Tag: confidence

They Will Continue to Learn and Grow

On By Britani MartinIn The JourneyLeave a comment

never stop learning

We are almost done. After four months, we will say goodbye to The Morris Center and all the wonderful people that have become a second family to us on Friday.  Throughout this journey, the professionals at TMC have shown up every day, fully committed to helping Cannon and Avery reach their full potential.  They’ve poured hours of instruction, occupational therapy and counseling into our kids on a daily basis.  They’ve pushed and challenged them, coached and encouraged them.  The’ve offered our kids a roadmap to success and have been an integral part in the “re-wiring” of our kids’ brains.  Their combined expertise have helped our kids reach reading levels that once seemed unattainable.  The Morris Center under-promised, and over-delivered.

But what happens next? What happens when we get home? This one-on-one intensive setting is not our reality.  How do we transition back to regular school and how do we ensure our kids are using what they learned here?  What happens if they forget and lose all the progress they made?

That’s just it.  It’s not something they will forget.  The Morris Center website explains it best:

“We apply a unique program (supported by long-term scientific evidence) that has helped our clients with dyslexia re-enter their schools or work place with improved skills that are consistent with their expected range of academic and job potential. Our treatment program is fundamentally different from the approach employed by typical learning centers or tutors — these programs typically treat the client’s symptom or teach them to compensate for their weaker skills. Rarely do these programs or tutors actually aim to uncover the possible causes of the client’s difficulties.

We help build new bridges in the brain (neural networks) that true science indicates are most likely to provide new pathways or better skills. We target treatment only for the client’s skills that need improvement, such as language/learning skills (reading, writing, spelling, comprehension, speaking/expression, memory and critical thinking ), sensory processing, sensory processing, attention and behavior.”

 “As weak skills become stronger, then learning becomes more efficient and the child or adult feels more competent and confident. We help them unlock their hidden, true potential. Self-esteem comes from success.”

Another great thing about TMC is their continued investment in our kids’ lives.  They won’t just escort us to the door on Friday and say, “peace out, see you never!”  No way.  They offer daily/weekly online aide for each child, assisting with homework and time management.  They work to make the transition back into a school environment as smooth as possible.

So as we head home, we will celebrate the growth Cannon & Avery have made.  They have a new-found confidence in their abilities heading into a new school year.  We can’t wait for them to realize they are working less while learning more. And we will eagerly anticipate watching them continue growing and learning for years to come. Cannon & Avery’s dreams for the future will be bigger than they ever thought possible.  They are beginning a new journey that could not have been possible without The Morris Center.  You can’t put a price on that!

SCIENCE MATTERS WHEN IT COMES TO DYSLEXIA

On By Britani MartinIn The Journey4 Comments

science

I’ve had so many discussions about learning with parents of past, present and future clients of The Morris Center.  Parents from all over the world with one major thing in common……giving our children the best possible opportunity to reach their learning potential.  Individually we’ve studied and researched all we can to understand our children’s specific learning challenges and how to help them.  Individually we’ve invested and immersed our children into programs that didn’t meet our expectations.  These disappointments have left us feeling helpless and our children discouraged.  But with each failure, we refused to give up.  In our search for an answer, each on our own, found The Morris Center.  While there’s been trepidation and uncertainty, we’ve all come to the same conclusion.  The Morris Center is legit!

When I first heard about The Morris Center, I thought, “Cool, another intervention, claiming to be the answer.”  I just added it to my long list of programs to look into down the line.  When I finally took the time to look it up however, I thought, “man, this place is bold! They are making some really big claims about what they are able to do.”  The TMC website states, “on average, our clients with dyslexia jump one or more grade levels in reading in one month of treatment.”  I’m sorry, what??!!  One month? We are on year three of a program and haven’t seen that kind of growth.  That can’t be right.  So, I dug deeper. Who is this Dr. Tim Conway?  Like all good investigators, I googled him.  He’s a neuropsychologist (yeah, I had to google that word too just to make sure I knew what it was).   I found his TedxTalk,  “Mixing Oil and Water so Nearly Everyone Learns to Read.”  After watching the video I was intrigued.   In my search for information I found a lot of testimonials about how great TMC is and how it had “changed their child’s life.”  Okay, but who are they?  Are they actors?  Paid spokespersons?  I was hearing the good, but I wanted to find the bad reviews.  I was looking for someone to prove it was too good to be true.  Alas, my search came up empty.  There simply weren’t people talking about how bad this program was.  When I googled other reading programs however, I found a multitude of reviews, both good and bad.  So what’s the difference?  While browsing the TMC  website again, this got my attention:

“TMC changed his life” is a common response we receive after our teams’ treatment. One of the most misunderstood aspects of helping children and adults improve their functional skills is the difference between making weak skills stronger versus learning compensatory “strategies” to cope with weak skills. TMC’s known for using research-based methods, the proper intensity and frequency of treatment and a foundational approach to make weaker skills become stronger – improving functional abilities & leading to long-term improvements.

Dr. Tim Conway, Research Neuropsychologist and Director

Research-based methods…  Isn’t every program “research-based?”  Sure, lots claim to be.  But where can I find this research? And what is the average growth for clients receiving treatment?  I looked but either didn’t find this information on their websites or the information was vague.  When I checked The Morris Center website however, there was a tab just for RESEARCH.  Go ahead and see for yourself. You can read all about it.  I did and immediately noticed something different from other explanations of programs……the terminology. It didn’t sound “educational.”  It sounded “medical.” (neural networks, neural plasticity, functional neuroimaging, left hemisphere, normalization of the activation).   Essentially, the approach is less about helping my kids learn to “cope” with their learning disabilities, and more about rewiring their weak skills to be stronger.  Hmmm…. okay, prove it.  I want to see the proof.  With one click, I was able to see the results of 25 years worth of research TMC has to back up their claims.  Real results. Sustained results.  And a new way of looking at dyslexia for me.  I’ve been told (not by my School district or the educators at my school – they have done an exceptional job with the interventions that have been available to them) my child was born with this and their brain is just wired differently.  I’ve learned that’s not true. Brains are wired the same, but some have inefficiencies (weakness).  I’ve been told my kids will always have to work harder than their peers.  Not true. The Morris Center can “strengthen the processes and develop the skills that are weak. As weak skills become stronger, then learning becomes more efficient and the child or adult feels more competent and confident. TMC helps them unlock their hidden, true potential. Self-esteem comes from success.”  Okay.  Even though it sounds too good to be true, I can’t ignore the opportunity in front of us.  If I can make something easier for my kids, I’ll do it!  So we did. Good move.  TMC is definitely delivering on their bold claims!   It’s been a relief to see dyslexia differently and to actually watch my kids grasp things they couldn’t before.  I see less frustration in their faces and more confidence in their eyes.  I see them recognizing how this is helping and starting to dream bigger dreams. Isn’t that what we all want.  So now more than ever, I’m convinced…..SCIENCE MATTERS!

Self-Confidence is a SUPERPOWER!

On By Britani MartinIn The Journey, Uncategorized1 Comment

2We all want to feel confident.  Confident in who we are, what we believe, and in what we do.  For some people, confidence seems to be a part of their DNA.  I wish I was one of those people. I admit, I’m not the poster child for it.  In my teens, and in the hurricane that is middle school, I probably lost myself a few times and chose to be a wallflower. Insecurity seems like a rite of passage for us all at some point in our formative years and I was not immune to its wrath.

Probably because of my own struggles, I was determined to make sure my kids felt confident in themselves (Cue the self-help/parenting books….I’ve read them all).  I did it all: praising, affirming, supporting, encouraging,  trying new things, staying involved in their interests, nurturing their creativity, staying positive.  I was in for all of it!  And it worked….at first.  I can “confidently” say all three of my kids started Kindergarten with good self-esteem.  They didn’t doubt their abilities.  They felt confident in their abilities. ENTER DYSLEXIA.

I wish I could say they remained solid in who they were and believed the hype that they could be ANYTHING!  But they didn’t.  Even with all my effort, I couldn’t avoid the slow decline of their confidence.  With each child, I saw shifts in how they viewed themselves and it broke my heart.  Now, I know confidence and self-esteem are developed from more than just academics, but their learning difficulties played a major part in their regression.  With every new year and new academic challenge, I saw them begin to falter.  And I couldn’t do anything to stop it.  Here are some things I’ve experienced with my kids and my nephew in no particular order (and maybe some of you have had similar experiences with your own kids):

  • Refusing to read aloud (even at home).  Instead choosing to read silently to himself.
  • Recognizing in 1st grade that his friend never even studied and got 100% on spelling tests, while he had to study every night to pass the test, only to forget how to spell all the words by Monday.
  • In 2nd grade Cannon started interventions.  He was horrified about being pulled out of class (more so than most kids his age).  He just “knew” his friends thought he was dumb because they kept asking him where he was going (probably only happened a few times).  My solution: “tell them you’re going to spy class with no explanation.”  By the end of the year, all of his friends wanted to go to spy class too.  It worked!  But only for a year.
  • AR reading….enough said.  For a kid that struggles to read, it’s defeating to hear how  many points your friends have.
  • Million Word Club…see above
  • Using audiobooks while others read books only made them feel like they stand out even more in class. So they would refuse the audio option and read (suffer) in silence pretending to comprehend.
  • Academic Awards…..  It’s hard to see your friends with all their certificates and medals as you walk out empty-handed. (Side note:  I believe those kids should be celebrated, 100%! I have one of those kids too.  Just in a more sensitive way to those that aren’t receiving awards.  I’m forever thankful to the teachers who handed them out in a sealed envelope rather than individually…. and everyone got an envelope).
  •  Cannon describes himself, matter-of-factly…”I’m not one of the smart kids”
  • “I have to do this because I’m dumb.”
  • Avery dreaded library day because she had to get a book on her level and she couldn’t get the same color books her friends were getting. She started asking if she could go before school.
  • Cannon’s weekly papers went missing.  I would find them torn into pieces in the bottom of his backpack, often with the grade scribbled out.
  • Avery begged to watch Harry Potter out of the blue. After the movie, she said, “I wanted to watch so I can understand what my friends are talking about. They’ve already read 3 of the books so I only have two more movies to watch to catch up.”
  • If you ask Avery what she wants to be when she grows up, she’ll say an artist.  I love it!  But at The Morris Center, she’s made it clear that she doesn’t see herself going to college because she’s not smart enough. She was shocked to hear some artists actually attend COLLEGE!
  • If homework involves writing, Avery will ask me to spell every word rather than even trying to write because she doesn’t want to make a mistake.
  • In 3rd grade, my girl who has loved school since the first day of pre-school was suddenly crying and begging me not to take her, saying, “It’s too hard.  It’s too much.  I can’t do it.”
  • We left for Florida 2 weeks before school ended for the year.  Avery: “mom, you know the one thing I’m sad about the school year being over for me?  I never made it to the blue group.  You know, with all my friends.  That’s the smart group.  I was just in the middle group.” 
  • Brady was late to after-school tutoring every day.  Upon investigation, we learned he was hiding in the hallway to wait for his friends to leave the room so they didn’t know he was staying for tutoring.
  • In middle school it’s embarrassing for Cannon to have to take standardized tests in a “special room” so it can be read to him.  He asked to just stay in the classroom.

HERE’S THE GOOD NEWS…..  Since arriving at The Morris Center, confidence is growing!  Self-doubt is fading and growth is happening!  You couldn’t have a more affirming environment.  I’m not talking about over-the-top, cheesy praise.  This is given matter-of-factly.  They started by offering praise while telling them what they did correctly/good.  Now they are empowering them to praise themselves, by verbally acknowledging what they did good/correctly. They are teaching them to believe in themselves and to feel confident in their work.  The staff asks questions like, “are you sure that’s right?’  Not because it’s wrong.  They ask it to teach our kids to confidently stick with their answers. Their overall demeanors have changed from serious/hesitant/sad/frustrated to relaxed/silly/engaged/energetic. Other things:

Cannon….  Cannon is reading books ON HIS OWN, during his break time, and saying he LIKES them.  This is huge considering I’ve NEVER seen him read by his own free-will.

Avery…. we are hearing more positive self-talk from her.  She is enjoying reading.   We took a picture of her in front of the Fine Arts Building at the University of Florida and told her she may end up going to college there.  When her dad asked about it this week, she said, “but Dad, I’m a Razorback!”

Brady…. he can tell this is helping and reading is getting easier.  He’s proud of his progress.  He’s reading signs along the road for the first time ever and he’s reading the words on his video games.

Small things make a HUGE difference.  They all see how the small steps they’ve mastered are helping to make learning easier.  Things that were hard before are easier now.   They like observation days when they get to show us all the progress they are making.  They are PROUD of themselves.  Every day we see their confidence grow.  Hoping that continues and they all begin to see just how amazing and SMART they have always been.