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How to Create the Next Generation of Chinese Heroes Bill Bodri

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Title: How to Create the Next Generation of Chinese Heroes Bill Bodri


1
How to Create the Next Generation of Chinese
Heroes Bill Bodri
2
All Parents Want Their Children to be Rich,
Successful, Healthy, Smart, Happy, Virtuous - A
Better Life
  • Have the tools for success and happiness in life
  • Smart, know how to learn, cultured, adaptive and
    open-minded
  • Wont be destroyed by the fast pace of a
    money-oriented society
  • Think critically and independently, can accept
    the best of the East and West, Versatile and
    ready/willing to experiment and accept things
    (risk takers)
  • Honest, virtuous, Get along with, deal with
    people (can manage others)
  • Are self-aware, know how to police themselves,
    can change their own habits and behavior,
    practice self-improvement
  • Can convince and argue persuasively (can
    market/sell/promote)
  • Know how to set priorities and get things done
    (can set and achieve personal goals)
  • Can create a personal life purpose - spiritually
    mature - self-actualized

3
Outline of Topics
  • Western Brain Research, Neurons, Synapse Growth
    and Aging
  • How to Change Habits and Behavior
  • The Learning Environment and Learning Cycles
  • Musical Skills - Mathematical Learning
  • Linguistic Learning - The Recitation Program
  • Structure of Western Education (the Trivium)
  • Special Movements that Speed Learning
  • Exercises that Teach Virtue and Character
  • Views on Modern Schooling vs. The Recitation
    program

4
Western Brain Research, Neuron Pathways and the
Implications for Learning
5
The Brain, Neurons and Synapses
  • Brain cells - called neurons - are hard-wired to
    other cells before birth. Other connections
    develop because of stimulation and the repetition
    of experience. The brain triples in size from
    baby to adulthood.
  • One neuron can connect with 15,000 other cells
    (synapses). These synapses form the brains
    physical maps that allow learning to take
    place. During critical brain growth periods these
    long thin fibers grow inside the brain, creating
    pathways that carry electrical impulses from cell
    to cell. All studies find that Age 0-10 is the
    time when there occurs peak production of
    synapses.
  • At age 3, the brain is twice as active as that of
    a college student. Thats when the brain is most
    flexible and prepared to learn by building new
    connections and casting off others that arent
    used.

6
Ages 3-10
  • Researchers universally agree that personality,
    attitudes, concepts of self, language, coping
    skills and learning patterns are in place by age
    3.
  • By age 3 there are up to15,000 connections per
    neuron. This is too many. The child needs to make
    sense of it all. So during the next 10 years the
    brain refines and focuses those connections. The
    stronger ones become stronger with use and the
    weaker ones become weaker.
  • By the time the child is a teenager, the number
    of connections has decreased in half. Roads with
    the most traffic get widened while those with
    little traffic fall into disrepair. If the child
    has a rich emotional life, those neuron highways
    are large. If taught to get angry easily, those
    highways get large. (At age 21 the nerves in
    frontal lobe have a growth spurt and we realize
    our parents are smarter than we thought.)
  • The carving of these pathways is the individuals
    character. The mental (neuron) pathways are the
    individuals filter. They produce the recurring
    pattern of behavior that makes them unique. They
    tell them what stimuli to ignore and which ones
    to respond to. They define where the child will
    excel and where they will struggle. Beyond the
    mid-teenage years, there is a limit as to how
    much the character will easily change.

7
Which Brain Connections Does Your Brain Keep or
Discard?
  • In the early years, the brain forms twice as many
    synapses as it will need. Which connections does
    your brain keep?
  • In learning, new brain synapses form or old ones
    are strengthened by repetition. If they are not
    used often enough or used repeatedly, the brain
    connections are eliminated.
  • Through REPETITION the connections become
    permanent. When they are not used and not
    reinforced, the neural connections fade away. So
    you keep the brain highways that you keep
    using.
  • This tells us to form good habits early through
    reinforcement, because later its hard to form
    new neural pathways.
  • This tells us that learning should use the
    principle of repetition.

8
A Mini Lesson for Adults on Change
  • CHANGING people and OURSELVES is difficult. You
    go to the same story every week, order the same
    food in a restaurant, drink the same liquids,
    talk to people in the same way, etc. You want to
    change but its hard. Why?
  • Because your brain is wired through all your
    previous behavior (past repetition) to do EXACTLY
    what it has done in the past. The wiring doesnt
    change except by lack of use.
  • New highways come about through the repetition of
    new thoughts, new behaviors. It takes 5 days to
    create a new habit 400 repetitions for
    competency 1000 hours for mastery of some skill.
  • A new habit does NOT erase an old habit, so you
    always have to use your willpower to choose
    between actions. This requires awareness
    (meditation) and individual energy to go against
    habit (fate). Luckily there are some mind
    technologies to help you create life changes.

9
Mini Lesson on Change ...
  • People easily shift back to old behaviors because
    those neural pathways have been traveled a lot in
    the past. So its hard to quit smoking, start
    eating better, or change any behavior regardless
    of the technique you use to motivate yourself
    (NLP, hypnosis, motivational speech) unless it is
    consciously and intentionally repeated time after
    time, day after day for months until that
    circuitry in the brain becomes the pathway more
    likely for the brain to follow.
  • Thats why the status quo stays the same. People
    follow the path of least resistance. The brain
    reacts strongly with NO! except for familiar
    requests or behaviors.
  • It takes enormous initial effort to change
    because you must literally forge new highways in
    the brain. Once formed the highways must be
    strengthened through usage and maintained through
    further usage.

10
  • Therefore You Should Form Good Habits from the
    Start (and use Scientific Methods to Help Change
    Your Behavior)
  • ARISTOTLE said that Virtue is the control of the
    appetites by reason. Virtue is a habit, so here
    are the keys to life success and happiness
  • Learn what is good for you
  • Develop good habits to practice it (like athletes
    practicing their sport)
  • Learn to like what is good for you
  • What behaviors do you need to be in better
    control of your destiny?

11
Create an Environment Conducive to Learning and
Neuron Pathways by Encouraging the Healthy Growth
and Usage of the Brain
  • Provide lots of rich experiences
  • Emotional love and warmth
  • Nutrition
  • Make use of special learning cycles

12
How To Increase the Number of Brain Neurons in
Children to Increase Learning and Intelligence ...
  • You should expose young children to many
    experiences so that neurons form because in
    adulthood the brain isnt plastic enough to be
    easily rewired for new experiences. Experiences,
    rather than what you are born with (genes),
    determine the wiring of the brain.
  • At age 10, the same experience will NOT have the
    same impact as for a 2-year old child, so early
    experiences are crucial. Expose children to lots
    of sensory stimuli (colors, music, language,
    touch, smell, taste) so that they will have the
    most flexible brain power for learning. Provide
    an ENRICHED environment without undue academic
    stress. The number of brain connections increases
    when a child grows up in an enriched environment,
    especially a rich language environment with a
    wide vocabulary.

13
Your Environment (Training) is More Important
than Genes or Nutrition
  • Studies on malnourished rats show that a rich,
    stimulating environment can make up for poor
    nutrition. Children suffering from malnutrition
    catch up when placed in a stimulating environment
    as well.
  • John Cairnes - On the Origin of Mutants 1988 -
    genes change according to the environment
    (experiment with lactose eating bacteria)
  • Harris - Recombination in Adaptive Mutation
    1994 - bacteria contain genetic engineering genes
    (organisms can create new proteins whose
    functions allow them to survive better in new
    environments)
  • David Thaler - The Evolution of Genetic
    Intelligence 1994 - biological expression is
    defined by the individuals perception of their
    life experiences
  • Forget Darwin Primacy of DNA -- Primacy of the
    Environment
  • Therefore, What you teach children can overcome
    the influences of genetics, poor nutrition and so
    forth. Spiritual cultivation says the very same
    thing!

14
GENES and BEHAVIOR
  • A signal from the environment activates gene
    expression. In other words, a gene cannot turn
    itself ON or OFF but is dependent upon a signal
    from its environment to control its expression.
    So genes do not determine our character.
  • The ENVIRONMENT shapes biological expression -
    genes are not the source of control for
    regulating cell behavior (HUMAN BEHAVIOR).
    Expression (behavior) is not under the control of
    genes.
  • In response to life experiences, an organism may
    actively alter innate gene programs as a means
    to adapt to the perceived environment - so the
    educated brain may alter the innate
    programming by selecting inappropriate gene
    programs that cause disease, or good programs
    that propel you forward.
  • There are two types of gene programs GROWTH and
    PROTECTION programs.Our survival is dependent on
    both these program types.
  • GROWTH programs attraction, love - move toward
    life sustaining environment
  • PROTECTION programs repulsion, fear - move away
    from life threatening things
  • Whether you activate GROWTH or PROTECTION
    programs is based on how you perceive the
    environment. Therefore create a learning
    environment with love (emotional support) and
    without fear to encourage risk taking and growth.

15
Emotional Bonds - Tender Loving Care
  • Early emotional and social experiences are the
    seeds of human intelligence. Children with a
    nurturing environment have a higher IQ and adjust
    better to school.
  • The brain is wired to forge close emotional ties.
    If children dont get TLC they lack the proper
    wiring to form close relationships.
  • Emotions cause a release of chemicals that help
    the brain remember feelings and events related to
    those feelings children form a memory easier if
    the event has an emotional component to it.
  • Your relationship with your child affects their
    brain in many ways. The way you interact with
    children will have a big impact on their
    emotional development, learning abilities and
    ability to function in later life.
  • Therefore provide a RICH environment without
    academic stress.

16
Nutritional Rules for Children
  • Story of Asanga and Vasubandhu - their mother
    wanted to create heroes, so she sacrificed to
    feed them brain nutrient foods
  • DHA to make the brain grow, cod liver oil, deep
    water fish
  • Daily multivitamin/multimineral supplement
  • Low sugar intake (avoid sweets, soda, candy, )
  • Avoid milk, hormones, pesticides
  • Clean water
  • Avoid air conditioning
  • Low intake of grains (high glycemic foods)
  • Good fats (olive oil, coconut, butter) and bad
    fats (corn oil, soybean oil, margarine)
  • Fresh vegetables and fruit (use the many colors
    rule)

17
Brain Development Research
  • Conception-15 months Reptilian brain
  • Basic survival needs, then hearing, touch,
    smell, taste, seeing, motor development
  • 15 months - 4.5 years Limbic system /
    Relationship
  • Understanding of self and others, emotions,
    language. Language exploration/communication,
    imagination, memory development
  • 4.5-7 years Gestalt hemisphere Elaboration
  • Whole picture processing/cognition, image,
    movement, rhythm, intuition, outer speech,
    integrative thought
  • 7-9 years Logic Hemisphere Elaboration
  • Detail and linear processing/cognition,
    refinement of language elements, reading and
    writing skills, technique development (music,
    art, sports, dance,manual training), linear math
    processing
  • 8 years Frontal Lobe development
  • Fine motor skills, inner speech, control of
    social behavior, eye tracking
  • 9-12 years Increased Corpus Callosum Elaboration
    (a bundle of fibers connecting the 2 hemispheres)
    and Mylenation
  • Whole Brain Processing

18
Research Has Discovered Optimal Windows of
Opportunity for Teaching
19
Research Has Also Discovered Mind and Body Cycles
for Maximum Learning
  • Short Term memory - best in morning (15 more
    efficient)
  • Long term memory - best in afternoon
  • Slow Time - 200 - 400 pm (schedule active
    activities)
  • Intellectual Performance - Best in late
    afternoon/early evening
  • Use 500-700 to enhance relationships (dinner)
  • Comprehension - Increases as day progresses
  • Reading Speed - Decreases as day progresses

20
Research Suggests the Following about Repetition
and Long Term Memory
  • You need to take a 5-10 minute break after each
    40-60 minute study period, or your memory
    retention goes down a lot
  • After 24 hours you tend to forget 80 of what you
    learned
  • To remember forever, overlearn by rehearsing
    regularly. Repeat learning after 5-10 minutes,
    the next day, 2 days later, 1 week later, 1
    month, 3 months, 6 months, 1 year later

21
There are Many Ways to be Smart - There are
Multiple Intelligences Besides Linguistics
  • Howard Gardner (Frames of Mind, 1983) says
    intelligence is the ability to see patterns and
    draw relationships
  • Linguistic (word smart) - left temporal frontal
    brain lobe
  • Logical mathematical (logic smart)
  • Spatial (picture smart) - posterior right
    hemisphere
  • Bodily kinesthetic (body smart)
  • Musical (music smart) - right brain hemisphere
  • Interpersonal (people smart)
  • Intrapersonal (self smart)
  • Naturalist (nature smart)

22
Music Skills
23
Music
  • Before a child can process language, they can
    process music
  • Exposure to music affects spatial-temporal
    reasoning (the ability to see a disassembled
    picture and mentally piece it back together).
  • This reasoning is good for strengthening the
    brain circuits used for mathematics, engineering,
    complex reasoning.
  • Music optimizes brain development, enhances
    multiple intelligences, and facilitates bonding
    between adult and child. It integrates different
    skills simultaneously, therefore developing
    multiple brain connections. Musical experiences
    are vital to speech, motor development and
    sensory integration.
  • The earlier children are introduced to music, the
    more potential they have for learning and
    enjoying music when they get older.
  • The more adults sing or play music to children,
    the more their brain generates neural circuits
    and patterns.

24
Music and the Brain
  • All sounds - music, words, rhymes - help shape
    the brain
  • Many studies show listening to music can boost
    memory, attention, motivation and learning
  • Jean Houston - music raises the molecular
    structure of the body - it resonates with our
    body rhythms and has a powerful influence on our
    alertness and ability to learn
  • Scarletti - music is a mood enhancer - songs
    boost endorphins (hormones) and endorphins boost
    attention and memory
  • Clynes - the bodys pulse responds to classical
    music, not rock
  • Graziano - piano lessons help spatial temporal
    reasoning (4 year olds who took 6 months of piano
    lessons scored 30 higher than their peers who
    received singing or computer lessons)
  • Mozart effect - brain activity had similarities
    to the written score of Mozart pieces the
    patterns in Mozarts music parallel the patterns
    the brain uses as it connect synapses

25
The Mozart Effect
  • 1996 Study College Entrance Exam - if students
    sing or play an instrument they score 51 points
    higher on Verbal and 39 points higher in Math
  • University of CA study - if you listen to Mozart
    for 10 minutes before the SAT exam you get a
    higher SAT score
  • Shell, IBM, Dupont, universities use music to cut
    learning time in half
  • University of WA study - listening to light
    classical music for 90 minutes, students catch
    21 more copywriting errors
  • Baltimore hospital study - heart patients get as
    much benefit from 30 minutes of classical music
    and 10 mg of Valium
  • CA State University study - migraine sufferers
    were trained to use imagery, music and relaxation
    techniques to reduce the frequency, intensity and
    duration of their headaches

26
Music and Learning
  • Lozanov and Novakov - listening to Baroque music
    lets you learn as quickly as sleep learners -
    phrase in a foreign language are fed to people in
    4 second intervals against the background of a
    60-beats per minute Baroque music
  • Iowa State University Memory retention ?26 and
    speed of learning ? 24 using 60-beats per
    minute Baroque music
  • Dr. Alfred Tomatis (French Academy of Sciences) -
    when the electrical potential of brain cells
    starts to fade we experience dullness and
    fatigue. If you listen to high frequency sounds
    (5,000-8,000 hertz) the vibration of Corti cells
    in the ears acts as a brain generator. Mozart has
    the highest number of high frequency sounds, rock
    music has little (and kills plants) and Baroque
    music and Gregorian chant also recharge the
    brain. In short, high frequency sounds energize
    the brain. Sonic Bloom for plants, too.

27
(No Transcript)
28
Linguistic Skills and the Recitation Program
29
The Importance of Reading and Talking to Children
  • The plasticity of the brain and its ability to
    rewrite itself makes it easy to learn language.
  • Reading to children will help grow their brain
    and help them associate books with what they love
    most -- your voice and closeness.
  • Reading and talking to them increases the number
    of words theyll recognize (sing to them).
  • Reading books to them stimulates their
    imagination, expands their understanding of the
    world, helps them develop language and listening
    skills, prepares them to understand written word.
  • People deprived of language as children rarely
    master it as adults, not matter how smart or how
    intensively trained. Children learn language by
    hearing words over and over.

30
  • An adults vocabulary is largely determined by
    speech heard in the first 3 years. At 20 months,
    children of talkative mothers have 131 words more
    than others and at 2 years, they have 259 words
    more than non-talkers.
  • The size of a childs vocabulary is directly
    related to how much a parent or caregiver talks
    to the child. Talking to a child is the best way
    to develop their language skills. The more words
    a child hears, the more connections their brain
    makes and the faster they learn a language. The
    sound of words creates the neural circuitry
    required to develop language skills.
  • When they hear the sounds of a language, neural
    links are formed that help them build a
    vocabulary. Children learn language by hearing
    words over and over, so the earlier you start
    talking to them the better.

31
The 3-Part Classical Western Education uses the
Recitation Technique
32
The Classical Western Education
  • TRIVIUM (Verbal arts)
  • Grammar
  • Logic
  • Rhetoric
  • QUADRIVIUM (Math arts)
  • Arithmetic
  • Music
  • Geometry
  • Astronomy

33
The Classical Western Education
  • All educational systems in the West used this
    approach from Medieval times until the early
    1900s
  • This approach teaches people HOW TO LEARN
  • The TRIVIUM teaches the proper use of the TOOLS
    OF LEARNING before applying it to subjects of
    knowledge
  • 1st - learn LANGUAGE (grammar)
  • 2nd - learn how to use a language to make
    statements and arguments (logic)
  • 3rd - how to express oneself in language
    (rhetoric)

34
The Grammar Stage
  • Children can memorize quickly and easily (math,
    poems, shapes, dates, appearances, rhymes, names,
    properties, anything)
  • Children can learn a foreign language without
    effort
  • Reasoning is difficult and not liked
  • As long as it is FUN and they have INTERACTION,
    they will learn and PARROT BACK to you whatever
    you give them
  • Pleasure leads to repetition repetition leads to
    mastery
  • OBSERVATION and MEMORY are the master (most
    lively) faculties
  • YOUR JOB cultivate their passion for learning,
    make it fun, DO NOT rush them to the next stage
    of logic and explanations
  • This is the RECITATION PROGRAM

35
Your Job as Teachers - Grammar Stage
  • At this stage, anything and everything that can
    be memorized should be memorized even if the
    children dont understand it
  • Start learning a foreign language now before the
    facial and mental muscles rebel, memory fades,
    and neurons die off
  • Learn the math tables now, otherwise they will
    never be learned with pleasure (dont do
    complicated math processes)
  • You can have them memorize Dates
  • This is the time for teaching THEOLOGY and VIRTUE
    and ETHICS (Tao, Bible, Ten Commandments, myths,
    legends, etc.). Put this into their mind now.
    Virtue and character Destiny
  • Dont think of these activities as school
    subjects but as the gathering together of
    material for use in the next part of the TRIVIUM
    - you are laying the groundwork for higher
    learning

36
The Logic (Dialectic) Stage
  • Students want more than facts, they want to
    UNDERSTAND
  • Students ask lots of QUESTIONS, CHALLENGE YOU,
    ANSWER BACK this is not disrespectful but
    natural they just want to go DEEPER
  • They want to learn who, how, what, why, what
    supports an issue and what is relevant to making
    a correct decision
  • They need to learn How to Learn and that their
    present ideas and experience are not enough, but
    need more education
  • The master faculty is DISCURSIVE REASON (LOGIC
    and DISPUTATION)
  • As Teachers, introduce LOGIC to them - how to
    separate TRUTH from FICTION and FACT from THEORY
  • Start teaching risk-taking and consequences

37
The Rhetoric Stage
  • This is the most exciting stage when we can see a
    glimpse of our educational efforts
  • Students can express themselves in polished, well
    thought out, grammatically correct verse they
    show creative thinking and problem solving
    capabilities
  • Students start specializing in subject matters of
    their own interest (medicine, engineering/inventin
    g, business/leadership, hobbies )
  • This is the POET Stage or difficult age where
    the student is self-centered, wants to express
    himself, is misunderstood, is restless, wants
    independence
  • A good teacher at this stage helps challenge
    their activeness and helps them synthesize what
    they know
  • Do not prolong intellectual childhood at this
    stage or postpone acceptance of responsibility -
    mentors, trades, apprenticeship

38
Physical Movements that Will Speed Learning
39
Body Movements and Learning
  • Doing arm and leg movements that cross from one
    side of the body to the other has a dramatic
    effect on learning. The left side of the brain
    controls the right side and visa versa, so the
    movements forces the two sides of the brain to
    communicate with one another.
  • Every 90 minutes the normal hormone levels of our
    body peak. This peak causes the brain to get
    stuck on the left or right side. The use of the
    cross lateral movement is an easy way to
    unstick the brain. You need to engage both
    sides of the brain to learn effectively.

40
Movement Research and Development - ADD
  • Paul and Gail Dennison - Lateral Repatterning,
    remedial education
  • Dr. Samuel T. Orton - neurology (perceptual motor
    training)
  • Dr. Constance Amsden - Malabar Reading project
  • Dr. Doman and Delacato - speech and reading
    problems
  • Dr. Louis Jacques. O.D. - vision training pioneer
  • D. Samuel Herr, O.D. - vision training
  • Dr. G.N. Getman - optometrist
  • Richard Tyler - chiropractor
  • Bud Gibbs - sports kinesiologist
  • Touch for Health

41
Brain Gym - Educational Kinesiology (Edu K)
  • Specific Body movements help people to learn (26
    movements).
  • These movements produce rapid and dramatic
    improvements in concentration, memory, reading,
    writing, organizing, listening, physical
    coordination, This is enhanced learning through
    movement.
  • These movements lead to increased self esteem,
    the ability to harness motivation, skills to
    identify and avoid stress, increased awareness of
    oneself, tools for team building and cooperation.

42
Movement Brain Buttons
  • Place one hand over the navel and the other hand
    stimulates points between the ribs (rub the
    indentations between the 1st and 2nd ribs under
    the collar bone to the left and right of the
    sternum)
  • This will really wake you up and get you ready to
    learn
  • Navel Hand - brings attention to center of
    gravity, body balance, alerts the RAS to wake up
    the brain for sensory input
  • Rubbing Hand - stimulates blood flow to the brain
    from carotid arteries (first arteries out of the
    heart with oxygen)

43
Movement Cross Crawl
  • Cross lateral walking in place
  • Touch the right elbow to the left knee and left
    elbow to the right knee - Perform the movements
    very slowly
  • Both hemispheres of the brain will be activated
    simultaneously over time more nerve networks
    form and communication between the two halves of
    the brain become faster and more integrated for
    higher reasoning
  • This activates full brain functioning
  • Good for writers block, improves mental
    performance in 50-60 year old people and inactive
    people, great to do before physical activities
    like sports or dance

44
Movement Hook-Ups
  • Stand, (1) First cross one ankle over the other.
    (2) Cross the hands, clasp and invert them.
    (Stretch your arms out in front of you, back of
    hands together and thumbs down. Lift one hand
    over the other, palms facing and interlock the
    fingers. Roll the locked hands straight down and
    in toward the body so they rest with the elbows
    down.) (3) Rest your tongue on the roof of your
    mouth behind the teeth.
  • Result is like the cross crawl exercise. Tongue
    position brings attention to mid brain. This
    posture connects emotions in limbic system with
    frontal lobes of the cerebrum, giving an
    integrative perspective from which to learn and
    respond more effectively.
  • If students are disruptive in the class, or after
    a fight, make them do Hook-ups for 2 minutes
    before talking. This decreases adrenalin
    production and allows them to see others points
    of view more clearly.
  • People should use this when their STRESS levels
    rise, and students to control their behavior so
    they dont get into trouble. If you are stressed,
    do this for 2-5 minutes.

45
EFT - Emotional Freedom Technique
  • For Disciplinary problems
  • For Fear and Phobias
  • For Procrastination
  • For Eating Problems
  • For Changing Behavior
  • etc.

46
Movement The Thinking Cap
  • How to do Just unroll the outer ears from top to
    bottom
  • This wakes up the whole hearing mechanism and
    assists memory - theres a link between hearing
    in the temporal lobe and memory in the limbic
    system - there are 148 acupuncture points in the
    ear
  • Example Close your eyes and listen for a few
    minutes. Are you hearing things equally on both
    sides? Does one ear work better? Now unroll your
    ears 3 times on each side and close your eyes.
    Notice the difference?
  • University of Hawaii found this exercise useful
    when trying to recall some technical information
    for an essay or exam
  • This is great for trying to remember a name

47
Movement The Energy Yawn
  • Massage the muscles around the TMJ
    (temporal-mandibular joint). 5 major cranial
    nerves run across this joint (eyes, tongue,
    face,)
  • When children have difficulty reading, sometimes
    the eyes arent working well together. They may
    not be hearing well due to stress.
  • Why this works? The jaw tightens when we are
    stressed and so nerve function across this area
    decreases. The Energy Yawn releases the area so
    sensory intake happens again. It facilitates
    better verbalization and communication. By
    relaxing the muscles, you facilitate full nerve
    function across the joint for the eyes, facial
    muscles and mouth.

48
Movement The Energizer
  • Place your hands on the desk in front of you.
    Lower your chin to your chest,feeling the stretch
    in the back of your neck and the relaxed
    shoulders. Take a deep breath, scoop forward
    bringing the head up and back, allow the back to
    arch slightly and open the rib cage. Exhale,
    curve the back and bring the chin back to rest on
    the chest.
  • Take the Energizer break after a short learning
    session to reactivate focus. This is great when
    you sit at the computer.
  • Why it works? The body moves in a way that
    activates the vestibular system, wakes up the
    brain, relaxes the shoulders which improves
    hearing, and brings in more oxygen to assist in
    nervous system functioning.

49
Exercises for Teaching Virtue, Character, and
Good Behavior
50
Lesson I Want My Character to Be as Pure as
Clear Water
  • TEACHES HONESTY
  • MATERIALS 3 glasses, water, chlorine bleach,
    food coloring
  • Fill 2 glasses with water (and secretly) 1 glass
    with bleach
  • Say There are 2 friends, one obeys his parents,
    goes to school and never gets into trouble the
    other gets into trouble, talks back, tells lies.
    Every time you say person 2 does something
    wrong, put one drop of food coloring into the
    glass so the water becomes darker. The glass
    becomes darker and cloudier -- stain fills his
    whole body and mind. Now no one wants to be with
    him. He decided to become good. Pour some bleach
    into the glass. He decided to stop telling lies
    pour some more bleach.

51
Lesson All Tied Up by Lies
  • TEACHES HONESTY
  • MATERIALS ball of yarn or string, chair
  • Have someone sit in a chair (who you secretly
    told to lie). Start talking about honesty. Ask
    the children if they can think of a time when
    they made the decision to be honest even when
    lying was easier. Ask the person in the chair a
    question they lie and wrap them once with the
    string ask another question they lie and wrap
    them again
  • Ask the children if they can see what telling
    lies does to someone.
  • Ask them what happens to someone who always tells
    the truth.
  • Ask them to tell a time when someone was caught
    in a lie.
  • Ask why its important to always tell the truth.

52
Lesson Repeating Gossip is Like Letting Go a
Bag of Feathers
  • TEACHES GOSSIP
  • MATERIALS paper bag, feathers (or rice),
    chopsticks, a bedsheet
  • Go outside and sit in an open area. Talk about
    the importance of good manners and respecting
    others. Put the feathers in a bag and hand it to
    a child. Tell them to toss the feathers
    everywhere. As they do it, instruct the
    feathers not to fly away but to stay where they
    are. Discuss how the feathers are like GOSSIP or
    talking behind someones back -- the feathers
    will blow from place to place even if you tell
    them not to its easy to says things about other
    people and spread rumors. Now tell them to
    collect the feathers gossip is easy to do but
    hard to take back. (You can use rice and ask them
    to use chopsticks to pick it up).

53
Lesson Please Pass the Toothpick
  • TEACHES TABLE MANNERS
  • MATERIALS Toothpicks
  • Sit down to dinner. Place 10 toothpicks at each
    persons place. Tell people youre going to see
    if they have table manners. Every time someone
    notices another person NOT using table manners,
    they can ask that person for one of their
    toothpicks. He must give it up CHEERFULLY. When
    you finish eating,t he person with the most
    toothpicks is the winner and gets a treat.
  • Example No elbows on the table, wipe your mouth
    with your napkin and not hands, chew food with
    your mouth closed, say please, dont talk with
    your mouth full, etc.

54
Lesson See the Other Side (Golden Rule)
  • TEACHES RESPECT - SEE THE OTHER SIDE
  • MATERIALS 2 pictures of the same type of object
    cut from a magazine, poster board, tape or glue
  • Cut 2 pictures of the same type of object from a
    magazine (a baby, house, car, fish, boat, etc.)
    shown two different ways. For example, one
    picture might be of a Christmas tree, and another
    picture of a tree branch covered with insects.
    Tape the pictures on 2 sides of the poster board.
    Put the board between two people, tell them you
    have a picture of the same item on each side of
    the board. Ask each person to take turns
    describing one feature of the object without
    telling what it is (it has bricks, it has brown
    eyes, its circular, ). When they realize the
    picture is different, ask them how to resolve the
    disagreement (1) tell the other they are wrong
    (2) argue and insist your description is correct
    (3) go around to the other side and try to see
    the picture from the other persons point of
    view.

55
See the Other Side ...
  • Why is it important to see things from the other
    persons point of view?
  • Why do people often argue about something without
    trying to see the other side?
  • Who benefits from seeing the other persons side?
  • What is the Golden Rule and what does it teach us
    to do?
  • Does obeying the Golden rule help us avoid
    arguments?
  • What does it mean to walk in someone elses
    shoes?
  • Can you think of a time when you were right about
    something and someone disagreed with you? How did
    you solve it?

56
Lesson Is the Pot Full? What thing do I do
First?
  • TEACHES Do the IMPORTANT things first, Theres
    always room for more
  • MATERIALS Pot, rocks, gravel, sand, water
  • Have the students fill a pot with large rocks.
    Ask, Is it full? When they say yes, fill in the
    spaces with gravel. Ask, Is it full? When they
    say yes, fill in the spaces with sand so there is
    no more space. Ask, Is it full? When they say
    yes this time, fill it with water.
  • This teaches to put the BIG rocks in first. Do
    the important things first, otherwise you will
    never be able to fit them in.

57
The Birth of Reason
  • 6 years olds - all the pieces of individual
    cognition come together
  • Test for 4-8 year olds. Fill 2 short, squat
    glasses with equal amounts of water and ask, Do
    the two glasses contain the same amount of water,
    or does one have more?Pour all the water from
    one glass into a tall, narrow glass and ask the
    child the same question.
  • 4-year olds the tall glass has more water in it
    (the difference in the water level is too great
    for them to believe its the same amount even if
    you pour it back into the small cup)
  • 8-year olds they know the amount hasnt changed
    and can tell you why
  • The difference between the two is the birth of
    reason. This is the emergence of operational
    thinking when they start applying logic to solve
    problems. Most 4- and 5- year olds cant make the
    conceptual connections, so RECITATION PROGRAM -
    TRIVIUM - MEMORIZE during early years
  • 3- and 4-year olds Ask them if they want one
    marshmallow now or 2 after a 20-minute delay and
    they rarely resist the immediate treat whereas 5-
    and 6-years olds can resist for the double
    reward. So children have more discipline and
    mental control by age 6.

58
Lesson Is My Life in Balance?
  • TEACHES How to balance life
  • MATERIALS 2 small Ziploc bags, wire hanger,
    30-50 pennies, masking tape, pen, hook or nail
  • Label 2 ziploc wags with tape lifes pleasures
    and lifes stresses. Put them on opposite sides
    of a hangar. Suspend the hanger on a hook or nail
    so that it hangs freely.Put a small piece of tape
    on each penny. Write an abbreviation on one penny
    for each child activity (swimming, video games,
    watching TV, soccer,..), commitment (visiting
    family, service activities, scouts) and daily
    responsibility (school, chores, homework). As the
    child picks up a penny, ask them whether it
    brings PLEASURE or PRESSURE. Place it in the bag.
    After all the weights have been placed, itll
    be obvious whether life is in balance or not.
  • Ask what they should do to restore equilibrium?

59
Lesson One at a Time Goals
  • TEACHES GOALS, do things one at a time
  • MATERIALS a handful of pennies (coins)
  • Tell the child youll play a game. Show her a
    handful of pennies and tell her these are special
    pennies called goalies (little goals). Stand a
    few feet away and ask them to see if they can
    catch the goalies when you toss them. Then toss
    7 or 8 or a whole handful at once. The child will
    probably catch only 1 or 2.
  • Now do it just 1 at a time. After you have done
    all the coins, count how many they caught.
  • Explain the reason the pennies are called
    goalies is they are like goals. When we try to
    do too many goals at the same time, it is
    difficult and most wont be done. When we do 1 at
    a time with planning, well have more success. So
    a BIG GOAL needs to be made into several little
    goals taken 1 at a time.

60
Lesson Domino Goals
  • TEACHES GOALS
  • MATERIALS a set of dominos (mahjong tiles)
  • Line up 30 dominos in 3 rows of 10 each so that
    knocking down the 1st one will cause the whole
    row to fall.
  • The first row should have a small gap so that the
    whole row wont fall down.
  • The second row should have one domino off center
    so the chain reaction cannot be completed.
  • The third row should be straight so they all fall
    successfully

61
  • Explain how goals can help you in life (getting
    good grades, learning how to play the piano,
    doing chores,). Explain in order to achieve a
    long range goal we need several well placed
    smaller goals that stay on course. Have them
    knock down the 1st row with the gap and explain
    that if we skip a vital step in our progression,
    we wont succeed. (ex. You want to buy a bike, so
    you do chores for money all summer and then spend
    it on candy)
  • Have them knock down the 2nd row. Again the
    reaction will stop in the middle. Discuss that if
    we dont stay on course with our goals we wont
    achieve the desired result. Example we join the
    band to learn to play the flute, but then play
    with a friends guitar and forget the flute,
    being sidetracked we never learn either.
  • Have them knock down the 3rd row. Talk about how
    small, well planned goals lead to success.
  • Illustrate this with a real goal the child is
    working on. Tell them to write down their goals.
    If we dont succeed at the goal, should we keep
    trying? Is learning from mistakes helpful? Would
    life be more fun if we never tried to get better
    at anything?

62
MODERN SCHOOLING
63
Modern Schooling Wrongly Assumes
  • Government schooling is the essential force for
    social cohesion. It cannot happen any other way.
    A bureaucratized public order is our defense
    against chaos and anarchy. (culture)
  • Socialization of children in groups monitored by
    state agents is essential otherwise children
    wont learn how to get along with others.
    (Sudbury Valley School)
  • Children from different backgrounds and beliefs
    must be mixed together (wise but not necessary)
  • Teachers, because they are certified, are smarter
    and wiser than parents and better educational
    experts. The state must protect people from
    uncertified teachers. (many great leaders
    self-schooled)
  • Forcing children to assemble in mandated groups
    for mandated intervals with mandated texts and
    overseers does not interfere with academic
    learning.

64
  • The world is full of crazy parents who will ruin
    their children so we must protect children from
    bad parenting (home schooling)
  • Its not right for a family to concern itself
    over the education of its own child, but its
    okay to worry about the general education of
    everyone.
  • The state has the predominant responsibility for
    training morals and beliefs. (historically its
    been parents, community, society)
  • -- John Taylor Gatto

65
The Modern School System
  • Trains bad habits and attitudes (like
    indifference and not caring about anything too
    much since theres the immediate turning on/off
    like a light switch - when the bell rings then
    leave the topic)
  • Since people drive purchases, trains consumerism
    for the economy. Bored people are the best
    consumers and childish people are easiest to
    convince, so schools are boring, extend childhood
    into adulthood, and teach dumbness
  • Schools were reformed to meet the needs of
    business since business wants standardized
    (predictable) customers and employees. Since
    certain employment requires specialization,
    demand that employees specialize their training
    and thereby become incomplete - spiritually
    dangerous
  • Competition makes children abandon trust in their
    peers and not be responsible
  • An atmosphere of low-level stress and danger
    means that relief only available from appeal to
    authority - an arena of meaningless pressure -
    teaches how to be frightened
  • Emotional dependency and conformity - wait for
    teacher smiles, checks, prizes - intellectual
    dependency - good students wait for the teacher
    to tell them what to do
  • Teaches confusion - nothing is linked together
  • Provisional self-esteem - tests/grades/report
    cards/SATS, children taught to measure themselves
    based on the casual judgement of strangers

66
Famous Home Schooled, Self-Taught People in
America
  • Inventors Thomas Edison, Alexander Graham Bell,
    ...
  • Generals George Patton, MacArthur, Robert Lee,
    ...
  • Artists Leonardo da Vinci, Claude Monet,
  • Presidents Washington, Jefferson, Adams,Lincoln,
    Roosevelt, Wilson,
  • Scientists Albert Einstein, Curie, Pascal, ...
  • Statesmen Churchill, Benjamin Franklin, Konrad
    Adenauer,
  • Composers Mozart, Mendelssohn, Irving Berlin,
    ...
  • Writers Mark Twain, Dickens, Hans Christian
    Anderson,
  • Children schooled at home are brighter and more
    impressively human than institutionalized kids!

67
The 3 Historic Purposes of Education
  • 1. Training to be a good person - the religious
    purpose - to make good people who acted out of
    principle and were fit to live next to - people
    with an inner life and values transcending the
    material
  • 2. Training to be a good citizen - the public
    purpose - to make a citizen class who love the
    country and knew how to argue and work for the
    civic/public good and improve it
  • 3. Training to enable one to live the life one
    chooses - the private purpose - to make
    self-directing individuals who knew their own
    strengths and weaknesses, and help them develop
    their personal power, to find some particular
    talents to develop to the maximum

68
The Fourth Purpose of Public School - Prussia
  • Prussia realized what centralized schooling
    (Volksschule - 92 of the children) could offer
    (not intellectual development but socialization
    in obedience and subordination)
  • obedient soldiers for the army (All Quiet on the
    Western Front - a product of good schooling)
  • obedient workers for the mines
  • well subordinated civil servants for the
    government
  • well subordinated clerks to industry
  • citizens who thought alike about major issues
  • an artificial national consensus on matters
    worked out in advance by leading German families
    and institutions
  • Real Schulen (8 of children) taught real
    thinking and intellectual development
  • 4. School exists to serve the corporate economy
    and managerial functions of government (as in
    Prussia, a servant of corporate and political
    management) so isolate the children from the real
    world

69
Harvard List What Must an Educated Person Know
The Ability to
  • Define problems without a guide
  • Ask hard questions which challenge prevailing
    assumptions
  • Work in teams without guidance
  • Work absolutely alone
  • Persuade others that your course is the right one
  • Discuss issues and techniques in public with an
    eye to reaching decisions about policy
  • Conceptualize and reorganize information into new
    patterns
  • Pull what you need quickly from masses of
    irrelevant data
  • Think inductively, deductively, and dialectically
  • Attack problems heuristically

70
Investigate these Models
  • Amish system in Lancaster Pennsylvania
  • Mondragon cooperative in Basque, Spain
  • Harmony School in Bloomington, Indiana
  • Rudolf Steiner Waldorf system
  • Montessori
  • Homeschooling (John Holt)
  • Escalante,Collins and Gatto
  • Institute for the Achievement of Human Potential
  • Ben Franklins Autobiography
  • Herbert Spencers Education

71
How to Create the Next Generation of Chinese
HeroesBill Bodri
72
Review of Last Time
  • The Brain, Neurons and Change
  • The Trivium (Grammar stage - Recitation)
  • Movements
  • Teaching Virtue
  • The Failings of Public Schooling

73
Must Reading for Young Adults
These few books can change someones life because
they teach Success principles, discipline,
self-control, getting along with others, merit
making, life purpose, cultivation,
self-improvement
  • Liao Fans Four Lessons
  • The Autobiography of Benjamin Franklin
  • Lao Tzus Treatise on the Response of the Tao
  • Think and Grow Rich (Napoleon Hill), As A Man
    Thinketh (Allen)
  • Nan Huai-Chins Book on the Confucian Analects
  • How to Win Friends and Influence People (Dale
    Carnegie)
  • The Platform Sutra of Hui-Neng
  • Plutarchs Lives of the Noble Romans

74
Topics - The Young Adult
  • PERSONAL ACCOMPLISHMENT
  • Setting Goals
  • Creating Plans, To Do Lists, Time Management
    and Setting Priorities
  • How to Create the Future You Want
  • PERSONAL EXCELLENCE
  • How to Model Superstars for Personal Excellence
    and Success
  • Special Mental States You Can Cultivate
  • SPECIFIC SPECIAL SKILLS
  • Creativity - Problem Solving
  • Academic Study Skills
  • Money Skills
  • HOW TO CHANGE YOUR FORTUNE AND DESTINY TO CREATE
    THE LIFE YOU WANT

75
How to Set Goals
76
Why Do We Need Goals?
  • When impoverished rats are put into cages with
    toys and learning experiences, their brain cortex
    grows really big
  • In teenage rats, a boring environment has a
    bigger thinning effect on neurons and the brain
    than an enriching environment has on growing
    the brain and thickening the cortex
  • Therefore, rats lose mental ground when not
    challenged
  • People need to be challenged with goals as well!

77
Why Goals?
  • Princeton University Study - only 10 of people
    are natural learners, and the rest have to be
    pushed
  • Harvard University Study - the 3 who write down
    their goals make more money, have more free time,
    and accomplish more than the 97 who do not

78
Goals Workshop
Heres what people ordinarily teach ...
  • Get a record book and redo this every year
  • Write down 5-8 lifetime goals
  • Write down 5-8 annual goals for this/next year
  • Write down 5-8 things to do each month to improve
    your life
  • Write down 2-3 autosuggestions to program into
    your subconscious (Im good at solving
    problems, Im patient with other people, etc.)

79
Brain Tracy Method for Setting Goals
Your ability to select your most important tasks
at each moment, and then to start on the task and
get it done both quickly and well, will probably
have more of an impact on your success than any
other quality or skill you can develop
  • 1. Decide exactly what you want
  • 2. Write it down
  • 3. Set a deadline
  • 4. Make a list of everything you can think of
    that you are going to have to do to achieve your
    goal
  • 5. Organize this list into a plan
  • 6. Take action on your plan immediately - review
    constantly
  • 7. Resolve to do something every single day that
    moves you toward your major goal (like Liao Fan
    and Ben Franklin)

80
Life Goals Exercise
  • Write on a piece of paper Life goals or Things
    to do before I die
  • Make a list of everything you want to do.
    Everything. Write books, make money, travel,
    learn to dance, write till you are done.
  • Let it sit for awhile. Then narrow the list to
    your top 10 choices. Then rest. Then cut it down
    again to your 4 top goals.
  • Pick the goal that is number one, and put it on
    top.
  • If you havent done these things yet and youre
    over 30, theres a 80 chance you wont finish
    them unless you do this exercise.
  • Convert those goals into 5 year objectives.
    Create one year lists, then monthly lists and
    from that weekly lists and from that daily lists.
  • These are YOUR PRIORITIES, and you will have to
    sacrifice lesser interests to achieve them, but
    theyre YOURS. Now youll have a much better
    chance to achieve any of them, especially 1.

81
Important Points for Creating the Life You Want
(Life Goals)
  • Write it down in complete detail - a complete
    picture visualized with all five senses for your
    subconscious mind to work on
  • Write it down in the positive because the
    subconscious mind cannot distinguish between
    negative and positive
  • Be specific, measurable and realistic - establish
    reward milestones
  • Dont set goals too high or low, vague,
    conflicting, miracles
  • Think it through - work it backwards to see how
    to get there
  • (Model yourself on someone who already achieved
    what you want)
  • Feedback - Measure Yourself - Am I on track, is
    it working, if Im not progressing what isnt
    working? (if you continue doing the same thing
    youll continue getting the same results)
  • Review your goals daily - judge decisions by
    Does this take me closer to my goals that matter
    or not?

82
A Review - Setting Goals
  • What are your dreams in life for
  • Career, finances, business, income, home, family,
    health, physical, mental, educational,
    intellectual life, experiences, possessions,
    travel, fun, social, cultural, relationships,
    spiritual
  • Write down WHY you want it, if not move on (if
    you cant find a reason for it, why?)
  • Write down the time frame 1-2-5-10-20 years out
  • What obstacles can come between me and my dreams?
    What skills, abilities, attitudes, action steps,
    objectives do I need to do? Break them down into
    steps with deadlines

83
Kevin Hogan Method for Setting Goals
  • Make a sheet with four squares - 4 DREAMS
  • (1) Business/Career
  • (2) Health
  • (3) Intellectual Life
  • (4) Social/Family/Home
  • REASONS why you must have it
  • The Pain you will feel if you dont achieve it
    (future pacing)
  • The Pleasure you will feel if you do achieve it
    (future pacing)
  • The ACTION STEPS you must do every day to get
    there
  • You need to put this in a book for every year and
    review constantly. Yearly goals and monthly
    goals.

84
Thinking About Goals
  • What are the top 10 places you want to visit
    before you die?
  • What 10 events would you really like to
    experience first hand (theyd be so awesome that
    youd talk about them for the rest of your life)
  • What 10 skills would you most want to acquire?
    (what do you want to become excellent at?)
  • What does your dream home look like? (number of
    rooms, flooring, square footage, color of the
    kitchen, neighborhood, )
  • How much money would you like to earn per year?
  • What would your family like to experience over
    the next 5 years?
  • What 10 toys would you most like to own?
  • What 5 things would give the greatest sense of
    accomplishment in your business life?
  • What 10 things would give you the greatest sense
    of accomplishment in your personal life?

85
Bodri Method for Setting Goals
  • Know your outcome. Fix in your mind exactly what
    you want. Write it down. Be specific.
  • Then take massive intelligent action toward the
    goal. Consistent disciplined action. (Model a
    winner and do what they did)
  • Measure and track your results to see if you are
    getting them.
  • If you are not getting the results you want,
    change your approach!
  • Change ... Change Change until you get your
    desired outcome. Perseverance and discipline to
    stay working at it. Dont dream, work!
  • Secret Formula GOAL DISCIPLINED ACTION
    AWARENESS (meditation) and MEASUREMENT for
    correction MERIT and VIRTUE RESULT.
  • Liao Fan
  • Benjamin Franklin

86
GOSPA
  • GOALS - a place you want to end up at the end of
    a certain period (a certain sales level or
    profitability level)
  • OBJECTIVES - sub-goals you must accomplish in
    order to achieve your goals (in the areas of
    sales, distribution, staff development,
    technology installation, cost control,
    manufacturing, )
  • STRATEGY - the method youll use to accomplish
    your objectives on the way to the goal (ex. build
    an internal sales force, outsource selling to an
    external organization, )
  • PRIORITIES - the things youll have to do first
    and second, whats more and less important
  • ACTIVITIES - the specific day functions delegated
    to specific individuals with deadlines and
    standards of performance

87
Creating Plans and To Do Lists to Achieve Your
Goals and Stay on Track
88
Daily To Do List
  • Start with your WEEKLY to do list
  • Takes 5 minutes per day, but requires discipline
    all day
  • Write down 25 things to do (assignments, errands,
    appointments), select the top 6 most important
    things (you cannot do 15-25 significant things
    in a day)
  • Those 6 things will yield the biggest impact on
    your life and results. Dont focus on the urgent
    or easy things. Do the 20 that makes the 80
    difference. Those 6 things MUST get done. You
    will fail to do them unless you make them a
    priority.
  • Compute the time for those 6 tasks, add it up
  • Schedule those activities (structure them so none
    takes longer than 1 hour) - now your day is
    organized according to what you want from
    yourself
  • Keep focusing on the 6 important things
    throughout the day (so you get closer to your
    long term goals each and every day)
  • Do the most important thing first that moves you
    ahead
  • Do this the night before or each morning
  • Check off items to give yourself a sense of
    completion

89
To Do Lists
  • Hint - do one of the top priority highlighted
    tasks that makes you feel good first
  • Create STOP DOING lists, too
  • Success is what happens to you a little when you
    do a little more each day over and over
  • Success can come in a windfall but usually comes
    bit by bit
  • (1) Youll get more done with this method
  • (2) Youll have fewer unnecessary crises
  • (3) Youll spend a bigger percentage of you time
    doing things that move you along to the goals you
    desire
  • Business people use two accordion folders, one
    with a pocket for each month (12) and another for
    each day (31). Put follow up materials in the
    slot thats appropriate.

90
The Famous 25,000 To Do List Story
  • Human beings will avoid doing what needs to be
    done. We put lots of energy into avoiding the
    hard, unpleasant, realities of life. Its not
    that we dont know what to do. Its that we dont
    do it.  
  • In one story, steel magnate Charles Schwab told
    his management consultant Ivy Lee that What we
    need around here is not more knowing, but more
    doing. If youll pep us up to do the things we
    already know we ought to do, Ill gladly pay you
    anything you ask.  Lee took him up on the
    proposition. In 20 minutes, he told Schwab,
    Ill show you how to get your organization doing
    at least 50 percent more. He started by having
    Schwab write down his six most important tasks to
    complete in the next business day, according to
    their importance. The consultant encouraged
    Schwab to share this approach with his
    executives, judge its value, and, send me a
    check for whatever you think its worth.
  • Two weeks later, Lee received a check for
    25,000 a kings ransom in those days. In an
    accompanying note, Schwab said it was the most
    profitable lesson hed ever learned. The lesson,
    of course, was the power of focus. The person or
    organization that understands and acts upon
    its Top 5 and Top 1 of 5 will succeed.

91
John Adams, 2nd U.S. President, Master List-Maker
  • Wrote first draft of the Declaration of
    Independence
  • Recommended George Washington to lead the war
  • Went to France and convinced them to send their
    navy
  • Convinced the Dutch to lend us the money to
    fund the war
  • Our first ambassador to Great Britain after the
    war
  • 1st Vice-President and set-up all the initial
    protocols
  • 2nd President
  • His February 1776 list from his diary
  • An alliance to be formed with France and
    Spain
  • Government to be assumed by every colony
  • Powder mills to be built in every colony and
    fresh efforts to make saltpeter (for the making
    of gunpowder)
  • Declaration of Independency

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Other Lists to Make
  • Yearly Goals Lists
  • Stop Doing Lists
  • What Could Go Wrong Lists
  • Principles Ive Learned to Guide Myself (from
    Failures of Mistakes)

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Creating the Future You Want
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Napoleon Hills Method to Create the Future
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