My Elbert: Neurodiversity & Transpersonal Self

1 – Written BY Tricia Cook, MEd., RSP, AOG: Montessorian

Read Section 1 First Here

Where learning is concerned, the “whole person” is important because people are different and so many learn and think differently. My neuropedagogy allows neuroscience, psychology, psychopathology, holism, Evangelical theology, 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).

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)  what is best; meaning, His Divine Will for us in design, plan, and purpose for yourself and meekness towards others! Affirmation (Blessing of Thanksgiving, heart):  Do not be conformed to this world ([modern],this age) [fashioned after and adapted to its external, superficial customs], but be transformed (changed) by the [entire] renewal of your mind [by its new ideals and its new attitude], so that you may prove [for yourselves] what is the good and acceptable [right, moral] and perfect Will of God, even the thing which is good and acceptable and perfect [in His sight for you]. Romans 12:2 AMPC 

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- Imaginative-Moral 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/].

According to Erik Erikson,  during the first years of school, every child must resolve the  conflicts between a positive self-image and feelings of inferiority. If  children succeed in school, they will develop positive feelings about  themselves and believe that they can succeed in life [Retrieved from http://www.ldonline.org/article/19296/].

Likewise, this study aims to investigate the emotional perspective of having  Dyslexia, a specific learning difficulty that not only affects literacy  but many aspects of an individual’s life, from childhood into adulthood [Retrieved from https://www.researchgate.net/publication/290213848_Dyslexia_Investigating_Self Harm_and_Suicidal_ThoughtsAttempts_as_a_Coping_Strategy]

“And  this is my prayer: that your love may abound more and more in [full]  knowledge and depth of insight [clear perception], so that you may be  able to discern what is best and may be pure [pure heart] and blameless [clean mind] for the day  of Christ,” Philippians 1:9-10 NIV

Responsive System Dysfunction (RSD) A Functional System Dominance (FSD)- when the RAS & ACC (anger)/HPA (shame) and the brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame) systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and Parasympathetic Functional System Dominance (shame-PFD) has hypo-sensory processing and Total Functional System Dominance (both anger and shame- TFD) and varied processing. This disequilibrium of the systems can make appropriate learning behavior more or less challenging such as: self-regulation, attention and executive functioning, oppositional and aggressive behavior, anxiety and possibly even depression

Lastly, it helps to be familiar with the midbrain (mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such as…

Basal ganglia- regulating motor functions. The “basal ganglia” refers to a group of subcortical nuclei responsible primarily for motor control, as well as other roles such as motor learning, executive functions and behaviors, and emotions. Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and hyperactivity in their proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type & cerebral palsy) and Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular, and fine-motor abilities (ADHD-inattentive type & dysgraphia). Varied is, of course, Total  Functional System Dominance which is most common with dysgraphia (anger and shame- TFD).

Note: Kessler Foundation showed that signal detection metrics (perceptual  certainty and response bias) correlated with changes in cognitive  fatigue as well as with activation in the striatum of the basal  ganglia—an area of the brain Kessler researchers have previously  identified as sensitive to changes in cognitive fatigue. [Retrieved from https://neurosciencenews.com/ms-cognitive-fatigue-20713/].

Hippocampus- Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity of the hippocampus which helps humans process and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative memories are those related to facts and events. Examples include learning how to memorize speeches or lines in a play. Spatial relationship memories involve pathways or routes. Spatial relationship, emotional reappraisal, and memories appear to be stored in the right hippocampus. The hippocamp is also where short-term memories are turned into long-term memories. Relative to the hippocampus, these memories are then stored as polarities of time & space in the brain-experiences and reality of consciousness the past, future and present. (see RAS specially ACC above- associated with the alta major chakra and shame). Note: Students with learning differences, neurodivergency have problems with perceptual ability, time & space awareness, executive functioning, and memory (also see PONS and Thymus below).

Dissociation is a mental process of disconnecting from one’s thoughts, feelings, memories or sense of identity. Dissociation is a mental process of disconnecting from one’s thoughts, feelings, memories or sense of identity.The dissociative disorders that need professional treatment include dissociative amnesia, dissociative fugue, depersonalisation disorder and dissociative identity disorder. [Retrieved from https://www.webmd.com/mental-health/dissociation-overview].

Light OF SAVING GRACE AND FAITH BY GOD’S PERCEPTION

(HiS Knowledge & Wisdom= Love Synthesis: Love, Peace, Justice )

Divine Majesty (includes The Comforter, The Standby, The Helper)- releases Sovereignty, The Advocate (1) to become The Perfect Three-One Harmony  (The Light of Life)

(8, 9, 1) High Priesthood of Jesus & Now we are being in Divine Consecration- Prepared/Set Apart= mutual affection with love [Divine Majesty] such as Virtue of love, peace, justice. “The Rock“, In Christ, Esoteric philosophy offers a practical understanding of  “that which is hidden” – the invisible, subtle dimensions of existence  that surround and infuse the…thoughts, beliefs, minds, and mysteries in the realms of God’s Kingdom aka “Open Heaven”.

Starting in 1910, Rudolf Steiner  initiated a series of lectures announcing the advent of Christ’s  appearance in the sphere of the earth’s etheric or life body. This he  said would begin between 1930 and 1940, but at first, only a few people  would be aware of it. In time, more and more people—regardless of their  religious affiliation—would be infused by Christ’s living presence. Such  “Damascus experiences,” bespeaking a new natural clairvoyance, Steiner  said, would become increasingly common. Note: In his lectures From Jesus to Christ, Steiner suggests that it is our own etheric activity which lightens up that sphere in which the Etheric Christ is present. As well, “Our hope is that, as your faith continues to grow, our sphere of activity among you will greatly expand, 16  so that we can preach the gospel in the regions beyond you. For we do  not want to boast about work already done in someone else’s territory.” 17 But, ‘Let the one who boasts boast in the Lord.’ 18 For it is not the one who commends himself who is approved, but the one whom the Lord commends.  [Retrieved from https://www.bibleref.com/2-Corinthians/10/2-Corinthians-chapter-10.html].

The Christ will  become a living comforter. Though it may seem strange now, it is  nevertheless true that even large numbers of people sitting together and  wondering what to do will see the etheric Christ. He will be there and  confer with them; he will cast his word into their gathering. We are  approaching these times when this positive, constructive element will  take hold of human evolution.” — Rudolf Steiner (p. 122) [Retrieved from https://steinerlibrary.org/Lectures/304/Waldorf_Education_and_Anthroposophy_1.pdf].

Prayer for The Lost (Meekness)

Ask: The Comforter

Seek, Arise: Mercy (Justice)

Find: Divine Love

“Here is my servant whom I have chosen, the one I love, in whom I delight; I will put my Spirit on him, and he will proclaim justice to the nations.”Matthew 12:18 NIVhttps://matthew.bible/matthew-12-l

Bliss (heart-pons): Joy, Power, Complete  (Intent (Praise of Trust):-Arise-Mind/Soul, Indwelling Faith-Love, Faith, Hope)

Intent (Praise of Trust-mind): ‘And our hope for you [our confident expectation of good for you] is firmly grounded [assured and unshaken], since we know that just as you share as partners in our sufferings, so also you share as partners in our comfort. ‘  2 Corinthians 1:7  Thank YOU and Again Thank You- I will

  • Happiness (heart mind- Thymus, heart/mind “the Leb”): Peace, Authority, Absolute (Revelation (Hope of Forgiveness): -Behold-Heart/Soul Saving Faith-peace, Glory, Victory)

Revelation (Hope of Forgiveness-heart): ‘Therefore, while the promise of entering His rest still remains and is freely offered today, let us fear, in case any one of you may seem to come short of reaching it or think he has come too late. ‘  Hebrews 4:1 NO FEAR and ONLY Love (I NOW REST IN THE LORD- SO TO HIM BE GLORY)

  • Delight (mind-RAS-Gut): Strength, Might, Simple (Affirmation (Blessing of Thanksgiving): -Abound-Heart/Spirit, Justifying Faith-justice, Mercy & Grace)

Affirmation (Blessing of Thanksgiving, heart): ARAS-THYMUS, & PONS, RAS/GUT, ‘Then he prayed again, and the sky gave rain and the land produced its crops [as usual]. ‘  James 5:18  FRUIT OF ABUNDANCE- THEN EXTRA CAN I GIVE?!

Learn More HERE

But those who trust in the Lord for help will find their strength renewed. They will rise on wings like eagles; they will run and not get weary; they will walk and not grow weak. Isaiah 40:31 GNTD  

Responsive System Dissociation (RSD) is due to holding onto anger, shame & fear (Missing JUSTICE, meekness).

God’s perception

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 their 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 type 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 and “Science of Reading”), and spiritual/religious studies (Nouthetic Counseling) along  with my perpetual care for the “whole person”. 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 and “wellness”.

κοπιάω  (Strong’s #2872 — Verb — kopiao — kop-ee-ah’-o ) (a) “to grow tired with toil,” Matthew 11:28; John 4:6; revelation 2:3 ,  also means (b) “to bestow labor, work with toil,” Romans 16:6;  Galatians 4:11; in John 4:38 , AV, “bestowed (no) labor,” RV, “have  (not) labored,” and, in the same verse, AV and RV, “labored.” See LABOR ,  TOIL , WEARY.

What is discernment  meekness? (Divine Love)

*ARAS- (Woe To Meekness) understand and fear of the Lord  [“…with behavior that is a credit to the summons to God’s service,  living as becomes you] with complete lowliness [in heart]: of mind (humility) and meekness  (unselfishness, gentleness, mildness), with patience, bearing with one  another and making allowances because you love one another. Ephesians  4:2 AMPC   Note: Meekness is an attribute of  human nature and behavior that has been defined as an amalgam of  righteousness, inner humility, and patience. Meekness is essentially an  attitude or quality of heart whereby a person is willing to accept and  submit without resistance to the will and desire of someone else.  [Retrieved from https://www.regent.edu/journal/inner-resources-for-leaders/spiritual-meekness-a-virtue-for-christian-leaders/].   Take My yoke upon you and learn of Me, for I am gentle (meek) and  humble (lowly) in heart, and you will find rest (relief and ease and  refreshment and recreation and blessed quiet) for your souls. [Jer.  6:16.] Matthew 11:29 AMPC  Lowliness of heart and mind  are indispensable in our approach to our Heavenly Father and our hope of  receiving revelation and sanctification. “Let nothing be done  through strife or vainglory; but in lowliness of mind let each esteem other better than themselves” (Philippians 2:3).   AND [Jesus] said to His disciples, Temptations (snares, traps set to  entice to sin) are sure to come, but woe to him by or through whom they  come! Luke 17:1 AMPC  Rejoice and exult in hope; be steadfast and  patient in suffering and tribulation; be constant in prayer. Romans  12:12 AMPC 

What is discernment of justice? (Dinvine Honor)

Definition of discernment. 1 : the quality of being able to grasp and comprehend what is obscure : skill in discerning. 2 : an act of perceiving or discerning something. SEE GRAPH ABOVE CALLED GOD”S PERCEPTION HERE.

The maintenance or administration of what is just, especially by the  impartial adjustment of conflicting claims or the assignment of merited  rewards or punishments The administration of law, especially the  establishment or determination of rights according to the rules of law or equity The quality of being just, impartial or fair, and when to seek forgivness of others.

“Ephphatha, Prayer”: Long Version: Includes ARAS w/ PHB and ASN (Always Surely Need) In Unity With The Trinity HERE

Dr. Charles Stanley states, “It is simply [with meekness] dwelling in God’s s presence without any visual or verbal distractions. He encourages believers to just sit in a dark and quiet room with the Lord.” “Obey God and leave all the consequences to Him.”  “We can be tired, weary and emotionally distraught, but after spending time alone with God, we find that He injects into our bodies energy, power and strength.” Charles Stanley, preacher of His Word- The Gospels. [Retrieved from https://quotestats.com/topic/charles-stanley-quotes/]. Thou shalt love the Lord thy God with all thy heart (power-joy-pons), and with all thy soul (energy-bliss-thymus), and with all thy mind (power-joy-pons) and strength (body-delight-ras-gut).  Mathew 22:37-39

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- life domains and development with observation, Nouthetic  Counseling- theology, evangelism, behavioral sciences , and Orton-Gillingham methods- practice of reading in research.  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 which had made me weak and weary over the span of my life. Basically,  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 experienced 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. 

     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   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 saved 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. AGAIN, Thou shalt love the Lord thy God with all thy heart (energy-bliss-thymus), and with all thy soul (power-joy-pons), and with all thy mind (energy-bliss-thymus) and strength (body-delight-ras-gut) [UPWARD FUNCTIONAL SYSTEM– ARAS, Thymus, Pons, RAS/GUT].  Mathew 22:37-39 

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! 

“And  this is my prayer: that your love may abound more and more in [full]  knowledge and depth of insight [clear perception], so that you may be  able to discern what is best and may be pure and blameless for the day  of Christ,” Philippians 1:9-10 NIV https://bible.com/bible/111/php.1.9-10.NIV

Understanding of Lowli Meekness

Genesis 11:6 states that man would be able to accomplish anything—nothing would be withheld. But these human accomplishments were not being achieved for the right reasons, and humanity was going in the wrong direction. And their ease of communication was facilitating all of this.  So when God divided their languages and spread them out throughout the earth, their progress slowed. Instead of working together to achieve evil, humanity developed slowly and regionally.

When  Paul, therefore, declares that “all writing” is the product of the  divine breath, “holds his breath of God” (2 Tim 3:16).

Attitude “break down”:

  • Do things good for not all the right reasons 
  • Do things right but not necessarily for the good
  • Versus understanding to know which is best!!!

He must increase [in prominence], but I must decrease.  John 3:30 AMP

Communication “break down”:   

  • Wisdom to have “good discussions” 
  • Knowledge to have  “right discussions”  
  • The understanding to know which is best!!!

The  pride and arrogance that led the people at Babel to use their  linguistic unity to defy God will be gone. At that time, people will  have humble attitudes, and they will work together to glorify God. “you  also, like living stones, are being built into a spiritual house to be a  holy priesthood, offering spiritual sacrifices acceptable to God  through Jesus Christ.” 1 Peter 2:5 NIV “For  in Scripture it says: “See, I lay a stone in Zion, a chosen and  precious cornerstone, and the one who trusts in him will never be put to  shame.”” 1 Peter 2:6 NIV Need: Can you observe and see what is “right” in people?  Loose anger, ego  Can you find and  see what is “good” in peoples…Loose the shame, pride with Faith and Hope!

Attitude and communication towards people:

  • Look for what is right and tell them
  • Look for what is good and tell them
  • Look for what is best in Him In Them and tell them

“And  without doubt the lesser is blessed by the greater. In the one case,  the tenth is collected by people who die; but in the other case, by him  who is declared to be living.” Hebrews 7:7-8 NIV https://bible.com/bible/111/heb.7.7-8.NIV

Neuropedagogy & IQ- Disparagement of Perceptions

What is neruopedagogy? Neuropedagogy as a scientific discipline: interdisciplinary description of the theoretical basis for the development of an educational research field of the mind, brain and body; Basically, it is when science and education meet, and whose scientific aims are to learn how to stimulate new zones of the brain and create connections. It also merges neuroscience, education and psycology including (w)holism. ‘It is targeted at stimulating the brains of all types of learners, not only those with students who have learning differences. Applying the findings from neuroscience to teaching and learning.’ [Retrieved from Sara Naegele, MSEd and Dechantal Montano. “The Fundamentals of Neuropedagogy.” Brain Blogger The Fundamentals of Neuropedagogy Comments, brainblogger.com/2015/01/25/the-fundamentals-of-neuropedagogy/.]

We tend to think that learners differ along general dimensions such as IQ or verbal ability. But, in fact, each of the myriad small specializations are sources of individual difference. The person who has perfect pitch is not necessarily more likely to have amazing color perception or remarkable face recognition. People differ in hundreds of thousands of ways rather than in one way or even in a handful of ways. Retreievd from: http://udltheorypractice.cast.org/reading?13&loc=chapter2.xml_l1969932

39 – https://www.researchgate.net/figure/Diagram-of-new-interdisciplinary-research-areas-19_fig1_331231903

A healthy mind (intelligence) depends on the impact of trauma , especially learning with trauma, on the leb and the realsing of negative present and generaltional emotions that a person has experienced in their lifetime. Most important, where they are in the process of healing their “leb”. Ones IQ can change, in each situation and “season” of their life! Note: This is how we “label people” based on how they have genome are expressed based on factors of functioning based on typical circumstances and situations:

The average score on an IQ test is 100. These labels are often given for IQ scores:

  • 1 to 24: Profound mental disability
  • 25 to 39: Severe mental disability
  • 40 to 54: Moderate mental disability
  • 55 to 69: Mild mental disability
  • 70 to 84: Borderline mental disability
  • 85 to 114: Average intelligence
  • 115 to 129: Above average or bright
  • 130 to 144: Moderately gifted
  • 145 to 159: Highly gifted
  • 160 to 179: Exceptionally gifted
  • 180 and up: Profoundly gifted

[Retrieved from Cherry, Kendra. “Do You Have a Genius IQ Score?” Verywell Mind, 3 Aug. 2020, http://www.verywellmind.com/what-is-a-genius-iq-score-2795585.%5D

If you are questioning if the thymus houses the mind, then ask yourself have you ever felt or thought something outside your own consciousness (maybe you found something out as you were journaling)? Try asking yourself is this true? You might even perceive something in a different way? Read below because what I’m asking and presenting to you might change your perception.

This cubed model of intelligence (see below) should be added to the ‘triarchic theory’, “this theory of intelligence has three aspects: analytical, creative, and practical (Sternberg 1985). Analytical intelligence, also referred to as componential intelligence, refers to intelligence that is applied to analyze or evaluate problems and arrive at solutions’. [Retrieved from https://www.simplypsychology.org/intelligence.html].” ‘This is a major theoretical issue for psychologists because they are divided on which perception [the mind] relies directly on for information in the environment.  Some argue that perceptual processes are not direct, but depend on the perceiver’s expectations and previous knowledge as well as the information available in the stimulus itself.’ [Retrieved from https://www.simplypsychology.org/perception-theories.html].

“The core is not developing the new chakra-system, but rather to expand your consciousness beyond what is perceived by the monkey mind.” [Retrieved from Ourangelsguidance. “THE 12 CHAKRA SYSTEM AND TWINFLAME PROCESS.” Our Angels Guidance, 13 Nov. 2016, ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-chakra-system-and-twinflame-process/.]

40 – image 4.3 cubed model of intelligence illustration

I want you to think about the Necker cube, which is sometimes used to test computer models of the human visual system, to see if consistent interpretations of the image are the same. There is evidence that by focusing on different parts of the figure, one can force a more stable perception of the cube.

As listed above on the cubed intelligence model, I need you to note  under operations with convergent and divergent operations. Most people  are convergent and have deductive reasoning and convergent thought.  Those with neurodiversity have divergent production and have inductive  reasoning and divergent thought. This is not the norm. The convergent  production is based solely off of the “scientific method”- this thought  process involves answering “what” with facts/form and function with theory, hypothesis, testing, and  conclusion. The divergent production wants to answer the “why” using  with feeling/future with their own observations, patterns, hypothesis and theory. In time, they  observe what’s developing in their own perceptions of their mind through  symbolic, behavioral contents, then evaluative memory of certain  relations, systems, transformation and implications before they come up  with a variety of never been used ways for a solution.  [Retrieved from  “Best Child, Career Counselling and Assessment Center in India.” Energiasoi, www.energiasoi.com/.]

According to my friend Vishwas Asolkar, when referring to the cubed intelligence model, he says, “teaching patterns with Fractal Grids Patterns is an excellent method to understand and resolve complexities of thought waves to eliminate undue factors of mind, brain energies and directing wave path and time, essential elevation to higher spiritual layer thus is made possible by way of release of energy to sooth the cerebral pressure, cerebrum being a central part is heavily busy all the time with tremendous pressure/stress to sustain… Understanding the anatomy of brain is very much important for Yogic/spiritual Transformations… Jesus or Jesus like Sages are much above these stresses at the 12th level or beyond …!”

Think about Word-Conscience Students w/ Representational Drift (Eye-Hopping)

“The evidence of stable stimulus representation in the face of this  variability has led to the suggestion that the functional connectivity  of the sensory cortex may grant it robustness to noise while maintaining  the ability to undergo experience-dependent plasticity17.” Retrived from https://www.nature.com/articles/s41467-021-25436-3

Lastly, think about the Rorschach Test, which is a projective psychological test, by Hermann Rorschach developed in 1921. Approximately, how many neurodiverse  learners are in existence? 23% of all learners, just under 1/4 of children and adults. The neurodiverse percieve words  as images of color-emotions in their mind and their symbols as we do the images known as inkblots. The emotions give us our subjective view of what we read, write, speak and hear. This is why testing should be obsolete; this can not be tested. In my perspective all IQ testing nor standardized tests (even those by  gold standard) are not set up for neurodivergent learners; Actually,  most of education isn’t revolutionary and set up to tests this divergent  way of thought- along with the authenticity of each person’s mind.  Anything that is subjective or factual knowledge and not wise doesn’t  meet the needs nor natural inquiry of the divergent minds’ perspective.  -Tricia Cook Tcooktutoring.

For this and other visual phenomena and optical illusions, see Michael Bach’s web site http://www.michaelbach.de/ot/. Adelson’s “Checkershadow Illusion” can be seen at http://www.michaelbach.de/ot/lum_adelsonCheckShadow/index.html. An excellent explanation can be found at http://web.mit.edu/persci/people/adelson/checkershadow_description.html. An additional optical illusion that shows a similar phenomenon can be found at http://www.michaelbach.de/ot/lum_adelson-plaid/index.html.

Here are a couple of reasons why read as follows:

I argue, the IQ is a fluid as a person’s EQ depending on the mindset, situational triggers, circumstance, and environment as well as what is mentioned prior when writing about functional systems and senses. This is why when they get the results from neurophycologist, the parents say to me, ‘this isn’t right I KNOW my child is intelligent’. I usuallt agree and say I know at home and with me they are…not in a place they’ve nevern been into before with people they just met nor with such pressure to do well on testing!!

I also argue that he cubed model (image 4.3) should be added to how we test IQ because it takes the variance of human perceptions held inside the thymus which is our “central intelligence”, which again is part of one’s spiritual mindset and imagination which takes into account: variances in experiences such as contents (facts), products (form/ functions), and operations (feelings/future) (see my Lesson Plan in Part II of  Their Nature).

Seal Of The Holy Spirit: Intelligence & Imagination

I argue, that  IQ Intelligence Quotient- leaves little room for  imagination. Where the mind includes the “seeing & hearing” trusting  of God’s Higher Intelligence & Imagination. Imagination Quotient  (IQ) would need for us to look “outside of the box” and magnitude of a  specified characteristic or quality beyond typical/standard  understanding!!! This is where most of the neurodiverse gain their  “logic”.

REMEMBER: People are using their mental and emotional bodies to learn, not their etherical body (etheric). Also, as one of My Elbert trainers says, ‘it’s time to release the wisdom-filled strategies that God has given you…the hidden parts of yourself while at the same time learning to see, hear and recognize the greater content that is God.’

“Closing the  science-policy gap…”analyzing the nature and severity of early  stressful experiences helps us make better judgments about potential  interventions that reduce the risk of troubling developmental outcomes.””  https://bit.ly/2S5t91n  When faced with a potential stressor like a presentation, a recital, or an athletic competition that we expect to be anxiety provoking, we can call upon conscious techniques such as breathing, refocusing attention, and visualizing success. Teachers can help students become skillful in using these kinds of techniques to help them manage their emotional responses in stressful and fearful situations. Understanding how emotions can impact student learning can help. “Unfortunately, in today’s systems of education and academics, everything  is determined by this. If you can make more things out of it, you are  considered intelligent, which is not true – you only have a sharper  buddhi. The buddhi will not take you beyond limits in any way, because  it can only function based on the data that is already there. It is not  capable of accessing anything beyond that.” Retrieved from https://isha.sadhguru.org/yoga/yoga-articles-mind-stress/parts-of-mind/?fbclid=IwAR39ETZ_mLEy6uz9JHBP3OfNjY9byLlQ3bl95HsN2o79oAf8mb8DwDIh-xY

(Holy-Self) Jesus, Holy Ghost, God (ARAS) – It’s the seal of perfection, where you are a growing seed of spiritual moral principles (pure) and sympathy (blameless). UNDERSTANDING

IQ- intellectual joined with in unity with Love and Honor

(Spirit)  Will (Thymus aka “The Leb” – High Heart/Mind=Charity/Incentive/Motivation/Blameless) Ex. You are Power: You are Loving-Kindness  (Faith, Green, Wisdom)

EQ-  moral (EQ) joined with

(Soul) Emotions (PONS-Body/Mind= Choices/Imagination/DREAMS/DESIRES) Ex. You are Mercy: You are Strength  (Charity, Purple, Understanding)

Imgination joined with

(Body) Mind (RAS-Body/Brain=Intellect/Thought/Meaning/Pure) Ex. You are Grace: You are Knowledge  (Hope, White, Knowledge)

Retrieved from UDL- http://udltheorypractice.cast.org/reading?8&loc=chapter2.xml_l1969838

Summary: https://docs.google.com/document/d/1Zte6hpgMAuR7aJVvlP9kKZ7SQgI8349xMqpfcXB1v0A/edit?usp=sharing

  • ● ● GOD● ● ●Further Focus

Before we move onto the next section on how to help yourself and your child. Please ask yourself this question not from your brain, heart but from your mind these questions:

RAS ACC/HPA- Concrete Thought  (conscious develops around age 2)Self-regulation:

Is s/he frequently irritable?

Does s/he overreact to small problems?

Does s/he have intense, angry outbursts?

Does s/he have outbursts for little or no apparent reason? (specify situations in which outbursts occur)?

Attention and Executive Function:

Is s/he easily distractible; does he act without thinking?

Is s/he restless, not able to sit still; is he overly active?

Does s/he have difficulty initiating or finishing tasks such as homework?

Does s/he have difficulty finding things in his/her room or desk?

Is his/her written work poorly organized, does s/he have difficulty planning ahead?

Does s/he forget to hand in homework?

PONS Abstract Thought  (spiritual conscious begins develops around age 7, makes a jump at 12)

Oppositional and Aggressive behavior:

Is your child destructive to toys or other objects?

Does s/he say “no” or refuse to comply when asked to do something?

Does your child regularly argue with you (parents), teachers?

Does s/he tease or bully another child? Has s/he been teased or bullied?

Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?

Does s/he swear, call names or make threats?

Anxiety:

Do you think your child worries more than other children?

What does s/he worry about?

Does s/he ever have problems falling asleep because she is worrying about something, can’t turn his/her mind off?

Does your child have many fears?

Is s/he easily scared?

Can s/he be easily comforted by reassurance?

THYMUS SuperConscious Thought Cont.  (around age 21–24, makes a jump at 30)

Depression:

What is your child’s mood like most of the time?

Is s/he often unhappy, sad or tearful?

Does your child’s mood change abruptly for no apparent reason?

Have you noticed a change in his/her interest in things s/he used to enjoy?

Have you noticed a change in his/her energy or activity level?

Is s/he more quiet than usual?

Have you noticed a change in his/her sleep patterns or appetite?

Questions By The Research Autism Group  or online [Accessed 16 Dec. 2019].

READ MORE HERE

View Works Cited Here and Please Share Nurture Their Nature (using This Link): https://sway.office.com/1oVk0WumcYeOtVON?ref=Link

Part II  READY NOW Nurture Their Nature: BY HEALING OUR VERY OWN [LEARNING] DIFFERENCE

Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

Affirmation of God: I am love. I have harmony.

Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.

41 – www.myelbert.com

This communication may contain privileged and/or  confidential information. It is intended solely for the use of the addressee and viewer recipient. If you are not the intended recipient, you are strictly  prohibited from disclosing, copying, distributing or using any of this  information. If you received this communication in error, please contact  the sender immediately and destroy the material in its entirety,  whether electronic or hard copy. This evaluation, program,  and suggestions are not to be substituted for professional medical  advice. They should not be used to diagnose or prescribe. Tricia is not a  doctor but the information could change your life!

Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

Speaking of the “whole child”- you need to examine every aspect of “the whole child” not just the end goal or result which is literacy and their appropriate learning behavior.

The program I developed is named My ELBERT which results include less passive student engagement, confidence, health and wellness including more pleasurable learning while participating in learning activities. Speaking of the “whole child”- you need to examine every aspect of “the whole child” not just the end goal or result which is literacy and their appropriate learning behavior. This program looks at the “whole child” and their unique neural development, complete learning differences including the nature and nurture of the neurodifference including their chakras, biofield (EM Field), and nervous systems.

I’m now making my expertise available to parents, teachers, administrators, stakeholders and other learning communities. I observe the student’s sensory acute response to stress and interview teachers, the child, and parents, observe input/output of motor, verbal, and written behaviors in response to a literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic and autonomic functioning. My program is named My ELBERT based on the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic observational checklist; Midbrain- a screening for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative suggestions for taking care of the whole child’s individual, dynamic needs which includes over 200 exercises and activities.

Do you offer trainings for parents, teachers, tutors or other RSP? As  you know, schools, organization, and families are desperately looking  for an effective, alternative type of affordable multi-sensory,  handshakes-on, and interesting instruction for learning differences.  With my new program My ELBERT, I am searching to tell my story/testimony  of dyslexia also for students to tutor, coaching, training and  consulting opportunities.  I’m interested in connecting with professionals all over the world  with common interests related to alternative and holistic education such as: explicit instruction, neurodiversity awareness, epigenetics,  neuropedagogy, literacy tutoring, learning differences, health & wellness, positive mindset and learning environments. As well as, I would like to share I little about myself and how I can help you by consulting and/or training! What  I’m presenting to you guys with an ‘alternative perspective’ not a  typical one, because I’ve definitely have a divergent mind not atypical  one personally. I’m not your traditional academia type educator (even  though my extensive resume says otherwise- see below) in the least due  to my experiences with growing up neurodifference. So please do not  hesitate to contact me. I’m willing to travel.

The  goal of the ABC’s is Spiritual Mindsight w/Self-directed  Neuroplasticity! Again, Neuroplasticity is the capacity of nerve cells to biologically  adapt to circumstances, to change their connections and behaviour in  response to new. Most importantly, the transformations of glia cells is something  miraculous with gaining spiritual mind sight, hearing it even mindset!

Observe: information presented and environment, sensory stimulation, development, damage, or dysfunction.

Goal: mental calmness, composure, and evenness of temper, especially in a  difficult situation (equanimity).

Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity

Translates: To Positive Epigenetic Signatures

Yes- very important for learning!!

Summary

https://sway.office.com/ShGgo1VTsbPWMMeH?ref=Link&loc=mysways

Again, spiritual disconnect happens in (intellectual)- what is right, (moral) what is good, and (imaginative) what is best, In His Divine Will for us in design and purpose! INTELLECTUAL-Humble Intention means to “stretch” the mind, in the direction or towards “one’s purpose” of “basic Spiritual Needs”; MORAL  Wisdom, Intention for Good including Imagination = greater certainty of  purpose, also Related to Lower (central) Personal Self: The Dreams; Imaginative- An unimaginable  state of bliss and harmony of becoming Into His Will along with unity, with Hope which is an eager desire for Mercy (Victory) and Faith (Glory) Is related to Higher Transpersonal Self and Staying In Grace -Tricia Cook

Sympathetic State (Mental Bodies)- anger, fight and flight, hyperactive thymus (upper-heart chakra) resulting in hyperactive systems and senses.

Parasympathetic State (Emotional Bodies)- shame, freeze, hypoactive thymus (upper-heart chakra) resulting in hypoactive systems and senses.

GOAL: A Neutral State, calm or at “peace”  and possibly bliss (with unity) when learning under stress, of equanimity of the structures and interacting areas of the limbic system are involved in learning such as motivation/meaning (Autonomy- Will), emotion (Attunement), and memory (Mind). The limbic system is where the subcortical structures meet the cerebral cortex. … The limbic system also interacts with the basal ganglia. Also, they need to avoid insensitivity. How unity? The Lord’s Prayer

RAS: Forgiveness: Thy Kingdom Come & Thy Will Br Done (Mercy)

          Freedom: Give Us Our Daily Bread (Grace)

PONS: Forgiveness: Forgive Us Of Our Trespasses (Glory)

              Freedom: Help Us To Forgive Those Who Have Trespassed Against Us (Victory)

THYMUS: Forgiveness: Lead Us Not Into Temptation (Hope)

                  Freedom: Deliver Us From Evil (Faith)

ARAS:  Forgiveness: For God, You are The Power (Divine Love)

             Freedom: And The Glory, Forever, Ever. Amen (Divine Honor)

Discernment of Meekness (Trust) and Justice (Peace)  is a  neutral state includes the thymus (vagus Nerve Chakra) as well as the crown chakra. See the  Functional System Dominance (FSD)  below as well information above with the Corpus Callosum including coronal suture; sagittal suture; pineal gland; hypothalamus; pituitary gland. [1]  SEE BELOW

This brings you in union with Him (His Essence) and your own Spirit. Where your Spirit has all the answers as well as…https://sway.office.com/QtKSmuAsfgtVjj0O?ref=Link “Ephphatha, Prayer”: Long Version: Includes ARAS w/ PHB and ASN (Always Surely Need) In Unity With The Trinity HERE

Also READ MORE HERE

POWER (God)- IMAGINATIVE

AUTHORITY (Holy Ghost)- MORAL

MIGHT  (Jesus)-INTELLECTUAL

 For ever since the creation of the world His invisible attributes, His eternal power and divine nature [Essence-Power, Authority, Might, Peace, Joy, Strength],  have been clearly seen, being understood through His workmanship [all  His creation, the wonderful things that He has made], so that they [who  fail to believe and trust in Him] are without excuse and without  defense.  Romans 1:20 AMP 

Why 7 Natural Rays of Light SOLUTION ABC’s & PYAM DAILY:

Answer:

THE VIABLE SEED PROJECT

  • Revelation of Glory
  • Clothed In Light & “The Truth”
  • Radiating In The Truth Of God

7 Natural Rays of Light SOLUTION ABC’s & PYAM DAILY:

“The Why of the My ELBERT program: Holistic Alternatives for Learning…Specialized Coaching Model

Part I HERE

Part Ib HERE

Part II  HERE

Part IIb HERE

Part III HERE

Part IIIb HERE

Part IV HERE

Part IVb HERE

Part V HERE

Part Vb HERE

Part Vb HERE

Part VI HERE

Part VII HERE

Part VIIb HERE

Part VIII HERE

Part VIIIb HERE

Part IX HERE

Part IXb HERE

Part X HERE

Part Xb   HERE

Part XI HERE

Part XIb HERE

Part XII HERE

Part XIIb  HERE

Cook’s Coaching Workbook HERE

The BRAIN BALANCING WITH THE BIBLE: HERE

Blameless Lives Workbook HERE

The Last Verse Part I HERE

Last Verse Part II   HERE

ABC’s Workbook HERE

Learn More Here

MY ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING IS The first Specialized Online Coaching Curriculum.  I’ve spent the last 25 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, Learn More GOOGLE FORM FOR MORE INFORMATION: https://forms.gle/PB3sdzD7SC16Z8bTA).

LEARN MORE HERE

“My ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.”

Check out: https://lnkd.in/dYeVGEn #growthmindset #apathy #neuropedagogy #growth #mindset #learningdifficulties  #inspiration #Montessori #love #selflove #entrepreneur #selfcare #motivationalquotes #goals #positivevibes #personalgrowth #personaldevelopment #positivity #dyslexia #mentalhealth #life #mindfulness #quotes#dyslexia #dyslexiaawareness #adhd #dyslexic #autism  #dyslexiaeducation #dysgraphia #education #dyslexiaadvocate  #dyslexiasupport #learningdisabilities #dyscalculia #specialeducation  #dyspraxia #saydyslexia #specialneeds #dyslexiaisreal #madebydyslexia  #learningdisability #dyslexiapower #neurodiversity #learning  #dyslexicadvantage #reading #autismawareness #ortongillingham #asd  #learningdifficulties #dyslexiamom #bhfyp #neuro #neurologia #neuroscience #neurology #brain #fisioterapia  #medicine #o #a #neurosurgery #medicina #fisio #neurociencia #psicologia  #dnb #health #medical #neurocirurgia #n #drumandbass #cerebro #anatomy  #fisioterapeuta #neuropsicologia #science #bpm #physicaltherapy #repost  #brainhealth #bhfyp  #trauma #mentalhealth #ptsd #healing #anxiety #depression  #mentalhealthawareness #selfcare #therapy #selflove #traumarecovery  #recovery #love #traumahealing #cptsd #abuse #mentalhealthmatters  #emotionalabuse #narcissist #survivor #mentalillness #stress  #narcissisticabuse #psychology #mindfulness #wellness #gaslighting  #childhoodtrauma #domesticviolence #traumainformed

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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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