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Test
for Missing Basics and Potential or Disabilities
and Disorders?
By
Tracy Sherwood, Superphonics Founder
The
vital missing test for today's students is
one which seeks out pure aptitude and potential. In
our day, we go from the extreme of labeling
to focusing thoroughly on areas of strength
(accepting the weak areas as 'disabilities
or disorders). Neither offers a real
solution to the source of the problem.
Superphonics
has discovered that 100% of students who:
1. carry
on a fairly normal conversation
2. are
not taking psychiatric drugs
3. have
average sight and hearing (with or without
learning
aids)
4. Who
have some, even if thwarted desire to improve
have
just plain not been taught correctly or are
missing vital basics which comes back to 'not
taught correctly'.
Nearly
all of the parents who bring their children
to Superphonics for testing, agree with this
viewpoint whole-heartedly. They know their
children have more potential than they have
been allowed to believe and they are seeking
the cause in testing , and real solutions for
help.
Superphonics
testing seeks out and finds one's actual potential
for learning what he has missed or has had
difficulty learning. There is almost
always far more potential there than what parents
have been allowed to believe. In fact,
the focus has not been on 'potential' at all,
but on the opposite, 'disability'.
If
the 'experts' were to test for actual potential
to learn in the areas that are just not being
taught well, the results would seem to show a
disability of some sort in those areas. Of course,
the disability (meaning 'not able') is that the
individual is not able to learn in that area because
he is missing vital basics. But rather than programming
to learn these, they label the child with a disability
or syndrome.
If
these experts sat in on Superphonics testing, they
would have to admit in most cases that it's
not the student with the problem, but the curriculum
and methods of teaching. Parents and
many teachers know this too. They express
this very point often before I get to it. But
they feel so alone in what they know and having
no solution, tend to go in the direction of
the downhill spiral of education.
How
does one test for 'potential' in areas of difficulty
for the student? Well, to develop such
a test, one would first have to know 'how to
teach them correctly in the first place:
One
would have to know what the student knows and
doesn't know and what the student is capable
of knowing or not knowing at that particular
moment. He would not trespass that line.
One
would have to master the ability to know when
the student is running into trouble before
the student becomes aware of the trouble.
He
would have to know 'exactly' what the source
of the trouble will be before it hits.
One
would have to possess communication skills
that could direct the student's attention away
from error and toward progress without the
student realizing much that he's even headed
toward error.
He
would have to be a master of the mind in regards
to learning, understanding, retaining and of all
the seemingly mysterious and varying mechanisms
that can be triggered in each.
This
is not testing that could easily be done in written
form because the next question is often best determined
by the last answer. Psychology could not
approach it as the field is too absorbed in finding
weaknesses and invented disabilities. Private
testing cannot or does not afford the luxury of
providing a guarantee that both parent and child
will be positively impressed with what takes place.
There is no testing known to Superphonics that
requests that the parent sit in. Superphonics
can, and does.
What
can you expect? It's hard to say. Every
testing is different. Breakthroughs vary. Each
student is unique. But what they all
have in common is that near end of testing,
parents and students are glowing. Not
from blind hope, but from what they have actually
witnessed during testing.
The
potential that only they had been able to see
on occasion, surfaced for all to see and be very
certain of. The test that was expected to
be routine, delivering only bad news
to both parent and child, did not happen.
They didn't expect anything like it.
The years of missing basics is not surprising,
and doesn't matter quite as much anymore.
They know the problem was and is, not with their
child and can be remedied. Our children
need to learn to concentrate, coupled with old-time
education.
Tracy
Sherwood
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copyright laws apply
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A.B.L.E. International.
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