General Discussion Of Learning Difficulties
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Learning is a natural part of our brain structure. From the moment we are born, we begin to learn. At first it's survival and instinct, like learning how to suckle and that crying will often produce a positive result. Then we learn to look both ways before we cross the street, how to ride a bike and what will bug our older brother. As we grow and become adults, we learn more specific skills for school and then for earning a living. Learning is part of our natural existence, but it can be very difficult for some, while it's obviously easy and stress-free for others. What's the difference?
Imagine water running down a hill. If nothing is in the way, water will always run straight down a hill. It will go from the top of the hill directly to the bottom, and the water will land at a predictable spot at a predictable time. Think of that as good brain function.
Now imagine that same water running down the same hill, but with a few rocks and trees in the way. The water will start out at the top, then run into a tree. The tree doesn't stop the water completely, but the water must find a way around the tree, thus changing its route to the bottom. Then perhaps the water runs into a rock, which again changes its route, then a bush and so forth. Each time the water is diverted the route to the bottom becomes longer and less efficient. With a longer and less efficient route, less water makes it to the bottom, and the place and time is less predictable. Think of that example as learning blockages: less information is going from one point in the brain to another in a less efficient and less predictable way.
The Learning Correction Program will help remove the rocks and trees, thus allowing more efficient brain function and more direct connection between functions that are required for higher thinking and learning. In other words, water running straight down the hill again.
Unfortunately, avoidance behavior often accompanies inefficient brain function. If a person has difficulty accessing specific brain functions that are required to perform a specific task – math, as an example – then that person will not enjoy math and will probably avoid it as much as possible. The stress generated by trying to do math will override the brain's natural inclination to learn and another avoidance is born. This often comes in the form of "I hate math! It's boring!" Or "Why do I have to learn math anyway?"
Sometimes others interpret this behavior as laziness, not trying hard enough, and sometimes outright defiance. What is often not recognized by the parent, teacher or even the student is the brain's inability to access the functions necessary to do math. In other words, some of the water has been diverted to another route and has bypassed the "math function" altogether. The little water that did make it to the "math function" part of the brain wasn't sufficient to activate the functions needed. Then, of course, the misbehavior is often coupled with the frustration and anger of not being able to do what's being asked...even if a great deal of effort is exerted. Most of the people having the greatest difficulty learning are not stupid or lazy; in fact, they are often very clever. They just can't access the specific brain functions needed to do certain tasks. Imagine how frustrating that must be, and how much damage it can do to self-esteem and the drive to succeed.
Learning difficulties and their subsequent misbehavior, then, can be traced directly to blockages in brain functions, or to blockages in the integration of those functions. The Learning Correction Program directly addresses these problems, and reduces or eliminates the stress-related blockages that can cause them. Then the brain can perform to its own unique and fullest potential. Learning can be fun and rewarding again!
The Learning Correction Program is not designed to be in competition with tutors and teachers, but rather to work in concert with them to open up the brain function required by their students. This program will open the door to enhanced brain integration, but the tutor and teacher must then fill the room by teaching specific subject matter.