Nurture Their Nature

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Nurture Their Nature Preface 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)
ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated and misdiagnosed; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole child.” I work with all stakeholders on constructive engagement when learning based on my student “whole child” observation(s) inspired by Maria Montessori, Neville Lancelot Goddard, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner, Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning and neurodifferences. This program is based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, countless hours of student observations, educational research and studies along with my perpetual care for children. The program I developed is named 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 ELBERT based on see in store is based off my book: HERE and 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. Lastly, ELBERT also includes a self-guided literacy intervention program along with other coaching through a course on understanding dyslexia and other learning differences, and consulting (first one Free)!
Page 4 and 5: Tricia Cook, MEd., RSP, AOG; https:
Page 8 and 9: Nature
Page 10 and 11: In the field of child -psychology,
Page 12 and 13: appears sadly depressed (hypo activ
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Page 18 and 19: Vagus Nerve & RAS Vibrating Alta Ma
Page 20 and 21: ● RAS= HPA & ACC (body & brain= b
Page 22 and 23: quantum-self; there are three forms
Page 24 and 25: Concrete Thought (conscious develop
Page 26 and 27: “Now all glory to God, who is abl
Page 28 and 29: themselves along with soul -body di
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Results: Acute Initial Response to
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Need attunement *can be varie d inc
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Thymus (12 chakra and all chakras,
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Cook’s Alternatives and Suggestio
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toxic infused environment- bioelect
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Response: Better with short-term me
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as well from “doing” by experie
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Work Primarily PYAM Daily: ● Pray
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courage/compassion bliss/harmony gr
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We pray that God himself, the God o
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Note: Think of the body as the four
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The goal of the ABC’s is Spiritua
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SEE CHAPTER 10 for Complete Lesson
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Including a progress monitoring and
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Chapter 7 The Gift- using their str
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Many people with just dyslexia, dys
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Can we heal our DNA for future gene
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Strengths of a Learning Difference
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auditory thinking-learning auditory
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non-focused, impulsive and hard wit
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Solfeggio: https://mynoise.net/Nois
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https://www.youtube.com/watch?v=H9F
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6. Specific organ associated: ex. g
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(adults) For Complete Functional Sy
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Betulaceae Geraniaceae Rutaceae Tur
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phytoestrogens ● Chlorophyll ●
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Blue Cyprus Tangerine Marjoram Oran
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Suggestions for Acute Initial Respo
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devo tion/ blam eless ness cour age
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I don’t be attach ed I releas e H
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Sod conn ectio n/ curio sity prais
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PYAM DAILY Work Primarily PYAM Dail
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schools in New Orleans, LA (of the
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meditating!!“You have to want to
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Prayer/Praise & Worship (PPW) Praye
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● ● ● ● ● ● ● ● ●
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ELBERT: EVERYONE LEARNS BETTER EMBR
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Observer: Interview and take observ
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Does your child regularly argue wit
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with others. Please renew my soul.
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Truth of Sod (Knowledge/Wisdom) S:
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A: P: -----------------------------
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S: Truth of Grace (Perception/Intui
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Truth of Forgiveness & Freedom- I d
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5th Chakra (light blue) I am compas
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Intelligence (Gambheera buddhi) Abs
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https://www.youtube.com/watch?v=4Qu
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Intent: Consciousness (Sanjna) Self
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choose peace. I mostly want the str
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https://www.pandora.com/artist/chri
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● Ask students to write new lyric
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33.__ Enjoy scary amusement rides 3
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By Pearson Education Development Gr
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tory - harmony (In clu d e s the va
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Total Responsive System Dysfunction
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Proprioceptio n, Tactile Senses= RA
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READING & LEARNING INTEREST SURVEY
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m n o p Q q U u Y y R r V v Z z S s
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m il e s cr a p st r o k e pi tc h
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p h s w : - P h o n o gr a m s- D i
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Auditory Processing Omissions: (wor
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PA Continuum: mark on continuum bel
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Specific Language Impairment Ending
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Disclaimer: These checklists and qu
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A round sing To ta l ____ / 5 are P
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then does use fall ten go where do
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Running Record. The observational c
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Substitutions: Other (Circle): squi
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Be gin nin g Ea rly Int er me dia t
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ELBERT Holistic Alternatives for Le
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(Fine Motor) -Rake/sand, sewing, we
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unconditional love (enough). Shame
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Resource: https://tcookedu.blog/202
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Student: DOB: Observer: Visual ●
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Cook’s Initial Aspergers, Autism
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❏ Does he or she follow familiar
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https://www.ohsu.edu/sites/default/
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Spelling Inventory Date: Student: D
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elow). Directions: Read the words o
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Learning Objective Rubric
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Felling: Stated Objective- #3: The
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Student’s Name:__________________
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Shae (nonsense) Include PA- Languag
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w,etc/words, age) Endings of Conjug
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ELBERT Sympathetic Lateral Function
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Memory (Restate)- a higherorder thi
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did this.... Working Memory (Recall
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Notes: Student Sheet: Title:
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Student Sheet: Title: Productivity
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soybeans, acorns, pumpkins Data- Eq
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“why” question related to the t
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shame, empathy, anger, strength, ha
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Sounds may be being fused, confused
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Tweet What is sound word knowledge?
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Tweet When I’m helping your child
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down at the room. The creativity, i
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information (break-down for compreh
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hatred, courage, grief, and compass
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understanding-universal-emotions-fu
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Intervention Daily Lesson Plan Date
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Closing Prayer:____________________
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multitasking. Use text-to-speech so
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auditory distractions, like doors a
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water fountain. Provide handouts so
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● ● nor ma l em ph asi s on ph
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eni ng exe rci ses. Lis ten ing & L
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ng usi ng cat ego riz ati on an d s
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Go al: De vel op the au dit ory (st
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● ● mo ry in the for m of lan g
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sm all det ails . I’d als o sug g
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edg e ph ase (if stu de nt has dys
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● au dit ory me mo ry. Lis ten in
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oni cs ins tru cti on.
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cus ) (int erp ret ed thr ou gh the
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y. De vel op the vis ual - spa tial
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izi ng the sha pe of the lett er EL
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Final Chapter Lastly, the RAS (ARAS
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Please share this article for anyon
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Healersresource.com. (2019). Healer
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Bonaz, B., Sinniger, V. and Pelliss
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Why We Should Teach All Kids Like T
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Monster 2 Keyboard: http://www.dysl
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CALLING FOR ARTICLE REVIEWERS: HERE
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“Pin on Magic.” Pinterest, pin.
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