Dyslexia Help: Understanding Universal Emotions of Learning- A Step Further (Cook, T., 2020)

Dyslexia Help: Understanding Universal Emotions of Learning Further (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 get angry by showing frustration when you are teaching them? Do they have shame by weeping when you are teaching them?

[This article is based off my just published Nurture Their Nature preview here https://link.medium.com/HEg2Ccz8Gcb ]

If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive, irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally! This is why it would be important to practice along with PYAM them!! Also, ask me below about the complete adult ELBERT™ program!! If you know someone with a learning difference and or stress responses, I’d say focus on releasing anger and strength and shame and replace it with empathy. Let’s then talk about the nature-nurture of a learning difference and see other steps for contacting me below!!

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.

Speaking of the “whole child”- if they have feelings of anger they could be hyperarousal, this affects their breath and ability to think (making logical decisions) especially when doing a stressful task such as reading. They might exhibit responses of impulsiveness, aggressiveness, and agitation (along with hyperactivity). NOTE: go to emotion chart to see if anger or shame occurs when they’re reading!! You might be surprised what you find.

If the child has gone beyond the perception of anger and has internalized filters of shame, this also affects their ability to breathe. They might exhibit responses of “shut down”, ruminating on the negative, and even depression (along with hypoactivity). Likewise, one thing of having a learning difference is physiological problems- such as headaches, stomach aches, allergies, hives, inflation, etc..Do you or your child have hyperarousal, hypoarousal or balanced?

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 like PYAM DAILY. 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.

PYAM DAILY: Prayer, Yoga, Meditation & Affirmation

Prayer

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 Kids can do it too! Model prayer to them, pray with them…encourage daily! It really works to take their anger and shame that their learning difference can trigger! Speaking of the “whole child”- Help them with “emotional appraisal” by looking at this feelings chart for prayer coaching (see chart below). They usually exhibit anger and shame (as they get older other prescriptions develop such: as grief and hatred).

Just (PRAY)
Pray
Release
Apply
Yearn for more Prayer
When you Pray use…(PAGG)
PRAISE
ASK
GRATITUDE
GLORIFY

88360876_2953110151392422_3640398654998577152_o

NOTE: ENCOURAGE your stop and check-in with themselves: Think about How You are Feeling (see chart below). Remember if frustrated, afraid, mad, sad then probably angry so ask for strength. If embarrassed, sad, guilty or confused then probably shame and ask for empathy! Ask God to take it from us, His son already paid the price!

sjDlQeyK7JsR4uu.RkZ-iQIn-TEXT: raising boys and girls, 2020 [https://www.raisingboysandgirls.com/]

Yoga

Speaking of the “whole child”- it takes large motor movement in order to coordinate the body to the mind. The increased focus will also help their short-term memory. The lower yoga positions and to the left are for releasing shame and replacing with empathy. The lower yoga posses (little higher than shame) and to the right are for releasing anger and replacing with strength.

89175325_1033590887008894_8906766628549558272_o

*Remember: you can always integrate prayer (see above) into yoga- you always set the intention for each. It’s called “child’s pose” for more than one reason- ha!

Lastly, WHAT DO YOGIS & SURFERS HAVE IN COMMON?

Good Balance & Muscle Tone
Concentration
Focus & Attention
Self-Discipline
Good Vestibular and Proprioceptive Sense
Happy, Healthy & WISE

88210801_2953127888057315_1686430505186099200_n

In-text-EXERCISE POSTERS: https://amzn.to/2rc7x6f (aff)

Speaking of essential oils when doing PYAM– children with learning differences have shame with ruminating on other negative thoughts anger with anxiety. These are holistic ways of helping; I am listing essential oil below:

Geranium
Ylang Ylang
Marjoram
Blue Cypress
Callitis
Peppermint
Rosemary
Rose
Clove
Basil
Eucalyptus
Lemongrass/Lemon


Dyslexia EO’s- peppermint, ginger, lavender, and lemon essential oils. Essential oils are inhaled through an infuser (1 hour, 3 X a day) or diluted in a carrier oil before being applied topically. For a consultation (first one free), press below for information on how to contact me and to purchase YoungLiving Essential Oils Press Here: https://www.facebook.com/TYL-Tricia-Cook-indpendent-Young-Living-Distributor-116139663164130/

unnamed
Brain Power™

Affirmation

Speaking of the “whole child”- the child with learning differences usually feels like “they are not worthy” if they have perceptions of anger and if they have filters of shame they usually feel like “they are not enough”! This set intent rewires the RAS, adds to attunement and gives them more motivation to learn!!

A learning difference can bring up emotions such as anger (strength mantra) and shame (empathy mantra) as well as hatred (courage mantra) and grief (compassion mantra) for people older. If the anger and shame become too much, this can trigger sympathetic and parasympathetic responses and effect you neurologically, as well as, socially/emotionally, physically, mentally and spiritually.

This is why yoga with affirmations (mantras) can help-Here are (4) mantras for them to say out loud with these yoga poses:

RAS Affirmation Journaling:

3 breaths-write…

I am grateful that I AM ____________and I HAVE __________.

Examples:

I AM SMART

I HAVE KNOWLEDGE OR

I AM KNOWLEDGE

I HAVE STRENGTH OR

I AM KIND

I HAVE EMPATHY

I AM WISDOM

I HAVE COMPASSION OR

I AM POWERFUL

I HAVE GOD

Simple-Affirmations-Cover

In-Text: (Innervisionary.com, 2020)    

Meditation

88197033_2953017861401651_2166883233591984128_n

I’ve suffered from anger and shame due my learning difference my whole life due to Spiritual Aspects- MIND, BODY, SENSES, SPIRIT in being pure and blameless. My anger and shame of having learning differences luckily I have now accepted God into my heart. Note: The Solfeggio Frequency for healing and connecting to God when meditating.

https://mynoise.net/NoiseMachin…/solfeggioTonesGenerator.php

Speaking of the “whole child”- there are pressure points called marmas in our body. These are can be given added pressure, massaged, tapped. They have different ways of soothing that your child can learn as well as yourself. The following can be done in 3-second increments (see right): Tapping & EFT phrases- https://www.youtube.com/watch?v=TRq8o1MEUtU

NOTE:

Hypersensitive child: do deep pressure press on the specific marma point.

Balanced child (both hypo/hyper- do tapping on the specific marma point.

Hypersensitive child: do light massaging on the specific marma point.

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) [This article is based off my just published Nurture Their Nature preview here https://link.medium.com/HEg2Ccz8Gcb ]

I’m online and in-person!!! If you know someone, who struggles with their learning please share!!   You can visit my website HERE to message me about Elbert Coaching and/or Class Sessions (First Consultation is Free): https://myelbert.com/ Do you get angry by showing frustration when you are teaching your child??? Note: If you have anger, you can have hyperarousal and become reactive, impulsive, irritable, etc & if you have shame,  you can have hypoarousal and become sluggish, needy, weepy, avoidant, etc.. You could have these responses! This is why it would be important to practice along with PYAM them!! Also, ask me below about the complete adult ELBERT™ program!! If you know someone with a learning difference and or stress responses, I’d say focus on releasing anger and strength and shame and replace it with empathy. See other steps for contacting me below!!  

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

ELBERT Children CLASS SCHEDULE: BOOK NOW PRESS https://www.facebook.com/helpfordyalexia/

Monday- strength

Tuesday- courage

Wednesday- empathy

Thursday- compassion

Friday- harmony (CHI)

ELBERT Adult CLASS SCHEDULE: BOOK NOW PRESS (First Class Free)…https://www.facebook.com/adultelbertdyslexia/ (BOOK NOW):  

Monday- strength and empathy  

Tuesday- harmony  

Wednesday- courage  

Thursday- compassion  

Friday- victory and glory (CHI)

You can also learn more Brunette-locks and the Three Doors; NURTURE THEIR VERY OWN NATURE: Strengths of Learning Differences (Cook,T. 2020); Blameless Lives

Disclaimers & Such

  • This Site Contains Affiliate Links, Pictures Are Either:
  • Creative Common Licensed From Either WordPress or Canva.

DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee. 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

!#dyslexia #dyslexiaawareness #adhd #autism #dyslexic #dyslexiaeducation #education #dysgraphia #specialeducation #learningdisabilities #dyslexiaadvocate #dyslexiasupport #learningdifficulties #saydyslexia #specialneeds #dyscalculia #dyspraxia #neurodiversity #learningdisability #learning #autismawareness #dyslexiaisreal #add #downsyndrome #parenting #asd #reading #dyslexiapower #mentalhealth #bhfyp #elbert #ras #neurodiversity #love

NOTE- PYAM ARE PARTS OF ELBERT™ BUT ARE NOT COMPLETE ELBERT™ © ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING 2020

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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