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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 21-04-2009

[SIZE="7"]THE VERY LATEST 2009 abacus recommendations.[/SIZE]

[SIZE="5"]13 years ago I recognised that children taught on an abacus were perfect in mathematics, it took me ten minutes to realise this.

13 YEARS LATER AFTER CONSTANTLY READING AND THINKING ABOUT THE HUMAN BRAIN, I AM ONLY NOW ABLE TO TELL YOU WHY.

AND I REALLY MEAN ONLY THIS MORNING HAVE I GOT THE ELOQUENCE TO PUT THIS FINAL REALISATION IN TO PLACE SO PIN YOUR EARS BACK YOU SONS OF TOIL


Re reading some previous mathematic research late last night, (I shall copy it for your attention) I was laid in bed developing a physical demonstration with the fingers to show a child the physical difference between odd and even, (start with the hands open facing you fingers slightly apart, show number one the small left hand finger, the first odd number so lonely, touch number ten and count visually in twos to ten for a demonstration starting on the two times table, create a visual ten twice and four more for twenty four, so you now can do that do that.

BUT FOR THIS NEW DEMONSTRATION I wave no two finger alone and count it as three the odd three, then count it as a pair for four then even more I show five alone before pairing, then seven and nine to make it fine, onto ten then over agen,

Physical demonstration is the only way you can teach a very young child permanent facts,
AND SO IT WAS FROM HERE THAT MY EXPLANATION CAME. The rereading of a babies ability to tell one from two or three proven by research, PROVES ONE MORE TIME TO ME THAT EARLY TEACHING USING LANGUAGE, to explain what the child’s brain takes in automatically is essential just as quickly as it is possible to do so.

TYING IN WITH MY POSTING YESTERDAY I AM REINFORCING THIS MESSAGE WE ARE NATUARILY VERY CLEVER

but to realise just how clever we are, we must be given the words to reason with just as quickly as we can be,

Our consciousness is contained within our mind, our mind within our brain, where we have the ability to reason, from the automatic speed of light realisations our brains makes, we can make sense of what we see and hear and think on a daily basis,

AS FAR AS I CAN TELL FROM MY OWN THINKING OUR ABILITIES IN NATURAL THOUGHT ARE MADE PICTORALLY AT THE SPPEED OF LIGHT (my own observation is as “IMAGE IN ACTION) where as reasoning as of necessity has to be carried out in our natural language.

My observation is that we store information mentally as images in action converting it instantly from either the words we read and hear in normal conversation just as we do with everything we see, every memory you have will be pictorial, and the language you use to give description of those memories is automatically produced to give explanation to those thoughts.

FALSE ASSUMPTIONS FROM BRAIN RESEARCH

We can learn a great deal from brain research, but we have to careful not to make false assumptions from it.

A case in point is some research where a fairly large group of children were compared, say fifty children that were regarded as having no numeric ability against fifty children that were regarded as having normal ability, brain scans where taken from all these children and clear comparisons made between the two groups. The group without ability were given extensive mathematic training over a year and the rescanned, where there brain scan was then similar to the children with good ability.

The conclusion made was that the fifty children with good ability were normal and the fifty others were not until special needs training was carried out. I consider this a false premise.

WHAT I CONSIDER MOST LIKELY WAS THAT THE FIFTY NORMAL CHILDREN HAD RECIEVED A GOOD EARLY GROUNDING IN ARITHMETIC AND FIFTY THAT WERE NOT THE SAME , HAD NOT.

The VERY FACT THAT AFTER MATHEMATIC INSRUCTION WAS CARRIED OUT CAREFULLY AND thoroughly their brains show similar results to those children regarded as having normal ability, cries out to me, that had they received adequate education, RE EARLY TRAINING THROUGH DEMONSTRATION they would have had the same scans in the first place.

The conclusion to this thinking is that every child is born with massive natural ability.(which I think) and very few children have the benefit from an adequate or perfect education. (which I also think)

IF YOU HAVE READ AND UNDERSTOOD THIS thesis YOU CAN CONSIDER THAT YOU HAVE LEARNT IN TEN MINUTES what has taken me thirteen years of very boring reading to learn.

You can lead a horse to water but you can make it drink,

ABACUS ONE for everyone. 12 345 67 89ten agen and agen you are building a twenty lane neural highway in your brain.

[SIZE="7"]November/December issue of Child Development Karen Bierman, Ph.D., Psychology at Penn State University.[/SIZE]

When has one ever enjoyed rote memorizing? If you forget just one point or a particular figure the entire thing falls apart. Interesting things never leave our mind and it is more so for children who like to learn the fun way. Pictorial memory is retained better and is definitely more interesting. The Abacus as a tool for mental calculation has been proved by studies to be an effective method of brain development. The benefits of using the abacus to calculate have a bearing not just on this particular area but also on other walks of life too.
Rote Memorization of tables is a very tedious process that the child is obviously apprehensive to it.

Learning the tables with the Abacus is a fun way because the retention is better for the child with the pictorial memory.

THIS SHOULD BE FOR EVERY CHILD

Otherwise if the child forgets just one figure in the time tables then he is sure to get confused about the whole sequence. The Chinese abaci were designed with a special suanpan technique to specially make the multiplication process easier to handle.
According to researchers visual memory is a very crucial aspect of learning. For learning tables with the abacus the children will use both their hands for moving the beads. The synchronizing movement of the hands initiates the cell development in the brain and also utilizing the right part of the brain which is very important to actually master something. [/SIZE]

Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 26-04-2009

[SIZE="6"]RECOMMENDATIONS TO PARENTS[SIZE="7"][COLOR="Blue"][/SIZE]
Just as with reading, the math knowledge children
bring to school at an early age is linked with their
performance in later grades.
—U.S. Secretary of Education Margaret Spellings


It is more important than ever that our students
receive solid math instruction in the early grades
to prepare them to take and pass algebra and other
challenging courses in middle and high school.
—U.S. Secretary of Education Margaret Spellings

QUICK TIPS

• Introduce your baby and toddler to numbers, counting and shapes.
• Encourage your child to have a positive attitude about learning mathematics.
• Stress the importance of effort. Prompt your child to face challenges positively and to see mathematics as vital.
• Prior to kindergarten, help your child explore shapes and their features to gain a basic understanding of the language
related to mathematics, such as “more than,” “less than” and “equal to,” and “light” and “heavy.”

Recommendations to parents using material from the American Government parental advice.[/SIZE][/COLOR]
Counting on EXCELLENCE

[SIZE="5"][COLOR="SlateGray"]Abacus & Alphabet offer the best researched based instruction to parents ensuring

EXCELLENCE in Counting

Perfecting basic counting and reading is the greatest gift you can give to your own child.
You will learn more about your own child and natural human ability by doing this, then anything else you could ever do. Following these simple routines, achieving perfect results for your own child in counting, reading and thinking, will reward you with more satisfaction than any other achievement.

Simple steps in counting begin as early as the child can speak, research identifies just how much ability the newborn child has, every child teaches itself basic language from its natural environment, learning to count requires the use of specialist words, many of them can be taught quickly by the use rhythm, learning by rote is natural in mathematics, indeed learning to count always precedes understanding numbers. IT IS THE PERFECT EXAMPLE OF ROTE LEARNING FOR LIFE

Research carried out by Brian Butterworth in London and Stanilas Dehane in France, identify that a child of less than one year old, can see a difference between small groups of Numbers. My personal research has been to link natural ability with essential awareness, to build the permanent structure for learning advanced mathematics and ensuring that every child can recognise instantly every letter and number alongside their associated sounds in order to read and count efficiently.

All children need to link the meaning of every number from one to twenty just as quickly as they are physically able to. The physical meaning of all numbers is best related to the pattern of five, every child carries two perfect patterns of five, its two hands. Just how quickly can we utilise these two patterns in building the child’s natural ability in counting? We all accept that we should teach our child to count, by repetition in rhythm on a continually expanding basis. Make two fists with the thumbs up sign and teach your own child and every child, the names of those two thumbs, Mr Five and Mr Six.
CONGRATULATIONS ! YOU HAVE JUST TAUGHT YOUR OWN CHILD AND EVERY CHILD THE NUMBERS RELATED TO THEIR OWN TWO THUMBS INSTANTLY. Both you and your child have established the very first technical lesson every child needs to establish, permanent memory of Five and Six.

How do we remember anything and everything? We automatically turn what we see and hear into what I describe as “image in action,” the very first technical teaching method you have just acquired, has become a permanent visual memory. I consider that every human being has just three modes, learning by listening reading or watching, teaching by talking showing or writing, but most vitally we are reasoning, utilising the information we gather from all our senses as we go about our daily lives. Natural speech is both prepared and delivered instantaneously, as we give explanation or make inquiry. Quite naturally, as we explain a concept or make a further inquiry, our vast subconscious ability, provides us with the best form of words, that we are individually capable of using, in giving explanation.

In order to provide every child, through their parents, grandparents, or any concerned adult, or even lessons given by older children, we need to consider the miraculous ability of the human child to copy, it is by copying sound that they learn to speak, proven adequately by the language and accent they use, every child is capable of naturally learning two or more languages where ever two or more languages are being used. Eventually all schools will provide these circumstances within nursery situations.
Research through brain scanning already identifies children that have learnt a foreign language early, through identifying a common area of brain activity, as against a completely separate area of the brain used by a child taught a new language in its teens.

Through research we are already aware that the more efficient our teaching methods are the more successfully brain connections are being established, every healthy child is capable of understanding many things instantly, However some essential lessons need to be first learnt by wrote. Counting normally is a perfect example of the value in wrote learning, where natural rhythmic intelligence is being used to learn for life, valuable and essential lists of facts. Early arithmetic, has a powerful mind building ability if we teach it effectively, wrote learning is an essential part of that mental arithmetic ability. Arithmetic is the first route we use in building the neural pathways we need to understand mathematics. Perfection in early arithmetic is easily achievable in any and every child, obviously best taught by parents, teaching skills can be replaced by systematic methods and experience,

Whenever the child learns to speak, Mr Five and Mr Six are established instantly, as the child is being rehearsed in wrote, counting the fingers by tapping the fingers left to right looking at the back of the hands is every child’s best practice. Tapping one two three and four then raising Mr five clearly establishes the concept of five on the left hand, THAT PROOF is an essential concept in counting. Although a three year old child may not realise it is adding by counting, when the five per hand is a permanent memory concept, there is an instant understanding of adding one or two or three four or five.

Simply because a child can learn to count so easily, they are far easier to teach earlier,
then they would be if counting was left till latter, when they have more demands on their attention. Once a child has mastered the concept of five, the concept of ten is simply two hands, three hands take it to fifteen and four to twenty.

Most children will grasp the concept of Mr Five and Mr Six by the time they are three years of age, you simply reinforce on a daily basis each concept until it is perfect.
Making the fists and showing the thumbs up is something easy for the child to copy.
Surely every parent can spare their own child fifteen to twenty minutes a day. Once your child is secure with Mr Five and Six and regular rhythmic counting sessions are taking place across the fingers and thumbs, utilising the hands, it is time to identify two more fingers permanently, looking at the back of the hands understanding five and six lying next to each other is simple, looking at the longest finger on each hand you will see they represent three and eight. Very few of us know the number of the two numbers associated with our two longest and middle fingers without learning what they are specifically.

With the number five and six firmly established the child will develop a natural understanding of five even if they cannot name every finger without counting them.
.[/COLOR][/SIZE]

Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 26-04-2009

[SIZE="3"][COLOR="DarkRed"]What I am actually trying to do is to teach the name and number of every finger in order for the child to see the physical property of each quantity. My research has shown that we can count naturally any number up to five, I believe this is related to finger lines we point with five fingers, dividing larger numbers into visual fives or five and a smaller number, it is a natural way to count the patterns we instantly understand. Perfecting and proving three and eight is where we stop ensuring the name and number of every finger.
We leave learning the names and number of the other six numbers to the child’s natural awareness which quickly develops alongside the perfection of counting.

[SIZE="3"]Initial maths education is no more than knowing the precise name of four fingers and counting successfully to twenty, including awareness that two hands represent ten and that twenty is simply four hands

.[/SIZE][SIZE="3"]FROM HERE WE MOVE ON TO THE RAPID REINFORCING EXERCISES KNOWN AS A SUM A SECOND[/SIZE]

Counting is easy simply because we can see it.
There is nothing to it, just look at the back of your hands. You can see two perfect patterns of five.
[/COLOR][/SIZE]

[COLOR="Green"][SIZE="3"][COLOR="darkred"]Hide your thumbs and you can see eight, put the right hand down and you can see four, fold the fingers from right to left you will see three two and one, from a full left hand we can create every other number with the right hand thumb up for six then lift seven eight nine and ten.
Process Practice Perfection
Virtually every one of all ages except the very young can imitate patterns that are created easily, using both hands reinforces the Childs concept of five the faithful five using runs of five on one hand as a constant and jumping around with the other hand building up the Childs visualization at the earliest possible opportunity, changing hands to demonstrate the opposite faithful five and alternating the format provides a very simple thinking exorcise at high speed.


A sum a second develops natural working speed and ensures perfect visualization of numbers in the range of one to ten ABACUS ONE carries these visualization exercise on to create virtually perfect visualization of numbers one to a thousand, it will illustrate all principals in use involved in this number range, making it simple for every healthy child to form a firm basis of mental arithmetic. These practical hand exercises are the first steps in building neural pathways at the earliest possible opportunity, this educational process is based on the latest international brain research where neurological development has been identified through the latest brain scanning techniques.

Early mathematic comprehension has been identified within numerous studies into brain function as playing a vital part in building the neural pathways associated with reading, we identify this process as the mathematical road to reading.


These exorcises are so valuable they warrant at least five minutes a day until the child clearly is perfect in adding every formula of number from two to twenty two, a child starting with these exercises and Abacus One in its third year will be perfect in mental arithmetic at five years of age.
why teach visual mathematics universally one way only?

if we all learn maths in the same manner we can guarantee perfection

the only thing we all have in common is the way our brain has evolved.

this is why the best way is able to be proven

the human child easily copies everything it sees and hears.

ten fingers provide an unforgetable pattern

thirty three separate patterns are transmuted to two hands forming patterns that are impossible to misread.

numbers need to be understood in both simple numeric patterns, numerals and words

patterns created by the two hands build meaning into every number up to ten and ten is easily identified as a counter with its position identified by words numbers and place.

on one page abacus one provides one thousand one hundred and ten questions to over one million questions .

short daily experiences are easily assumed as permanent memory where the mental picture of the process builds a clear understanding of addition subtraction multiplication and division.

starting with a written number the child simply counts to understand addition and subtraction

starting with a pattern one simply copies the pattern to multiply the original number and reverses that system to establish the concept of division.

the visual memory of these simple concepts enables the child to visualise the processes achiving mental arithmetic competance early

when ever we think of a number to the right of a numeric pattern we prove it to ourselves by adding an imaginary amount to create ten, this habit allows us divide any other number below ten into an instantaneous addition creating the number as an instant addition representing a teens number, reversing the process for a subtraction.

these simply memories provide a visual concept base for mathematics however complicated the concepts become

all memories are stored as images in action and early arithmetic processing build neurological pathways that are a combination of visualisation and vocal realisations.

so within early arithmetic we create vision and meaning as one ***** meaning in sound

instantaneous ability in vocalisation of stored visual memories is our shared evolutionary heritage. arithmetic is the natural scaffolding of mathematics and visual estimation.

with arithmetic being so simple for very young children to concieve it is the natural starting point for early education. it activates the neural pathways that will turn the combinations of letters into sounds and those sounds into words for early reading

abacus one can be used to introduce a new language, perfecting numeric awareness and verbal ability at the same time. equally useful in any language combination from the earliest possible point in a childs education. it is easily capable of being introduced at any time through primary or secondary education.

learning the sound of the alpahbet is easy in rhythm

language in rhythm is capable of retention in a ratio of ten to one against prose by the human brain.

when we retain the sounds asociated with the alphbet in rhythm and link them with the picture of the letter ****** against learning the alternative phonetic sounds and the picture combinations without that rhytm *** this ratio extends to twenty to one on a timed basis

neurological research exists in proving the clear practical observations one makes when teaching in either manner. the theory of greatest benefit by teaching in the latter manner first, so enabling the child to sound words naturally often means such an extended learning period and difficulties with retention by many more children, that the benefits to the most able are clearly outweighed by the difficulties in retention of letter and sound combinations suffered by their class mates.

the child has to learn the alphbet sound at some early stage anyway

you would not leave a child to count alone, so why leave it to learn the alphabet at five? when it can manage it at three years of age. with the advantage of parental assistance the rhythmic visual letter and sound combinations need to become permanent memories as quickly as possible.

rhythmic chanting should start just as quickly as possible **** reinforced by families and nursery schools
in learning to speak the child is working automaticaly****many memories of sound and meaning are being learnt naturally
this is also natural within reading

automatic retention of sound and letter combinations takes place quite naturally, it is the basis of whole word learning. utilising this natural retention ability and extending it from small words to short syllables, alongside limited two three and four letter blends being introduced intelligently will speed reading ability
abacus & alphabet have developed their concept of visualizations in mathematics to visual realizations in reading three dimensional objects are being used to naturally teach children automatically the alternative phonetic sounds. a large layout of card sized letters in low case only, is used first to reinforce letter recognition by overlying letters which can also be used for word and short blended sound exercise creation
to easy phonics by utilizing this large lay out for simple automatic realizations which are created by using small three dimensional objects already recognized by children, they simply place the object on the appropriate letter.
eg. apple pair oxo cube many small items and animal models, dog cat, egg salt sugar cube soap illustrate the alternative phonetic sounds quite naturally

comments
you cannot teach a three year old anything with words, but once you have shown it what words mean in relation to numbers, every child will be ready to start building words.

p s i parents showing initiative. we show to know

with abacus & alphabet easy learning, we use a mixture of old and new learning. proven by practise and research.
our first teaching tool, is our natural ability to combine music and words, in building permanent memory. we simply sing and chant numbers and letters to create the sounds of those numbers and letters. once the sound memories are familiar, we cement those sounds and signs for a lifetime. thirty six sounds we use every day of our lives[/COLOR][/SIZE][/COLOR]

Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 04-05-2009

[SIZE="7"]IS THIS AS GOOD AS IT GETS[/SIZE]

[SIZE="5"][COLOR="Lime"]Fifteen minutes you should never forget in a one act play

Written produced and shown to you by John Nicholson

We can all think of my brother Jack Nicolson

he is in your memory now

Is he my brother, are you another brother or are you my sister.

You could easily be, we are all born with mental equality.

Peaceful co-existence is the aim and right of this family.

Philosophers and teachers from Socrates and Archimedes,

who where living in Greece two and a half thousand years,

through thinkers from every corner of the earth India china south America Africa north America and throughout Europe on to our today’s scientists, they are now the thinkers and provers of just how brilliant our human brains are.

But we have built a code of expression that every child needs if they are to benefit from these perfect brains, which evolution has given to everyone in our family.


Until we all crack the codes we use for explanation we shall never find the peace tranquillity and knowledge that we all need to share in order to provide the resources for every one of us on our planet.


Knowledge is the one thing every one is willing to share, it is our common heritage won by the sweat and blood of our common human experiences.


In order to know about our science our history our beliefs our way of lives we need to read and count just as quickly as we are able to.


One thing is certain unless our parents and guardians show us in simple standard steps collectively, we shall never achieve universal reading and counting ability as early and thoroughly as we need to.


In order to understand our human brain, in order to develop my ability to teach parents, in order to create this demonstration of fifteen minutes, I would not be able to explain at the speed of light at which the brains work, against the reflective time the reasoning of all things take within our minds, without the thirteen years it has taken me to make this video that you will never forget.

----:tourist: ------------:tourist: ----------------------- Confusedickly:
[/COLOR][/SIZE]

Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 21-05-2009

Re: [SIZE="5"]THINKING ABOUT TEACHING OUR OWN CHILDREN

--------------------------------------------------------------------------------

THE PHILOSOPHY OF HUMAN EQUALITY

[SIZE="6"]Repetition is the cement that binds the grains of sand with the pebbles bricks rocks and blocks of human knowledge.[/SIZE]If the purpose of my work is ever to be fully understood it has to be clearly stated.
My central belief is that our highly developed intellect is the one evolutionary equality that every human child shares at birth. Our abundance of intellectual ability is far in excess of anything we can require to utilize within our daily lives.

BUT

The door of that ability remains only half way open until we can use that intellect, in order to count read and think automatically.

We need to count read and think at the speed of light, if we are to fully develop the enormous potential of our individual intelligence.

[SIZE="6"][COLOR="DarkRed"]My concept is simple. If we all use one standard system for teaching every child to count read and think, every one of us can understand it and use it, the benefits of formal education start years before a child can safely be left to anyone other than its parents.
Off course one gold standard system will be continually improved as millions of minds concentrate on it, its simplicity and effectiveness will prove its value.[/COLOR][/SIZE]We share one world with limited resources, which will become ever increasingly under pressure, as our population increases and our resources diminish, it is vital that we utilize both our individual and combined human intelligence effectively. There can be no alternative to developing systems of accelerated learning that can be utilised by individual’s family’s communities and countries as standard best practise.[/SIZE]

Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 06-06-2009

[SIZE="6"]The subject I wish to speak about is the importance of enhancing brain function, with a very young child. Research has identified the fact that we are all, each and everyone of us born with a greater number of brain neurons then we finally mature with. What is the evolutionary reason, for every one of us to be born with such a facility. Can it be that the potential use of our brains is controlled entirely by what we learn as children or what we need to learn. If this hypothesis is correct, it is vital that we utilise this potential brain function to the best of our individual ability.[/SIZE]

[SIZE="7"]What will be the best of our individual ability if we use one obvious simplicity within early education?[/SIZE]

[SIZE="6"]Simply by perfecting the most advanced early learning System, utilising it first in England and America in order to iron out any difficulties there may be, which will not be a long process. We can roll it out quickly throughout the Third World adapting it for different languages in different situations.
Most of the material I write, when I feel it is sufficiently worthwhile, I publish on the OECD forums, there are two educational forums both utilising part of the same heading "teach the brain" . My fascination with the human brain eventually led me to these forums where I found interesting discussions and vital leads into other areas of neurological research. It is somewhat ironic especially when I have been saying that the abacus was the best teaching tool ever devised by mankind and instantaneously realising that it left within the human mind the visual map of process by which any well-trained abacus user, can utilise instantly to visualise and answer in any maths question he is familiar with.
The ironic thing about it, was that I have not been able to introduce it into the English speaking educational system, which in itself has been beneficial to me, and I eventually hope to many others. Neither counting or reading are natural abilities inherited through evolution by each and every one of us.

BUT

each and every one of us, posses the evolutionary abilities we need to learn in order to count and read perfectly, quite obviously each one of us can quite easily learn anything we wish to know, especially so when it was being fully understood and written down in the manner in which others are able to comprehend.

We have this fantastic ability to teach ourselves to speak, it is self evident, that virtually everyone of us learns to speak our natural language using quite naturally our local ascent. Our levels of ability within speech clearly representing the circumstances of our early education, it follows quite naturally therefore that we must enhance brain function at the earliest possible point, chanting repeatedly can become a beautiful way to establish permanent memory in any child, every child being naturally equipped to copy sound, and develop associated meaning. The child's ability to copy sound is quite natural, all we simply have to do is make sure the child is copying the sounds that will benefit their individual education.

In a class situation we have a compliant audience, to benefit each child we need to utilise the chant and a physical activity at the same time, for instance is something the child can already tell from one to 10, it can move physically, the central tablets on abacus one which represents the numbers of tens in 100 as we count them ten twenty etc,
once we acquire language our brains are naturally quite able to use it automatically to ask questions and give explanations concerning the ideas and concepts which we are considering. Language is initiated by the brain quite naturally whenever we wish to give an explanation or ask question.

Looking into the dictation while utilising the Dragon speech recognition system is always be a useful exercise for me.
When Dragon speech is working properly exactly what I said being printed and i am not lost for words, it is vastly improving ones ability to write quickly, but unless one works diligently and corrects as one writes it can be more difficult to understand.

Teaching every child in the world to count properly, proving the development of a perfect system. The simplicity of the system will guarantee its universal application. Neurological research and common observation, clearly indicate advanced abilities within reading progress, from children who have already perfected a clear comprehension of numeric value, alongside good mental arithmetic ability with early concepts in links subtraction multiplication and division of sums within one hundred.

Dramatic early memory is created by using two clenched fists with the thumbs up and calling them Mr five and Mr six, this is a starting point for universal counting training.
From here the child quickly realises there are five fingers on each hand, looking at the back of the hands of the middle and the longest finger need to be established as permanent memory three and eight, three and eight, three and eight.

A three-year-old child with rudimentary speech ability can easily remember the names of four separate fingers.

Repeatedly dancing the fingers and chanting one to ten at the same time will establish perfect recognition of every finger and name, this simple exercise does not stop until the child's memory is proven to be perfect.

Once the child has realised, that the are five fingers on each hand, we can begin a simple chanting exercise. Looking at the left-hand and raising the right
thumb, we chant five and one are six, then we hide the thumb showing four fingers on the right-hand, chanting six is one more than five and four less than ten.

Sure in five fingers on the left-hand two fingers on the right-hand, we chant seven is two more than five, dropping the first two fingers of the right-hand raise the last three fingers exclaiming and three less than ten, showing the left-hand beginning with five, and the right-hand with three we chant eight is three more than five exchanging the three fingers for the last two fingers we've finally exclaim and to less than ten.

Finally showing the left-hand with five again at the first four fingers of the right-hand, we chant nine is four more than five, exchanging fingers showing the tenth finger and exclaiming and one less than ten.
This series of exercises need to be carried out consistently until the child is the word perfect, creating the right images and the right numbers in harmony.

This is were the statement teaching the brain really has a profound meaning. We are harmonising visually correct images using words to ensure a mental perfection. Once the images of the fingers containing the patterns of the numbers one to ten are perfected, we begin the important high-speed and instant recognition of any of the numbers one to ten utilising the two patterns of five which we all carry in our two hands.

Once the child has perfected the mental images of the numbers one to ten, we introduce the sum a second routine, we simply mix, the numbers created rapidly by the teacher, asking the child to recreate the number on each hand and then adding them both together.

Visual instantaneous counting is possible when we divide ten into two separate groups, an instantaneous recognition of any number within any group one to five, is part of a natural human ability simply by splitting up the numbers into individual fives and adding together groups of fives, or in the case of the two hands all or parts of five becomes a high speed addition also part of natural human ability with off. Of course we can introduce the abacus at any point in the child’s life, in normal circumstances the older the show appears that quicker income across the exercise. What we need to do to ensure perfection in mathematics just continually reintroduce each exercise until we are perfectly satisfied that child is perfect within them[/SIZE]

Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 18-06-2009

[SIZE="6"]
[COLOR="DarkRed"]AN EQUAL OPPORTUNITY FOR EVERY THREE YEAR OLD CHILD ON EARTH
WILL NEVER HAPPEN
UNLESS THE WORLD UTILISES ONE PROVEN TEACHING SYSTEM[/COLOR]
[/SIZE]

[SIZE="5"]Our evolutionary equality gives every child an equal opportunity to count and read.
Perfection in early arithmetic and good reading ability are the basis of all extended education, only if we teach it alongside the child’s developing ability in language.
Starting with a physical demonstration of the number s one to ten by naming the numbers of both thumbs first, as five and six give rapid provable meaning to each number, FOR ANY AND EVERY CHILD IF WE FOLLOW A SIMPLE VISUAL PROCESS

As soon as the child can speak we teach it to recognise ever number, starting with an instantaneous permanent memory. Every child can copy and create a simple visual memory a thumbs up naming of two numbers Mr Five and Mr six spreading the two hands looking at the back of the two hands we count every day one to ten.

Within a few months in only ten minutes a day every child will have developed a permanent memory of the verbal meaning of each number one to ten by using its own hands, within six months we can teach a child to read the numbers in words and numbers by using an abacus, by four years of age every four year old can chant the alphabet and learn to read a hundred names in low case letters on familiar items. Reading e:g:g on an egg is an easy memory, just as is reading numbers on an abacus.

Sounding out the letters p e and n, on a pen is easy, requiring virtually no memory ability, but developing a natural automatic memory of the alternative phonetic sounds of the letters. Simple Practice Makes Perfect. Simple words in low case letters on small models and familiar household items allows children to build up an initial visual memory of the words used effortlessly.

Just as a child can sound out the letters used in ten, so can it can sound out the letters on a model cat. Automatic picture memory of an associated picture of a word builds effortlessly into a child’s memory, but we have to develop the child’s natural memory ability by sounding out the letters until the child has perfected an automatic memory and the ability and confidence to expand its visual vocabulary by sounding out new unfamiliar words.[/SIZE]

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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 21-06-2009

[SIZE="5"]TO THE ELDERS

I make this request to you; this is the first time in human history that we stand together with the ability to deliver a perfect education to every child on earth, without the building of another school or a university or the training of one more teacher. We need only one days training for every one of us in the perfected manner of teaching arithmetic and the implications within that observation for teaching every child to read perfectly. Observations taken from these teaching techniques and the development of these techniques will allow us to utilise Internet teaching consistently, as the chosen mode of extension within universal education.

The equality we all share is the common human inheritance of the complex human ability to speak to remember to consider and to explain.

It is self evident that we remember our lives as visual memories; think about your early childhood, in an instant your mind has taken you back to the golden days of childhood.
It is effortless to give instantaneous descriptions of those visions without consideration or preparation of the words you use. The equalities we share, make it possible quite naturally, to give explanations within words, as to the images in action within our human minds. Our subconscious minds are never at rest either during sleep or during conscious reasoning, that complex ability to think and react at the speed of light, is subconsciously taking care of our personal safety where ever possible.

It is our common inheritance that we all teach, reason and learn consistently throughout our daily lives, our equality lies within the potential of our human minds. It is to the unlocking of that human potential for every child already born and for every child yet to be born, that I make my appeal directly to you, it is by perfecting brain function through early mathematics and reading ability that my vision and philosophy are directed. Ninety nine % of what we learn, we quite naturally absorb within our daily lives. Although it is natural to, teach ourselves to speak and that we all each and every one of us have the ability to learn, to count, to read and to think logically. It is within the manner of how well we are taught these basic skills that our formal and informal learning abilities lie.

Educationalists have realised the value of early perfection in counting and reading for thousands of years. From Socrates and Archimedes to Maria Montessori ,who over one hundred years ago, developed the abilities in counting and reading for millions of children throughout the last hundred years. Modern research supports the values of early learning, but only by trial and error consistently, can we prove the value of any system.

Today's world of global instantaneous communications, give us the opportunity to inform every member of our world community information on thousands of matters about which we are concerned, but let us first and foremost consider brain function and the vital necessity for every child whatever circumstances it may be born into having equal opportunity to perfect its mathematical and reading ability. For thirteen years I have considered the essential keys to human understanding. It is plainly obvious that basic arithmetic is the logical starting point in perfecting brain function.

Simple steps to ensure perfection in understanding the meaning of numbers, first the simplicity of the numbers one to ten, every child can then be quickly brought to understand the composition and methods of calculation regarding numbers in millions, and the simplicity of division of one, into a million. Through mans original counting concept, and the simplicity of the patterns we utilise to express those complex figures.

The constant expression of numbers through using a written in words abacus guarantees that every child can be brought to a clear understanding of numbers first as a physical sense of quantity, secondly numerals written in the universal patterns of numbers, and finally numbers as words which is obviously a starting point within reading ability, alongside recognition of the alphabet and the alternative phonetic sounds it uses.

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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 28-06-2009

[COLOR="Red"][SIZE="7"]
A EUREKA MOMENT IN EDUCATIONAL REFORM
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[SIZE="5"]It is a vital that we reform education. Of course I can hear you saying why do we need to reform education. The next criticism that I shall hear is that why should we reform education without trials. My answer to that is clear and concisive. Of course we should have trials[/SIZE]
. [SIZE="6"]Let one million of us ask our young children if they can remember Mr five and Mr six, let one million of us teach our children that the third and longest finger on our left hand is number three. Let one million of us illustrate the fact that when we count from one to eight across our two hands we reach the middle and longest finger of the right hand.[/SIZE][SIZE="5"][COLOR="Black"]consider for a few moments, the simplicity and reasoning behind such simple teaching, if we all teach our children in the same manner, it will not belong before every family teaches there own children to count just as quickly as they can speak, it will become an accepted truth.
The next question I can hear myself being asked, in this. Why should we teach children so early, something which they can find so complicated?
My answer is simple, if we teach in small packets of memorable but vital pieces of information, virtually every child will remember instantaneously.
For instance if we were to show fifty children in a class, only once every day, the two thumbs up which represent five and six. on the fifth day every child in every class would remember Mr five and Mr six. The second week in school to be devoted to teaching the names of the third and eighth finger when looking at the back of our hands. When every child is perfect in knowing the name and number of every finger looking at the back of its hands, let us provided every class with thirty small flat stones on a flat surface, and let natural human teaching begin in ernest.
By the end of the third week every child will be able to make three horizontal and verticals rows of stones and count them from one to ten, from ten to twenty and then from twenty to thirty.
Are you able to understand what I'm saying, simply by the use of thirty flat stones on a flat surface we can spend the numeracy and literacy hour stll dedicated for us all by Ed Balls, has the literacy and counting hour. Within five hours education on the third week at school, without seeing or using a pen or pencil every child in the class will be able to count to thirty and understand exactly what every word means.
This is natural human learning, we see it and we do it over and over again, the children have already learned to count to ten, they can make horizontal and verticals rows of ten quite simply, when they have perfected three rows of ten, the can make their first division of thirty simply dividing it into two rows of fifteen, the mental, physical, visual, and sound, combination is building quite natural memories within the minds of every child within the class.
No child has been left out, They all started their third week of school, clearly understanding the name and number of every finger looking at the back of their hands. Instantaneous understanding and memory is always possible within human beings, when essential background knowledge, has been assimilated quite easily previously.
Let us consider how many things fifty children can understand, when they work within groups manipulating columns and rows of numbers, if you fail to understand the possibilities within natural teaching, simple trial and error with 50 children and 1,500 flat stones for one hour a day, for five days will convince you. That those 50 children are quite ready to utilise a written in words abacus, on their fourth week at school.
Natural teaching is easy, natural teaching is perfect, natural teaching quite simply prepares human beings for a natural human life.[/COLOR][/SIZE]

Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 02-07-2009

[SIZE="6"][COLOR="DarkRed"]NATURAL LEARNING
A PHILOSOPHY OF LEARNING,[/COLOR][/SIZE]

[SIZE="5"]Natural learning.
A philosophy of learning, takes into account the proven and unproven reality of equality for all, within the magnificence of our universal mental abilities. International research findings illustrate the common benefits associated with early learning, a universal recognition of advanced learning ability proven in all nationalities were counting and reading abilities, have been well-established from the earliest possible opportunity. Clearly the combination of early arithmetic benefiting early reading ability is recognised, in both the developed and the underdeveloped world, utilising simple systematic natural learning techniques, it is proving to be easily absorbed by both parents and nursery teachers.

These techniques are being developed universally, no problems in adoption or adaption are envisaged, were trialling programs give clearer evidence of instantaneous memory ability within children of all ages and nationalities. Starting techniques in early arithmetic are based on pattern recognition, clearly establishing the memory of every finger value, utilising both hands to understand that each hand has five fingers and to add two hands just as quickly as the child is mentally able, which itself is dependent on individual parents realisation regarding the benefits of continuous interaction with their own children.

Natural learning is exactly what it says, is it not as natural, for a human being to learn, teach and think as it is to breath. Natural learning for each and every one of us, is to copy others. From birth to two years old children are adapting to the sounds of the family, they are consistently working out, the meaning of the sounds they are hearing. Speaking our natural language quite easily and virtually unaided is natural for every child in every language. This amazing ability holds no surprises to us, we expect it to happen. This method of learning naturally, is easily adapted to teaching arithmetic, every child in the world can be taught instantaneously that it's left thumb is called Mr five, and that its right thumb Mr six, even before it can count to ten. A universal habit will be established among all parents to teach by demonstration and repetition, when neural research catches up with reality.
Simply by establishing recognition of the third and eighth finger alongside side the initial five and six, allows the child to build a permanent memory of the meaning of every number quite easily by chanting and tapping the fingers. By demonstrating that the fingertips touching creates two blocks of five, means that every child in the world whatever the circumstances that it may be born into, can quickly and permanently establish the meaning of ten.

[SIZE="6"]If we simply ignore identifying the individual fingers, we create an instantaneous memory problem. Simply by identifying four fingers permanently, we are then quite easily able to guide every child into understanding the meaning of every spoken number from one to ten.
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The utilisation of a hand map, allows both parents and child to provide permanent memory for every number as a pattern of meaning between five and ten for life. It is the human right for every child to be taught in the best way, and this is the best way to establish the meaning of every number.

When it is quite clear that the child has established permanent memory regarding the meaning of every number one to ten, repetition of the hand map routines, are transferred into a training exercise, to which I have given a clear name " A SUM A SECOND". Once again we use the two hands, instead of using the back of the hands on a flat surface, he simply hold the hands facing upwards facing our child doing the same thing.

Starting with the two fives the child copies what it sees with its own hands, showing gently all the numbers we can create and then all the different manners we can create them in. Obviously the younger the child is the slower we start the exercise. Then true to that name, a sum a second, we build up the child's ability to recognise the number shown on either hand, to copy that number with its own hands and to shout out the number in a very loud chorus.

Children just adore shouting; they are building a permanent memory of rapid pattern recognition on either hand, and then, quite effortlessly adding them together. At the rate of a sum a second.

Once the child is proficient, in addition, at a very high speed, the parent can move from the second exercise, to the regular use of a written in words' abacus. In the abacus we have the world's oldest teaching machines. Various models of the abacus have been around for thousands of years, with four or five years regular training Japanese children can do the most outstanding subtractions additions divisions and multiplications, without requiring either the abacus or a pen and paper. If you use an (in words abacus) for one year, not only will you establish permanent memory of mathematical manipulations, but we will also remember the words we use from the starting positions and the written answers that we naturally learn to read.

Utilising the abacus for teaching early mathematics, developing precise chanting and visual abilities, for the times tables, using our natural ability to copy sounds and manipulations representing everything we can do mathematically are being naturally stored as the visible and vocal memories that easily become part and parcel of our mental thinking. The automatic instantaneous memories we rely on when we think in relation to quantity time distance measurement of all matters. Natural learning prepares us naturally by doing things, which are then quite naturally built into our memories; as.
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[SIZE="7"]IMAGES IN ACTION[/SIZE]


Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 02-10-2009

[SIZE="5"]Teaching an older child its times tables.

Just look at the back of the two hands, we always have 10, previous exercises should have explained the meaning of every number to the child utilising its own hands.

So simply by looking at the back of their hands every child recognises every finger as a number. Just to make this easy to begin with the child is looking at the back of its hands and is going to count in fives. So we start with the original chant used in counting in fives. The child is looking at the back of its hands looking at the first finger and counting out loud five second finger 10 third finger 15 fourth finger 20 the thumb is something the child learns before anything else, Mr five which becomes 25 Mr six becomes 30 seventh finger 35 and eighth finger becomes 40 ninth finger his 45 and 10th finger obviously fifty.

So we simply move from an easy routine, to something more difficult, by using the hands and looking directly at each finger in turn, the child is able to keep a check of exactly where it should be. So we are starting again the first finger the visual and mental realisation is six, second finger is twelve, third finger is obviously 18, the child is building understanding of its times tables position utilising the inbuilt ability to remember the name and number of each finger, not only is this illustrating to the reader the necessity that first of all we teach them to shout the name and number of every finger, but the ongoing importance of established memory becoming an automatic realisation.

And so we move on, the child adding either two to eighteen and then four to twenty, or using the natural meaning of six, by simply adding 6 to 18 as a visual memory. So we proceed four sixes then become 24 and six fives become thirty, something the child will realise whether it is being asked five times six or vice versa, and so the child proceeds with the visualisation simply adding six to the sixth finger (thumb) another simple visualisation creating 36, the seventh finger brings the realisation, that the child is simply adding a second six creating twelve which is not twelve but forty-two, 18 becomes 48 and then nine times six is simply six less than 10 times six. The child quickly realises then that the next two sixes (66) representing 11 times and 6 more when quickly becomes 12 added on to a 60.

For a child learning to count with an Abacus, they should already have a (visualisation and a linked sound memory of every number 1 to 10,) developed from chanting which can then be simply built up as an instantaneous memory such as six sixes are thirty six. It is important to remember that the child should be taught everything in early arithmetic perfectly, when every independent memory is perfected in early arithmetic natural utilisation of those memories binds quickly into a further permanent memory.

Of course we can teach the child to chant, before we teach it everything in needs to understand about the chant, a simple sentence, seven times seven is forty-nine, can become memory fast, before it becomes meaning fast. By utilising an Abacus correctly and sufficiently during the child in early years, the child will come naturally to an instantaneous answer it fully understands.

[SIZE="6"]OK IF THAT IS TO COMPLICATED JUST HOLD UP TWO HANDS LOOK AT THE BACK OF THEM AND COUNT IN ANY NUMBER USING YOUR PERFECT REALISATION OF WHICH NUMBER IS BEING MULTIPLIED BY (TIMES) WHATEVER number you wish.[/SIZE]

Using a written in words abacus we chant the count moving and reading the appropriate counters. When that is perfected we can use the above method to build the instantaneous realisation that for example 7 X 7 = 49

[SIZE="7"][COLOR="DarkRed"]IT WILL ALWAYS BE HORSE WORK
AND SHOULD BE EVERY PARENTS JOB[/COLOR][/SIZE]
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 22-10-2009

[SIZE="6"]Learning new skills
Proprioception is what allows someone to learn to walk in complete darkness without losing balance. During the learning of any new skill, sport, or art, it is usually necessary to become familiar with some proprioceptive tasks specific to that activity. Without the appropriate integration of proprioceptive input, an artist would not be able to brush paint onto a canvas without looking at the hand as it moved the brush over the canvas; it would be impossible to drive an automobile because a motorist would not be able to steer or use the foot pedals while looking at the road ahead; a person could not touch type or perform ballet; and people would not even be able to walk without watching where they put their feet.
Oliver Sacks once reported the case of a young woman who lost her proprioception due to a viral infection of her spinal cord.[9] At first she was not able to move properly at all or even control her tone of voice (as voice modulation is primarily proprioceptive). Later she relearned by using her sight (watching her feet) and inner ear only for movement while using hearing to judge voice modulation. She eventually acquired a stiff and slow movement and nearly normal speech, which is believed to be the best possible in the absence of this sense. She could not judge effort involved in picking up objects and would grip them painfully to be sure she did not drop them.

[edit]Training
The proprioceptive sense can be sharpened through study of many disciplines. The Alexander Technique uses the study of movement to enhance kinesthetic judgment of effort and location. Juggling trains reaction time, spatial location, and efficient movement. Standing on awobble board or balance board is often used to retrain or increase proprioception abilities, particularly as physical therapy for ankle or knee injuries. Standing on one leg (stork standing) and various other body-position challenges are also used in such disciplines as Yoga or Wing Chun. In addition, the slow, focused movements of Tai Chi practice provide an environment, whereby the proprioceptive information being fed back to the brain stimulates an intense, dynamic "listening environment" to further enhance mind/body integration.[citation needed] Several studies have shown that the efficacy of these types of training is challenged by closing the eyes,[citation needed] because the eyes give invaluable feedback to establishing the moment-to-moment information of balance. There are even specific devices designed for proprioception training, such as the exercise ball, which works on balancing the abdominal and back muscles.

Proprioception (pronounced /ˌproʊpri.ɵˈsɛpʃən/ PRO-pree-o-SEP-shən, from Latin proprius, meaning "one's own" and perception) is the sense of the relative position of neighbouring parts of the body. Unlike the sixexteroceptive senses (sight, taste, smell, touch, hearing, and balance) by which we perceive the outside world, and interoceptive senses, by which we perceive the pain and movement of internal organs, proprioception is a third distinct sensory modality that provides feedback solely on the status of the body internally. It is the sense that indicates whether the body is moving with required effort, as well as where the various parts of the body are located in relation to each other.

The position-movement sensation was originally described in 1557 by Julius Caesar Scaliger as a 'sense of locomotion'. Much later, in 1826,Charles Bell expounded the idea of a 'muscle sense' and this is credited with being one of the first physiologic feedback mechanisms. Bell's idea was that commands were being carried from the brain to the muscles, and that reports on the muscle's condition would be sent in the reverse direction. Later, in 1880, Henry Charlton Bastian suggested 'kinaesthesia' instead of 'muscle sense' on the basis that some of the afferent information (back to the brain) was coming from other structures including tendons, joints, and skin. In 1889, Alfred Goldscheidersuggested a classification of kinaesthesia into 3 types: muscle, tendon, and articular sensitivity.

In 1906, Charles Scott Sherrington published a landmark work that introduced the terms 'proprioception', 'interoception', and 'exteroception'. The 'exteroceptors' are the organs responsible for information from outside the body such as the eyes, ears, mouth, and skin. The interoceptorsthen give information about the internal organs, while 'proprioception' is awareness of movement derived from muscular, tendon, and articular sources. Such a system of classification has kept physiologists and anatomists searching for specialised nerve endings that transmit data on joint capsule and muscle tension (such as muscle spindles and Pacini corpuscles).[edit]Proprioception vs. kinesthesia
Kinesthesia is another term that is often used interchangeably with proprioception, though use of the term "kinesthesia" can place a greater emphasis on motion.[1][2]

Some differentiate the kinesthetic sense from proprioception by excluding the sense of equilibrium or balance from kinesthesia. An inner earinfection, for example, might degrade the sense of balance. This would degrade the proprioceptive sense, but not the kinesthetic sense. The affected individual would be able to walk, but only by using the sense of sight to maintain balance; the person would be unable to walk with eyes closed.

Proprioception and kinesthesia are seen as interrelated and there is considerable disagreement regarding the definition of these terms. Some of this difficulty stems from Sherrington's original description of joint position sense (or the ability to determine where a particular body part exactly is in space) and kinesthesia (or the sensation that the body part has moved) under a more general heading of proprioception. Clinical aspects of proprioception are measured in tests that measure a subject's ability to detect an externally imposed passive movement, or the ability to reposition a joint to a predetermined position. Often it is assumed that the ability of one of these aspects will be related to another; however, experimental evidence suggests there is no strong relation between these two aspects. This suggests that, while these components may well be related in a cognitive manner, they seem to be separate physiologically.

Much of the foregoing work is dependent on the notion that proprioception is, in essence, a feedback mechanism; that is, the body moves (or is moved) and then the information about this is returned to the brain, whereby subsequent adjustments could be made. More recent work into the mechanism of ankle sprains suggests that the role of reflexes may be more limited due to their long latencies (even at the spinal cord level), as ankle sprain events occur in perhaps 100 msec or less. In accordance, a model has been proposed to include a 'feedforward' component of proprioception, whereby the subject will also have central information about the body's position prior to attaining it.

Kinesthesia is a key component in muscle memory and hand-eye coordination, and training can improve this sense (see blind contour drawing). The ability to swing a golf club or to catch a ball requires a finely-tuned sense of the position of the joints. This sense needs to become automatic through training to enable a person to concentrate on other aspects of performance, such as maintaining motivation or seeing where other people are.
[edit]Basis of proprioceptive sense

The initiation of proprioception is the activation of a proprioreceptor in the periphery[3]. The proprioceptive sense is believed to be composed of information from sensory neurons located in the inner ear (motion and orientation) and in the stretch receptors located in the muscles and the joint-supporting ligaments (stance). There are specific nerve receptors for this form of perception termed "proprioreceptors," just as there are specific receptors for pressure, light, temperature, sound, and other sensory experiences. Proprioreceptors are sometimes known as adequate stimuli receptors.

Although it was known that finger kinesthesia relies on skin sensation, recent research has found that kinesthesia-based haptic perception relies strongly on the forces experienced during touch.[4] This research allows the creation of "virtual", illusory haptic shapes with different perceived qualities.[5]
[edit]Conscious and unconscious proprioception

In humans, a distinction is made between conscious proprioception and unconscious proprioception:

 Conscious proprioception is communicated by the posterior column-medial lemniscus pathway to the cerebrum.[6]

 Unconscious proprioception is communicated primarily via the dorsal spinocerebellar tract,[7] to the cerebellum.[/SIZE]