Part 20
1 May 1998
A Little Something You Can Do for Your Own Children - Allow them to flourish!
Whether a teacher, parent,
grandparent, uncle/aunt, or older sibling, you must have felt some concern
at what's been happening to children in your experience and all over,
including such child or children you happen to care most about. You may
have felt helpless to do anything about what you saw happening. Or, your
child or children may be in very good programs and you still would like to
do something to help them along further. You do not need to feel helpless.
We are providing you some tools with which you can make a major,
meaningful, positive difference.
In the article before last, we gave you
a way to teach children Image-Streaming. --Even very young children, age 2
years or as early as they can talk. Image-Streaming which even in adults
has been measured in independently conducted state university studies as
producing 40 points "I.Q." and intelligence gain for only 50 hours of
easy, entertaining practice. Image-Streaming which, in young children,
produces improvements in understanding, language, thoughtfulness and
apparent intelligence even more immediately, rapidly, visibly and
profoundly.
We then gave you a problem-solving tool
which would allow those same children, between ages of 3-4 at least and 10
years, to draw more directly on their own natural resources to discover
answers and solutions to their problems or difficulties, so they could
realize some here-&-now practical benefits while cultivating these
larger benefits for life. To the extent your children get to practice that
procedure, they will be able to cope effectively with issues and problems
facing them which most children years older are helpless
before.
That was two times ago, and that was for
children age 4-10 years for problem-solving; 2-11 years for
brain-integrative Image-Streaming. This week, we're giving you a tool to
help children who are somewhat older, a tool which will strongly enable
your children to learn far more effectively and pleasantly, a tool which
goes well beyond those general tools given you in Winsights # 8 some weeks
ago. Now given freely into your hands, "The World Next Door" is an
"experience recipe" or protocol. If you read the following step-by-step
instructions to your child or children, and your child or children respond
accordingly, some very, VERY good things will result! For the benefit of
your child or children, this tool is now yours--
THE WORLD NEXT
DOOR
(An Improved-Learning Experience Script
for Age-range 7 to 12 Years Old)
The following has been prepared for a
classroom of children, who have been arranged to sit and talk closely
together in pairs. Print out this version. Then, if you want a version to
use directly with your own individual child, or with that child and a tape
recorder (it IS crucial that the child describe out loud to someone or to
that recorder):
(A) - use search code to go through the
following and find every reference to "partner," (B) substitute for
that word "tell me" and, where appropriate, change a few words following
each instance accordingly. The special instructions in brackets are not to
be read aloud, they are only for guiding you as you read the text of steps
to your child.
Arrange not to be interrupted for awhile
- the whole process takes 20-35 minutes. Don't rush it but don't let it
drag either. If you are leading a classroom through this, find a
waterglass, cup or saucer which, when struck by a spoon will give an
agreeable 'ting' or chime. If you are working with just one child, the
chime isn't needed but can be optional. Here, then, is the script of steps
you can read to your child or children as, together, you create a nice
little make-believe adventure into better learning.
-------------------
1. Imagine there's a world next door
that's very like ours, but a little different. Imagine that if you look
in a mirror just right, you can see into that world.
2. Imagine that in that world next
door lives someone that's very like you - in a way he or she is you, the
version of you that's living in that world and is part of that world.
Maybe that version of you is just a little older than you are. Also,
that version of you is very good at something you aren't yet very good
at.
3. Maybe we can find out all sorts of
things from that world next door, the world that's like ours but
different, the world that is next door to us everywhere, but to see it
you have to look in a mirror a special way. Maybe we can even find out
from that version of you who lives over there, how that version of you
got very good at something you aren't yet good at but would like to
be.
4. This is a make-believe world, of
course, but maybe we can still find out useful things from it, and from
the version of yourself who lives over there. So what would you like to
be good at, which you aren't yet good at? Please tell your partner what
you'd like to be good at and why, and also let your partner tell you
what he or she would like to be good at, and why he or she would like to
be good at it. Please tell each other now what you'd like to be good at,
and why.
[buzz, 1-2 minutes. Ting a
pleasant-sounding waterglass, saucer, cup or chime, one time and then,
after a brief pause, three times gently. Then say:]
5. Now please imagine there is a big,
full-length mirror in front of you and you are looking into it. Imagine
that somehow you've hit upon just the right way of looking into that
mirror and so you can see into that world next door. From here, at this
moment at least, that world looks pretty much the same as ours does
here, but maybe sooner or later you can spot a few differences. Also,
there in the mirror is that other version of you, looking back at you.
That version of you looks just like you do, only maybe just a little bit
older, and maybe 1-2 things different you'll notice sooner or
later.
6. Looking in the mirror at this
version of yourself, please tell as well as you can, in every detail,
what you see. --Use lots of adjectives which fit, which help relate what
you are seeing. --And let your partner tell you what he or she sees when
looking into his or her own mirror.....
[buzz, 2-3 minutes. Sound the pleasant
chime once gently, then three more times, then say:]
7. Now imagine or make-believe that
the edges of the mirror are looking a little funny, almost as if they
were softening or even melting a little. Imagine reaching a hand out to
touch that mirror and your hand passes right through, it's just a little
tingly feeling in your hand instead of feeling hard glass.
8. To go over there? Maybe. Look a
question at the other version of yourself, maybe raise an eyebrow. Hold
up all the fingers and thumb of one hand to signify would it be o.k. for
you to visit over there for maybe 5 minutes? Maybe that other version of
yourself nods back at you with a smile, that it's o.k., you are welcome
to visit.
9. When you are ready, pass through
the space where that mirror had been. Maybe just a bit of light tingly
feeling as you go through that space into this world-next-door. When
you're over there, take a look around, maybe walk around a bit to see
more of what's over there. Maybe everything there is the same as back
here, maybe some things are different. Because this is make-believe, you
can be over there and back here with your partner at the same time,
telling your partner what you're seeing and your partner back here
telling you what he or she is seeing. As you look around and walk around
the nearby space in this world-next-door, please tell your partner every
detail you can of what you're seeing over there. Please describe some
more of what you're seeing now....
[buzz, 2-3 minutes. Sound the pleasant
chime once gently, then three more times, then say:]
10. The other version of you, there
with you in that world-next-door, would like you to see the thing which
he or she is good at, really good at. He or she feels pretty good about
it and would like you to see it. Go over with the other version of
yourself to where that version can show you what it's like to be so
very, very good at this thing you'd like to be good at too. Watch as
closely as you can this version of yourself performing at this thing.
Tell every detail of what you're seeing over there to your partner back
here, while also letting your partner back here tell you his or her
experience. Every detail you can see and tell, of what this version of
yourself is doing, and doing so very well at it... --If you can notice
and tell enough details of what you're seeing this other version do and
how he or she is doing it, maybe you can get a little of the feel of how
that works. The more you can notice and describe, the better the chances
you can get some of the hang of this for yourself and be able to do it
at least a little better yourself also. How is this other version of
yourself doing this thing so very well?--please notice everything you
can about that and describe it now...
[buzz, 2-3 minutes. Sound the pleasant
chime once gently, then three more times, then say:]
{Parent or teacher: See
below, Added-Step 10-A, or #10-B, either of
which goes here when, on a later round, you decide to run a more powerful
version.}
11. When you look back at the space
you came through to get to the world next door, you can see us back
here. It's time now, you don't want to wear out your welcome with all
the visits you might like to be making later, so step back through that
space to rejoin us back here.
12. Look back at that other world next
door and maybe see the other version of you over there weaving good-bye
for now. Then let this space turn back into being only a mirror again,
and be looking at just your own mirror image. Now send away the mirror
altogether for now, put away the make-believe for now and be fully here,
in this room. Let's find out what each other saw over
there-----
Depending upon how powerful you want to
make this high-leveraged learning experience be, and if the first round or
so of this experience goes well with the child or children in question,
you might on a later round want to try one of the more powerful versions
of this experience. Added-Step 10-A is somewhat more powerful, Added-Step
10-B is even more so; either can be inserted in the sequence above between
steps 10 and 11.
Added-Step 10-A: Now you can also
ask this other version of yourself questions about what you've been
seeing and questions about other things. You can ask one, two or three
questions: you get only three questions on this round. Ask your question
softly out loud, in your mind loudly. Watch and listen intently to see
what your answer might be. Maybe the picture will change in response to
your question, and that somehow will be your answer. Or, the other
version of yourself may point to something there in answer. Or, if you
listen intently enough, you may hear what your other version answers to
you and your question. Sometimes the answer might take a little figuring
out, so report now what you observe whatever it is, and we might have to
try to figure it out later but at least we'll have it. Softly out loud,
please make your first question now and observe as closely as possible
what happens in answer, and describe what you observe
happening....
(2-5 minutes' "buzz," then the light
tinging to signify step # 11 next...)
Added-Step 10-B: Now please stand
this other version of yourself at arms-length distance from you, with
his or her back to you. Now in this make-believe adventure, just sort-of
waft yourself forward, into this other version of yourself. Bring your
eyes to where the eyes of this over you are, so that you are now looking
through and with the eyes of this other version of yourself. Bring your
ears to where the ears are of this other version of yourself, so that
you are listening to the sounds of this world-next-door through and with
the ears of your other version. Bring all of yourself, for just a minute
or so, to be in effect this other version of you and, from there, as
your other self, do some more of what this other version of you is good
at doing. Study how it looks and feels being this other version
of you doing this thing so well, and please report to your partner
everything you observe of that, for just a minute or so starting
now.....
[2-3 minutes' "buzz," one 'ting' and
then 3 light 'tings,' then say:]
Now please return the head of this
other version of yourself to her or his own shoulders again. Maybe you
can hardly wait to get back and try out this thing and see how much of
the feel and pattern of what this other version was doing you can carry
with you into doing that thing at least a little better. Project a warm
feeling of thanks to the other version of yourself - maybe feel some
warm tingly thanks coming back at you also, because this was such a neat
way to share experience.
[Continue on into Step #
11....]
This scripted experience for improved
learning was first of a series of new, children's level, versions of many
of the Project Renaissance procedures for improved learning, for creative
solution-finding, and for building both understanding and
intelligence.
This script was also forerunner of two
audio cassettes, four tape sides and experiences. Three somewhat varied
versions of the above for accelerated or improved learning; one version
for a level of problem-solving activity for the same age range, older than
the one which started this column. We envisage these cassettes making life
easier for teachers too harried to bother with reading scripted
instructions to their classes - and making life also a lot easier and
better for their students! Release of the cassettes is expected in late
September, and will be announced both here and in our website for Project
Renaissance. --Your
children may be among the first to benefit, but it is our intention as we
head into the 21st Century that no child be denied his or her birthright
of more fully developed capabilities and fully human, world-participatory,
life, and no limitations of the failing old system are going to be allowed
to remain in the way. Only you, for now, can however determine the timing
of this for your own children.
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