New Article
 From
time to time I invite individuals to write an article
that can be posted on my web site. Some have responded.
I invite you to browse through the list of guest articles
and read those that appeal to you. Please feel free to
submit an article for consideration. My thanks to Robert
Adams for the most recent contribution entitled: "Rolodex
Problems."
Read
the article online... |
Seminar Opportunities
 Plan
ahead for upcoming "Brain
Programs" - I only present this special seminar
a few times each year. It is preferable to complete the
BTSA in advance. Audit rates are available for those who
have already taken the BTSA. Check the seminar schedule
on my web site for other seminar opportunities.
Friday, March 16, 2007, 9am-4pm
Salem, Oregon
The Brain Program (bring own lunch)
To register, contact Janet Williams at (503) 363-0390
or eastsalemsda@msn.com
Friday, March 23, 2007, 9am-4pm
Spokane, Washington
The Brain Program
To register, contact Kathi Best at (509) 467-5400 or kkbest@comcast.net
Saturday, April 21, 2007, 9am-4pm
St. Helena, California
The Brain Program (bring own lunch)
Note: This Saturday program is by request, so you "don't
have to take a day off work."
To register, contact Carrie Begg at (707) 963-1219 or
beggc1@ah.org.
View
Dr. Taylor's speaking schedule... |
Brain Bender
More stimulation for your cerebral neurons! [Note: If
you are receiving the text-only version of this email
newsletter, you will need to view the Brain Bender online
(see link below).]
See
Mar/Apr Brain Bender online... |
Riddle
 According
to the old story, how many animals of each kind did Moses
take on board the ark?
See Jan/Feb
Brain Bulletin online... |
Brain-Q
 By request
I am including a puzzle in each Brain Bulletin to provide
additional options for brain stimulation. The puzzle rules
are similar to those of Sudoku, but the puzzle uses letters
of the alphabet rather than numbers. The object is to
complete each grid so that every 3-by-3 box (there are
9 such boxes in each puzzle), every row, and every column
contain the letters in the puzzle word--used only once.
The puzzle word is a reminder that the cerebrum needs
to be exercised on a daily basis: brainjogs
Solutions are available on my web site. [Note: If you
are receiving the text-only version of the email newsletter,
you will need to view the Brain-Q
puzzle online.]
Brain
Q solution for Jan/Feb 2007... |
PowerPoint Slides
 PowerPoint
slides for "Affirmation--the Power of Positive"
are now available on my web site.
When you click the link below, the slideshow will open
in a new window. Click with your mouse or use your arrow
keys to navigate through the slides.
View
PowerPoint slides online...
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Questions & Answers
 Q.
I've always found some tasks harder to accomplish
than others. So do my children. But I'm determined
they will be able to do everything well, so I make them
practice specific tasks every day for a couple of hours.
When they complain and don't do well I typically
restrict all their privileges after school and on the
weekends. What can I do to make them cooperate with my
program?
A. At the risk of your brain choosing to become upset
with my response, I recommend that you Stop
it, now! By insisting your children spend
hours each day on tasks that are difficult for their brains
to accomplish, you may ruin your relationship with them
(if it's not already gone down that road). In addition,
you risk contributing to a variety of potentially negative
outcomes, including:
- Exhausting their brains so they barely have energy
for the tasks they enjoy
- Increasing the likelihood they may develop obsessive-compulsive
behaviors in order to force themselves to complete tasks
that are exhausting for their brains
- Having them develop a lifestyle that is 180 degrees
different from the way you are raising them (and, either
way, 180 degrees from dysfunctional is still dysfunctional)
- Watching them become anxious or discouraged or depressed
and turning to substances or other addictive behaviors
that will alter their neurochemistry so they don't
feel so bad
- Choosing to underachieve in life because of their
history of failure while trying hard to excel in tasks
that are energy-intensive for their brains
- Developing non-optimum levels of self-esteem and
feeling bad about themselves because they never are
able to meet your expectations
Some tasks will be much more energy-intensive based on
individual brain function. I do not know the ages of your
children, but the "work" of children is "play."
It doesn't sound like they are getting to do much
playing. One researcher told me that society has it backwards
in terms of brain function, pushing people to improve
in areas that are energy intensive for their brains. When
you spend your time and energy doing tasks that are energy-exhausting
for the brain you can improve your skill level from poor
to mediocre. When you spend that time and energy honing
skills that are a match with your brain's own built-in-advantage,
you can improve your competence from mediocre to outstanding.
I submit that the purpose of formal education is to build
skills throughout the brain. Outside of that arena, however,
I recommend that you discover what your children find
interesting and help them have fun "playing"
as they learn.
To some degree you hold the happiness, health, and well-being
of your children in your hands. Yes, they can re-parent
themselves after they get out from underneath your thumb.
That is, they can treat themselves in adulthood as they
would have liked to be treated during childhood had their
parents been wiser, but it is a difficult process. They
have unique brains. Each one is unlike any other on the
planet. Observe them, play with them. Help them to identify
a career that matches what their brains do with energy
efficiency. It will still take work on their part to develop
the requisite skills, but they will likely feel good about
themselves, develop optimum levels of self-esteem, and
enjoy using their innate talents to benefit themselves
and others. It's your choice!
Other
Questions & Answers... |
News Note
 Frequently
people ask if I have suggestions for helping them keep
their mind active. I usually do have some suggestions
(e.g., browse through Selected Brain Facts on my web site,
practice Brain Benders, complete Sudoku puzzles, and so
on).
Here is another suggestion: Kristin Einberger and Janelle
Sellick have just written a book entitled "Strengthen
Your Mind--Activities for People with Early Memory Loss."
It is a collection of short, one-page worksheets that
you can complete by yourself or with others. "But
I don't have early memory loss," you say. Great!
This book can help retard its onset!
Available
from Amazon.com... |
Point to Ponder
People often say that motivation doesn't
last. Well, neither does bathing--that's why we recommend
it daily. --Zig Ziglar
From time to time I've had a similar thought about
brain-function information and about the personal journey
to discover one's own innate giftedness. To paraphrase,
attending one seminar or reading one book about brain
function doesn't usually last. It has been
my observation that people who absorb the information
and run with it, who put in the discovery work, who make
practical applications, and who really thrive are the
ones who do something every day--however small--to keep
themselves motivated and to affirm who they are innately.
They are the ones who return to audit The
Brain Program and who make a point to attend
other brain-function seminars. Becoming the person you
were designed to be rarely happens automatically. So,
when did you take your last brain-function bath?
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