The Learning Curve October 3, 2011

What Does Your Child Need to Know Before Going to Kindergarten?

What’s the importance of an at-home kindergarten readiness program? . . .

• Because children who are ready for school do better in all the other grades and have more chance of finishing school.
• Because many children who enter school unprepared or behind their classmates stay behind.
• But mostly because being ready for school starts long before getting there: it starts at home—this and parent involvement are shown to be critical factors in the child’s success at school.

Today’s Learning Curve interviews Barbara Allisen, the author of, 123 Kindergarten: Everything Your Child Needs to Learn Before Kindergarten.   http://www.123kindergarten.com

Barbara has more then 30 years in the classroom.  She speaks from experience.

Today’s show reveals:

•  How critically important the child’s early learning years are, and why.
•  Ninety-percent of learning and brain development happens in the first five years!
•  Early parental involvement is a key factor in a child’s success at school.
•  Why and how to make your home the child’s first classroom.
•  There are many, many precursors to basic concepts that we assume children know, but fail to ensure they know to the detriment of the child’s development and later success at school—how to be sure your child has these basic elements.
•  Children need to feel comfortable with the whole issue of learning—those children who know they can learn and who expect to learn are the most successful at school.
•  Find out how to use everyday chores as learning opportunities for your child.
•  Points to consider when determining when to first send your child to school.
•  Find out why kindergarten is a pivotal year for children.
•  Find out how to have your child prepared for and excited to go to kindergarten, confident in its grasp of the needed basics.

 Click here to listen October 3, 2011 Barbara Allison

Roger & Virginia at The Learning Curve

The Learning Curve September 26, 2011   Marina Ruben

The Six Step Method for Tutoring Your Own Child

You’ll be surprised how easy it is to tutor your own child and thereby ensure their academic success.

Today’s guest, Marina Ruben, is the author of How to Tutor Your Own Child: Boost Grades and Inspire a Lifelong Love of Learning—Without Paying a Professional Tutor.

Hear Marina describe the fun to be had by both parent and child in this activity, the easy successes to be had with it and the simplicity of the techniques that can be used.

More at her website: http://www.marinaruben.com

Marina answers many questions parents have on the issues of:

•  How can they best tutor their own child, if at all?
• How easy or difficult is it?
• What are the pitfalls if any?
• What do I need to know to be able to do it?
• How can I motivate my child?
• What are the best methods to employ . . . and much more.

Click here to listen September 26, 2011 Marina Ruben

Roger and Virginia at The Learning Curve

The Learning Curve September 19, 2011

What is the Most Real Danger Your Child Faces at School in its Early Years?

Today’s show reveals the true, horror story of what too many children go through in our educational system when they are mislabeled, misdiagnosed and wrongfully medicated — this, all in the misguided effort to handle children who are “different.”

Melissa Binstock is now a 22 year-old college student and author of the book, Nourishment: Feeding my Starving Soul When My Mind and Body Betrayed Me.

Visit her website:  http://www.nourishmentthebook.com

By the time Melissa was 11 years old, she had already been diagnosed with 6 disorders, taken 14 different medications, and seen 10 doctors. Some of Melissa’s disorders include Tourette’s syndrome, Obsessive-Compulsive Disorder, dyslexia, ADHD, anorexia nervosa, and generalized anxiety disorder.

Melissa has been honored for being an advocate for people with mental health concerns by the Tourette’s Syndrome Foundation and Mental Health America, and she has also lectured at Texas Women’s Univeristy and written articles for the National Anxiety Disorder Association and the OCD Foundation about the psychosocial issues children with psychological and neurological disorders face.

As Melissa herself says:

“I am a 22 year old psychology student who recently had a memoir published by Health Conmunications Inc. My memoir recounts my struggle and ultimate success in learning to cope with psychological and neurological disorders, including a learning disorder in reading, Tourette’s syndrome, ADHD, and a learning disorder in working memory. Although I am not yet an expert in the professional sense of the term (i.e. I am still in school), I believe my experience has made me an expert in the sense that I’ve learned to cope with my disorders. Despite my learning differences, I have a 4.0 GPA, have written a book, and, best of all, I am now getting to help others.”

Her book has been declared a “must read” and endorsed by several prominent professionals such as Joseph Janovic, M.D., Professor of Neurology and Director of the Movement Disorders Clinic at Baylor College of Medicine and Ira M. Sacker, M.D., Eating Disorders Specialist and author of Regaining Yourself and Dying to Be Thin.

Please be sure to tune in so you can ensure these horrors do not befall your child.

Click here to listen September 19, 2011

Roger & Virginia at The Learning Curve

The Learning Curve September 12, 2011 –Murray Bass part 2

Student Failure is Caused Before Grade School and Continues on to High School Drop-out—How Can You Prevent This for Your Child?

How Can You Start Your Child on the Path to Successful Learning and Literacy?  What are the Successful Sequential Steps?

Today’s guest with Roger & Virginia on The Learning Curve is Murray Bass, the founder and president of Tools of Learning for Children at http://www.tools4preschool.org  This is part 2 of our interview with Murray.

Murray is an 83 year-old retiree who has some children enjoying reading books as early as 3 years-old! His “wards” are routinely doing it at age 4!  What a remarkable story this is.

The Mission Statement of Murray’s registered Section 501c(3) non-profit, Tools of Learning for Children organization is:

“The Founders of this Nation envisioned a country populated and governed by literate, patriotic people. To fulfill their vision, Tools of Learning for Children commits to this mission.

“We will raise funds and provide materials for two purposes: to facilitate children being able to read — the foundation of all learning — and to help them understand that they are blessed to be citizens of the United States of America.”

This is important because:

The 2007 National Assessment of Educational Progress (published October 21, 2008) showed the following achievement levels for Californian public schools:

4^th Grade reading — only 18% were proficient and 30% reading at a basic level.  47% are reading below the basic level.

8^th Grade reading — only 20% were proficient and 41% reading at a basic level. 38% are reading below the basic level.

What a disaster!

Compare this example of what Murray’s organization is accomplishing with 3 and 4 year-olds at a cost of around $15 per child.

A letter from Judy Ingersoll, Vacaville Christian Schools, Vacaville, CA dated June 18, 2008.

 “Murray,

“Out of 102 report cards for Early Kindergarten students (children who have not yet entered kindergarten)

102 children (all of them) know all of their phonics sounds

92 children can easily blend consonants and vowels

87 children can read one vowel words

56 can read two vowel words*

“* We have not stressed two vowel words in the past as our kindergarten teachers have asked us to focus on phonics and blending, but with front line phonics the children are more prepared to read so we have tested the children this year to see how they are doing.

“Please remember we still have 4 year-olds in EK, and some of these children started school very late in the year, even during the last couple of months so they did not have a full year with Front Line Phonics. Still, the fact that 100% of the children know their phonics sounds and 90% are blending consonants and vowels the first week of June tells us by the end of summer these children will be even more prepared than they are now.

“Thank you for all you do for VCS.

“Judy Ingersoll”

You can reach Murray at (707) 427-0744  or by email at mbass25@sbcglobal.net.

Give him a hand . . . he could also use an extra dollar or two.

Click here to listen September 12, 2011 Murray Bass Part 2

Roger and Virginia 

The Learning Curve September 5, 2011    Murray Bass–Part 1

How Young Can You Start Your Child on the Path to Successful Learning and Literacy?

Today’s guest with Roger & Virginia on The Learning Curve is Murray Bass, the founder and president of Tools of Learning for Children at http://www.tools4preschool.org

Murray is an 83 year-old retiree who has some children enjoying reading books as early as 3 years-old!  His “wards” are routinely doing it at age 4!  What a remarkable story this is.

The Mission Statement of Murray’s Tools of Learning for Children organization is:

“The Founders of this Nation envisioned a country populated and governed by literate, patriotic people. To fulfill their vision, Tools of Learning for Children commits to this mission.

“We will raise funds and provide materials for two purposes: to facilitate children being able to read — the foundation of all learning — and to help them understand that they are blessed to be citizens of the United States of America.”

This is important because:

The 2007 National Assessment of Educational Progress (published October 21, 2008) showed the following achievement levels for Californian public schools:

4^th Grade reading — only 18% were proficient and 30% reading at a basic level.

8^th Grade reading — only 20% were proficient and 41% reading at a basic level.

What a disaster!

Compare this example of what Murray’s organization is accomplishing with 3 and 4 year-olds at a cost of around $15 per child.

A letter from Judy Ingersoll, Vacaville Christian Schools,Vacaville, CA dated June 18, 2008.

“Murray,

“Out of 102 report cards for Early Kindergarten students (children who have not yet entered kindergarten)

102 children (all of them) know all of their phonics sounds

92 children can easily blend consonants and vowels

87 children can read one vowel words

56 can read two vowel words*

“* We have not stressed two vowel words in the past as our kindergarten teachers have asked us to focus on phonics and blending, but with front line phonics the children are more prepared to read so we have tested the children this year to see how they are doing.

“Please remember we still have 4 year-olds in EK, and some of these children started school very late in the year, even during the last couple of months so they did not have a full year with Front Line Phonics. Still, the fact that 100% of the children know their phonics sounds and 90% are blending consonants and vowels the first week of June tells us by the end of summer these children will be even more prepared than they are now.

“Thank you for all you do for VCS.

“Judy Ingersoll”

Click here to listen September 5,2011 Murray Bass–Part 1

Roger and Virginia

The Learning Curve August 29, 2011 Dean Larson—Part 2

Did You Know You Can Improve a Child’s Test Scores by Massaging the “Energy Release Points” on the Child’s Head?

 Access for Knowledge Learning — Empowering the Child

 This week’s The Learning Curve is Part Two of our interview with Dean Larson, Director of Access for Knowledge Learning Centers. http://www.accessforknowledge.org

The mission of Access for Knowledge Learning Centers is to: Empower kids to know that they know by providing an environment that promotes both academic excellence and personal growth for students of all ages.

This week’s Learning Curve gives you the principles and techniques you can learn and apply to benefit your child.  It is a treasure trove of points you can apply with your child, here is an example:

How to focus on the ability and the positive.

 Kids are changing today and old tools aren’t working well.

 Kids are becoming more aware; often more aware than most of the adults around them.  Without their (prior) knowledge or consent, because of and through their awareness, they feel the feelings and think the thoughts of others.  In these conditions, being forced to pay attentions can create discomfort.  If the teacher is not aware of this situation, the kids become more and more bewildering to the teacher.  Both the teacher and the student start to see themselves as a “wrongness.”

So, what if this awareness is a gift?  Or a talent?  What if it is just what the world needs?  What if it won’t fit in a box?  Many of the diagnoses that kids bring with them to school are simply manifestations of this.  There is a kind of an ugly duckling flavor here.

We have found that ADD, ADHD, Autism, OCD, have awareness components to them.  You may notice that many autistic kids have very sensitive hearing, skin, sense of smell—these are all involved with expanded awareness.  What if, while being in allowance of the child, we taught him or her to understand their awareness and deal with it positively?  That sensitivity then becomes a talent.

As Dean Larson says:

“To me, there is an imperative here, to keep spreading the word; to teach people that learning can be done with ease and joy.  There are no “throw-away” kids, nor are the irredeemable kids.  There are just kids.”

Get answers to the following:

•  How to create new possibilities for your child.
• Using Access for Knowledge tools to eliminate negative thoughts and attitudes towards learning.
• A study shows kids only get 2 minutes of true one on one, direct contact with a teacher each week — what to do
• What is Access for Knowledge?
• How are Access for Knowledge Learning Centers different from others?
• Access for Knowledge seminars and teleclasses
• How are the Access Tools used with kids?
• What about really troubled kids, like those with ADD, ADHD and so on?
• Education—removing the fixed points of view that affect learning
• Schools—methods for working with your school
• Teachers—how to enlist the teacher to be your partner in learning
• Parents—exploring fixed points of view about education, past and present
• Students—testing for and seeing the rightness of children, catching them doing it right
• Learning—“Now that I know that I know, what do I do with it?”
• Homework—ways to have it work easily and joyously, even if you don’t know the material
• Kids with labels and diagnoses—ADD, ADHD, Dyslexia, Autism, OCD and more…
• Gifted kids—special situations for special kids—the hidden gifted child

Click here to listen  August 29, 2011 Dean Larson Part 2

Questions for Roger & Virginia — questions@howtolearneasily.com

Visit our website

The Learning Curve  August 22, 2011  Dean Larson–part 1

Access for Knowledge Learning — New Breakthroughs Empowering Childhood Learning.

This week’s guest on The Learning Curve is Dean Larson, Director of Access for Knowledge Learning Centers.

The mission of Access for Knowledge Learning Centers is to: Empower kids to know that they know by providing an environment that promotes both academic excellence and personal growth for students of all ages.

Is this something you want for your child? If so, listen to the principles and techniques you can learn and apply to benefit your child.

This week’s Learning Curve is a treasure trove of points you can apply with your child, here is an example:

Kids are becoming more aware; often more aware than most of the adults around them.  Without their (prior) knowledge or consent, because of and through their awareness, they feel the feelings and think the thoughts of others.  In these conditions, being forced to pay attentions can create discomfort.  If the teacher is not aware of this situation, the kids become more and more bewildering to the teacher.  Both the teacher and the student start to see themselves as a “wrongness.”

So, what if this awareness is a gift?  Or a talent?  What if it is just what the world needs?  What if it won’t fit in a box?  Many of the diagnoses that kids bring with them to school are simply manifestations of this.  There is a kind of an ugly duckling flavor here.

We have found that ADD, ADHD, Autism, OCD, have awareness components to them.  You may notice that many autistic kids have very sensitive hearing, skin, sense of smell—these are all involved with expanded awareness.  What if, while being in allowance of the child, we taught him or her to understand their awareness and deal with it positively?  That sensitivity then becomes a talent.

As Dean Larsonsays:

“To me, there is an imperative here, to keep spreading the word; to teach people that learning can be done with ease and joy.  There are no “throw-away” kids, nor are the irredeemable kids.  There are just kids.”

Get answers to the following:

What is Access for Knowledge

• How are Access for Knowledge Learning Centers different from others?
• Access for Knowledge seminars and teleclasses
• How are the Access Tools used with kids?
• What about really troubled kids, like those with ADD, ADHD and so on?
• Education—removing the fixed points of view that affect learning
• Schools—methods for working with your school
• Teachers—how to enlist the teacher to be your partner in learning
• Parents—exploring fixed points of view about education, past and present
• Students—testing for and seeing the rightness of children, catching them doing it right
• Learning—“Now that I know that I know, what do I do with it?”
• Homework—ways to have it work easily and joyously, even if you don’t know the material
• Kids with labels and diagnoses—ADD, ADHD, Dyslexia, Autism, OCD and more…
• Gifted kids—special situations for special kids—the hidden gifted child

Click here to listen August 22, 2011 Dean Larson Part 1

For more information on this important subject, visit our website http://www.howtolearneasily.com.

Send any questions you have to questions@howtolearneasily.com