For Parents

Transform Your Children Into Champions

 

There are some mental connections that are impossible for our minds to escape…those “aha” moments that persist and filter through ones brain.  Time and again, the parent or teacher or helper who sat across from me to talk about a problem triggered just such moments of realization. 

Their sincerity and sense of urgency about their troubles made me all the more attentive.  Increasingly, I believed it was my responsibility as “the professional educator” to find and deliver solutions.  I had learned to be a keen observer and good listener with every intention of helping clients, students and colleagues to solve problems that arise in the school community, in the classroom, and in families with children. 

 

I began to notice that the nature of the “problems” and issues were in relationships, that there were no formulas but there were patterns, that identifying the problem, itself, did not make finding a solution a goal, and that the problems would persist.  I took more university classes.  I explored and experimented in the classroom with new programs.  I opened up the faculty and parent meetings and trainings to discussion.  I founded my own school!  I was, if nothing else, determined. 

“Susie just can’t finish the work in class and we spend the whole night doing homework.”

“She forgets everything and I think it’s on purpose.  She knows she is supposed to do this.”

“He got all the spelling words right in the car, so how could he have failed the test in class?”

“I have taught them this skill over and over, and they still just don’t get it.” 

“This instructional program doesn’t match the way kids really think.  I don’t like this method and, honestly, I have gone back to the old way.”

“I never liked math either, so I guess she is just like me.  I don’t know what to do with these failing grades.”

“I was a terrible test taker, too.”

“His dad hated history, too.”

I began to “retrain” myself in order to try to be an effective part of the process we all shared in raising and educating strong, smart children.  Behavioral and prescriptive approaches simply were not working in the long term. Referrals to counselors who often used cognitive talking therapies did not result in many changes that I could detect at school, although they gave explanations for the problems.

Some issues diminished simply because the child went on to a new stage of development, but the new phase often presented more challenges.

The problems were very consistent over time and seemed to fall into categories:

  • Adult expectations beyond or below the development of the child
  • Serious conflicts over child rearing between parents or with the school, itself
  • Angry or confused children who might either act out or passively withdraw
  • Ineffective discipline, pedagogies, and instructional strategies.

It was time, if you will, to do some serious “soul searching” of my own.

Of course, the answers to these struggles in life, for they are part of each one of us, are found within each and every person.  Deeply, and profoundly, these solutions are bound in our minds waiting to be expressed through a new perspective or newly realized place from within.  How to access this potential is slightly more mysterious, and it involves the individual journey of each parent and educator.

 It begins with the person and effects transformation in oneself and, through a web of connection, those who are close to us.  We connect, change, project, reconnect and form in new ways to ourselves, in relationships, and to our communities.  It is a hearty dynamic!  No technology, change in class size, teacher training, behavior modification, nor added funding can substitute for seeking answers and transforming from within. 

I have written and implemented accredited parent and teacher training programs.  Some were more effective than others, but none has fully satisfied the demands of this process.

I did not, in those years, have a complete and directed way to accomplish the personal changes that allow us to find solutions that we educators and parents so often seek. 

More recently, I have worked with a Japanese-American student and noticed some very positive changes in his learning.  I asked his mother about that, and she talked about the TAW method which she had learned and implemented herself. 

The approach is a new one and has been highly successful in Japan.  It allows us to change our thoughts as adults in order to change how we influence our children.

In the pages which follow, you will meet this new approach that can bring to American parents and educators a new opportunity to improve and succeed in our most important effort…our children.  The TAW approach brings a way, regardless of our backgrounds, to guide ourselves to new realizations and deep understanding.  

                                                                                                                                                                                     Anne Perrone 

 

Ms. Anne Perrone is currently an educational consultant and has an academic coaching and tutoring business in the South Bay area of Southern California.  She has been a teacher, administrator and educator for over forty years and has a regular teaching credential as well as credentials for working with special needs students, from kindergarten through middle and high school.  She was the founding director, CEO and principal of an accredited, non-sectarian, all-girls school in Long Beach, Ca.  She has served on boards of trustees for high school foundations and services for autistic children and young adults.  Ms. Perrone has assisted in developing and implementing model instructional programs and parent/teacher education workshops.