Dyslexia Help: Universal Emotions- Looking Into the Emotions of Learning (Cook, T., 2020)

Dyslexia Help; Cook’s Independent Tutoring, Coaching, & Consulting,LLC
Helping Those with a Neurodifference Enjoy Learning Again!: “ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.”
— Read on simplebooklet.com/dyslexiahelp

Does your child or yourself get angry or sad when you try to help them? Have you ever wondered about the nature and nurture related to learning differences?

Nature– is maturation of brain and body: ability to perceive, give meaning, learn, and act including motivation and resilience. Speaking of the “whole child”- the vagus nerve connects the brain stem to the body. Vagus Nerve- The vagus nerve is one of the cranial nerves that connect the brain to the body. This vagal balance allows the triune brain to monitor and receive information from our environment; The triune includes the brain stem, midbrain, and frontal lobe. The brain stem helps us receive information from our environment. The midbrain helps us to process information from our environment. The frontal lobe to perceive the universal emotions which are the following: shame (sadness), empathy, anger (frustration/anxiety), strength, hatred, courage, grief, and compassion. The vagus nerve (thymus- vagus nerve chakra) can be deactivated, underdeveloped, hypoactive, or going inactive in children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain. The vagal balance is when all chakras are aligned!

The vagus nerve also is connected to RAS including the ACC/HPA. Reticular Activating System (RAS)– The reticular activating system (RAS) is a network of neurons located in the brain stem that project anteriorly to the hypothalamus to mediate behavior, as well as both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns (RAS info: https://www.youtube.com/watch?v=BYlpZ5F4668). NOTE: ‘The RAS is said to be the gas pedal [slow, accelerate or varied speed processing] that ignites the diencepha-lon (the hypothalamus and thalamus) as well as the cortical areas  [where all long-term memory/storage takes place] of the brain’ (Petty, 1996).

More specifically, the RAS is the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of brainstem reticular centers. Remember it also allows the brain to monitor and receive information about several of the body’s different functions including the parasympathetic (shame) and sympathetic (anger) response system at the point of the brain-gut axis by activating the seven chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brainstem to the body; lastly, (ARAS) will be activated on the cerebral cortex which is responsible for the achievement of consciousness.

Nurture– is the adaptation of children responding to the demands of the environment in ways that meet their own goals and function in a safe and secure way. It’s also the organization to integrate particular observations (patterns first) into a body to form coherent knowledge; primarily, It’s the basis on the child’s need for meaning and motivation. Lastly, they need to be provided a safe, supportive, healthy, and loving environment to prevent kids from learning from primarily either their mental or emotional body (anger/shame) nor solely etherical (total). Relative to epigenetics (see below), my specific emphasis in the paper and program is the heart for instance: anger being replaced with strength, shame being replaced with empathy and both with love: therefore, they will increase their connection, trust, and love for themselves and others. There’s a lot to be said for Maria Montessori’s observations of trusting the universe along with ‘the child’. If we love and trust our children, this becomes their inner thoughts, feelings, ideas, and perspectives. When they trust their own brain [and heart], they can experience the “gifts of dyslexia” and learn anything the way they learn best.

I also touch on the safe, positive learning environments, toxicity and other environmental factors for instance you can view some of the activities and exercises. In my classes and sessions, I cover the affirmations of strengths [remember trust your brain and heart: I am smart, I can do this, I am love]. A neurodifference can be perceived as having “gifts” such as: We are highly intelligent and have the ability to use tools and strategies to compensate for struggles to read, write, or spell. We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions. We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have deep and holistic list-form thinking, problem solving and building/constructing abilities, computer skills and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual, artistic and visionary skills, inventing and innovating pursuits.

One of the major goals for self-directed neuroplasticity and epigenetics includes holistic alternatives and activities like PYAM daily is to block or ease the production of specific inflammatory proteins (toxicity) excreted by the vagus nerve and align and balance the seven chakras (soma/alta major also) including RAS & ACC/HPA areas of the brain to regulate our own electromagnetic fields. When you activate the chakras (major 7 and soma/alta major- HPA/ACC) and normalize, balance the vagal tone & electromagnetic field, it will stop the negative proteins and allow the body to calm, gain positive attitudes and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the Vagus nerve.

What is epigenetics related to child development & learning?

I understand the impact anger and shame that a negative social environment has on those who have learning differences, or as I prefer to say “neurodifferent”, ELBERT™ is a program that employs a positive attitude and positive environment towards learning for those who have difficulty with learning. Instead of allowing shame and anger to overwhelm the learner, I focus on bringing in positive emotions and teaching methods that help the learner with their learning difference. 

Please take time today to read this article and think about: How students with learning differences perceive the universal emotions which are the following shame, empathy, anger, strength, hatred, courage, grief, and compassion when it comes to their learning!! I have a suggestion for those students who have emotional intensity and/or major empaths. For students with dyslexia, the goal is reducing shame and anger which will help them in perceiving their existence as well as learning with strength and empathy by using PYAM: http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/

Anger Replace With Strength

  1. Please help him find the strength to identify the emotion: ex. anger (having to do the math homework)
  2. With courage, have them come up with a compassionate solution (PYAM, pray, take care of themselves like doing breathing exercise, and write in their journal, etc.)
  3. Follow up- see if they have redirected this emotion into something positive like strength or courage

Shame Replace with Empathy

  1. Please help them empathy for oneself to identify the emotion: ex. shame (someone they know is hurting)
  2. With courage, have them come up with a compassionate solution (PYAM, pray for them, sit down and listen to them, write them a letter, etc.)
  3. Follow up- see if they have redirected this emotion into something positive like empathy or compassion

To Learn more about the nature and nurture go here: https://tcooktutoring.medium.com/nuture-their-own-nature-helping-those-with-a-neurodifference-enjoy-learning-again-cook-t-2020-fbd5a19931c1

Speaking of the “whole child”-heard and love this quote, “prayer is talking to God, meditation is listening to God”! Try out mediation for your child with a learning difference. They could hear positive, loving messages from God when meditating!!“You have to want to release, heal, and lose control to gain connection.”-Tricia Cook: https://youtu.be/2CjmdCwFs-4

Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from the spirit, soul, and body. (Cook, T., 2020) https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/#.X7fZa1BMFrQ


Also, are some alternative ways to help my child with their learning difference? The ELBERT™ Program has focused activities to release emotions of anger or shame which are common with learning challenges. There are some examples such as these: http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/; http://tcookedu.blog/2020/03/14/strengths-of-learning-differences/

Why ELBERT™ Program? https://myelbert.com/2020/03/31/speaking-of-the-whole-child-again-where-did-you-get-the-inspiration-to-write-the-program-elbert-2/#.X6hOt1BMHIU

Does your child get mad or sad when try to teach them?

The Sympathetic nervous system is the “fight, flight or flee”- students are mainly needing autonomy and attunement (affirmations). They are mainly experiencing anger that could lead to feeling shame for not having the ability to communicate and express language due to difficulties in acquiring, expressing, and processing language. This need to express and communicate out ways the need for reading- my suggestion is having no limits on how they can share their thoughts, feelings, and ideas!! As long as they are kind, helpful and true to them!

Does your child “shut down” or have lack of motivation when trying to teach them? Do they complain a lot?

The Parasympathetic nervous system This is mainly “freeze”- students are mainly needing consistency and connection. This must be activated through the RAS (ARAS) and thymus (upper heart chakra) with PYAM including bosy and breath work. They are feeling of shame is the primary universal emotion and, for adults, it’s the emotion of grief. This can be helped by reducing shame and perceiving their existence with empathy!! Please watch the video I made below on the attitude, resilience and focus:

For students with dyslexia, the goal is reducing shame and anger which will help them in perceiving their existence as well as learning with strength and empathy!! -Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

I can share my story and testimony where you would like…I don’t think I’ve ever been more proud!! Please read this story or press accessibility (read aloud): https://myelbert.com/my-story/#.X8zoiuROKaN

To learn more about the nature and nurture of learning differences, I just published Nurture Their Own Nature: Helping Those With A Neurodifference Enjoy Learning Again (Cook, T., 2020) (short version) https://link.medium.com/QCu1Cz5S9bb; (longer version) https://link.medium.com/eZNM4y9R9bb

Get with me on my ELBERT™ class online for children and adults with learning differences!!! I will teach these poses and affirmations on ZOOM! Check it out Here

#dyslexia #dyslexiaawareness #adhd #dyslexic #autism #dyslexiaeducation #dysgraphia #dyslexiaadvocate #education #dyslexiasupport #specialeducation #learningdisabilities #dyscalculia #dyspraxia #specialneeds #saydyslexia #dyslexiaisreal #dyslexiapower #learningdisability #learning #madebydyslexia #neurodiversity #reading #dyslexiamom #learningdifficulties #ortongillingham #dyslexicadvantage #autismawareness #asd #bhfyp #add


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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