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Hi, and welcome to the In the Cortex podcast.

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We are your hosts.

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I'm Paloma Garcia.

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And I am Dani Paraconi.

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And we're the founders of In the Cortex, an online community with programs that show people

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the tools that they need to change their lives through brain reorganization.

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No medication, just movement.

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When you get your brain out of survival mode and regulate your nervous system, you start

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to live in the fun, logical part of the brain, the cortex.

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Subscribe today and learn how to live your best in the cortex life.

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And now, on to today's episode.

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Let's listen to today's Cortex moment.

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My name is Akosal.

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I'm seven years old.

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And I can be one of the call of love school, make new friends, and I transitioned to do

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lots of brain work, and I love to crawl, creep, and do a lot of stuff.

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And I train, and I also like to do everything that my mom says to do.

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I feel more confident.

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Yeah, I'm pushing myself to kick the ball to my friend at soccer.

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I can now change my attitude faster.

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On to today's episode, we are going to talk today all about education and what we're doing,

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what we want to do, and what we think really education needs nowadays and the system, the

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stuff that the system could use, right?

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Danny, I wanted to ask you before we get started to kind of talk a little bit about your experience

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with the educational system, because you have two kids.

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One of them is kind of not really in the system, right?

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And kind of share a little bit of why you decided to go that route.

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Yeah, definitely.

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And you know, it's crazy because our world today is obviously so different than what

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it's ever been.

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And so this is the current situation of a lot of parents that I talked to about how

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we have to adapt to what's happening in today's world.

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And you aren't really having to have this conversation until you're in it.

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So I didn't really have these thoughts until I actually had kids.

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And then I was like, Oh, wow, let's actually look at what's going on.

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So there's a lot of reasons why I chose the route of education that I have.

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And a lot of it is my son, who seven has a specific learning style.

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And I just knew that his style of learning would have gotten lost in the situation of

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what we're seeing.

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And let's just go with mainstream public models.

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Yeah.

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Yeah.

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My mom always says, like, if she had been able to homeschool my brother, who had a lot,

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I think had a very similar brain to Axel's brain.

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She's like, he would have been so great.

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He always, always, always is like, gosh, I wish I knew that that was an option back when

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he was little.

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For sure.

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And that's where there's such a stigma right now with homeschool.

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And it's actually like breaking through when you say you homeschool your child.

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It's no longer like, oh, you have the weird kid, you know?

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Yeah.

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You're starting to like, yeah, like mean girls like.

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Yeah.

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And so now there's there's a new I think we're really starting to form a whole new future

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of education.

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I think it's really coming through.

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And I just knew that Axel was just he would have been the kid that would have been completely

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overlooked because he doesn't advocate for himself.

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But he would have also just been sitting there like picking his nose, like, I don't know

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what's going on, you know, and like literally like we're working on that habit.

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Not going to lie.

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And and so he definitely wasn't that child that could sit down and regurgitate what was

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being taught to him.

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He is so not that kid.

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And at the same time, as I know so much about the brain as what we've been, you know, learning

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over the 14 years we've been doing this work is the brain needs movement.

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And what we know about the mainstream model is that there's not a lot of movement involved

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in schooling.

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And there are teachers who do it and there are teachers who get it.

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But you know, it's a luck of the draw.

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Right.

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And so for Axel, he learns his best when he's moving and running around and able to get

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up.

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So that was a big push.

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And so I have homeschooled him for kindergarten and first grade.

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And my approach to schooling for my children has always been let's focus on the emotional

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well-being.

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Let's get the basics down and start enjoying learning and starting to just, you know, learn

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the fundamentals, how to hold a pencil, how to write, how to do all those things.

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But I haven't been hardcore about pushing for reading and making sure they're mastering

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anything at this point.

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Right.

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Because that's also because you know about the brain and you should not really even start

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to teach reading until seven years old, which is when all the muscles are fully developed

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and their eyes are able to team and look at the same object at the same point.

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And just quickly to mention that kids are being taught to read at four or five years

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old right now.

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Their eyes are totally not ready for it.

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And so it takes kids months and months and months and months, sometimes even years to

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truly be proficient readers when, for example, in Finland, they don't start until they're

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seven years old to start to teach reading.

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And the kids learn like that.

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They're like, you know, everybody's reading because their eyes are prepped for it.

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Right.

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So it's not about excluding certain skills.

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It's just about knowing when is the right time for the brain.

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Right.

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And we sometimes I think in our culture and society, we think that, oh, my gosh.

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And this goes back to when parents are like, oh, my child was walking at nine months and

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we're like, no.

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And it's the same thing as like you think that your child so advanced because they're

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able to do a skill, but it's called a splinter skill where you're able to do something sooner

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than what you're developmentally appropriately able to do.

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So reading.

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So there are a lot of like child prodigies that can read at three, four years old, but

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that is not the norm.

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And we should not make that the norm ever.

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And we should allow for the kids that are wanting to learn at three and four to do it.

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Right.

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But the rest of the kids, let's give them some grace.

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Let's not even start education like serious education until seven.

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Like that would be a dream if we started kinder at seven years old.

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Right.

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And we have to get everything back because that's actually the trend we're seeing in

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today's world anyways.

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Yeah.

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But for everybody who's listening, that is such an important piece.

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And the Scandinavians have this figured out where you do not put in until seven and they

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have like they're thriving in the education world.

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Like they are they are ranked as like number one and two Sweden and Finland is having like

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the best schools in the world for a developed country.

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And ours is about number 16 in the US.

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So it's kind of interesting.

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But we're the number one power in the world.

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So you can kind of see maybe we're funding's going.

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I don't know.

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I'm not going to get into a whole political talk here, but you can see what we are putting

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our energy and effort into.

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And that was also a big part for why I chose to homeschool Axel because I knew he was not

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at that readiness to be able to even be dropped off.

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And there was a lot of trauma for him.

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He has some abandonment stuff going on.

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And then obviously getting divorced and dealing with all that stuff that comes with it brought

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on a lot more of, you know, just an aversion to being dropped off.

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So if he was already starting that moment of like in survival mode and it was just not

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going to like course correct.

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I mean, I tried preschool where I dropped him off and he cried for like the first 20

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minutes.

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And I remember me, I was wired the exact same way.

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Attachment style was rooted in anxiety.

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And so there's fear.

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And so whatever that fear was, my goal was to help my child break through that and not

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live like I did with anxious attachment for the first 20 years of their life.

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So that was what I focused on for kinder in first grade.

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And then it got to a point where he I don't think since he didn't have a grasp of what

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the rest of the kids were doing, like he hangs out with all the other kids at soccer or baseball,

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but he didn't know what they were doing.

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So he didn't know what he didn't know.

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And so he didn't really understand that like kids can't that most kids go into a classroom

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with 28 other kids and sit down and have to work on their own.

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He just expected me to sit next to him at all hours.

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And so then I got to a point I can't actually work anymore.

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Like how am I supposed to be a working parent?

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So I was really calling out into the universe of I need a solution.

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And then I just met an amazing mom at one of his baseball practices one day.

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And we ended up being on the same page.

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And then she's like, hey, we're starting a pod.

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And I was like, what?

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So we've put together a community of moms that are coming and dads, mainly the moms

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though, let's be real.

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And we're coming together and we're supporting the kids for where they're at.

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So we're hiring tutors, which is totally this cool thing that homeschool families are doing

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where they're coming in as a community, hiring other people to help guide your students.

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So now they have an outside authority.

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They're socialized with kids, but it's more of an environment that's conducive to actually

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how we're meant to learn.

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But it's really this going back to that one room schoolhouse and it's all ages together

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and it's bringing in a whole different approach, but not really.

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It's actually just going back to the basics of what did we used to do and why are we far

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away from it?

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Exactly.

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And what are the real reasons that we go to school?

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If you think about it, you want to go to school, of course you're going to do the reading,

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writing, arithmetic, but you also have to go, like you just said, to socialize, to understand

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how to follow directions, to understand how to be a part of a group, to share, to figure

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out how to problem solve things with other people in other situations.

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And that's one of the main things that kids learn there because those are things that

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you're not necessarily going to be able to learn at home always.

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And of course, they're also learning all of these academic skills.

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But the difference, I think, in also what we've seen in the Scandinavian models and

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kind of what you and I talk about all the time when we talk about the ideal school,

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the ideal world is I think this US system is very, very hyper-focused on the stats and

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the numbers and the percentages.

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I mean, standardized testing, if you tell, when you tell somebody that it's from Europe

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or a different background about standardized testing, they're like, what?

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It is the most ridiculous thing ever.

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And I think anybody who's listening to this probably agrees with us.

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But also, nobody's getting the scores that we're supposed to, right?

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Hair quotes.

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And we just looked at the stats.

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25% to 30% of fourth and eighth graders are actually at proficiency level for reading

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and math.

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What?

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Like, what's happening?

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Like, clearly, the model isn't working.

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And these percentages are getting obviously way lower after COVID because that did a number

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on everybody.

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And so it's this hyper-fixation on those large scale numbers that's making it so people

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are losing sight of what actually school is supposed to be about.

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And so I think that's something that happens with teachers all the time.

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I mean, you and I have been teachers.

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You start and you have all these ideas and you have all these new things that you want

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to innovate.

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You want new approaches.

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You read this book, you listen to this podcast, and you take it to your director and you're

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like, hey, I want to do this thing.

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Oh, we can't because of blah.

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Okay, well, no problem.

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Next week, hey, I want to try out this new approach for this kid.

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Oh, yeah, but you know what?

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It's not going to work because of blank.

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After that happens 25 times, you're like, okay, I'm just never going to try out.

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Try that again.

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I worked in schools for like eight years, almost nine years.

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And that after that happening time and time and time and time again, you just stop trying.

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And I was in a different position.

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I wasn't always in the classroom.

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You know what I mean?

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But the teachers are there for a reason.

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They're passionate.

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They want to help kids.

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They want to shape the minds of the future.

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You know, it sounds corny, but it's true.

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Like it's a really a vocation.

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Teaching is not just a job.

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It's a vocation.

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And after you get shot down so many times, then you lose the will to even think about

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innovating.

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And then when your light starts to dim as a teacher, what light are you able to give

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to your students?

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Right.

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And so then it just turns into you just fit into the system and you just go through the

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motions and so many teachers are just waiting to retire.

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Right.

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Because there's like, I can't wait to get out of this because now it never I got into

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it for that exact reason, like you mentioned, but now I'm not able to do so much.

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My hands are constantly tied and I can't help the kids that actually need help the way they

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need it.

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So I'm just going to give up now and just do what I have to do, put my head down and

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get through it.

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And so now we're seeing that combined with kiddos that are just not able to do the things

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that they should be able to do.

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And when we say should, most of the time teachers assume because this is what they went to school

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for, a kid should be able to sit down and listen for six hours a day, be able to hold

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a pencil, be able to block out the noises that are happening behind them, be able to

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regulate their emotions, like all those things that they think should be automatic aren't.

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And so now we're seeing the behaviors in kids.

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They're moving in their chairs constantly.

250
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They're constantly falling out of their chairs.

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They're hitting their pencils against the desk.

252
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They're getting up and walking around the classroom all the time.

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They're picking fights.

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They're not getting along with other friends.

255
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And that turns into more intense behaviors too after a while, you know, and it's also

256
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not all kids are going to go into that fight mode, right?

257
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So that's your brain being in survival mode, fight, flight, freeze.

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Some kids are going to do the overt behaviors, the throwing things, the hitting, the tantrums,

259
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the whatever.

260
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Yeah.

261
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Their kids are going to do the opposite.

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They're like flight.

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I'm just going to sit here quietly, not really call a lot of attention to myself and be as

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make myself as little as possible so I can get through this.

265
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Right.

266
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And so this is why the ratios that exist in classrooms just don't make sense.

267
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You know, a teacher that has 30 students, how are you going to I used to work in a place

268
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where I had a maximum of three students at one time.

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Even then, I'd be like, oh my gosh, I didn't pay that much attention to this one kid in

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that period.

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I mean, right.

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And how are you going to do that with 30 of them?

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Yeah, you know, it's and then that's also kind of this way that it doesn't make sense

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because you're ignoring neurodiversity.

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You're ignoring the fact that people have different ways they have different learning

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styles that have different ways of processing everything.

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And so that's ultimately why this model doesn't work.

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It was designed for a quote unquote majority of people that can do those skills or could

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do those skills at some point.

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Maybe I don't even know if that's true or assuming that they should be able to do these

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things.

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Carla Hannaford has an amazing book called Smart Moves.

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Right.

284
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And it's all about how important movement is for kids.

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And she has all these like really cool case studies and stuff of the classrooms that have

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implemented movement in a much more intentional way to help kids thrive.

287
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And that's the opposite of what's happening in a lot of classrooms.

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And of course, we're not saying every single classroom, but a lot of the time, that's what

289
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happens.

290
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Right.

291
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And so it's this whole cycle and there's just so many different components.

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And on top of that, teachers are making like zero money for doing one of the most important

293
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jobs in society.

294
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Right.

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Literally, once again, shaping the minds of the future.

296
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And it's not a whole cycle that's just really unfair and doesn't really work for anybody

297
00:15:32,000 --> 00:15:33,000
in the end.

298
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You know, and it's time.

299
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So the government in the US is spending one point three trillion dollars a year on education.

300
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And yet it feels like we have nothing to really show for it because we're not even close to

301
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Finland and in Sweden, the Scandinavian countries that have got it more figured out.

302
00:15:49,120 --> 00:15:52,320
But we're going off of, like you said, the standardized testing.

303
00:15:52,320 --> 00:15:57,000
So what and I remember because Axel has to take those the star tests is what we call

304
00:15:57,000 --> 00:15:58,840
them in California.

305
00:15:58,840 --> 00:16:02,920
And it's like such an unrealistic model to go from now we're on a computer taking a test

306
00:16:02,920 --> 00:16:06,200
that's adaptive that all of a sudden gets like super hard when you get two questions

307
00:16:06,200 --> 00:16:07,200
in a row.

308
00:16:07,200 --> 00:16:11,520
And they're actually designed to not do well.

309
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It's kind of weird.

310
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So they actually make it so they are thriving on it.

311
00:16:15,160 --> 00:16:21,480
But then that's but here's a big piece, too, is so now we have a classroom where there's

312
00:16:21,480 --> 00:16:23,800
one child who needs tapping of a pencil.

313
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The child next to him can't handle the tapping of the pencil.

314
00:16:26,760 --> 00:16:27,880
Stay focused.

315
00:16:27,880 --> 00:16:30,840
And now the teacher is saying sit still and pay attention.

316
00:16:30,840 --> 00:16:35,920
And the child, both all of them are like, to what to the kid tapping to the kid walking

317
00:16:35,920 --> 00:16:41,440
to you talking, I don't understand what you're telling me to you know, there's so many different

318
00:16:41,440 --> 00:16:45,520
distractions and things that are coming into the brain and they cannot filter it out.

319
00:16:45,520 --> 00:16:49,400
And now we go and call him the child who's trying to filter out all the things that are

320
00:16:49,400 --> 00:16:51,480
not supposed to be bothering them.

321
00:16:51,480 --> 00:16:54,360
And then you ask him a question and then they just look like deer in headlights and they

322
00:16:54,360 --> 00:16:57,080
freeze and then all the kids are staring at them.

323
00:16:57,080 --> 00:16:58,080
Right.

324
00:16:58,080 --> 00:17:00,160
And then we do know this about the way that kids operate.

325
00:17:00,160 --> 00:17:02,840
Then there's some bullying that might come online.

326
00:17:02,840 --> 00:17:06,120
And then that child then internalizes, I must be dumb.

327
00:17:06,120 --> 00:17:08,200
I can't answer this question.

328
00:17:08,200 --> 00:17:13,640
So because their brains are not doing what we asked them to do automatically, now we've

329
00:17:13,640 --> 00:17:17,020
created subconscious beliefs about ourselves that we are not smart enough.

330
00:17:17,020 --> 00:17:22,960
And I will tell you, that has been a program that has run through my head since like second

331
00:17:22,960 --> 00:17:23,960
grade.

332
00:17:23,960 --> 00:17:27,600
I'll never forget when I was called on in class, I wasn't paying attention because like

333
00:17:27,600 --> 00:17:31,420
I just mentioned, I was a kid that was trying to block all the things out.

334
00:17:31,420 --> 00:17:34,040
Teacher calls on me and I'm just a deer in headlights.

335
00:17:34,040 --> 00:17:38,840
And I'm like, in my head, I'm like, I know the answer, but I just couldn't get it out

336
00:17:38,840 --> 00:17:42,600
because I was completely in a fight or flight.

337
00:17:42,600 --> 00:17:43,600
And that's a reflex.

338
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It's a primitive reflex.

339
00:17:44,600 --> 00:17:45,600
Exactly.

340
00:17:45,600 --> 00:17:46,640
It's the fear of paralysis.

341
00:17:46,640 --> 00:17:50,320
So now that I know that, and then the morrow comes online right after it, because then

342
00:17:50,320 --> 00:17:54,280
I turn bright red and I'm like, oh my gosh, everyone's looking at me.

343
00:17:54,280 --> 00:17:57,480
Or when you had to do popcorn reading, oh my gosh, I couldn't stand that.

344
00:17:57,480 --> 00:18:02,400
So my brain was disorganized, but then I'm carrying around this program within me for

345
00:18:02,400 --> 00:18:06,120
the rest of my life that I am dumb and there's something wrong with me because I'm not able

346
00:18:06,120 --> 00:18:08,880
to do what the kids next to me are doing.

347
00:18:08,880 --> 00:18:13,760
And so this is another thing that if we're going through schooling and we're expecting

348
00:18:13,760 --> 00:18:17,580
kids to do things they're not wired to do, now we label them.

349
00:18:17,580 --> 00:18:19,100
Now we say there's something wrong with you.

350
00:18:19,100 --> 00:18:20,900
Now you have a learning disability.

351
00:18:20,900 --> 00:18:22,080
Now you're this, this and this.

352
00:18:22,080 --> 00:18:24,260
And now we just diagnose it.

353
00:18:24,260 --> 00:18:25,840
And I've had so many teachers.

354
00:18:25,840 --> 00:18:30,640
I've sat in IEP meetings for many, many times over the years and they just immediately want

355
00:18:30,640 --> 00:18:31,640
to label them.

356
00:18:31,640 --> 00:18:32,640
Go ahead, get some meds.

357
00:18:32,640 --> 00:18:37,040
And I'm not saying meds are bad, but it's such like an immediate go-to that we're not

358
00:18:37,040 --> 00:18:38,040
looking for.

359
00:18:38,040 --> 00:18:39,040
Why?

360
00:18:39,040 --> 00:18:40,040
Why?

361
00:18:40,040 --> 00:18:43,320
Why is that child not able to sit in a chair?

362
00:18:43,320 --> 00:18:46,080
Let's peel back the layers there.

363
00:18:46,080 --> 00:18:50,840
So this is going to bring us to like what we really feel like our solution is and what

364
00:18:50,840 --> 00:18:51,840
we're currently doing.

365
00:18:51,840 --> 00:18:55,320
So we are currently right now, we have our in-school program.

366
00:18:55,320 --> 00:19:02,000
That is effectively coming into the classrooms and we are hoping these more teachers because

367
00:19:02,000 --> 00:19:07,000
we've got a few really amazing teachers that are pushing past the red tape, the bureaucracy

368
00:19:07,000 --> 00:19:11,680
of what's going on in the schools and saying, I don't really care if I can't do this with

369
00:19:11,680 --> 00:19:12,680
that.

370
00:19:12,680 --> 00:19:14,720
You know, I'm not getting all the funding I need, but I'm going to get creative and

371
00:19:14,720 --> 00:19:18,080
figure out how to make this happen in the school.

372
00:19:18,080 --> 00:19:19,360
And they're seeing the changes.

373
00:19:19,360 --> 00:19:25,140
They're now seeing kids who used to be completely dysregulated, throwing chairs, saying every

374
00:19:25,140 --> 00:19:29,160
word under the sun to now wanting to do their brain work.

375
00:19:29,160 --> 00:19:33,160
They're seeing kids who weren't able to sit still and stay focused, sit still and stay

376
00:19:33,160 --> 00:19:34,160
focused.

377
00:19:34,160 --> 00:19:36,840
They're seeing kids work as a team and share.

378
00:19:36,840 --> 00:19:39,580
And we're bringing that in through our in-school program.

379
00:19:39,580 --> 00:19:45,000
So that's super exciting because number one, it's sharing that is absolutely possible to

380
00:19:45,000 --> 00:19:51,760
shift the whole entire classroom by everyone doing these movements together.

381
00:19:51,760 --> 00:19:56,360
And this is where we want educators to know that if they can go back to the floor, give

382
00:19:56,360 --> 00:20:01,680
the brain the movement, see how they're moving and go, oh, now I know what this child has

383
00:20:01,680 --> 00:20:03,240
access to at this point.

384
00:20:03,240 --> 00:20:07,580
Now I know where I can push them and where their brains at.

385
00:20:07,580 --> 00:20:12,520
Think about how education will completely just shift in a whole new way.

386
00:20:12,520 --> 00:20:17,320
It's the point of teaching, right, is to truly be able to teach each person for what they

387
00:20:17,320 --> 00:20:18,320
need, right?

388
00:20:18,320 --> 00:20:22,400
Originally, or I guess theoretically, that's kind of what you want.

389
00:20:22,400 --> 00:20:26,680
And there's so many and they're amazing teaching methodologies out there that embrace all of

390
00:20:26,680 --> 00:20:27,680
this.

391
00:20:27,680 --> 00:20:29,800
It's just that it's not the mainstream right now.

392
00:20:29,800 --> 00:20:35,040
But also, once you know the brain profiles, you know which ones are compensating in which

393
00:20:35,040 --> 00:20:36,040
ways.

394
00:20:36,040 --> 00:20:38,560
So like, for example, when you were saying, I'm dumb because I can't do these things that

395
00:20:38,560 --> 00:20:40,100
all my peers can do.

396
00:20:40,100 --> 00:20:43,400
You don't know what the kid next to you was having to do, right?

397
00:20:43,400 --> 00:20:46,760
They probably had the same exact internal monologue and they were thinking you were

398
00:20:46,760 --> 00:20:48,000
really good at it.

399
00:20:48,000 --> 00:20:52,840
And so the whole in school program is basically doing the exact same movements we do in our

400
00:20:52,840 --> 00:20:54,440
personal program, but at school.

401
00:20:54,440 --> 00:20:59,200
And so we teach the teachers how to guide the students and they're doing all of the

402
00:20:59,200 --> 00:21:03,600
creeping, the crawling, the primitive reflex integration all in the classroom.

403
00:21:03,600 --> 00:21:07,760
What we do is we talk about why and we talk about the fact that some things are really

404
00:21:07,760 --> 00:21:08,760
hard.

405
00:21:08,760 --> 00:21:12,400
And so it's also okay to acknowledge that we have challenges.

406
00:21:12,400 --> 00:21:16,480
And I think that that's something that really is changing about society nowadays.

407
00:21:16,480 --> 00:21:20,360
People are talking about the stuff that is hard and that I love that because there's

408
00:21:20,360 --> 00:21:23,240
always somebody that's going to resonate with that one struggle.

409
00:21:23,240 --> 00:21:26,560
And you and I have seen this on TikTok so much when we post our videos.

410
00:21:26,560 --> 00:21:30,760
And there's so many videos which you just said about the popcorn reading, people being

411
00:21:30,760 --> 00:21:33,760
like, you know, when you're sitting in the classroom and you counting how many kids are

412
00:21:33,760 --> 00:21:34,760
coming before you.

413
00:21:34,760 --> 00:21:38,640
And so you pre read the paragraph so that you don't mess up when you're reading it.

414
00:21:38,640 --> 00:21:39,640
Like that holds up.

415
00:21:39,640 --> 00:21:41,680
You're not listening to anything else is reading.

416
00:21:41,680 --> 00:21:47,800
You're hyper focused on like having to do like it perfectly.

417
00:21:47,800 --> 00:21:48,800
Right.

418
00:21:48,800 --> 00:21:50,120
And that's the thing.

419
00:21:50,120 --> 00:21:54,640
You don't know the teacher doesn't know who's doing that or who truly is just like reading

420
00:21:54,640 --> 00:21:59,840
along calmly and able to write pick right up when is their name is called.

421
00:21:59,840 --> 00:22:00,840
Right.

422
00:22:00,840 --> 00:22:05,040
And so this is really the cool thing about doing the brain work is we're giving people

423
00:22:05,040 --> 00:22:11,400
these skills and these tools, I should say, to help regulate when they need it.

424
00:22:11,400 --> 00:22:15,560
But we're also not stigmatizing having challenges.

425
00:22:15,560 --> 00:22:19,960
We're not stigmatizing sometimes feeling totally dysregulated.

426
00:22:19,960 --> 00:22:20,960
Right.

427
00:22:20,960 --> 00:22:23,960
Sometimes feeling so many emotions that you don't know what to do about it or sometimes

428
00:22:23,960 --> 00:22:26,700
feeling no emotions and being disconnected from yourself.

429
00:22:26,700 --> 00:22:27,880
And this goes for any age.

430
00:22:27,880 --> 00:22:33,240
And so that's a really cool piece of the program that I love because it's the kids start to

431
00:22:33,240 --> 00:22:38,360
really connect with their own bodies and the way that the brain is meant to operate, which

432
00:22:38,360 --> 00:22:41,400
is through the connection with our entire body.

433
00:22:41,400 --> 00:22:42,440
I mean, that's it.

434
00:22:42,440 --> 00:22:44,800
You cannot learn when you're in survival mode.

435
00:22:44,800 --> 00:22:47,200
You are literally surviving.

436
00:22:47,200 --> 00:22:50,960
And just like Pullma said, if you're busy reading the paragraph ahead because you don't want

437
00:22:50,960 --> 00:22:55,720
to look stupid or dumb or whatever, and you don't want to mess up the words, you're not

438
00:22:55,720 --> 00:22:58,800
even present for what you're there to do.

439
00:22:58,800 --> 00:23:00,280
Children understand so much.

440
00:23:00,280 --> 00:23:02,280
Yes, so much that's happening.

441
00:23:02,280 --> 00:23:07,120
And when you talk to them in a way where they understand what's going on with themselves,

442
00:23:07,120 --> 00:23:10,560
they feel this deep sense of, OK, I'm now with you.

443
00:23:10,560 --> 00:23:15,320
I want to be on this team with you versus fighting you and versus feeling like you're

444
00:23:15,320 --> 00:23:16,320
the enemy.

445
00:23:16,320 --> 00:23:18,760
So many times we thought of our teachers as enemies, right?

446
00:23:18,760 --> 00:23:20,520
And like, oh, that she was out to get me.

447
00:23:20,520 --> 00:23:25,320
And they probably were like, like Miss Turnbull from Matilda, right?

448
00:23:25,320 --> 00:23:26,320
Crunch Bull.

449
00:23:26,320 --> 00:23:27,520
Crunch Bull.

450
00:23:27,520 --> 00:23:30,600
Miss Trench Bull from Matilda.

451
00:23:30,600 --> 00:23:32,520
She was like this evil woman.

452
00:23:32,520 --> 00:23:34,200
But you and this is what's crazy.

453
00:23:34,200 --> 00:23:41,040
This is we hope to help educators understand too, is that you are now alongside children

454
00:23:41,040 --> 00:23:45,520
who are humans who have emotions and what they do, just like when you're a parent, they

455
00:23:45,520 --> 00:23:50,880
highlight wounds within you and they bring to the forefront the stuff that you have yet

456
00:23:50,880 --> 00:23:52,400
to work through and grow through.

457
00:23:52,400 --> 00:23:54,640
And this is life is a journey.

458
00:23:54,640 --> 00:23:56,800
We all have heard that cheesy cliche.

459
00:23:56,800 --> 00:23:57,800
Life's a journey.

460
00:23:57,800 --> 00:23:59,720
I'm just on the you know, right in the waves.

461
00:23:59,720 --> 00:24:01,320
But it's true.

462
00:24:01,320 --> 00:24:02,800
None of us have it all figured out.

463
00:24:02,800 --> 00:24:09,040
And the goal of schooling is to give our children the tools to handle the challenges later.

464
00:24:09,040 --> 00:24:11,920
All of us adults listening have challenges.

465
00:24:11,920 --> 00:24:13,000
Things are hard for us.

466
00:24:13,000 --> 00:24:15,960
If there was something that I mean, if you went through life and literally nothing was

467
00:24:15,960 --> 00:24:18,080
hard for you, then why are you even here at this point?

468
00:24:18,080 --> 00:24:20,720
You know, like the whole point of life should be studied.

469
00:24:20,720 --> 00:24:21,720
Yeah.

470
00:24:21,720 --> 00:24:22,720
Yeah.

471
00:24:22,720 --> 00:24:24,160
Like you should be challenging yourself in some capacity.

472
00:24:24,160 --> 00:24:27,700
That's the purpose of why we're here in my personal opinion.

473
00:24:27,700 --> 00:24:33,240
So if you're with a teacher who's and we've had teachers that do this, they literally

474
00:24:33,240 --> 00:24:36,940
will tell us like, yeah, that child really challenges me and I'm feeling really triggered

475
00:24:36,940 --> 00:24:38,240
by them.

476
00:24:38,240 --> 00:24:40,920
Teaching is one of the most emotional things you can do because you have this bond with

477
00:24:40,920 --> 00:24:41,920
these kids.

478
00:24:41,920 --> 00:24:42,920
Yeah, you know them.

479
00:24:42,920 --> 00:24:46,400
And then sometimes, you know, especially like you and I, I worked with a lot of kids that

480
00:24:46,400 --> 00:24:50,120
had like emotional disturbances and lots of stuff that was going on at home and stuff.

481
00:24:50,120 --> 00:24:52,520
And sometimes they will say these things or do these things.

482
00:24:52,520 --> 00:24:55,560
And it's so hard to not take it personally.

483
00:24:55,560 --> 00:24:58,800
But then you have to look at it from the brain perspective and from the emotional perspective.

484
00:24:58,800 --> 00:24:59,800
Right.

485
00:24:59,800 --> 00:25:03,080
And I will say, Trunchbull, listen, she was hurting.

486
00:25:03,080 --> 00:25:04,080
I don't think she was.

487
00:25:04,080 --> 00:25:05,080
Yeah.

488
00:25:05,080 --> 00:25:06,440
I think she was just acting out her own trauma.

489
00:25:06,440 --> 00:25:07,440
Right.

490
00:25:07,440 --> 00:25:08,440
Like, exactly.

491
00:25:08,440 --> 00:25:09,680
That's what we all do.

492
00:25:09,680 --> 00:25:10,680
We understand.

493
00:25:10,680 --> 00:25:15,800
And so this is also a really cool way for young kids to start to understand other people

494
00:25:15,800 --> 00:25:16,800
I love.

495
00:25:16,800 --> 00:25:20,880
I know you've said this before on the podcast, but I love when Axel and Siggy will look at

496
00:25:20,880 --> 00:25:23,720
somebody who's having a really hard time, whether it's a kid or an adult.

497
00:25:23,720 --> 00:25:27,280
They often will just say, oh, that person really needs to creep.

498
00:25:27,280 --> 00:25:29,360
Looks like their brain's a little bit disorganized.

499
00:25:29,360 --> 00:25:32,280
Like, it looks like their brain needs a little brain work.

500
00:25:32,280 --> 00:25:33,280
It's so cool.

501
00:25:33,280 --> 00:25:37,320
It's like they have that empathy already built in because they've been learning about all

502
00:25:37,320 --> 00:25:38,320
this stuff.

503
00:25:38,320 --> 00:25:42,400
I want to talk about our vision so we can all like start to like bring this in and attract

504
00:25:42,400 --> 00:25:48,360
it as a society and have this ripple effect take hold and really change what's going on

505
00:25:48,360 --> 00:25:50,620
in the world because we're seeing it happen.

506
00:25:50,620 --> 00:25:55,280
So we are holding space for our future where we can bring in the three R's so kids can

507
00:25:55,280 --> 00:25:58,800
understand how to read, write, and do math with ease.

508
00:25:58,800 --> 00:26:01,360
So it's not a chore and it's not a struggle.

509
00:26:01,360 --> 00:26:05,600
And doing it in a way where we're hands on, we're outside, we're doing it really in nature

510
00:26:05,600 --> 00:26:10,320
and being able to wait and be patient, express yourself, critically think, being OK with

511
00:26:10,320 --> 00:26:12,740
people who have different viewpoints as you.

512
00:26:12,740 --> 00:26:17,040
And then also just talk about moving and how important it is to do for the rest of our

513
00:26:17,040 --> 00:26:18,040
lives.

514
00:26:18,040 --> 00:26:21,720
You know, you're not going to be able to do everything perfectly, but you can always work

515
00:26:21,720 --> 00:26:24,120
on it and you can always keep pushing yourself.

516
00:26:24,120 --> 00:26:26,320
That's why we say our program is for anyone with a brain.

517
00:26:26,320 --> 00:26:28,800
It doesn't matter what point in life you're in.

518
00:26:28,800 --> 00:26:35,200
We have so many people who are in their later years of life that are in their 60s and up

519
00:26:35,200 --> 00:26:37,640
and they are deciding that it's finally time.

520
00:26:37,640 --> 00:26:40,120
It's finally time to take it back.

521
00:26:40,120 --> 00:26:44,960
And so many people that are in our comment section and TikTok and Instagram that said,

522
00:26:44,960 --> 00:26:51,360
oh, my gosh, if I had known that meaning to wiggle in a chair or spin around or tap my

523
00:26:51,360 --> 00:26:56,760
leg, if I had known that that was a sign of a disorganized brain, my life would have looked

524
00:26:56,760 --> 00:26:57,760
so different.

525
00:26:57,760 --> 00:27:03,000
And that's what we're trying to help with is just to help ease the pain of what everyone's

526
00:27:03,000 --> 00:27:08,620
experiencing because there is so much extra pain, so much extra like just wounding that's

527
00:27:08,620 --> 00:27:11,360
getting thrown around at other people.

528
00:27:11,360 --> 00:27:13,940
And we just want to destigmatize that that we're all human.

529
00:27:13,940 --> 00:27:15,800
We all have our stuff.

530
00:27:15,800 --> 00:27:20,680
And these are tools that will literally help you work through it with ease and not feel

531
00:27:20,680 --> 00:27:24,560
like life has to be this insane challenge.

532
00:27:24,560 --> 00:27:29,280
I think also something that's really important is like when you're saying people say, I wish

533
00:27:29,280 --> 00:27:31,280
I had known this before.

534
00:27:31,280 --> 00:27:37,260
We're looking for a world where every kid that goes into school has a screening of where

535
00:27:37,260 --> 00:27:39,720
their brain is, where their primitive brain is.

536
00:27:39,720 --> 00:27:43,400
We got the creeping, the crawling, the primitive reflexes, and the teachers know all about

537
00:27:43,400 --> 00:27:44,400
it.

538
00:27:44,400 --> 00:27:48,320
And they know how to work with each kid starting there.

539
00:27:48,320 --> 00:27:52,760
And they get their brain work done in the first years of life, but going through like

540
00:27:52,760 --> 00:27:58,480
four or five years old, because lots of kids miss those movements in the first year when

541
00:27:58,480 --> 00:28:01,040
they're quote unquote meant to be done.

542
00:28:01,040 --> 00:28:04,320
But meant to be doesn't mean anything nowadays.

543
00:28:04,320 --> 00:28:05,880
Everybody has a completely different brain.

544
00:28:05,880 --> 00:28:08,160
And sometimes your brain's like, nope, I'm not going to creep.

545
00:28:08,160 --> 00:28:09,160
I'm not going to crawl.

546
00:28:09,160 --> 00:28:10,160
I want to walk early.

547
00:28:10,160 --> 00:28:15,200
And for parents and teachers, instead of freaking out and be like, oh my God, no, my kid is

548
00:28:15,200 --> 00:28:16,960
walking early, whatever.

549
00:28:16,960 --> 00:28:17,960
Just say, okay, great.

550
00:28:17,960 --> 00:28:20,640
The good thing is I know this information now and my kid can do it later.

551
00:28:20,640 --> 00:28:27,120
And so we look at a world where this is just a part of every single kid, every single person's

552
00:28:27,120 --> 00:28:28,120
life.

553
00:28:28,120 --> 00:28:29,960
And so they don't have to think later on.

554
00:28:29,960 --> 00:28:30,960
After all those struggles.

555
00:28:30,960 --> 00:28:34,640
Oh, I wish I had known this before, because they already got it under control.

556
00:28:34,640 --> 00:28:35,640
Right.

557
00:28:35,640 --> 00:28:37,040
Got it done.

558
00:28:37,040 --> 00:28:38,480
That was our episode for today.

559
00:28:38,480 --> 00:28:40,960
We are so excited for next week.

560
00:28:40,960 --> 00:28:45,240
We have an interview with Amy, one of our wonderful, wonderful teachers who is implementing

561
00:28:45,240 --> 00:28:47,160
this program in her school.

562
00:28:47,160 --> 00:28:49,640
She's going to talk all about her experience.

563
00:28:49,640 --> 00:28:50,640
And so please tune in.

564
00:28:50,640 --> 00:28:52,760
It's going to be a really, really good episode.

565
00:28:52,760 --> 00:28:55,800
Now talk to us on social media.

566
00:28:55,800 --> 00:28:58,040
Instagram is in the cortex underscore US.

567
00:28:58,040 --> 00:28:59,680
You're going to have to do this one day.

568
00:28:59,680 --> 00:29:01,440
Literally one day it'll be your turn.

569
00:29:01,440 --> 00:29:05,240
And tick tock is in underscore the underscore cortex.

570
00:29:05,240 --> 00:29:07,760
She's mouthing no thanks at me.

571
00:29:07,760 --> 00:29:10,360
Our Facebook is in the cortex US.

572
00:29:10,360 --> 00:29:13,520
Our website is www.inthecortex.com.

573
00:29:13,520 --> 00:29:17,240
Our email is hello at in the cortex dot com.

574
00:29:17,240 --> 00:29:18,840
And yeah, just keep emailing us.

575
00:29:18,840 --> 00:29:20,000
Keep asking us questions.

576
00:29:20,000 --> 00:29:22,880
We are so inspired by all the things that people are sharing with us.

577
00:29:22,880 --> 00:29:26,320
And remember to tag us in your creeping and crawling videos and we'll give you a quick

578
00:29:26,320 --> 00:29:29,640
little free assessment and see what your percentage is.

579
00:29:29,640 --> 00:29:36,280
And remember, if you haven't used it yet, our promo code is brainiac to get 10 bucks

580
00:29:36,280 --> 00:29:38,680
off your very first payment of our program.

581
00:29:38,680 --> 00:29:40,280
Remember, it's a lifestyle program.

582
00:29:40,280 --> 00:29:43,240
It is a program that you have a really long payment plan.

583
00:29:43,240 --> 00:29:44,240
It's a one year payment plan.

584
00:29:44,240 --> 00:29:46,240
But after that, you never have to pay anything again.

585
00:29:46,240 --> 00:29:48,200
You have lifetime access because guess what?

586
00:29:48,200 --> 00:29:53,000
It's a lifestyle that we want everybody to live the cortex life.

587
00:29:53,000 --> 00:29:54,000
And that's it.

588
00:29:54,000 --> 00:29:55,000
Thank you so much for being here.

589
00:29:55,000 --> 00:29:56,000
Bye bye.

590
00:29:56,000 --> 00:30:12,660
Ok bye.