My Elbert: Neurodiversity Inside-Out

MY ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING IS The first Specialized Online Coaching Curriculum.  I’ve spent the last 20 years perfecting an alternative, holistic approach to correcting learning differences, including, but not limited to, Dyslexia and Neurodevelopmental differences (view the “why” behind My Elbert below …view program HERE).

After twenty-five years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount  of affective,  behavioral, sensorial, cognitive, physical, mental, and spiritual  difficulties and differences due to learning with trauma along with an increased number of children being medicated, misdiagnosed, or going undiagnosed; Therefore, I have developed a neuropedagogy that includes my observations and evaluations that looks at the “whole person” using empirical science, my neurodivergent thinking, and holistic wisdom. Where learning is concerned, the “whole person” is important because people are different and so many learn and think differently. My neuropedgogy allows neuroscience, psychology, and education to come into an authentic practice. It really looks at how we all process information differently in space and interconnected time; in brief, we are all wired with dissimilarity for which each neural pathway is connected differently to process the same information that we all can receive. My current practice is a holistic approach to discovery of inner-being, spiritual-growth, 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 disabilities.

The Problem: We are seeing children/adults digress with gulf-sized disconnect and low self-esteem. Each child/adult is multidimensional and ALL our systems and senses need to function equalized, activated, and balanced for learning to take place. The triune brain which is the neomammalian complex (RAS- aka neocortex), midbrain (pons- aka limbic system), and forebrain (thymus aka reptilian) is working on a downward function, which makes learning and thinking chaotic in the mind. People are using their mental and emotional bodies to learn, not their etherical body (etheric).

The Solution: When using the etherical body, ALL our faculties, systems, and senses will function equalized, activated, and balanced. The triune brain needs to be working in an upward function (no longer perform in a protective function). With a functional upward system, the child [or adult] can trust themselves and their gifts and learning uniquenesses through spiritual mindset with self-directed neuroplasticity through ABC’s and gain God awareness (eventually unity) through PYAM Daily. They’re offered the freedom arising from conditions within the brain, senses, or sense organs and not directly caused not by external stimuli but the knowing with-in themselves which is patience for understanding and trusting in their subjective, divergent mind.

Yes, I do believe the disconnect for students, families, and schools. It’s in the Spiritual Development…

The disconnect happens in these domains: (intellectual)- what is right, (moral) what is good, and (imaginative) His Divine Will for us in design, plan, and purpose!

What is a Subjective Mind? Subjective mind, which wants to comprehend the world by self realization, consciousness and is open to different interpretations of same objects viewed through different lenses. [Retrieved from https://medium.com/all-things-philosophical/subjective-and-objective-63465fa88fd4].

The cerebral cortex is thought to be the seat of conscious processing in the brain. Rather than being inactivated, specific cells in the cortex show higher spontaneous activity during general anesthesia than when awake, and this activity is synchronized across those cortical cells. [Retrieved from https://neurosciencenews.com/unconscious-brain-activity-20571/].

What Is Conscience? Billy Graham’s Daily Devotion, Nov 09, 2021 Having a good conscience . . . –1 Peter 3:16 God has put within each one of us something that cries aloud against us, whenever we do that which we know to be wrong. Conscience is the detective that watches the direction of our steps and decries every conscious transgression. Conscience is the built-in power of our minds to pass moral judgments on ourselves, approving or disapproving our feelings, actions, thoughts, and plans, and telling us, if what we have done is assessed as wrong, that we deserve to suffer for it. Conscience has in it two elements: an awareness of certain things as being right or wrong, and an ability to apply laws and rules to specific situations. Conscience insists on judging us, and insist on judging us by the highest standard we know. So we sometimes call it God’s voice in the soul, and in a sense it is. Retrieved from https://sway.office.com/6BhnVi2YHh09O1v8.

What is Conscience/Righteousness- Intellectual-Moral aka “The Perfect” (Pure Heart)? The moral feeling, by which we mean a sense of the difference between right and wrong, would seem to be a part of the native furnishing of the mind. Conscience is a vigilant eye before which each imagination, thought, and act, is held up for either censure or approval. I believe there is no greater argument for the existence of God in the world today than conscience. There is no greater proof of the existence of a moral law and Lawgiver in the universe than this little light of the soul. It is God’s voice to the inner man. Conscience is our wisest counselor and teacher, our most faithful and most patient friend. [Retrieved from https://www.internationalstandardbible.com/R/righteousness.html].

What is Self Realization/Blamelessness- Imagination aka “The Simple” (Clean Mind)?  How can we achieve this state of Being for ourselves? Self Realization is a term that is becoming increasingly more widely used.  In many ways it is an obscure term, and its meaning is not immediately apparent.  For many it is a term that means the same as ‘Enlightenment’ – a word which is similarly something difficult to determine.  However, the term ‘Self Realization’ is more useful as it actually refers to a very specific stage in the journey of awakening that Ramana Maharshi and others described. [Retrieved from https://andreaoneness.com/self-realization/].

What is neurodiversity?

People with dyslexia and other forms of neurodiversity have sound and language processing problems. They will struggle to connect letters to sounds and, mainly difficulties identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing difficulties struggle to understand visual information such as letters, shapes, or objects and problems processing the graphic symbols (mainly, problems with convergence). Other difficulties related to the absorption and processing of sounds [sounds especially can be omitted from words by the student], students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sound confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal(s) and reversal(s) are more common in students with a visual processing difficulties. P.S. I suggest -have them remember: if it doesn’t look or sound right reread or rewrite till your brain feels like “it’s just right” [trust your brain-you are smart, you can do it, and you are love]. Ask me how I can help you by tutoring, coaching, consulting and/or training!

What is neurodivergency?

I  consult to help others discover their own/someone else’s learning uniquenesses, interest, and how to use their gifts and strengths. Those with a neurodifference usually have a neurodivergency; meaning, they often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “why’s of dyslexia”. They also have deep and holistic, list-form type thinking including: problem-solving and building/constructing abilities, competitive drive, computer skills, and gaming strategies. They seek our own endeavors of creative, imaginative, visual, artistic, and visionary skills while taking on inventing and innovating pursuits. I can also tell you that they may excel at thinking of “outside the box” solutions, seeing a problem from many sides, and patterns/spatial relationships along with the ability to think in 3 dimensions-using our strong evaluation skills and imagination (capable of observing patterns of: color, shape, size, dimension, rhythm, meter, tone, and chant). They have an innate ability for caring for people, animals and nature [Note: sometimes due to circumstances they go against their own nature in this respect]. Lastly, I prepare students with unique learning and neurodifferences to connect to the world with enrichment classes through my program MY ELBERT.

What is neruopedagogy?

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. You need to know that my neuropedagogy is based on the following: my own inductive reasoning, logic of evaluation, outside-of-the box problem-solving skills, detective sense contributed to my own gift of neurodivergency, gift of knowledge and wisdom (discernment), countless hours of student observations, (w)holism, neuroscientific, neuropsychology, educational research, and spiritual/religious studies (Nouthetic Counseling) along with my perpetual care for the “whole person”. 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.

 

What is the best way to support those with Neurodevelopmental disorders or Neurodiversity in later onset?

I find the best support includes understanding the impact that a negative social environment, aka learning with trauma, has on those who have a neurodiversity, or as I prefer to say “neurodifferent”. My program, My Elbert, was developed to help those who feel weak and weary due to being neurodifferent including those working with them. Mainly, I help others to succeed and employ a positive attitude towards learning and learning environment. Instead of allowing shame and anger to overwhelm the learner, I focus on bringing in positive emotions and teaching methods for instance observing when they are needing calm delight. As well, help the learner with their learning difference and change their brain with self-directed neuroplasticity [flexibility and adaptability] and atonement. I support students with mixed: My Elbert enrichment along with literacy intervention, and tutoring online classes. These classes/sessions stem from a hybrid of elements and methods from Montessori, Nouthetic Counseling, and Orton-Gillingham methods.  I developed this program due to my own experience and being labeled severely learning disabled.  As well as, I would like to share I little about myself, I have a Neurodiversity in Auditory, Visual and Vestibular as well a Neurodivergency.  I struggled with anger/shame due to LD (view My Story Of Dyslexia: HERE and ask about my RESUME!)

According to Mark Briscoe, Jesus experienced anger and grief. His anger was a righteous anger for it had selfless reasons. He experience grief when Lazarus died but not for Lazarus but for the people who loved Lazarus. He knew he would raise Lazarus. But looking at the people who wept he was grieved. And you find the shortest verse in the Bible. “Jesus wept.” He didnt feel shame or guilt for they imply He would have sinned.

Conscience is the built-in power of our minds to pass moral judgments on ourselves, approving or disapproving  our feelings, actions, thoughts, and plans, and telling us, if what we have done is assessed as wrong, that we deserve to suffer for it. Conscience has in it two elements:  an awareness of certain things as being right or wrong, and an ability to apply laws and rules to specific situations.  Conscience insists on judging us, and insist on judging us by the highest standard we know.  So we sometimes call it God’s voice in the soul, and in a sense it is.

     Paul says that God has written a certain knowledge of His laws on every human heart [Rom. 2:14-15], and experience confirms this.  But conscience can be misinformed, or conditioned to regard evil as good, or become seared and dull through repeated sin [1 Tim. 4:2].  The judgments of conscience are only to be received as God’s voice when they match God’s own truth and law in Scripture.  The conscience must be educated to judge scripturally.

     Superstition  or scruple may lead a person to count as sinful an action that according to God’s word is not sinful.  But for such a “weak” conscience [Rom. 14:1-2; 1 Cor. 8:7, 12;]  to go against itself and do what it mistakenly judges to be wrong would be sin [Rom. 14:23].  Those whose conscience is “weak” should never be pressed to do what destroys their good conscience.  

     The New Testament ideal is a conscience free from guilt and able to guide us in  a holy direction.  The conscience can only be freed from guilt by the power of Christ’s blood.  Once freed and protected in its freedom by the gift of justification, the conscience is able to grow through the teaching of Scripture and the means of grace in Christian life..

Like my friend, Al Rosenblum wrote, God made us with an empty place in our hearts that only He can fill. He fills the spiritual need enabling us to operate lovingly and effectively in our human relationships. The empty place causes us to have hunger/thirst for love, affection, appreciation, etc.. We use our faith to attach to people and things in our world that we believe will fill our emptiness. Before salvation which happens in a microsecond of time when we believe the gospel (death, burial, resurrection of Jesus to resolve our sin debt with God-Father) we are disconnected from God and can only attach our hunger & faith to people & earthly things of the world. We attach our hearts to the things of this life and build a false belief system around the idea that the love of people and possessions (instead of God) can make us happy (a lie). We build our entire belief system on lies that we pick up out of the world (this statement requires considerable explanation). All that we learn & believe that builds our thinking system before we are save is devoid of God as the center & purpose and without the Holy Spirit to reveal the divine truths to us. After we are saved we use the same system to learn the same divine ideas that Jesus used in His earthly life so that we can use them too, becoming like Him from the inside out.

We have all harbored anger and shame in our high heart-mind. On the other hand, “In your anger do not sin” : Do not let the sun go down while you are still angry,…” https://www.bible.com/en-GB/bible/111/EPH.4.26.NIV. Jesus works on our “Leb” at night, giving His believers instruction at night and request for us to be in a mindset of Christ the rest of the day!

Learn more HERE

Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

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