To Fill the World with Children who Learn Easily Feel Good and Love Life.

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To Fill the World with Children who Learn Easily
Feel Good and Love Life. By Teaching the Whole
Child
www.teacherstakecharge.com www.parentstakecharge
.com 972 758 1246 mail_at_gluckmangroup.com
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Agenda
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For this presentation

• I will be drawing from the newest research, the
  work of leading clinicians and case studies.
• My specific recommendations focus on
  teacher-student behavior that limits stress, and
  wires the brain for learning and creativity.

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What are you?
Right Brain?
Left Brain?
Facts Figures Logical Rational Analytical Sequent
ial Ordered Numbers Language Facts are facts
Big Picture Creative Emotional Intuitive Stories I
deas / out the box / Curious Perceptive Sensitive
Challenges facts and norms
Balanced?
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What do we ACTUALLY know

• Autism is a spectrum
  disorder
• There is a wide degree of variation in the way it
  affects children.
• Each child will display communication, social,
  and behavioral patterns that are unique to them
  but still they fit into the overall diagnosis of
  ASD.
• Children will have different behavioral
  physiological problems.
• They respond differently to the same treatment
  solutions.
• Specialists and researchers dont agree on causes
  and solutions

We dont know enough
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Dr Martha Herbert

• Harvard Medical School researcher and pediatric
  neurologist Dr. Martha Herbert offers a
  revolutionary new view of autism and a
  transformative strategy for dealing with it.
• She states that autism is not a hardwired
  impairment, programmed into a childs genes, that
  is destined to be like that forever.
• Her message totally shatters our normal way of
  looking at autism. And her results are nothing
  less than miraculous.

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Why Current Thinking About Autism Is Completely
Wrong
Autism is not a disorder of the brain. It is a
systemic body disorder that affects the brain.
A toxic environment triggers certain genes in
people susceptible to this condition. And
research supports this position.
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The Autism Story is Evolving
Outdated Facts and solutions
Revolutionary new knowledge and solutions
G A P
So where does this leave YOU?
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• My behavioral approach to autism is based on ONE
  thing

Individuality.
As the saying goes If you know one child with
autism you know one child with autism
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• 3 things common to all these children

They all suffer from high stress levels
They are stressed and frustrated because they
cannot make sense of their world
Your behavior will have a major impact on their
behavior
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• 3 things all teachers must do

Keep stress to an absolute minimum
Help them make sense of their world
Learn how to tailor your behavior to match the
childs unique problems and needs
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• How do you do this?

Lose the Label
Get to know and work with - the real child
behind the symptoms
Learn the behaviors that heal the childs hurting
spirit
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Do not have a relationship with the labeldivorce
yourself from the label

• Labels form the teachers thoughts, beliefs,
  feeling and behaviors

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Lose the Label
The label attempts to standardize and
compartmentalize this thing called Autism
The label compartmentalizes and standardizes our
thinking
The label strikes fear and sadness in the hearts
of parents and stress in teachers
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• Lets take a fresh look at Autism
• What If
• There were NO LABEL
• What if the word Autism did not exist

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If we had no label .

• We would forget all that stuff and work with
  what we see and intuit.
• The goal would NOT be to help the child lose the
  diagnosis of being on the autistic spectrum (i.e.
  to become normal). The goal would be to help them
  become extraordinary - to become all they can
  be.

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Meet Anna
? Anxious ? Non verbal ? Hyperactive ? Clumsy ?
Oblivious to cold and pain ? Fearful ? Flaps arms
when anyone comes near him ? Has highly acidic
diarrhea ? High levels of mercury ? Recurring
fevers ? Prone to ear infections
What does she need from me? How can I help her
with a new GPS system?
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Say Hello to Andrew
? Avoids eye contact ? Unusually flat voice ?
Language delay not enough words ? Poor social
interaction ? Hyperactive ? Aggressive ?
Seizures ? Has ibs - Irritable bowel disease ?
Intestinal fungus ? Allergies food, external
and internal environment ? Not more than 2 hours
sleep every night
What does he need from me? How can I help him
create a new GPS system?
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• 3 Major Teacher Behaviors

Lose the Label
Get to know and work with - the real child
behind the symptoms
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If we had no label .
You will operate with this belief

• Behind the label and the layers of learning,
  behavior and mood problems

There is a unique child with unique talents and
abilities
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Free the Child Within
You are in relationship with this child
Can you see this child if not you cannot help
them
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Your Contract with The Child Within

• I will meet you where you are and truly know,
  understand, honor and appreciate that place.
• I will go at your pace.
• I will never underestimate YOUR innate ability to
  improve.
• I will discover your unique strengths and talents
  and nurture your extraordinary creativity.
• I will truly believe in your ability to
  transform.
• I will focus on and celebrate your unique gifts
• I will love you unconditionally (labelessly)

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3 Major Teacher Behaviors
Lose the Label
Get to know and work with - the real child
behind the symptoms
Learn the behaviors that heal the childs hurting
spirit
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Heal the spirit .
body
spirit
Function as ONE
We need tools to heal as ONE
brain
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How do we help the childs hurting spirit
An interconnected web Untangle the threads Fix
one thread affects the others
So we help the childs hurting body
Which helps the childs hurting brain
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Different Spirit.. Some children have a robust
spirit and others have a sensitive spirit
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No matter where they are on the spectrum, all
children who grapple with learning, behavior or
mood challenges are dealing with a hurting
spirit. A hurting spirit is what makes them
vulnerable and triggers or aggravates many other
problems.
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Heal the spirit .

• Instead of asking the WHAT DIAGNOSIS question
• We would ask
• How do we build a robust and resilient spirit in
  this child?

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The Story of ME
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• Inclusion
• Dont rush work on autism time
• - dont expect them to work on your time
  they take twice the time to accomplish half as
  much
• Do fewer things
• Provide structure and spell out routines (through
  pictures and stories)
• Take frequent breaks. Leave time for them to
  relax
• Anticipate physical needs bathroom, eating and
  provide for them ahead of time
• Provide for and respect the childs interests and
  abilities

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3 Major Teacher Behaviors
Learn behavior to heal the childs hurting spirit
Reduce stress
Right Brain activities
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Chronic Ongoing
The ONE common underlying problem that is the
same for ALL ASD kids
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Stress throws the body and brain chemistry off
balance

• Chronic Stress
• Cortisol
• Systemic Inflammation

Fight, Flight or Freeze
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3 Major Teacher Behaviors
Learn behavior to heal the childs hurting spirit
Reduce stress
Right Brain activities
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The greatest learning happens when use the Whole
Brain
Autism - left and right brain hemispheres are
most often not communicating with each other.
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Autistic kids have an excellent ability to use
the visual parts of the right side of the brain
to compensate for problems with language
processing
Right Brain Think in pictures rather than
language Shapes and shadows Touch is familiar
to them this is why retreat into rocking and
touching
Left Brain Under-developed left brain abilities
Poorly developed language skills Poorly developed
ability to form patterns, both visually and
audibly.
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The greatest learning happens when use the Whole
Brain
Right Brain Make it visual Use Pictures Right
brain music Storytelling Teach (and use) calming
skills Use your intuition Dont forget to
laugh
Left Brain Structure Order Live out Loud
narrate what you are doing why doing it and
problem-solve out loud
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The Vital Missing Ingredient
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Heres a Fact Your children absorb your
stress Your stress is catchy
Your stress messes with your childs chemicals
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TEACHER

• Chronic Stress
• Cortisol
• Inflamed body-brain

Inflammatory Behavior
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NeuroTeaching
YOU have the power to change your childs
neurochemistry for the better or the worse
YOU have the power to change the
childs neurochemistry you can switch on
healthy or unhealthy chemicals
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The 2 Sides of You
Which one is in your Drivers Seat?
Your Stressed Place
Your Peaceful Place
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Lets begin with YOU Finding Your Healing Inner
Place
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Left Brain
Right Brain
Beta Brain waves Lots of chatter /noise Stress
brain waves
Alpha Brain waves Being quietly in tune/ in
flow Healing waves
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How do you shift?
Left Brain
Right Brain
Beta Brain waves Overthinking Multitasking Deadlin
es Stressed Tense Affects immune system
Alpha Brain waves Inner peace Relaxation immune
system Reduces stress Improves brain function
Emotional calm
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www.teacherstakecharge.com www.parentstakecharge
.com 972 758 1246 mail_at_gluckmangroup.com