Check out my one-on-one tutoring and online classes (Children & Adults)
Science Journaling (Writing)
Fiction/Non-Fiction Writing (Heavy emphasis on Transitional Phrases)
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)
Reading In Research (Comprehension and Natural Inquiry aka “Why’s of Dyslexia”- and best for the Interest-based leaner)
Syntax with Poetry (Writing)
…Also, Help With All Subject/Content Areas (including support in Science, Language Arts, History)
As well, Life Skills, Calm Mindset, and Resilience Coaching (see my resume here).
***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 bible study and bible literacy class!!
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 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 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, use language effectively, and express their ideas in writing.
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. Learn more here.
Cook’s Complete Elbert Evaluation Finding Their Strengths, Gifts, & Learning Uniquenesses- The Complete Elbert Evaluation is a complete learning difference screening for:
Specific Language Impairment (SLI)
Visual Processing Disorder (VPD)
Auditory Processing Disorder (APD)
Central Processing Disorder (CAPD)
Sensory Processing Disorder (SPD)
Autism plus Irlen Syndrome
Twice Exceptionality (2e)/Gifted and Talented
including Social/Emotional (Anger/Shame) Domain
Gifts, Strengths, & Special Interest
Note: Consultation Available (first one Free)!
What is neurodiversity?
People who have 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 they may need specialized support and strategies to help them overcome these challenges and thrive academically and personally.
NOTE: 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. https://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/author/tcookedu/
I suggest to encourage students to trust their brain and persevere until things feel “just right” which this is a valuable reminder that they are capable of learning and making progress, despite any challenges they may face. I offer a range of services, including tutoring, coaching, consulting, and training, to help support students (ages 4-84) with diverse learning needs. By providing individualized support and guidance, I can help these students develop their skills, confidence, and independence, which can have a positive impact on their academic and personal success.
Check out my
coaching classes and what I offer:
My ELBERT: Remembering Calm & Listening Skills
- 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)
My ELBERT: Helping Those with a Neurodifference Enjoy Learning Again
- 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
What is neurodivergency? Neurodiversity 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 and challenges. Learn more here.
NOTE: Neurodivergent individuals are those who have cognitive, sensory, or neurological differences, such as dyslexia, ADHD, autism, and other conditions. These individuals may experience challenges in some areas, but they may also have unique abilities and strengths in other areas, such as creativity, problem-solving, and visual-spatial skills. 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 their 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. https://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/author/tcookedu/
I recommend others recognize and embrace neurodiversity, as it can help individuals with neurodivergent conditions feel empowered and valued for their unique abilities and contributions. By providing support, accommodations, and opportunities for enrichment, we can help these individuals achieve their full potential and thrive in their personal and academic pursuits.
I Train In Resilience and do family coaching!! Who do you work and what do you train on in the area of SEN ?
Complete My Elbert Program….Read more here:
DOES IT include My ELBERT The Learning Uniquenesses Checklist: The Ultimate SEL Checklist …YES
DOES IT include My ELBERT The Gifts & Strengths Checklist: The Ultimate Learning Style Checklist …YES
DOES IT include My ELBERT The Learning Differences Screening: The Ultimate Screening for Neurodifference …YES
DOES IT include Complete My ELBERT Evaluation…YES
DOES IT include My ELBERT Interventions & Enrichment…YES
DOES IT include My ELBERT Holistic Alternatives for Learning…YES
DOES IT include resources for student and their parents…YES
PLUS ● ● OVER 200 EXERCISES & ACTIVITIES ●●
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.
What is neruopedagogy? It’s 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. It is good to see that you are incorporating various approaches and theories in your work, and that you are looking at ways to promote self-directed neuroplasticity and learning success for all learners. It is also great to see that you are committed to promoting optimal mental health and overall well-being. Learn more here.
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 (Montessori), (w)holism, neuroscientific, neuropsychology, educational research (Orton-Gillingham, “Science of Reading”), and spiritual/religious studies (Nouthetic Counseling, Motivational Interviewing) 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. [Retrieved from https://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/author/tcookedu/].
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. DO YOU WANT MY COMPLETE LIST OF PD TRAINING???
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
My Elbert Coaching, Consulting & Course
The coaching, consulting, or course (depending which you choose) helps you understand the Elbert program, the brain and your child so much more.
-Coaching- $45 each session for 30 min.-$75 for an hour (minimum of 2 times per week recommended). This is on a flex-schedule at your convenience. I’ll meet with you on Zoom.us to talk to you about a specific students’ needs. Note: Students need to get an Elbert evaluation first.
-Consulting on Elbert Program- $65 for an half-an-hour (FIRST ONE FREE) is everything you need know about helping those with any neurodifference to enjoy learning again! Again, a minimum of 2 times per week recommended and on a flex-schedule at your convenience. Note: Students do not need to get an Elbert evaluation first and anyone with you can attend might be others joining as a group!
© My ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020
Learn more HERE about Neurodiversity!
What is the best way to support those with Neurodevelopmental disorders or Neurodiversity in later onset?
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!
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
MY STORY & My ELBERT FOR BEHAVIOR & EMOTIONAL INTENSITY HELP
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/].
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 !
From my childhood, I had heard so many negative comments that I felt like…I couldn’t do anything right, I was stupid, and “nobody liked me”- this “learning with trauma” had me to develop “Vainglory” by living daily with strife (feeling weak/weary), that, in my later years, I was almost to the point spiritual death. As you can imagine, growing up with a learning disability [labeled severely learning disabled in 1982], these comments of the untruths became my inner thoughts and I believed them. Until mid-adult years, I discovered the veil of being imperfect was ego… [superego, actually] prides illusion and not what God had intended for His child, me. I thought Jesus was already in my heart; yet, looking back, I had not entirely invited Him fully inside my heart and mind, until the “dark night of the soul” situation happened in my life. I had simply not surrendered my heart and let Him completely into my mind, becoming born-again which means gaining “God’s Spirit” (becoming full) and a Christ-like mind (becoming complete). Note: God, in His Will and His timing, uncovered the TRUTH. His light had to look into and uncover my problems and emotions, then unto some issues and sin of my childhood and beyond. I had learned the importance of prayer, meditation, movement, daily revelation, intention, and affirmations with scripture reading; basically, I felt like a door had opened and the veil over my heart was released and read more here.
Nurture Their Nature
Book Now: email@example.com or Contact Here
DIGITAL SUBSCRIPTION: Helping Those with a Neurodifference Enjoy Learning Again: Group Tutoring, Parent Courses, & Freebies
I’m also looking for consultants, coaches, and tutors for My Elbert.
Learn More here: https://lnkd.in/dw7-9cV