I did it ALL wrong! I listened to the

'expert' (the principal who represented the

system) who told gullible parents,

NOT to teach their children to read. If

they did so, it would cause

problems for the teachers who would

have too many levels of reading to

deal withThey wanted uniformity in the classroom. They wanted the children to

learn to read in a sedate, orderly fashion. It sounded

logical to me.

I was an obedient parent who resisted any impulse to help my

oldest daughter to learn to read, though she had askedmany times. I was a blind follower of a blind authority figure.

We put Cynthia into a preschool class late in the school year,

because she was insisting on learning. The teacher was very successful

with most children, but became frustrated with my daughter. I did not

know Cynthia was expecting to learn to read there, and it was not

happening. Cynthia was not responding to what the nice lady was

teaching. (The teacher let me know she thought there was something

wrong with Cynthia mentally.) I thought the problem was that we put

her into preschool late. I knew she was smart.

That fall, when

Cynthia was ready to

enter first grade--at last!the principal told the parents at the Orientation meeting that they had an idea

which would possibly solve some classroom behavior problems they'd

had in the past. They felt the younger children were not as mature, so

we were asked to place our younger children there. They could move

into a regular classroom when they demonstrated that they were mature

enough for a normal class. I knew Cynthia would 'graduate' from there

in no time! Her birthday was Nov. 29she WAS young in that grade.

Two months passed. Cynthia was not

happy. She was NOT learning to read at

school. I could not understand WHY, since

she'd been so eager to learn to read at home. I

decided to pay a visit. I opened the door to her

classroom, and saw children running wild, even

walking on the desktops! The poor teacher had

been assigned primarily as a babysitter, keeping potential

problem children out of the regular classrooms. Cynthia was sitting at

her desk being quiet.

The teacher said she'd

'invited' Cynthia up to her desk

to learn to read, but she had

not 'accepted' the offer. She

said she knew Cynthia did not

belong in her class because she

sat at her desk quietly, not

causing any ruckus. But, she

did not have any evidence to

show the principal, because

Cynthia did not come up to

learn to read when she was

invited. I went to the

principal and demanded that she be moved--as he'd promised at the

orientation--if we did not like the class. He refused.

I was desperate. I called a wonderful teacher (who had taught my

younger sisters) and explained my problem. She said, "I never interfere

with another teacher's classroom. But I know Cynthia. I know how

smart she is. I understand the problem. I'll be over, though it is against

my policy! Your daughter's future is on the line!"

Then she said, "When a child wants to

learn to read and does NOT get to learn to

read, the child rebels and refuses to learn to

read!" (The prime teaching moment, the

readiness--with its excitement and

expectations--has passed.) I was alarmed. I

had had many requests from Cynthia to

learn to read! I had ignored her obvious

desire to learn to read. I had missed the

teaching moment!

Two days

later, Mrs. Girdler came. She sent me out of the

room. She later reported that as she had feared,

rebellion had set in. Cynthia just stared at her.

Mrs. Girdler smiled at her. NO

response. Then, she looked at her firmly and

said, "Little girl, you ARE GOING TO LEARN

TO READ!" "NOW!" She showed Cynthia

a cute little reader.

Cynthia just sat there with a stubborn look on her face. Mrs. Girdler

said even more sternly, "I MEAN IT!" Last resortshe smacked Cynthia lightly on the leg. Cynthia saw Mrs. Girdler meant

business. She looked over at the book Mrs. Girdler was holding out to

her. Mrs. Girdler smiled at her. She saw how cute the book was. She

became interested. She cooperated.

Her progress was amazing! Mrs. Girdler told us to check out cute

little books from the libraryshe could not and would not do all the workand read with Cynthia. At first, she told us to pick out a word or

two in the story so she could

participate each time the words

appeared, never pausing in the

flow of words in the story.

Children must learn to read like MUSIC!" she would

say. "They have to have many

words pass before their eyes

without a break in the rhythm,

in order to become a fluent

reader." "Any word paused on

should be pronounced quickly

so the flow is not interrupted!"

She lent us some of her prized books to start us out. Cynthia was

SO happy. There was no more balking. She made rapid progress. The

unhappy situation became very happy!

What she taught us works on ANYONEChildren, teens, and adults! Here is the method:

1. Pick a quiet, restful spot or room.

2. Use simple children's books with interesting pictures and

words.

3. Pick out several words for the

child to read in each story. The chosen

words should repeat several times, such

as

Here Spot!

Come here, Spot! (The word 'Spot'

will occur again and again.)

See my red ball? (Ball is a good second choice.)

Spot! Get the ball!

4. Then, make up a story about the child.

Look, Cynthia! (One's name is SO important!)

I see a frog!

Hop, hop, hop.

Can you catch the frog?

Oops! It dove into the water!

5. Make a book of stories, ALL about what happens each day

as you work with your child on reading. My children still love the

stories about themselves when they learned to read. For example:

Lesson #5

Today is Monday.

Daddy took me to the store for ice

cream.

I love ice cream cones!

I got one because I was good.

I like to read.

6. Have your child trace and retrace

words. Also, have your child trace around

basic shapes and objects--like the ones I have included here. I call this

'Trace, Imprint and Color'. Repeated drawing of shapes imprints or

programs them into one's brain. It will speed up retention!

At the end of two months, Cynthia was reading at second grade

level. It was a miracle! I went back to the principal, telling him she

needed to be in a normal classroom. He refused. So, I told him I'd go

over his head to the school boardObviously, she could read better than any other first-grade child!

Suddenly, the principal became

very cooperative and relented. Cynthia

was moved into the reputed BEST first

grade class with a very charming

teacher, Mrs. Marsh. She received the

best of care from then on and

remembers first grade fondly. The

original teacher was a very good

teacher, saddled with an impossible

situation! I did not blame

her.

After that experience,

I became very involved in

learning about early

education methods. I began

researching HOW children

learn. I found wonderful

ideas that I implemented

with all my children.

As Mrs. Girdler said,

"PARENTSnot teachersare what makes the difference and should

be very involved in teaching their children. Especially, before they are

required to go to school. Personal interest by parents turns on a baby's

curiosity to explore and learn."

I used all I learned from Mrs. Girdler

to give the rest of my children early

reading lessons. My last child read right

through all the readers his teacher had by

Christmas. I asked his teacher, Mrs.

Craven (a marvelous teacher), why the

kindergarten and first-grade teachers did

not write more stories, because they are

so well-equipped through their training.

She replied, "We don't have time! We'd

love to, but we're so exhausted at the end

of the day, wrestling and dealing with the

children!"

She indicated that the parents were not

doing their jobs. Discipline should

happen at home, and not be problems sent to school. Children should be

well-behaved, ready to soak up all the teacher has prepared. Only a

parent who totally loves their child can get the cooperation that is

needed!

One day after an especially trying kindergarten session, Mrs.

Craven said in exasperation, "I'm drowning!

ALL children need one-to-one

attention. There are 35 of them, and only one

of ME! I don't understand WHY parents don't

sit down and teach their children to read and

write. I did so with my son, and he did fine in

school!" But, I understood why parents were

not teaching their children to read and write.

So, I told her my story-- that when my first child was small, the

educators sent a notice to parents of all prospective first-graders asking

them NOT to teach their children to

read at home. If they did so, it

would 'mess up' their reading

system at school. I thought they knew

what they were talking about, and

knew best. I carefully avoided

teaching her to read, even though

my child was very interested in

reading because my husband and I

had read to her from birth. I told

Mrs. Craven that is why Mrs. Girdler

came to help me. "When a child

wants to read and does not get to

learn to read, the child gets VERY DISAPPOINTED! Then the teaching

moment has passed and the child decides NOT to learn to read!" Mrs.

Craven was shocked that I had been so gullible.

Mrs. Girdler advised me that that I should teach my children

reading, writing and every other thing they expressed an interest in

learning. Crawling, walking and talking are just the first of many

progressive steps in education. She let me know that I, the mother, was

a vital link in education...That I should be actively helping, not passively

waiting for the schools to educate my children.

That is what parenting is all about!

Mrs. Craven said Mrs. Girdler was right on track. She wished she

could have met her. Mrs. Girdler was there for my first child; Mrs.

Craven was my last child's teacher. I asked her why the teachers did not

write down some instructions for parents. She said that they are all so

overloaded they just could not do any more. That is when I decided I

could and would, and began searching.

I found what I was looking for, because when someone prays

sincerely God grants them answers. So when I prayed and asked, I

discovered what I was looking for in many widely varying sources.

I discovered that BOREDOM is what causes discipline

problems. It also kills the eagerness to learn that is initially inherent in

EVERY kid that looks forward to going to school to LEARN!

Kindergarten is SO exciting, because the teachers have prepared

so many different agendas to keep little kids engaged and busy. There

are no idle moments.

First grade is still all right for the most

part. Then, second grade comes with even less

exciting learning experiences. By third grade,

the exciting learning exploration is over. As

one daughter put it, "I haven't learned anything

new since second grade! It's the same old

stuff year after year! The textbooks are SO

BORING!"

Children ARE BORED! Materials that

are repeatedly force-fed are NOT real lasting

good education. Any books, etc. that do not

hold one's interest are a waste!

Over time, I became very involved in learning how to facilitate

my children's need for stimulation. We developed materials for parents

to use. I realized that the knowledge we had collected could also be

useful to teachers. We made an appointment with the man in charge of

elementary education in the State Board of Education in 1991. He liked

what we had. He gave us a prime spot at the parent-teacher convention

to demonstrate our materials. Other parents also liked what we had.

When the conference was over, we went back to see the interested

official. He told me to develop lesson plans for teachers to use. We felt

happy at the bright prospect ahead. Then he added, "But you'll have to

take any mention of God out of our material!" I thanked him, because he

was only doing his job. I could not do that. Education has suffered

greatly since God has been banned from the classroom. Intelligence

comes from God. Any worthwhile ideas I have came from inspiration,

from God!

Parents, God is not banned at home. You can still teach love for

God, and love for learning at home! As Mrs. Girdler pointed out,

PARENTS are the most important guiding influence for children.

Especially when guided through inspiration!

When you read with your child, SMILE! Doing so will

automatically put a happy smile into your voice! Because,

it a fact that we all learn best when we are

motivated and happy. Creative ideas

germinate from deep within our souls

and minds when we have a strong

desire to learn, do or make

something.

The best educational results

happen when you

give your child freedom to choose subjects he is

vitally interested in his learning. Often when

children do not respond to a subject an adult is

trying to get them to learn for their own good, it is

because they lack the basic knowledge train tracks

in their education to get them to 'connect'.

Steps in learning cannot be skipped or passed

over.

There is an inherent knowledge given by God in

each person that guides them to their next step in

development. It is an individual matter. Lumping

everyone into a class mass school experience, expecting all to take in the

desired facts, just does not work. The child needs you, the authority

figure, to encourage and allow this step-by-step development.

When a child is given freedom to choose, his educational

development will speed up immensely. The 'dumb' labeling will

disappear along with behavior problems.

What I am presenting

next was mostly

completed by

1991. Since we were

told we'd have to take

'God' out of what we'd

developed in order for

the school system to

use them, we

reluctantly brought

them back and put

them on a shelf. But,

the problem at school

remains--hard on

teachers AND pupils, both. What we were unable to get out to the public

is still needed! I wish it could have happened all those years ago. But in

the intervening years, technology and communication have advanced

greatly. There is now a way to share.

Here are solutions. The answer lies in interaction between child

and parents with inspiration from God. Of course, methods used can

also be adapted at school by teachers.

One of the first prime helps we developed is a method we call

TRACE, IMPRINT and COLOR. When I first saw the article, 'The

Surprising Link Between Drawing And Learning', I picked up an

important fact--that drawing is brain patterning, or programming.

It is very annoying when toddlers begin to scribble all over any

blank wall or surface. Guess what! As parents, in the past we've failed

to recognize that innate guiding from God within for that smart child to

use his hands and eyes to insert necessary patterns into his brain. Mrs.

Girdler said the solution is to make a special place on a wall--using large

sheets of paper--where the child can happily scribble away without

interruption. Tell the child it is their special place to scribble and draw.

For, scribbling is the first step instructed by the Spirit .

Next, is having many drawings to choose from to imprint shapes

and shape combinations into one's brain. I learned to draw at age 50

when I thought I was way too old. The need was there. God helped me,

and I enjoy it. Anything we have a desire to learn will be granted by God

if we diligently work at it.Fluent development comes from having many

drawing projects and ideas pass through your eyes and hands. It is the

same basic idea Mrs. Girdler advised for learning to read. The urge to

doodle is advanced scribbling. It should be indulged in intelligently,

with the aim of improving our drawing and writing skills.

Creative learning (Right brain-Left

brain) happens when many

interesting inter-connected projects

are offered consecutively. We draw

first because drawing imprints shapes

and shape combinations with complex

patterns into our memories.

Shape knowledge is what enables us to

consciously visualize and carry out our

creative ideas. The shape templates are

there ready for instant use.

To become a fluent reader and thinker,

we must first master shapes. Letters are

merely shape combinations. Words are

combinations of letters. Our ideas are

conveyed with a combination of

words. The more words that quickly

pass before our eyes, the more fluently

we will read and comprehend.

The more fluently we read and

comprehend, the larger our

vocabularies will become with depth and nuances of

comprehension. The more ideas we contact through reading and

conversing, the more interconnections we can make.

All projects are made

up of tiny ideas. All big

projects are made up of

tiny little

details. Everything

communicated begins with

humble, simple shapes!

Projects worked on

should always appeal to the

child, teen or adult. . Vital

involvement heightens

intelligence and inspired

creativity, while boredom

and being forced to do it will kill it. Patience is a prime ingredient when

the end result is creativity from the beginning to the end of life.

Life can be wonderful, fulfilling and beautiful. God meant for us

to progress here. He is there waiting to help us make it so.

To read and enjoy music, music symbols must be

understood. Many appealing pieces of music (written from music

symbols) must pass before our eyes before we can fluently read and play

music.

Creativity is enhanced

when something beautiful in a

painting, a piece of music, a

beautiful scene in nature or a

moment of expressed love

touches our souls.

Again, though it is vital

to imprint shapes into our

brains through tracing, drawing

and coloring, the process

cannot be grinding or

boring. Boredom kills creativity. That is the reason I made so many

pictures to choose from. When a child wants to work on a circle, there

are many different pictures to choose from. Each book is meant to

build on the one before. Though aimed at 'the child', we are all children

deep down inside where we have arrested development in one area or

another. Addressing the material to 'the child' means fulfillment for

adults as well.

Right brain-Left brain development is enhanced by body

movements. There are basic body movements babies make as they

develop motor skill, building a strong body as well as making neural

connections between the brain and other parts of the body. All physical

movements help program the brain into effective coordination between

brain and body.

Cutting out recess at school has not helped the children

scholastically. They need the physical activity!

So, after crawling and

walking, a child automatically

moves on to scribbling. This

activity begins to program lines and

shapes into memory. Since

this activity is viewed as a

nuisance, the offending crayons,

markers, pens and pencils are

removed from the child's

reach. Development is slowed, so children are usually not prepared for

their first public school experience.

It is especially important for parents to begin working with their

children from birth. If they do so and create a loving cooperative bond,

society will cease to have the problems it now has!