I’be been following Dr. Hyman for a long time and he’s well worth listening to, when it comes to our brains, minds and memories.
Have you ever wanted to write a book? Is there a book already in your head and it all just seems too daunting to put it on paper. Is dyslexia holding you back from doing so?
Silvana had come to me a couple of years ago and she was and is an amazing medical intuitive, with a huge wealth of knowledge and wisdom that was just waiting to be mined. But how, when she felt that her writing was not up to scratch?
Shortly after finishing the program, she started the book and last week I went to her book launch. What a proud moment – I was closed to tears when she made her speech and also mentioned her journey out of the side of dyslexia that was holding her back in the past.
I highly recommend her book that gives such valuable insights into creating miracles and changing lives around.
Well done, Silvana!
Guy Ropars and Albert LeFloch made headlines a couple of months ago with their claim to have found cause and cure for Dyslexia while studying the retina (or rather a ‘Maxwell spot in the eyes) of 30 dyslexic and 30 non-dyslexic learners.
Abigail Marshall, an expert on Dyslexia, having written several books on the subject, raised her concerns immediately, when asked about the much-talked about study:
“I started to suspect that that the researchers had cherry-picked or
massaged their data to make it fit their hypothosis.. It just doesn’t
look like the sort of data I am used to seeing in research studies (and I
read a LOT of studies) – and and the numbers they reported seemed to me to
be too “perfect” to be true.”
She also noted that the study was too small and also contradictory to another similar study about the same visual issue, done in Germany, which had found a high variability and not one image looked like the one depicted as ‘proof’ by LeFloch&Ropars.
Now this article below just confirms Abigail’s concerns:
Did you know:
…that Dyslexia is the most common learning disability (well, I dislike that word, as it’s really a learning difference) and 70 – 80 % of children in Special Ed are dyslexic?
– yet I still have to find a Special Ed unit that teaches dyslexics in the way they learn best, instead of trying to correct their phonic difficulties.
…that the dyslexic brain is larger and more creative than the average brain?
– yet the fact that they process language using the right side of the brain – while non-dyslexic readers use the lift side of the brain – doesn’t seem to warrant a different way of teaching them to read, just more hard work and repetition.
…that 11 % of the population is left handed and the majority of them is dyslexic?
– yet I have still found that far more than 50 % of my dyslexic clients are right-handed.
…that a Yale study has found that the ratio between dyslexia in boys and girls is roughly 50/50?
– yet in Autism there are more boys than girls affected.
FOCUS – Are you with me?
‘Where are you?’ – Here.
‘What time is it?’ – Now.
‘Who are you?’ – This moment.
These are the words from the final scene of the movie ‘the Peaceful Warrior’. It seems so very simple to be here and focused and present. However, it is not so easy to achieve. Most people who claim to be focused and present most of the time are actually not. How often do you catch yourself thinking about something else, worrying or fantasising about a possible future event, or replaying a past memory? Where are you then? We want our children to pay attention – to be with it.
It starts with our own attention and being there 100 % in the moment with them.
Before I start to work with a child, or anyone for that matter, I always clear my own mind. I breathe deeply and focus on my breathing, I feel how the breath comes into my lungs but at the same time I picture how it flows energetically into my entire body, fills it up and lights up every cell in my body, then releasing all the emotions and toxins that my body doesn’t need with the out-breath. Breathing deeply in through the nose and out through the mouth is one of the first things I teach my clients, too. It’s releasing their tension and enables them to start paying attention. I cannot teach that unless I am living it too. Being there with your child in the present moment is magical, it already creates a bond and synchronises your brain waves.
I then teach them how to be in the body. They slow down, feel the ground under their feet and the soles of their feet where they touch the ground. They feel the chair under their bottom and where it touches their own backside. Does the back of the chair touch the spine? Where are the hands? Are they on their knees, or on the desk in front? Can they close their eyes and still see things? What you can see with your eyes closed can be either an image from memory, a fantasy or anything in between that your imagination conjures up. We call the place where these pictures are seen or created the ‘Mind’s Eye’.
The perfect state for working, for starting any task that requires full attention, is to be aligned in the present time, aware of the body and with the Mind’s Eye just behind and above the head. While you are reading this book or kindle or iPad, where would be the perfect spot for your mind to take in every single word and also the entire page of your book? That ‘viewing platform’ above and behind your head gives you the ideal vantage point. If you wore a witch’s hat or one of these cone-shaped party hats, the tip of it is usually also tilted back and could come very close to the spot where the Mind should find its place. The result of finding it, is great focus.
MATH ALIENS, COME – I NEED YOU!
Declan, a sensitive, clever and gorgeous 8-year old client of mine inspired me to write this book. He had started off our three days together by writing: “MATHS ALIENS, I NEED YOU! COME NOW” in big red letters onto the white board. After a couple of days, he erased his message and wrote the words: “DON’T NEED TO COME AFTER ALL. THANKS!”
Not everybody has Maths aliens to call upon. Declan was happy that he didn’t need to rely on them any longer and that he had found that he gets it now.
Lauren is 15 and finds it really hard to read. A Dyslexic program improved her reading, but it is still a struggle and not enjoyable. It was the Maths program, another area of difficulty, where she really found a strength and instead of working at it, she now plays at it. On her last day of the program, I stared in amazement at a really complicated calculation which she had just finished successfully and correctly. She asked me if she can do one more, please! That, for me, is the reason I love these programs. Where else can you measure success as clearly on a logical as well as an emotional level?
Let’s start, with the help of Declan and Lauren, to discover how to release your child’s Maths genie from the bottle!
MATHEMATICS FOR DYSLEXIC STUDENTS and VISUAL LEARNERS
‘A mum is very worried as her 8-year old son is struggling in Maths and falling behind further every year. He is attending the local public school and they are trying as much as they can to help. When her friend suggests to put him into St. Mary’s, the local Catholic School instead, she hesitates, as they aren’t religious. But after her friend assures her that they have a wonderful way of teaching Maths and her own son is finding it really easy, she enrols her little Tom. After only one term, to her amazement, he has caught up and after a while, he tops the class. ‘Tom, what is your new school doing differently? How come you are now so good at Maths?’ Her son says that they don’t teach differently but that he is just working much harder. His mum wants to know why. He says: ‘You know, mum, when I first entered the new classroom and saw that man nailed to the plus-sign, I knew they meant business.’
Unfortunately, a lack of motivation is rarely the reason for a child’s struggle at Maths.
Many of my Dyslexic clients are challenged in Maths, not because they don’t have a ‘Maths brain’ or are lacking intelligence. Quite the opposite! They may even find that they get the most advanced Maths easier than the simple basic Math questions.
They need to be taught Maths in a different way – a way that makes sense to their visual or kinaesthetic learning style. As a problem with Maths doesn’t point any struggling child to a facilitator for Dyslexia, I won’t make this book into the Dyslexic’s Guidebook into the Maths Galaxy. It will help any child that has a creative, visual mind.
to be continued at next week’s blog…