximately 10% of the population. It is important to understand the characteristics of dyslexia to help those who struggle with it.

One of the main characteristics of dyslexia is difficulty connecting letters to sounds. People with dyslexia have trouble identifying speech sounds and learning how they relate to letters and words. This difficulty can make reading and writing challenging, as words are made up of letters and sounds that must be connected.

Another characteristic of dyslexia is visual processing difficulties. Individuals with dyslexia may struggle to understand visual information such as letters, shapes, or objects. They may have problems processing the graphic symbols, especially convergence. This can make it difficult for them to distinguish between similar letters or to read words with irregular spellings.

Those with dyslexia also experience difficulties related to the absorption and processing of sounds. They may omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit sounds, they might also do sound confusions such as repetition(s), substitution(s), addition(s) or delete altogether. Additionally, transversal(s) and reversal(s) are more common in students with visual processing difficulties.

It is important to note that dyslexia is not a sign of intelligence or lack of effort. People with dyslexia may have normal or above-average intelligence, but their reading and writing abilities do not match their intellectual abilities. They may have difficulty with phonemic awareness, which is the ability to identify and manipulate the individual sounds in words. Individuals with dyslexia and other learning differences may also have difficulty with working memory, which is the ability to hold information in the mind while using it to complete a task. This can make it difficult for them to remember spelling rules or read fluently

Please note Neuropedagogy is a field of study that combines neuroscience, nouthetic learning, positive psychology, and educational pedagogy, with the aim of understanding how the brain processes information and how this knowledge can be used to improve teaching and learning. 

Trusting our brains and persevering through challenges is a valuable reminder that we are capable of learning and making progress in all areas of our lives. Whether we are faced with academic struggles, personal obstacles, or unforeseen circumstances, our brain has the power to adapt, grow, and overcome. As students, it can be easy to feel discouraged or overwhelmed when we encounter difficult concepts or assignments. However, it is important to remember that every challenge presents an opportunity to learn and improve. By trusting our brains and persevering until things feel “just right,” we can gain a deeper understanding of the material and develop stronger problem-solving skills.

It is also important to recognize that each of us learns and processes information differently. Some students may excel in traditional classroom settings, while others may benefit from alternative methods such as hands-on learning, visual aids, or technology-based tools. By embracing our unique learning styles and seeking out the resources and support we need, we can maximize our potential and achieve our goals.

As an educator, tutor, coach, and consultant, I am passionate about helping students of all ages (8-82 years old) and backgrounds develop their skills, confidence, and independence. Through personalized support and guidance, I strive to empower students to trust their brains, persevere through challenges, and achieve their full potential. Whether you need help with homework, test preparation, executive functioning skills, or study strategies, I am here to help you succeed.

In conclusion, I encourage all students to trust their brains and persevere through any challenges they may face. By embracing our unique learning styles and seeking out the support we need, we can unlock our full potential and achieve our academic and personal goals. Remember, with determination and hard work, anything is possible.

***CHECK OUT MORE HERE…PRESS HERE SEE ABOVE For MY RESUME

Coaching

Check out my

coaching classes and what I offer:

My ELBERT: Helping Those with a Neurodifference Enjoy Learning Again

• Understanding Dyslexia and Other Neurodevelopmental Differences
• Diversity, Equity, Inclusion, & Belonging for the Neurodiverse
• Neurodivergent Learning Management Techniques & Classroom Management
• Developing Connections & ECE Children’s Literature 
• Family Attachment & Parenting with Language and Literacy
• ABC’s including Autonomy, Attunement & Adaptability
  
• Breathing & Calming Exercises and Activities
• Journaling & Poetry for Atonement, & Agency
  
• Bible Study (Relations, Intentions, & Affirmations- including Bible Brain Balancing)
• Remembering Calm & Listening Skills (Brainstorming Emotions/Mind Maps & Tools for Calm
• Career & College Readiness Including ACT/SAT (15 plus-adult)
• Study Skills/Test Taking Strategies (such as Mind Mapping)
• School & Grade Level Readiness
  
• Positive Guidance/Discipline with Language and Literacy
• Bible Literacy (Children & Adults)
• Identity & Building Character with Language and Literacy
• Developing Resilience & Self-Efficacy Through Christ
• Strategies for Overcoming Criticism in Spiritual Discernment
  • Understanding and Dealing with Shame and Guilt in Spiritual Discernment
  • Identifying the Root Causes of Anger and Hatred in Spiritual Discernment
  • The Role of Forgiveness in Spiritual Discernment for Neurodiverse Individuals
  • Navigating Grief and Remorse in Spiritual Discernment and Revelation
  • Learning to Surrender Control and Trust God in Spiritual Discernment
  • Overcoming Fear and Anxiety in the Process of Spiritual Discernment
  • The Importance of Community Support for Neurodiverse Individuals in Spiritual Discernment
  • Embracing and Celebrating Neurodiversity in Spiritual Discernment

***For MY RESUME Press HERE; CHECK OUT MORE HERE…PRESS HERE SEE ABOVE For MY RESUME

What is neurodivergency? Neurodivergency is a term used to describe the natural variations in the human brain and nervous system. It recognizes that people have different ways of thinking, learning, and processing information, and that these differences are not necessarily deficits, but rather reflect a range of cognitive and neurological strengths, gifts, abilities and challenges. My Elbert, trainings will develop your approach to supporting neurodiverse individuals whether you are a parents, teacher, paraprofessional, administrator. It’s important to take into account the impact that negative social environments and trauma can have on learning and to focus on positivity and self-directed neuroplasticity. I’m offering courses and professional development opportunities for parents, tutors/teachers, paraprofessionals, administrators, any stakeholders really…as well as, those who have dementia and work with the aging population!! That’s right, with consulting opportunities…I’m interested in guiding global governments to embrace a neuropedagogy such as mine.  

NOTE:  Neurodivergent individuals, including those with dyslexia, ADHD, autism, and other conditions, have unique strengths and abilities that can be leveraged to achieve success in both personal and academic pursuits.

DO YOU WANT MY COMPLETE LIST OF PD TRAINING??? tcookmyelbert@gmail.com

NOTE: I also do trainings in the following areas Neurodevelopmental Disorders (NDDs): Central Auditory Processing Disorder ((c) APD); Neurodiverity in Auditory Processing; Neurodevelopmental Disorders (NDDs); Neurodiverity in Visual Processing; Dysphonetic “Auditory” Dyslexia; Dyseidetic “Visual-Surface” Dyslexia; Directional “Geographic-Spacial” Dyslexia; Dysphoneidetic “Mixed” Dyslexia; Developmental Dyslexia; Acquired Dyslexia; Stealth Dyslexia; Gifted & Talented; (2E) Twice Exceptionality; Attention-Deficit Disorder (ADHD-Any of the 3 types) ;  (SPD) Sensory Processing Disorder; (IDD) Interoceptive Discrimination;  Disorder (DCD) Developmental Coordination Disorder; (SLI) Specific Language Impairment (DLD); Developmental Language Disorder, and many more.

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

Training & Consulting

What is neruopedagogy? My Elbert is a multi-disciplinary approach to learning and aims to address not just the academic, but also the emotional, spiritual, and psychological needs of the learners. I am committed to promoting optimal mental health and overall well-being. My current practice is a holistic, alternative approach to being and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning differences.

My exact Neuropedagogy is a field of study that combines neuroscience, nouthetic Christian studies, positive psychology, and educational pedagogy, with the aim of understanding how the brain processes information and how this knowledge can be used to improve teaching and learning. It also includes , Neuropsychology, Orton-Gillingham and “Science of Reading”, and Evangelical and spiritual/religious studies (Nouthetic Counseling, as well Motivational Interviewing with CreW methods) along with my perpetual care for the “whole person” via Montessori Philosophy. We identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem and connection (unity) with God; and promote behavior change and optimal mental health. Through Life, Family and Resilience Coaching, we can identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem and connection (unity) with God; and promote behavior change and optimal mental health. 

For MY RESUME Press HERE

DEI CONSULTING

One of  my most significant contributions to the field of education is pioneering work in professional development, particularly related to the topic of Systemic & Integrated Diversity (DEI) approach to instruction. This holistic approach recognizes that diversity is a complex and multi-dimensional concept that requires a comprehensive and integrated approach to address effectively. By taking a systemic and integrated approach, I am able to help clients (schools, families, orphanages, organizations, etc.) understand the various factors that influence diversity and inclusion, such as power dynamics, cultural norms, and societal structures. This approach allows  clients to develop a more comprehensive understanding of diversity and its impact on their organizations, which in turn enables them to develop more effective strategies for promoting diversity and inclusion.  

You might need to contact me for help if you or your child/student can’t be reached and seems disconnected; Also, when it comes to learning, they show some or all of the following emotions and challenges: anger, frustration, shame, and sadness; has chronic headaches, stomach aches, hives; appears to have low-self esteem; squints when reading; feels behind or “different” than the other kids; has behavioral and learning challenges; emotionally intense or desensitized; complains; thrives for constant attention; labeled emotionally intense, gifted and talented or twice- exceptional; has trouble focusing or paying attention; destroys their pencil, eraser, and crumples up their paper after working very hard; problems with organization or being on time; poor eye-contact, body-space awareness; sleep and/or digestive problems; has problems spelling or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words, ultra-sensitive, problems with authority; doodles on paper or anything else; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; known to “complain” a lot; described as dramatic, creative and very imaginative by others; been or going to be held back in school; has trouble connecting to others; tired all the time; great with verbal comprehension and large lexicon, shows anxiety, anxiousness, or depression; overactive-reads, writes, moves, and thinks extremely fast or slow; sensory- processing or working memory problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming” or lacking focus; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; averse to learning or trying something new (resilience) as well as low in motivation!

The Door Opened to Gaining “God’s Spirit”

Due to learning with trauma and learning struggles, I had a troubled heart, possibly because of my own anger and shame as well as it being intergenerational…till age 42, To Him Be ALL THE GLORY !

Growing up, I struggled with negative comments and beliefs about myself. As someone with a learning disability, I internalized these messages and developed a sense of vainglory, constantly feeling weak and weary.  It wasn’t until my mid-adult years that I realized my imperfections were just an illusion of pride, not what God had intended for me. Although I thought Jesus was in my heart, I had not fully invited him in until a “dark night of the soul” experience. It was then that I surrendered my heart and mind to him, becoming born-again and gaining God’s Spirit to become full and a Christ-like mind to become complete.

I look forward to consulting with others in the industry or have students “suffering” with intense emotions due to learning differences. Also those who are willing to embrace neurodiversity allows us to recognize and appreciate the diverse strengths and abilities of individuals with different cognitive profiles. These differences can provide unique strengths and abilities in various areas. In the context of giftedness, neurodiverse individuals may exhibit exceptional talents and skills in specific domains. Somewhat based off of the domains of multiple-intelligences, here are some examples of the gifts associated with different types of neurodiversity such as the following (Cook, 2023):

Engineering-Technical Giftedness:

• Advanced vocabulary and comprehension skills.
• Complex problem-solving abilities.
• Proficiency in math, science, and technology.
• Quick acquisition of knowledge.
• Enjoyment of puzzles and intellectual challenges.

Total Evaluative Giftedness:

• Creative problem-solving with multiple solutions.
• Unconventional and imaginative thinking.
• Strong ability to visualize and manipulate objects.
• Expressive and creative self-expression.
• Attention to detail and observation skills.

Digital Giftedness:

• Exceptional artistic abilities in both traditional and digital media.
• Proficiency in digital-media technologies.
• Creative use of visual arts and design.
• Strong aesthetic sense and creativity in digital mediums.

Drama Giftedness:

• Musical, dramatic, and emotional intelligence.
• High sensitivity and deep passion for music, dance, drama, and emotions.
• Creative expression through performance and storytelling.
• Artistic and creative thinking in dramatic contexts.

Interpersonal Giftedness:

• Exceptional oral and linguistic abilities.
• Strong verbal skills, syntax, and vocabulary.
• Wordplay and descriptive abilities.
• Excellent interpersonal and communication skills.
• Engaging and persuasive speaking style.

Multi-Domained Giftedness (Einstein Mind):

• Exceptional abilities across multiple domains (see above and below).
• High scores on multiple-intelligence tests.
• Specialized interests and analytical abilities.
• Strong logical reasoning and problem-solving skills.
• Proficiency in math, science, creativity, coding, and intrapersonal skills.

Visionary and Innovator Giftedness:

• Bold and innovative ideas.
• Outside-the-box thinking.
• Visual-spatial thinking and expression.
• Problem-solving abilities that lead to positive change.
• Expertise in areas like space exploration, sustainable energy, etc.

Please note neurodiversity refers to the natural variation in human neurological and cognitive functioning. For individuals with neurodivergent traits or conditions, such as autism, ADHD, or dyslexia, social-emotional needs and responses can be different from those of neurotypical individuals. The following are some explanations for how individuals with neurodiversity may experience and express emotions in different ways such as in the following: 

Anger

Individuals with neurodivergent traits or conditions may experience anger differently than neurotypical individuals. For example, some individuals may struggle with regulating their emotions and have difficulty controlling their anger, leading to more expressive or aggressive outbursts. Others may internalize their anger and suppress their emotions, leading to feelings of frustration or anxiety. Additionally, some individuals may exhibit regressive behavior, such as temper tantrums or lashing out, as a result of feeling overwhelmed or overstimulated.

Regressive Anger: Regressive anger refers to a response in which individuals with neurodivergent traits or conditions exhibit behavior that is typical of a younger developmental stage. When experiencing regressive anger, individuals may revert to childlike behavior, such as temper tantrums, outbursts, or defiance. This response may occur when individuals feel overwhelmed, frustrated, or unable to effectively express their emotions or needs.

Suppressive Anger: Suppressive anger refers to the tendency of individuals with neurodivergent traits or conditions to internalize or suppress their anger. They may struggle to express their anger openly or assertively, leading to feelings of frustration, resentment, or even physical symptoms. Suppressing anger can stem from a desire to conform to social expectations, fear of rejection or negative consequences, or difficulty in effectively communicating emotions.

Expressive Anger: Expressive anger involves outwardly expressing anger in a direct and visible manner. Individuals with neurodivergent traits or conditions may exhibit expressive anger through verbal outbursts, physical aggression, or other visible displays of frustration or irritability. This type of anger response can be a result of difficulties with emotional regulation or challenges in effectively communicating emotions.

Shame

Individuals with neurodivergent traits or conditions may also experience shame differently than neurotypical individuals. They may be more sensitive to social cues and feel shame more intensely, leading to negative self-talk or feelings of inferiority. Some individuals may struggle with identifying and regulating their emotions, which can lead to difficulty recognizing and managing feelings of shame. Additionally, some individuals may experience shame-rage, which is a combination of feelings of shame and anger, leading to intense emotional outbursts. Individuals with neurodivergent traits or conditions may experience shame as a result of feeling different, facing social challenges, or perceiving themselves as not meeting societal expectations. Shame can manifest as feelings of embarrassment, inadequacy, or unworthiness. It can impact self-esteem and contribute to difficulties in social interactions and self-acceptance.

Avoidance: Avoidance is a common response to shame among individuals with neurodivergent traits or conditions. They may try to avoid situations or activities that trigger feelings of shame, seeking to protect themselves from further emotional distress. Avoidance can lead to limited opportunities for growth, social isolation, or missed experiences.

Isolating: Isolating refers to a response in which individuals withdraw or distance themselves from social interactions and connections. It can be a coping mechanism when experiencing shame or feeling overwhelmed by social demands. Isolating may involve avoiding social situations, retreating to a preferred solitary environment, or struggling to form and maintain relationships.

Both Anger and Shame: Some individuals with neurodivergent traits or conditions may experience a combination of anger and shame simultaneously, resulting in a response known as shame-rage. Shame-rage involves intense anger triggered by feelings of shame or humiliation. It can manifest as explosive outbursts, aggression, or a strong defensive response when confronted with situations that evoke shame. Individuals with neurodivergent traits or conditions may experience both anger and shame in different ways, depending on their individual experiences and social-emotional needs. For example, some individuals may experience shame in response to their difficulties with social communication or sensory processing, leading to feelings of frustration and anger.

Additionally, some individuals may struggle with recognizing and regulating their emotions, which can lead to difficulty expressing themselves in a way that is socially acceptable. By understanding these different affective experiences, it is possible to provide more individualized support and accommodations for individuals with neurodiversity to help them better manage their social-emotional needs.

                                                            door had opened  HERE

Nurture Their Nature

EMAIL: tcooktutoring@gmail.com

Consulting Press HERE

Thanks, Tricia Cook,

M. Ed., RSP, AOG, Montessorian, Emotional Intensity Advocate, Dyslexia Interventionist

#education #ASC #mentalhealth #ADHD #student #dyslexia #myelbert #trauma

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

DO YOU WANT MY COMPLETE LIST OF PD TRAINING??? tcookmyelbert@gmail.com

MY STORY & My ELBERT FOR BEHAVIOR & EMOTIONAL INTENSITY HELP

@tcooktutor | Linktree

 I struggled with anger/shame due to LD (view My Story Of Dyslexia: HERE and ask about my RESUME!) [Retrieved from https://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/author/tcookedu/].

I’m also looking for consultants, coaches, and tutors for My Elbert.

Learn More here: https://lnkd.in/dw7-9cV