Archive for the ‘Learning Difficulties’ Category
Here’s the reminder from Pat Wyman of HowtoLearn.com: Last day of Big Back to School Giveaway 2014! – Doc Meek
- videos from the World’s Fastest Reader on speed learning, memory, reading and more
- Awaken the Scholar Within Program
- SOS Organization Binder
- Complimentary Consultations .
- Digital Book on Feelings
- Academic GamePlan complete student excellence programs
- Invite-Only Complimentary Kindle Best-Selling Author Course
Between September 24th and 30th, HowtoLearn.com is proud to announce our annual Big Back to School Giveaway 2014.
We’re grateful to the Office Depot Foundation for their donations to this program, as well as the Deck and Headset from Sol Republic, and all the back to school items from our HowtoLearn.com Experts.
You’ll find complimentary:
videos from the World’s Fastest Reader on speed learning, memory, reading and more
Awaken the Scholar Within Program
SOS Organization Binder
Complimentary Consultations [Among others, you're in here, Doc!].
Digital Book on Feelings
Academic GamePlan complete student excellence programs
Invite-Only Complimentary Kindle Best-Selling Author Course
So head on over and enjoy all the Complimentary Items this year and let all your friends know about the Big Back to School Giveaway at HowtoLearn.com
The Center for New Discoveries in Learning, Inc., 4535 W. Sahara Ave., Suite 200, Las Vegas, NV 89102
Warmly, Pat Wyman
P.S. Let all your contacts know about our Big School Giveaway at HowtoLearn.com!
Today I am grateful for developmental optometrists–such as Dr Margaret Penny of Calgary, Alberta, Canada–who have helped many students overcome reading difficulties. – Doc Meek
Image from: 123rf.com
Visual training may be required
to overcome reading difficulties
Sharon (not her real name) was bright and vivacious, and still struggling with reading in Grade 5. She strained and strained when trying to read and often got headaches. Her school marks suffered despite her strong intelligence.
Her Mom was mystified.
“We had her eyes tested and she has perfect vision. The school nurse told us her vision is 20/20 and she doesn’t need glasses.”
“Good vision involves more than 20/20 eyesight,” I said.
Sharon and her Mom were even more mystified when I said:
“The eyes don’t see–the brain sees.”
“What do you mean?” they both chimed, almost with one voice.
“Reading involves more than 20/20 eyesight,” I said. “The eyes and brain are required to perform an array of complex and coordinated tasks to read well, and to comprehend what is being read.”
See a developmental optometrist
I asked Mom and Sharon to make an appointment with an eye doctor–an ophthalmologist–to check for general eye health and possible astigmatism (imperfections in the shape of the lens of the eye). Sharon returned with a glowing report.
“OK, good,” I said. “I’ve watched you read, Sharon, and I would now like you to find a good developmental optometrist–not a regular optometrist–a developmental optometrist who can give you an assessment of what exactly your eyes and brain are doing when you try to read.”
I told Sharon and her Mom that visual training supervised by a developmental optometrist may be required.
“But,” said Mom, “the eye doctor told us that Sharon had no problems with her eyes.”
“He also told us that there is no evidence that visual training helps a student read better.”
I said that is what they taught the doctors in medical school and the doctors did not pursue it further when they got into private practice.
“As a neurological learning specialist,” I said, “I have found that visual training can make the difference between school failure and school success.”
Sure enough, Sharon’s eyes and brain
were not performing well for reading tasks
After the initial visit with the developmental optometrist, and meeting with several other students who were taking visual training to help with reading competence, Sharon spent many weeks training her eyes and brain to work together to perform the complicated and coordinated tasks required for easy reading.
Sharon’s marks at school soared as she practiced her visual training skills at the developmental optometrist’s clinic and at home and at school.
The outstanding developmental optometrist Sharon and her Mom went to was Dr Margaret Penny.
Here is a brief description of her work, from Sundre Vision Care near Calgary, Alberta, Canada:
“Dr Margaret Penny also has a Masters Degree in Educational psychology. She has a special interest and passion in working with children and adults who have visually related learning difficulties, tracking, focusing and binocular dysfunctions, and perceptual delays. Vision therapy and rehabilitation of these problems has been an integral part of her practice.”
Thank you, Dr Penny, for saving many a student from school despair!
Doc Meek, South Jordan, Utah, Wed, Sept 24, 2014
Today I am grateful for people who are very sensitive and for those who help them, like Sharon Heller, expert and author. – Doc Meek Image from: 123rf.com
Super Sensitive Smell
My first experience with super senses came when I first started my private practice at THE LEARNING CLINIC, several decades ago now.
A young boy was brought in by his mother, who was worried about his problems at school and at home. She introduced me to Jackson (not his real name) and asked me to speak with him about school.
Jackson and his Mom were seated about 6 feet away from me in my office.
“Hi Jackson,” I ventured softly. “Can you tell me something that you are good at?”
“Maybe you could share with your Mom and me something that you like? Anything. Not just at school. OK?”
Surprise for Doc Meek (and Mom!)
Mom encouraged Jackson to speak up: “Doc is kindly and gentle, son, and will listen respectfully to what you say, no matter what.”
“Your breath stinks,” ventured Jackson, holding his nose. (Remember that Jackson was 6 feet away from me.)
Mom’s face reddened and she was about to expostulate…
I said, “It’s OK, Mom.”
“It’s OK, Jackson. You are just letting me know what you don’t like and that’s good.”
HSP (Hypersensitive Person)
I recalled my earlier reading about HSP (hypersensitive person), or in plain English: Highly Sensitive People).
Jackson, encouraged, ventured again:
“Your wall clock is so noisy I can’t hear you and Mom real good.”
Neither Mom nor I could hear the wall clock tick.
Thus began my fortunate face-to-face education about HSP (Highly Sensitive People). Of which, more later.
For details on these kinds of learning problems, see the delightful book by Sharon Heller (2003), too loud, too bright, too fast, too tight, available online at Amazon.com and elsewhere:
Thank you, Sharon Heller!
Dialing down the ticking clock
I did not know how to help Jackson with the super smell at the time.
I did know how to try to help with the super hearing.
Using concrete examples such as turning down the volume on a radio, we taught Jackson’s brain how to mentally dial down the volume of items that were distracting him in everyday life.
We had Jackson imagine a picture of radio volume dial out in front of him and and we had him reach out with his hand and turn the volume dial down.
This was not sufficient.
Finally the idea came of hooking up an imaginary small motor with a belt pulley attached to the volume control dial.
As the motor spins the volume dial down “endlessly,” the brain is able to dial down distracting sounds (such as a ticking clock, or tinnitus).
Doc Meek, South Jordan, Utah, USA, Sept 10, 2014
P.S. Highly Sensitive Granddaughter
Years later, the memory of Jackson came back to me when I was walking by a brick building with my granddaughter Katie (not her real name).
Suddenly (“for no reason”) she clapped her hands firmly over her ears.
“What’s happened?” I asked as we walked further away.
“Those pipes are so noisy,” she advised Grandpa, whose hearing is not perfect she knew.
Turns out that two “silent” exhaust pipes were softly “whooshing” air from an unheard fan highly distant from the pipe exit.
“Good luck, little girl,” I whispered inside my head. “I’m glad we know better now how to help you manage better.” ………………………………………………………………………………………………….
Image from: www.123rf.com
Will avoiding food additives
help my child avoid ADHD or LD?
(ADHD = Attention Deficit/Hyperactivity Disorder; LD = Learning Disabilities)
A distraught mother brought her son to me one day.
“He’s driving himself and me crazy,” she said.
“In what ways?” I innocently asked.
“He can’t seem to stick to anything. He’s disorganized at home and he’s disorganized at school and he’s disorganized at sports. He’s disorganized everywhere.”
“What have you tried to do to help him?” I queried.
“Yelling at him doesn’t help,” says Mom.
Mom is right.
Moms are always right. (Even when they’re wrong, they’re right.)
Do food additives hurt us?
Of course. The real question is, “How much?”
The Mom said she’d heard that food additives can mess up the brain’s ability to think and organize.
“Is this true?” she asked, wringing her hands (as Moms sometimes will do when pressed to the wall).
“I don’t want to be a food policeman!” she blurted.
“Ya!” blurted her boy.
So what did I say to help Mom?
Here’s the answer:
It depends upon your individual child.
You know this.
“Why don’t you try and see what happens?” I suggested to Mom.
“Trust your gut instincts. Trust your Mom intuition,” I encouraged her.
“Ya!” blurted the boy.
She did. He did. They both began to settle down.
It isn’t a miracle.
It is just common sense to check out some things that are “getting to” your child.
Here is the first grand secret…
1. Your child is not a statistic.
Suppose an ADHD expert says that avoiding food additives is not the way to go:
“It helps only 5% of children with ADHD or LD (learning disabilities).”
A discouraging statistic, right?
What if your child is among that 5%?
Your child is not a statistic.
Here is the 2nd grand secret…
2. “Science” and “the research” are not about your child
“Science” and “research” have their own agenda.
What if “science” and “the research” show that that food additives do not harm us in any significant way.
Who funded the study?
Probably the people who manufacture the food additives.
Or their advocates or friends.
Or maybe the study was “objective” and “neutral?”
It doesn’t matter.
Either way, your individual child is what counts, not “science” and “the research.”
It’s about “what works” for your child, not what some third party says.
And here’s the 3rd grand secret…
3. You have to do more than just one thing to solve ADHD or LD (learning difficulties).
Yes, cut out the food additives if you can. Many of them are poison to the mind, regardless of whether they make ADHD or LD worse.
And then go onwards to check out all kinds of things (especially the “controversial” stuff).
Controversial simply means that strongly differing opinions are strongly held, regardless of the truth.Here are some possibilities for your individual child (see “what works”):
(a) Baroque Music (gentle; one beat per second approximately)
(b) Not rock music (unless the goal is to motivate the body to move more, to take “action,” to dance)
(c) Vigorous exercise–see previous blog post on this website:
(d) Behavioral training (there are some good practical programs out there)
(e) Love ‘em (even if they’re driving themselves and you crazy)
(f) “Passive” therapy (audio programs using headphones that the child wears while resting, sleeping, studying, or actively doing things)
(g) Prayer (it doesn’t matter whether you believe in a Supreme Being or not; prayer/meditation can be a humbling, calming experience)
(h) Your imagination (“Imagination trumps knowledge,” Einstein said, and he’s right)
(i) Your child’s imagination (you’d be pleasantly surprised!)
What a renowned expert ADHD MD said:
“There is only one proven way to treat ADHD: Ritalin.”
Myself and others have helped thousands of ADHD and LD sufferers to improve significantly without medication, and sometimes with a medley of effective efforts including medication.
One of these success stories could be your individual child.
Doc Meek, South Jordan, Utah, USA, Wed, Aug 13, 2014
P.S. If you want to read what a really sensible expert ADHD MD says:
Read Healing ADD by Dr Daniel Amen (and of course, he’s “controversial” and he’s also effective).
Dr Amen has helped thousands and thousands of Moms and children with ADHD and LD to better lives.
He identifies 7 different types of ADHD and recommends 7 different customized approaches, with a huge array of suggestions, including simple “do’s” and “don’t’s” that can be done at home, natural supplements, behavioral modification, and medication.
Exercise miracles outdoors/indoors
“Everybody” knows that exercise is good for you. And it takes effort so we don’t always make the effort.
My doctor friend tells me that vigorous physical movement is the best “pill” you can take! The “trick” is to find a way to make it somewhat enjoyable:
- get outdoors if that does it for you
- stay indoors if the weather doesn’t suit… or walk in the rain
- exercise to music
- make it a timeclock challenge is some way that pleases you
- make it an endurance challenge in some way that pleases you
- make it anyway that works
Set low goals?
My doctor friend says don’t set high goals and quit. Set low goals, so you will keep it up. Keep going and get to where you need/want to be:
- start low
- go slow
- and don’t stop!
He says that exercise helps almost “everything.” Almost any physical problem or illness or disease can be helped by using movement because it stimulates and vivifies so many body systems and subsystems.
The brain also works better
with vigorous physical movement
Allison Cameron was teaching in Park City, Saskatchewan, Canada. The students could not focus or concentrate on schoolwork and their low marks showed that.
A fitness expert friend of hers said he would put treadmills in her classroom.
This didn’t work for some of the students until Allison herself got on the treadmill for 20 minutes before starting class. Then even the most reluctant pupils got on board.
After 20 minutes on the treadmill, with the heart rate up in the “training zone,” the students were able to concentrate and focus for 2-3 hours.
Critics said Allison was wasting class time
Of course critics abound whenever anything different is tried.
Allison persisted because she felt that “wasting” 20 minutes was better than wasting the entire class period.
Besides, the pupils got more work done in the next 2-3 hours after they exercised vigorously for 20 minutes than they did before during the whole school day.
Allison delighted as pupils’ marks shot up
The critics slowed down when the pupils’ marks in reading and math shot up.
Previously all of the students had been failing miserably.
Good job Allison! Good job trusty students!
Doc Meek, Sherwood Park, Alberta, Canada, Wed, June 18, 2014
P.S. Of course, not everybody can get treadmills in their classroom or their home.
Any vigorous movement, outdoors or in, equipment or no equipment, will help the brain to focus and concentrate for hours.
Maximum benefit to the brain occurs when the vigorous exercise lasts 20 minutes and the heart rate reaches up into the “training zone.”
For simplicity’s sake, let’s say that the heart rate “training zone” is a heart rate that is at least 50%-60% higher than the resting heart rate.
Any fitness expert can refine this statement with a chart by age.
Doc Meek, the “brain fitness” expert.
See previous articles on the
high value of exercise for
improving learning and marks:
Image from: 123rf.com
“Destroying False Evidence!” – Doc Meek
Children in school very early on make the culturally-induced mistake of thinking that their school marks and their report card marks are a measure of their intelligence.
This false perception proves to be a minor error for some children and a major life-crippling error for others. What?
Report cards can be life-crippling instruments?
Yes, because the children (and society at large) believe–falsely–that the report card is an accurate measure of the child’s intelligence. Or at least an accurate measure of the child’s effort. Or both.
Thus a poor report card reflects on the child in two negative ways. It is thought that the report card marks prove that the child is either smart or not smart, or is making a good effort or is not making a good effort.
Locked in like a death grip
How can a good report card mislead a child?
The stories of well-educated and smart people–on the basis of their school marks–who fail in the workplace and/or in life are legion.
Some children brought to see me at THE LEARNING CLINIC are so locked into the false evidence of the report card that these children—on the basis of their report cards from school—believe they are both stupid and lazy.
I am certain the school does not intend to teach children that they are stupid and/or lazy.
What is to be done?
Sometimes drastic measures are necessary to demonstrate dramatically to the child that there is a solid disconnect between a school report card and their own intelligence and effort.
One child brought to me (let’s call him Harold, not his real name) had spent the first 4 or 5 years in elementary school and still had not learned to read.
Harold’s report cards were abysmal. And Harold felt dismal.
Both stupid and lazy?
Harold felt—and knew it was true—he was both stupid and lazy.
Harold’s father—a very frustrated and very angry parent—thankfully was convinced that everybody was missing something important. He just didn’t know what it was.
Harold’s father said he had positive out-of-school evidence that Harold was very smart.
Harold could not see it. He was adamant that he was stupid and lazy. His report cards proved it. All D’s and F’s for years.
The father was equally adamant that there was a solution. He insisted that I find a way to “get to the bottom of this mess!”
Soaring and crashing
So the father found a reading buddy for Harold and I taught them both how to use specific strategies to overcome the worst aspects of Harold’s inability to read—his dyslexia as some would call it.
Dyslexia is just a label—a label for observed reading difficulties. There are as many different kinds of dyslexia as there are children.
Both Harold and Tom (not his real name) practiced a specific strategy faithfully together for 15 minutes every day and reported back to me on Saturdays. They would then continue that same strategy for another week, or learn a new strategy.
These strategies were of all kinds: intellectual, visual, auditory, emotional, kinesthetic, beliefs, etc. We used the whole body and the whole mind. All happy and hopeful strategies. (For detailed specifics, see The Gift of Dyslexia, by Ronald Davis.)
Harold loved it. He was succeeding for the first time at mental tasks.
All went reasonably well and Harold’s marks at school soared. Finally Harold’s work at school was going so well that the reading pair stopped reporting to me weekly.
This is usually a good sign.
Crashed and crushed
Then one day Harold and his father arrived at my office like a great wind.
Father was in high dudgeon and Harold was so hang-dog I was very concerned for him. He looked even more defeated than when I saw him the first time in my office.
“What’s the matter?” I ventured.
Dad shoved a report card into my hands. Harold had just brought it home from school the day before.
I glanced at it. Mostly D’s and F’s. I quickly set the report card aside.
Dad explained that he had gone to the school to complain. The school explained that it was a mathematical averaging thing. They explained that Harold’s recent good marks were mathematically overwhelmed by the multitude of bad marks previously. It was school policy to average marks over time.
You would think that someone might have had the courage (or simply the common sense) to ignore the bad past and put the present good into place on a suffering kid’s report card. It is, after all, just a piece of paper, right?
Sometimes it is imperative to ignore “standard policy” or “standard practice” and remember the first purpose of education is to serve the child, not worship some mathematical algorithm.
Drastic measures needed
I tried reasoning with Harold:
“But look, you and Tom practiced those reading strategies faithfully every day and you know you learned to read quite well. You know you were reading quite well! Your Dad knows it. Your teacher knows it. And I know it and you know it. Right?”
Harold was unmoved. Locked in total despair. The report card proved he was right–he was stupid and lazy, just like always.
I grabbed the report card, shook it in front of Harold’s face, and roared, “Who cares what they think! You know better!”
I stood up, tore the report card to pieces, and hurled the pieces into the far corner of the office.
Dad was startled (to say the least).
Harold was impressed!
The evidence was destroyed right in front of him
Report cards had been the bane of his existence ever since he had started school.
An instrument of torture, defeat and proof of stupidity.
All that evidence—gone to wrack and ruin in the far corner of my office.
The vital necessity of keeping hope alive (at all costs)
So Harold sent back to school with high hope in his heart, and with his confidence in the truth of report cards decimated forever.
Wouldn’t you know it? Harold continued to thrive in school.
Doc Meek, Learning Specialist
Sherwood Park, Alberta, CANADA, Fri, May 30, 2014
.EPILOGUE: A couple of days later, Dad arrived in my office alone, looking a little sheepish. “I need to sign that report card and take it back to the school,” he said. I was hoping he would aid and abet the demise of the report card, but he just couldn’t do it.
Fortunately the caretaker had not made his usual rounds to clean up my office.
So there we were in my office, a couple of guys gathering up pieces of report card, and scotch taping them back together like some weird puzzle.
Image from: 123rf.com
Image from: 123rf.com
Listen, what can be done about client failures?
We in the helping professions love to report our client successes.
It inspires the successful clients, the hopeful clients, our fellow helping professionals, and ourselves.
But what of client failures? No one wants to to report these. No one wants to hear about these.
Can failure be helpful?
I am remembering a young fellow (let’s call him Casey, not his real name) who came to me with a “hearing problem.” His anxious Mom brought him in because he was failing in school (Grade 3).
Casey’s hearing was perfect, so it turns out his problem wasn’t hearing, it was listening. Listening comprehension to be exact. Auditory comprehension to be more exact. This is treatable.
Casey self-described himself:
“I’m a poor listener.”
Casey felt it was a “fixed state” problem that he frustratingly had to live with, and created severe over-dependency upon his mother.
Passive listening therapy
It turns out that there are a number of protocols out there to help students who have trouble making sense out of what others are saying, even though they may have perfect hearing.
These listening protocols are relatively unknown, especially the easy passive listening therapies.
One of the possibilities is relatively inexpensive software designed for home use, such as Patricia and Rafaele Joudry’s Sound Therapy International products coming out of the original work of Dr. Alfred Tomatis. Link: http://www.soundtherapyinternational.com/v3/our-method.html
Treatment is a “piece of cake.” Put on a high quality set of earphones and listen without paying attention to the healing sounds, often embedded in music for more pleasant listening. The child or adult wearing the headphones can turn them to low volume and go about doing other things if they wish.
One university classroom in Montreal, Quebec, CANADA, had all of the students wearing the headphones during regular classes. Their mastery of subject matter and their marks went up significantly.
Another passive listening possibility
Another passive therapy choice is Advanced Brain Technologies “The Listening Program” for children and adults. One of the things they do is address issues with auditory processing, a very important brain/ear function. Their home-based programs are a tremendous help to students struggling with “hearing” issues.
Link to video: http://a.advancedbrain.com/tlp/the_listening_program.jsp
But Casey “disappeared”
I would have recommended a home-based passive listening program for Casey and it would have helped greatly. And restless Casey would not only have tolerated treatment well, he would have settled down in addition to being able to function properly in his school classroom.
But Casey never showed up again. Emails and phone messages left for his mother went unanswered.
This meant that Casey, without some form of good listening intervention, is sure to suffer endlessly in school and onward into his adult life.
Since effective passive listening programs are relatively unknown, the chances of Casey getting the help he so desperately needs are slim.
It broke my heart.
Where are you, Casey?
Doc Meek, Sherwood Park, Alberta, CANADA, May 17, 2014
Teddy Bear image from: 123rf.com
STOPPING BAD BEHAVIOR
(HEALING ANGER KINESTHETICALLY)
I suppose the best place to start is how to stop our own bad behavior. For example, if we are trying to stop someone’s outbursts of anger, it seems ludicrous to use our own anger in an attempt to do this. On the other hand, is there a place for anger?
And just what does controversial mean? At the most basic level, it means that opinions vary, sometimes very strongly.
So whose opinion gets to prevail? The biggest verbal bully? The most threatening to our health and welfare? What if our job is threatened?
A school example
(This will work at home as well, probably much better and much wiser, but only if an “outsider” does it, not the parent; the parent will probably not be able to withhold anger; some cultures have the “uncle” administer all “discipline” so as to preserve the parent’s gentler role and good relationship)
“Toughest” case I ever handled
I was called in one time to an inner-city elementary school because a Grade 6 boy was bullying other students on the playground at recess, at noon hour, and before and after school.
The principal and the teachers said he was unstoppable. They had tried “everything” and other students were suffering.
No “hands on” allowed
The teachers and all school staff were forbidden by school board policy to touch any student. Perhaps that is OK, I don’t know. All I know is that sometimes human touch is necessary to resolve violent human-touch issues.
I told the principal I would take the case if he would allow me to handle it my own way, without interference from him or any of the teachers or other staff.
Since the principal was totally defeated over this issue, he agreed.
Reluctantly. Of course. The man had wisdom and judgment.
Calm “stealth” approach
I approached this boy (let’s call him Brandon) at recess. He was leaning up against the outside brick wall of the school, with his back to the wall. He was facing the schoolyard at the side of the school.
I put my back against the wall beside him, and said sideways:
“Hi Brandon, I’m Doc Meek.”
“Brandon, I hear you are pushing other students around.”
He was only in Grade 6 but he was big enough to beat me up.
Slow and gentle “wrap up”
“Brandon, are you able to just stop it?”
Came the slow answer:
“I don’t think so.”
“Here, let me show you something,” I said, sliding softly in behind him and the brick wall.
The big teddy bear hug
I reached gently around him with my two hands and held his left wrist with my right hand and his right wrist with my left hand. No anger in me.
Putting my knees slowly into the back of his knees, we slid softly to the ground. Now we are both sitting, Brandon with his legs extended and me with my legs extended around him. I put my legs over his legs in front of him. No anger in me.
“OK Brandon, we are just going to sit here until you just stop it, OK?” No anger in me.
At this point Brandon decided he had had enough of this nonsense and decided to get up—tried very hard to get up in fact.
I held firm.
No anger in me. This was not my own child. I could be objective.
Since I had both of his wrists in my hands and both of his legs with my legs looped over his, he was completely “wrapped up,” thoroughly restricted in his efforts.
No anger in me
The best he could do was try to bang his head backwards against my face, but I dodged by arching my head backwards just out of reach.
No anger in me.
Now Brandon attempted to get really violent. To no avail.
I whispered in this ear (no anger in me):
“The toughest cases always turn out to be the best guys.”
And I whispered other “comforting” phrases which did not reduce his violence one bit.
But his brain was registering. And his back was registering my slow and measured breathing and the slow expansion and contraction of my rib cage. No anger in me.
The body registers kinesthetically
This will not work if anger is used.
I held him firm and whispered in his ear:
“I’ll let you go as soon as you decide to just stop it.”
And later: “Have you decided you can just stop it?”
His body was registering all along my quiet and measured breathing.
Brandon has “enough”
Finally Brandon decided he had enough and said:
“OK, I’ll just stop it.”
I instantly released him.
And he instantly began angrily swearing at me.
I instantly “wrapped him up” again and we sat quietly again with my back against the brick wall of the school.
I had to be really quick since he was not happy about me holding him.
No anger in me.
More time… more embedded “commands”
I kept whispering good stuff in his ear, from time to time.
Brandon tried the “OK, I’ll just stop it” several more times and I had to “wrap him up” again several more times.
We sat there in silence (Brandon had quit resisting my gentle but firm hold on him) until school let out for the day.
More time… silence
All the other students departed for home. No one bothered us sitting there at the side of the school. The principal went home, without even seeing us “perched” at the side of the school.
We “sat on” in silence. I was getting tired. And so was Brandon.
The janitor came out of the school and came around to the side where we were “perched.” He observed from a distance and went back inside.
We “sat on” until sundown. Measured breathing.
Brandon actually achieves “enough”
Finally Brandon announced (with real conviction):
“OK, I’ll just stop it.”
And he did.
Doc Meek, Sherwood Park, Alberta, CANADA, May 16, 2015
P.S. Another time, I was called into a Sunday School class to help with an “impossible” child. I “wrapped him up” in a gentle bear hug.
The parents and teachers were more trouble than the child.
We (child and I) only had to sit on the floor for an hour on this one.
Easier than than “all-day” Brandon.