Learning Disabled Kids

What about learning disabled kids? Many times, these young people are not so much learning disabled as they are strategy – disabled. They need to learn how to use their resources. These strategies were first taught to a school teacher who worked with learning disabled kids, ages eleven to fourteen, who had never scored higher on a spelling test than 70 percent, most falling in the 25 – 50 percent range. She quickly realized that 90 percent of her disabled students had auditory or kinesthetic spelling strategies. Within a week after she began using the new spelling strategies, nineteen of twenty six kids scored 100 percent, two scored 90 percent, two 80 percent and the other three 70 percent. She says that there had been major shift behavior problems. As if by magic, they have disappeared. She will now be presenting this information to the school board for introduction to all the schools in her district.

One of the greatest problems in education is that teachers do not know the strategies of their students. They do not know the combination to their students’ vaults. The combination may be 2 to the left and 24 to the right, and the teacher is trying to use 24 to the right and 2 to the left. Up till now, educational process has been geared to what students should learn, not how they can best learn it. Optimum performance Technologies teach us the specific strategies that different people use to learn and also the best ways to learn a specific subject, such as spelling.

Do you know how Albert Einstein was able to conceive the theory of relativity? He said that one crucial thing that helped him was his ability to visualize that it would look like to be ridding on the end of a light beam? A person who can’t see the same thing in his mind will have trouble learning about relativity. So the first thing he has to learn is the most effective way to run brain. That is precisely what Optimum Performance Technologies are all about. They teach us how to use the most effective strategies for producing quickly and easily the results we want.

The same problems that we find in education occur in almost every other field. Use the wrong tool or the wrong sequence, and you get the wrong result. Use the right one, and you can work wonders. Remember, we have a strategy for everything. If you are a salesman, would it help to know your customer’s buying strategy? You bet it would. If he is strongly kinesthetic, do you want to begin by showing him the beautiful colors of the cars he is looking at? I would not want to zap him with a strong feeling. I would want him to sit at the steering wheel, feel the upholstery, hook into the feelings he would get zooming along the open road. If he were visual, you’d start the colors and lines and the other visual sub-modalities that work for his strategy.

If you are a coach, would it help to know what motivates different players, what sorts of stimuli work best to get them in their most resourceful states? Would you want to be able to break down specific tasks into their most efficient, just as with the best shooters in the US Army? You bet you would. Just as there’s a way to form a DNA molecule or a way to build a bridge, there is a syntax that is best for every task, a strategy that people can consistently use to produce the results they want.

Some of you may be saying to yourselves. Well this is great if you are a mind reader. But we can’t just look at people and figure out their love strategies. We can’t speak with someone for a few minutes and know what stimulates him to buy, or to do anything else. The reason you don’t know is that you don’t know what to look for or how to ask for it. If you ask for almost anything in the world in the right way, with enough conviction an enough commitment, you will get it. Some things take great conviction and energy to pursue: you can get them, though you really have to work at them. But strategies are easy. You can elicit a person’s strategies in matter of minutes.