March 29, 2024 • 35 mins
Access a FREE Troubled Teen Sort-Out Session with the Experts at The Competence Institute
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Unlock the secrets of transformative education with Ann Cigainero, a visionary educator with over thirty years of dedication to study technology. Ann captivates us with her pioneering journey in creating a school founded on L. Ron Hubbard's educational principles, where personalized learning and nearly perfect comprehension aren't just goals—they're the standard. As we discuss the profound impact that a custom-tailored approach can have, especially before the pivotal third and fourth grades, you’ll witness how easing academic pressures can lead to incredible strides in a child's learning journey.
Feel inspired as Ann shares heartwarming success stories of children, including those with special needs, who've found their academic footing through the power of individualized attention. We delve into strategies that reignite a passion for learning among students weighed down by study fatigue, and how these personalized plans not only boost literacy but also build confidence and independence. The joy of witnessing a child's transition from grappling with the alphabet to the triumph of reading on their own is a testament to the undeniable benefits of education that speaks to each student's unique needs.
Join us in a reflection on the deep fulfillment that comes from employing study technology to break down learning barriers. This episode isn't just about showcasing Ann's expertise; it's an homage to the educators who, with passion and patience, equip students of all abilities with the keys to unlock their potential. The excitement we feel in sharing these moments of achievement is infectious, and we invite you to connect with Ann's transformative methods and celebrate the victories that shape confident, independent learners for life.
If you want to reach out to Ann to find out more about her tutoring services, email her here: Anns_tutoring4kids@cox.net.
Access a FREE Troubled Teen Sort-Out Session with the Experts at The Competence Institute
Click here now for instant access.
© 2024-2025 The Competence Institute. All Rights Reserved. The Competence Institute is a non-profit educational organization and does not discriminate on the basis of race, color, religion, sex, disability, age, nationality or ethnic origin in administering student admissions or any of its policies, programs or activities. COMPETENCE INSTITUTE is a trademark and service mark owned by The Competence Institute, a division of Team Tyler USA.
Applied Scholastics and the Applied Scholastics Open Book Design are trademarks and service marks owned by Association for Better Living and Education International and are used with its permission.
Grateful acknowledgement is made to L. Ron Hubbard library for permission to reproduce a selection from the copyrighted works of L. Ron Hubbard.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Ryan (00:00):
Hello everyone and welcome to another episode of our
podcast for The CompetenceInstitute.
Today I'm super excited to haveAnn Cigainero with us.
She is a longtime teacher andtutor - over 32 years actually,
she's been educating children,tutoring them, using the study
(00:20):
technology.
So, lots of experience, lots ofamazing stories to share with
us.
Looking forward to hearingabout that, and she's going to
tell us a little bit aboutherself and what she's doing
with the study technology.
So, Hi, Ann! (Ann (00:31):
Hi!) So, I wanted to get started out - if
you could just tell us a littlebit about what introduced you to
the study technology.
Ann (00:41):
All right.
I basically grew up in ahousehold of teachers.
My mom and dad were teachers,my sister became one and my
brother became one, and so I wasdefinitely exposed from a young
age to going into classroomsand being around all that.
And when I had my - my girl, Iwanted her - to make sure she
(01:03):
had a really good education.
And so, I knew about the studytechnology of L.
Ron Hubbard, and so I decidedto join my friends.
I had two friends and we openeda school, so we all wanted our
kids to get a good education.
Ryan (01:23):
Wow! Yeah, that's quite a purpose and quite a big action
to take! (Ann (01:26):
Yeah!) That's so awesome! So, this school - it
used the study technologyexclusively, or?
Ann (01:35):
Yeah, that's - yeah, we had a whole program of curriculum
that we used and then we justuse the curriculum and used
study technology to teach thekids so that we were sure to
stay on top of any problems thatthey had and handle everything
appropriately, so that theydidn't get stuck in the past of
(01:56):
not understanding things andreally bringing up to as close
to 100% comprehension as wecould.
Ryan (02:08):
Wow, that's awesome! Okay, and then so you started this
school.
What was the beginning like?
How did it work, if you don'tmind telling us the story a
little?
Ann (02:15):
Let's see - it was exciting ! (Ryan
and we had - I think we hadprobably about 30 kids in the
beginning and then we justlearned a lot about parents and
about what parents wanted andhow to go about teaching.
And we had teachers, we hadother teachers there, we taught
(02:37):
and it just grew - I don't know- it just grew into a bigger and
bigger school.
It was never a large - verylarge school.
I think we had - probably themost was a hundred kids.
We only went through - in thebeginning we only went through
fourth grade and then we movedup through seventh grade.
Ryan (02:54):
Wow.
Ann (02:55):
Yeah, we wanted to make sure that we got the basics in
because usually around fourthgrade we've noticed that kids
start going off the rails a bitif they're going to go off the
rails and it's around third,fourth grade that happens.
So we wanted to make sure thosebasics were really in so they
had a good, stable foundation.
Ryan (03:14):
Nice, get them through that hump.
(Ann (03:16):
That's right - exactly!) Very cool! Okay, and you
mentioned that you found outwhat the parents wanted and
obviously, if you grew to 100students, you were able to
provide that.
What types of things were youable to provide using the study
technology?
Ann (03:32):
In the beginning, we had a lot of kids that were not doing
well in school and so basically,we would interview the parents
and then interview the childrenand see what was happening with
them, and then they ended upgetting programmed for whatever
their situation was.
Some kids are great at readingand terrible at math, or
(03:56):
terrible at everything -whatever it was.
Then we would find out wherethey were.
Depending on their age - somekids were a couple of years
behind on their ability to read.
Some were doing okay.
So we would - the program wouldtake - would be - it would put
them wherever they werecurrently with that subject.
(04:16):
So if they were way behind inmath, then we would bring them
up.
We'd start them wherever theywere.
Let's say you have a thirdgrader and they really only
understood first grade math.
You'd find out what were theareas of trouble and fix all
those, and that's where thestudy technology came in.
Ryan (04:35):
Right.
Ann (04:36):
And then fix them up and just bring them up to the grade
level as fast as they could goor wanted to go.
Ryan (04:45):
Wow, nice, nice! And so, this sounds very customized and
able to be applied to thatindividual student's needs.
Ann (04:54):
Exactly.
Yeah, that's what we did.
Ryan (04:56):
Okay, that's so cool! And what were some of the successes
that you noticed by using thatmethod and helping the students
and whatnot?
Ann (05:08):
Basically, the first thing that I noticed is the relief
that the students would have.
They - because of the pressurewas taken off of - they were
supposed to know certain thingsalready and just keep moving
ahead, move on over, move onahead, just gut it out and move
(05:29):
ahead.
And they were relieved to knowthat it's okay that they didn't
understand and we were going tofix it, we were going to work
with them and help them tounderstand.
So that was a big one, yeah,and the parents, of course then
were relieved.
Parents would be a little bitnervous about oh no, they have
to go back that far! But they -once they - once we figured out
(05:52):
where the bottom was, then youcould just move them up really
nicely.
Ryan (05:57):
Yeah, absolutely! That's so cool! I felt a little relief
in myself when you said that -I'm like, remembering my years
of schooling! I can imagine astudent who actually got to
experience that being amazing,and I know when I was growing up
there was always a stigma ifsomebody got held back.
But this is different! Itsounds like it's very - you
(06:19):
could be totally where you needto be in three or four subjects,
but there's one that needs tobe handled, so you get to go
work on that one whilecontinuing with the others, if I
understand correctly.
Ann (06:30):
That's exactly right, yeah.
And then if it was - readingwas a pretty huge subject,
because you have to read everyother subject, basically, so
they would have a strong purposefor getting better at their
reading.
And then, one thing that Ialways love - reading, that's
like my favorite - that andgeography and teaching that and
(06:53):
helping kids with that - andthey would have a purpose for it
.
So it's much easier to teachthat when they have an actual
reason to learn it.
And then also to find subjectsthat they're interested in, to
learn how to read.
Like little kids, like four orfive years old, if they're
struggling a bit - or six yearsold - they're just not that
(07:16):
interested.
They've been forced through thereading program, whatever
program they were working on.
I'm thinking of a six-year-oldthat I had one time and he did
not want to read, and so I said,okay, that's fine, we're gonna
just go to the library and I'llread to you.
Yeah, so I started reading - Ifound out what he liked, things
(07:40):
that he liked, and then I wouldjust get those books, and it was
, they were easy books and Iwould read these books to him
and then I just - he just becameinterested because he liked the
certain things - like, he loveddogs.
So we started reading Henry andMudge, which is - which are
great stories about dog - a dog,right, and just things like
that.
So just finding whatever theywere interested in and making it
(08:04):
fun.
Ryan (08:05):
Nice.
Ann (08:06):
Yeah, that's the best thing , I think, to do with them is
find out what they like and whatthey want, rather than trying
to force them because they haveto or because they should.
Ryan (08:18):
Yeah, that makes sense.
I think that's prettyapplicable across life, into the
future as well, right?
(Ann (08:23):
Exactly!) Yeah, so if you start out that way, you're a
few steps ahead of most of uswho grind our way through school
and whatnot.
So, very cool, that's soawesome! And then, you've
mentioned this a few times -this idea of having a purpose
for what you study andestablishing a reason for doing
that - how key was that when youwere working with kids?
Ann (08:45):
Pretty key.
Some of them that were olderwere already used to having to
do things just because theirparents wanted them to or they
were supposed to, so that wasthe purpose in itself, where
they were expected to - so it'sokay, well, I better get this
thing understood.
And they were so much morerelaxed about it because they
actually had an understanding ofthe subject, rather than that
(09:09):
feeling of not knowing what theteacher's talking about, just
that feeling in the chest andjust the tension and suppression
of upset and grief.
That going away and feelingrelaxed and able to just be
comfortable is huge for a lot ofkids - I think a lot of adults
(09:33):
as well - just someone notexpecting them to know what they
don't know.
And then, pretty much all thekids were good with each other.
We didn't have bullies or kidsteasing, and if they did, it
would stop pretty quicklybecause they would just see that
wasn't - that wasn't thepopular thing to do, because
(09:57):
they all pretty much understoodthat they were there to learn.
Ryan (10:02):
Nice.
(Ann (10:03):
That makes sense.
) Yeah, totally! And I know - Ihave a nephew who is -
experienced difficulty in schoolbecause of bullying and not to
date myself, but when I grew up,this bullying thing wasn't
really an issue - at least notwhere I went to school, and
(10:23):
wasn't something we heard of.
But I hear of it so much fromparents and teachers and kids -
my nephew.
Do you think that your abilityto create that learning
atmosphere without all thestress that you've been
mentioning could be helpful inthis bullying situation we find
ourselves with these days?
Ann (10:44):
Absolutely! Yeah, for sure, and it's - it goes both ways.
You have the victim and thenyou have the bully, and they're
pretty much - I found is -they're suffering from the same
type of thing, where they'reeither feeling really
intimidated because they don'tunderstand, or they're feeling
aggressive and they want to takeit out on someone because they
(11:05):
don't understand.
Ryan (11:19):
Yeah - no, that makes sense! Different personalities
manifest the phenomena of roughstudy situations in different
ways, for sure! I think that'spretty true all through life,
now that I think about itactually.
(Ann (11:30):
Yeah) So, yeah - so the microcosm to macrocosm, we go
from school to the world, right?
Ann (11:38):
That's true, yeah.
Ryan (11:39):
Yeah, awesome.
Okay, good to know.
I just wanted to ask thatbecause it came to mind as
something that was applicable towhat you were saying.
But I really like to hear aboutwhat you do now.
I know you do tutoring and whatyou started with there evolved
into this career you have now.
Can you tell us a little bitabout that evolution and what
you're up to now?
Ann (12:02):
Yeah, when we had the school, I was a teacher in the
school and it naturally evolvedto where you would push me up,
into becoming maybe the dean ofthe school and up to becoming
the director of the school, andI would - I had my office.
I was giving it a go and everytime the boss would come into my
(12:24):
office, I'd either have a childin there and I'd be working
with the child on whateversubject, or she couldn't find me
because I was in the classroom.
I really didn't want to do that.
I wanted to work with the kids.
That was my true love! So,basically, my child grew up, she
got older, she left, shegraduated and I stayed for a
(12:46):
while and then I just reallywanted to work with parents and
children, directly, because Ihad a lot of - I worked with the
parents, but I mostly workedwith the children.
So I decided to start atutoring business.
(Ryan (12:59):
Nice) Yeah, and I was fortunate to do - L.
Ron Hubbard, Mr.
Hubbard has a lot ofinformation about children and
parents and I actually did acourse called the Youth
Specialist Course where Ilearned about children and
parents and relationshipsbetween them and also about
(13:20):
education, and so I understoodhow important it was for the
whole family to be doing well,especially if kids were having a
lot of trouble - it could bleedinto everybody's lives in the
family.
I did the Youth SpecialistCourse and got myself set up for
that and then I began to tutora while after that, and just
(13:44):
work with the parents and workwith the kids, and that's
basically how I started out withthat.
Ryan (13:51):
Nice! That's so interesting! You've mentioned a
lot about not just teaching themthe study technology and
helping them duplicate theirstudies and all of that, but
also this interactive need andsetup with the parents and you
learning about the relationshipthere.
How does that impact you as a -as an educator, as a tutor and
(14:13):
whatnot?
What is - how does that fittogether?
Ann (14:15):
Parents know a lot about their kids, and so it helps me
to work with them and it's funin a way, because sometimes
parents will forget.
They'll talk to me about theirchild when I first meet them,
and then I always want tointerview the child away from
(14:36):
the parent, because they mayhave a different viewpoint than
the parent on what the problemis or exactly how they want to
handle it.
A lot of times parents thinkthey already know what the
situation is, so sometimes I cangive them more information
about the situation after Iinterview the child, and they're
(15:00):
sometimes surprised at what Ifind out, and so that helps.
So I can have both the parent'sviewpoint and then also the
child's viewpoint.
Ryan (15:10):
Nice! Makes sense.
I know, in growing up -obviously, you get through
school, you do what you need todo.
And my parents - they werealways involved but they didn't
really get deeply involved.
It sounds like your approachwould get the parents more
involved, and do you findyourself educating the parents
(15:31):
on the study technology a bit aswell?
Ann (15:34):
Yeah, it ends up happening because they're curious as to
how I get the child to do what Iget them to do.
And then also, along with that,there's courses that I took
where they - they do - theirwillingness does want to be
consulted.
They want to be consulted aboutcertain things and not have to
(15:57):
have the pressure of you've gotto do this just because I said
so.
So I introduce that idea and Imake it kind of fun.
This is your education, it'snot my education, it's not your
parents' education, this isyours.
So let's make it more personalfor you - and that's a new idea
for the parents a lot of times.
(16:17):
They love it!
Ryan (16:19):
Yeah.
Ann (16:20):
But it's different.
(Ryan (16:21):
Yeah, for sure - I can see it now, like, okay, I'm
going to use this to getvegetables eaten and you know -
all sorts of things, right?
Chores will now be incentivizedor whatever.
) Ann (16:41):
Exactly! Yeah, and also, part of it is too, where they
learn to honor and respect theirparents, along the way (Ryan:
Oh, wow!) - whatever degree Ican get them to do that, but
they just - they calm down.
I think what happens is, oncethey're happy with their
education - because they'respending hours, how many hours?
Six to plus hours a day, atleast five days a week, that's
their job, and if they'remiserable and anxious and hate
(17:02):
it, that spills out into their -the other parts of their lives.
So if I can calm that down andget them to be happy with
themselves and with learning,then that changes pretty much
the whole dynamic of the family.
Ryan (17:19):
Yeah, absolutely! It's like therapy for the family!
That's so awesome! Okay, great!So, if you are working with
someone now, what are some ofthe situations you find yourself
handling and what are some ofthe successes you've had in
doing that?
Ann (17:36):
Well, I've worked with different kids.
I've worked with special needschildren.
(Ryan (17:42):
Okay) Ann
door and one of them - the momreally wanted her to learn to
read.
She just couldn't - she couldn't- actually both of them, come
to think of it, and they werereally having trouble with
reading and so I just backed itup and I think I ended up
teaching them the sounds of thealphabet so that they really
(18:06):
knew the sounds, and then theyknew that the sounds represented
parts of words and - justreally took it back to basics.
And then they read things theywere interested in and then we
just went from there.
And one of them - I rememberthe mom, she had a success where
she said that she could notbelieve, after about four months
(18:26):
of me working, that her sonwould go around and read signs
and was excited about being ableto read.
And he ended up growing up andlearning how to ride the bus on
his own because he could readthe signs and read the schedules
and all that and then - justbasic reading ability, so that
(18:51):
he could survive on his own.
Yeah, and it wasn't dependent onmom.
And then the little girl, shegrew up and she she made it in -
she was in school but she had -in a special needs school, just
because she was a bit slow, notas fast as the average person,
and - but she did pretty well.
She was great socially and feltgood about herself because she
(19:14):
could learn how to read.
Ryan (19:17):
Nice, nice! It sounds like you're taking people who have
maybe, at least in some cases,like you just talked about, have
a little bit of a disability orsomething, but after you apply
your tools with study technologyand getting things understood
and broken down to basics,that's almost now not there
(19:38):
anymore and the person's justable to absorb and read
information.
Is that true?
Ann (19:44):
Yeah, to a degree, yeah.
If they have a physicaldisability, they don't
necessarily get all the way upto the same level, but they're
able to function on their ownand that's the thing.
They're much more independent,and yeah! - so, in that way,
absolutely - and they'reconfident.
Their confidence just soars andthat's a beautiful thing.
(Ryan (20:06):
Yeah!) They really - they trust themselves and, yeah!
That's so cool!)
Ryan (20:16):
I actually was just reading a quote I think it was,
from Martin Luther King, abouthow education should not only be
bringing of more information,but building confidence and
establishing purpose, and itsounds like what you do really
lends itself towards that aswell.
Ann (20:30):
Yeah, well, that's the beauty of this technology.
It really is.
Ryan (20:35):
Okay, great! I know you mentioned you had some specific
successes that you were excitedto share with us.
Can you tell us a little bitabout some of those?
Ann (20:44):
Sure, let's see here - he was trying to get through a
chemistry course and he had afunny thing that he did where he
would - he said that he wouldhandle himself falling asleep
while he studied with - he had asatchel of - they were - I'm
(21:08):
trying to think what they were,like an herb or a, an essence,
and he would smell them to wakehimself up.
Ryan (21:15):
Oh, wow!
Ann (21:16):
And I had never seen or heard of anything like this
before.
Ryan (21:19):
Me neither!
Ann (21:19):
So, yeah, so he actually, on his own, learned the study
technology to apply to himself,and he was surprised to find out
that actually he could use thistechnology to handle the
sleepiness, this tiredness thathe felt.
And so then he did, and he -I'll read you what he said.
(Ryan (21:38):
Okay.
) He said this - the semester isgoing along great.
The study technology you sharedwith me has been working so
well with understanding thescientific journals that I'm
reading.
So far, I have read fivescientific journals and wrote
reports on them, and I'venoticed that I can extend the
(21:59):
period of time that I study muchlonger because my concentration
has improved so much.
Wow!) As far as chemistry, my comprehension is
outstanding.
Ryan (22:12):
Wow, how cool!
Ann (22:13):
Pretty fun!
Ryan (22:15):
Yeah! It makes it not such a chore, like you were saying!
Obviously he has to get throughthese materials.
(Ann (22:21):
Right.
) It makes it - yeah, fun, andsomething you can have a win at!
That's right!) Yeah, I can remember falling asleep
studying, so I think better thancoffee and stimulants, using
some study technology! Nice!Okay, great! Tell us some more!
Ann (22:39):
Let's see - I have one from a high school girl and this was
from the mom, and she said, Mydaughter's challenge was math
and when she started workingwith Ann she was three to four
grades behind.
She simply despised math.
She had consistently bad grades, mostly Fs, and just wasn't
(23:01):
motivated to learn.
With Ann's help, she was ableto learn, understand and finish
the year on a strong note withthe grade of a B minus.
The improvement transpired inmy daughter's personality and
approach to her homework.
And now when I ask her to doher math homework, she replies,
I already did it! (Ryan (23:23):
Wow!)
Ryan (23:26):
Wow!
Ann (23:27):
So that was a win from the parents.
Ryan (23:30):
Yeah! I'm sure the girl there is having some pretty
major wins in life too!
Ann (23:34):
Yeah, she did.
She had a lot of fun.
She really startedunderstanding.
It was pretty, pretty neat.
She was very bright actuallyand it really - it didn't take a
lot, honestly, to help her,just had to clear up some of the
past things, and then she justgrabbed a hold and just started
running with it.
Ryan (23:53):
Makes sense.
Do you find that usually to betrue?
You just hone in on a fewthings and you get them cleared
up and everything starts to roll.
Ann (24:00):
Yeah, it normally does, and the fewer the subjects they
have trouble with, the faster itgoes.
But yeah, it's - usually theyimprove a lot faster than
anybody would ever think thatthey would, especially if
they're several grades behind.
But yeah, you just get in, getsome of the basic things cleared
up and it all comes back andcomes - their memory almost
(24:23):
comes back to what they hadlearned before.
Ryan (24:26):
Yeah, yeah, I'm familiar with that phenomena! Yes,
absolutely! I just had aquestion pop into my mind, I
want to ask you.
I've had some people who wereinterested in getting better at
a certain subject or doing thisor doing that, and when you
mention tutoring, they're like -Oh yeah, we've used tutors, we
are - he doesn't need more help,he just needs to stick to - he
(24:49):
needs to stop watching so muchXbox or whatever, right?
What would you say about that?
I mean, you have a unique -without getting into all the
details of what you do, you havea unique approach.
How would you answer somebodywho says something like that?
Ann (25:05):
That's a good question.
I'm trying to think how I wouldanswer that.
Ryan (25:11):
Yeah, not to put you on the spot, it was just - I had
the question.
I figure I've got you here.
I'm going to ask!
Ann (25:14):
Absolutely!
Ryan (25:15):
Yeah.
Ann (25:16):
I listen to the student - what they have to say - and I
don't go in with the attitudethat I already know the subject
and I know it all, and I'm goingto teach them.
I am going to teach them thesubject.
What I do is, I work with themand I find out what area they
(25:36):
feel that they have trouble withand then - because they know,
they have an idea, they knowthat they don't - they don't
know how to multiply or theydon't know how to divide.
So then, I use the studytechnology and I know that
there's a gradient ofinformation that's been skipped
over.
So I take them back to beforethat, before they were having
(26:00):
trouble, and I clear up areasbefore that, because it's not
where they think it is.
It's not the division or it'snot the multiplication, it's
something before that which is alot of times addition, or - the
killer is regrouping.
That whole subject - that comesup more times than I can count.
(26:23):
They just lose it at regroupingand they think they have, but
then they don't really have it.
So that's part of the studytechnology, is taking it back to
where before they thought theyunderstood it and then getting
that area understood.
Ryan (26:39):
Yeah.
Ann (26:40):
And it's not just memorize and just do it and gut it out.
It's, do you understand this?
Show me how you understand it.
Okay, now demonstrate it to me,show me.
And they can! And they brightenup and they're happy! It's just
- it's not drudgery, it's fun!
Ryan (26:58):
Yes, absolutely! Yeah, and I know, personally I've
experienced the magic of - youthink there's something going on
and I have all my attention onthis one thing and then somebody
comes and has me look a littlebit before it and then all of a
sudden that thing I thought Ididn't know, makes total sense!
So, I - just from my havingexperienced that and then
(27:20):
working with my partner at TheCompetence Institute, Mike Tyler
, who's also an expert at doingthat - it's pretty magical!
People think, oh, well, thatthat sounds like common sense,
but really, there's such - andyou're very - you put it in a
very easy manner ofunderstanding it - but there's
such a precise way of noticingwhere that spot is and finding
it and helping the student withthat exact thing and not
(27:42):
something else, that - to me -that's really where the magic is
in using the study technology.
Ann (27:47):
Absolutely, yeah! And it's funny too, because it
really - they feel so happy!They're so relieved and they're
- it's just the right thing andthere's nothing wrong with them.
And that's one thing that Ihave said so many times to
children.
I said there's nothing wrongwith your ability to learn.
You have no learning disorder.
(28:09):
There's nothing wrong! It's howyou were taught or how you were
not taught.
It's because you were - youwent past things, because the
class went ahead and it's notyou! So, all we have to do is go
back, find what you didn't get,get it understood and boom! And
there's that! It's actuallyreally simple.
Ryan (28:32):
Awesome, very cool, very cool.
I interrupted our successsuccession stories there.
Do you have any more you'd liketo share?
Ann (28:41):
Let's see, I think I have one that kind of goes along with
whatSo, this mother wrote a success
and she said, My son has beentutoring with Ann for the past
few months.
When he was attending publicschool, he did not have the
motivation to progress in hisstudies.
There were many things thatwere affecting him negatively,
(29:02):
that did not allow him to focus.
That resulted in him notunderstanding what he was being
taught and eventually fallingbehind.
With Nicholas's approval, Imade the decision to start the
process of homeschool, so Annbegan to tutor him.
It was the best decision I made.
She showed him the value oflearning and soon my son started
(29:28):
loving to learn and increasinghis knowledge.
He doesn't feel insecureanymore and he's gained many
confidences.
That's basically what it is.
It's just saying that I'mpatient and caring, but actually
it's not even that.
It's just simply finding whatwas wrong and handling it.
Ryan (29:48):
And having the know-how on how to handle it! You seem to
be very - just confident thatyou're going to be able to
handle whatever comes up.
Ann (29:56):
Yeah, I do! I do feel confident and I feel confident
that I can also get them tostart using it as well.
And this exact same boy - I hadhim - I worked with him for a
few years and he ended up goingto a school because he wanted to
have a social life, right?
So he stopped homeschooling andhe told me - I still tutored
(30:19):
him - and he told me that he -there was a boy that was causing
a lot of trouble in class andso he took him aside, and he
talked to him and he said, youhave a misunderstood word in
what you're studying and I'mgoing to help you find it.
Ryan (30:36):
Oh my gosh!
Ann (30:37):
And he did!
Ryan (30:39):
Wow! (Ann
ripple effect of what you'redoing, just spreading out that
calm.
Ann (30:46):
Yeah, yeah! That was fun, that was really fun!
Ryan (30:55):
So fun, yes, that's great! I'm inspired! I'm going to send
some people your way - I gotsome people in mind, actually.
(Ann (30:58):
Oh great!) Thank you so much for sharing all those! Were
there any other topics that youwanted to cover, or success
stories related to certain areasthat you wanted to go over?
Ann (31:08):
I can't really think of anything.
I think I've - I just - I don'tknow if I mentioned this before
, but a lot of times when I havea child sent to me, they are
very introspective.
They are - they think there'ssomething wrong with them,
they're lacking confidence intheir ability and they don't -
(31:32):
they feel very insecure.
And just by applying the studytechnology, their confidence
comes up.
They begin to look outward, notinward at themselves - what's
wrong - and they just lose thatwhole problem.
It's not there anymore and theyjust become these bright,
(31:52):
beautiful children that theyalways were.
But they're acting that way now.
Ryan (31:58):
So amazing, just great! It's really - it's a new era of
education, I feel, with whatpeople like yourself are doing
to bring this study technology -it just creates a whole new
atmosphere.
Ann (32:11):
That's true, yeah!
Ryan (32:13):
Yeah! I've had this question pop through my head as
we've been talking here a fewtimes, so I want to ask it
before we end off.
This is just me - being, havingthe personality I have, but I
would think that what you'redoing, like engaging with
students one-on-one, reallyhelping them when they're moving
slow and whatnot, it seems tobe a large patience factor and
(32:36):
willingness to engage andwhatnot.
Some people find that very hardto do, but I can see, just by
the way you're talking about it,like you light up and it's
something you really enjoy.
Can you speak to that?
What it is that makes that sopassionate of a subject for you
and how you navigate it?
Ann (32:54):
I don't know the answer to that, honestly! It could be just
because I know the studytechnology and I know these
barriers that children andadults run up against, with not
being able to learn.
I know the solution.
(Ryan (33:13):
Right) And I can help them with it, and I think that
maybe that's really the bottomline is that I have confidence
in my ability to help thembecause I know this technology
and I have no doubt about itbeing able to help them with
learning and study.
And if they want to accomplishsomething, I know that they can
(33:35):
accomplish it and it's - there'snothing wrong with them.
They're fully capable - eventhe ones with the physical
disabilities, the ones that -they were able to accomplish
what they wanted to accomplish.
So, I think that's probablywhat you see.
Ryan (33:55):
I think so! Okay, great! Well, thank you so much, Ann! I
really appreciate you sharingall that with us! And for
everyone who's listening, if youhave any questions for Ann, the
information on how to contacther will be in the show notes,
and how to get a hold of her andask your questions, that will
all be there.
You can always reach out to usand we can direct you to her as
(34:15):
well.
But again, thank you so muchfor being on, Ann, we look
forward to talking to you more!
Ann (34:20):
Thank you, it was a lot of fun.
I enjoyed it very much!
Hello everyone and welcome to another episode of our
podcast for The CompetenceInstitute.
Today I'm super excited to haveAnn Cigainero with us.
She is a longtime teacher andtutor - over 32 years actually,
she's been educating children,tutoring them, using the study
(00:20):
technology.
So, lots of experience, lots ofamazing stories to share with
us.
Looking forward to hearingabout that, and she's going to
tell us a little bit aboutherself and what she's doing
with the study technology.
So, Hi, Ann! (Ann (00:31):
Hi!) So, I wanted to get started out - if
you could just tell us a littlebit about what introduced you to
the study technology.
Ann (00:41):
All right.
I basically grew up in ahousehold of teachers.
My mom and dad were teachers,my sister became one and my
brother became one, and so I wasdefinitely exposed from a young
age to going into classroomsand being around all that.
And when I had my - my girl, Iwanted her - to make sure she
(01:03):
had a really good education.
And so, I knew about the studytechnology of L.
Ron Hubbard, and so I decidedto join my friends.
I had two friends and we openeda school, so we all wanted our
kids to get a good education.
Ryan (01:23):
Wow! Yeah, that's quite a purpose and quite a big action
to take! (Ann (01:26):
Yeah!) That's so awesome! So, this school - it
used the study technologyexclusively, or?
Ann (01:35):
Yeah, that's - yeah, we had a whole program of curriculum
that we used and then we justuse the curriculum and used
study technology to teach thekids so that we were sure to
stay on top of any problems thatthey had and handle everything
appropriately, so that theydidn't get stuck in the past of
(01:56):
not understanding things andreally bringing up to as close
to 100% comprehension as wecould.
Ryan (02:08):
Wow, that's awesome! Okay, and then so you started this
school.
What was the beginning like?
How did it work, if you don'tmind telling us the story a
little?
Ann (02:15):
Let's see - it was exciting ! (Ryan
and we had - I think we hadprobably about 30 kids in the
beginning and then we justlearned a lot about parents and
about what parents wanted andhow to go about teaching.
And we had teachers, we hadother teachers there, we taught
(02:37):
and it just grew - I don't know- it just grew into a bigger and
bigger school.
It was never a large - verylarge school.
I think we had - probably themost was a hundred kids.
We only went through - in thebeginning we only went through
fourth grade and then we movedup through seventh grade.
Ryan (02:54):
Wow.
Ann (02:55):
Yeah, we wanted to make sure that we got the basics in
because usually around fourthgrade we've noticed that kids
start going off the rails a bitif they're going to go off the
rails and it's around third,fourth grade that happens.
So we wanted to make sure thosebasics were really in so they
had a good, stable foundation.
Ryan (03:14):
Nice, get them through that hump.
(Ann (03:16):
That's right - exactly!) Very cool! Okay, and you
mentioned that you found outwhat the parents wanted and
obviously, if you grew to 100students, you were able to
provide that.
What types of things were youable to provide using the study
technology?
Ann (03:32):
In the beginning, we had a lot of kids that were not doing
well in school and so basically,we would interview the parents
and then interview the childrenand see what was happening with
them, and then they ended upgetting programmed for whatever
their situation was.
Some kids are great at readingand terrible at math, or
(03:56):
terrible at everything -whatever it was.
Then we would find out wherethey were.
Depending on their age - somekids were a couple of years
behind on their ability to read.
Some were doing okay.
So we would - the program wouldtake - would be - it would put
them wherever they werecurrently with that subject.
(04:16):
So if they were way behind inmath, then we would bring them
up.
We'd start them wherever theywere.
Let's say you have a thirdgrader and they really only
understood first grade math.
You'd find out what were theareas of trouble and fix all
those, and that's where thestudy technology came in.
Ryan (04:35):
Right.
Ann (04:36):
And then fix them up and just bring them up to the grade
level as fast as they could goor wanted to go.
Ryan (04:45):
Wow, nice, nice! And so, this sounds very customized and
able to be applied to thatindividual student's needs.
Ann (04:54):
Exactly.
Yeah, that's what we did.
Ryan (04:56):
Okay, that's so cool! And what were some of the successes
that you noticed by using thatmethod and helping the students
and whatnot?
Ann (05:08):
Basically, the first thing that I noticed is the relief
that the students would have.
They - because of the pressurewas taken off of - they were
supposed to know certain thingsalready and just keep moving
ahead, move on over, move onahead, just gut it out and move
(05:29):
ahead.
And they were relieved to knowthat it's okay that they didn't
understand and we were going tofix it, we were going to work
with them and help them tounderstand.
So that was a big one, yeah,and the parents, of course then
were relieved.
Parents would be a little bitnervous about oh no, they have
to go back that far! But they -once they - once we figured out
(05:52):
where the bottom was, then youcould just move them up really
nicely.
Ryan (05:57):
Yeah, absolutely! That's so cool! I felt a little relief
in myself when you said that -I'm like, remembering my years
of schooling! I can imagine astudent who actually got to
experience that being amazing,and I know when I was growing up
there was always a stigma ifsomebody got held back.
But this is different! Itsounds like it's very - you
(06:19):
could be totally where you needto be in three or four subjects,
but there's one that needs tobe handled, so you get to go
work on that one whilecontinuing with the others, if I
understand correctly.
Ann (06:30):
That's exactly right, yeah.
And then if it was - readingwas a pretty huge subject,
because you have to read everyother subject, basically, so
they would have a strong purposefor getting better at their
reading.
And then, one thing that Ialways love - reading, that's
like my favorite - that andgeography and teaching that and
(06:53):
helping kids with that - andthey would have a purpose for it
.
So it's much easier to teachthat when they have an actual
reason to learn it.
And then also to find subjectsthat they're interested in, to
learn how to read.
Like little kids, like four orfive years old, if they're
struggling a bit - or six yearsold - they're just not that
(07:16):
interested.
They've been forced through thereading program, whatever
program they were working on.
I'm thinking of a six-year-oldthat I had one time and he did
not want to read, and so I said,okay, that's fine, we're gonna
just go to the library and I'llread to you.
Yeah, so I started reading - Ifound out what he liked, things
(07:40):
that he liked, and then I wouldjust get those books, and it was
, they were easy books and Iwould read these books to him
and then I just - he just becameinterested because he liked the
certain things - like, he loveddogs.
So we started reading Henry andMudge, which is - which are
great stories about dog - a dog,right, and just things like
that.
So just finding whatever theywere interested in and making it
(08:04):
fun.
Ryan (08:05):
Nice.
Ann (08:06):
Yeah, that's the best thing , I think, to do with them is
find out what they like and whatthey want, rather than trying
to force them because they haveto or because they should.
Ryan (08:18):
Yeah, that makes sense.
I think that's prettyapplicable across life, into the
future as well, right?
(Ann (08:23):
Exactly!) Yeah, so if you start out that way, you're a
few steps ahead of most of uswho grind our way through school
and whatnot.
So, very cool, that's soawesome! And then, you've
mentioned this a few times -this idea of having a purpose
for what you study andestablishing a reason for doing
that - how key was that when youwere working with kids?
Ann (08:45):
Pretty key.
Some of them that were olderwere already used to having to
do things just because theirparents wanted them to or they
were supposed to, so that wasthe purpose in itself, where
they were expected to - so it'sokay, well, I better get this
thing understood.
And they were so much morerelaxed about it because they
actually had an understanding ofthe subject, rather than that
(09:09):
feeling of not knowing what theteacher's talking about, just
that feeling in the chest andjust the tension and suppression
of upset and grief.
That going away and feelingrelaxed and able to just be
comfortable is huge for a lot ofkids - I think a lot of adults
(09:33):
as well - just someone notexpecting them to know what they
don't know.
And then, pretty much all thekids were good with each other.
We didn't have bullies or kidsteasing, and if they did, it
would stop pretty quicklybecause they would just see that
wasn't - that wasn't thepopular thing to do, because
(09:57):
they all pretty much understoodthat they were there to learn.
Ryan (10:02):
Nice.
(Ann (10:03):
That makes sense.
) Yeah, totally! And I know - Ihave a nephew who is -
experienced difficulty in schoolbecause of bullying and not to
date myself, but when I grew up,this bullying thing wasn't
really an issue - at least notwhere I went to school, and
(10:23):
wasn't something we heard of.
But I hear of it so much fromparents and teachers and kids -
my nephew.
Do you think that your abilityto create that learning
atmosphere without all thestress that you've been
mentioning could be helpful inthis bullying situation we find
ourselves with these days?
Ann (10:44):
Absolutely! Yeah, for sure, and it's - it goes both ways.
You have the victim and thenyou have the bully, and they're
pretty much - I found is -they're suffering from the same
type of thing, where they'reeither feeling really
intimidated because they don'tunderstand, or they're feeling
aggressive and they want to takeit out on someone because they
(11:05):
don't understand.
Ryan (11:19):
Yeah - no, that makes sense! Different personalities
manifest the phenomena of roughstudy situations in different
ways, for sure! I think that'spretty true all through life,
now that I think about itactually.
(Ann (11:30):
Yeah) So, yeah - so the microcosm to macrocosm, we go
from school to the world, right?
Ann (11:38):
That's true, yeah.
Ryan (11:39):
Yeah, awesome.
Okay, good to know.
I just wanted to ask thatbecause it came to mind as
something that was applicable towhat you were saying.
But I really like to hear aboutwhat you do now.
I know you do tutoring and whatyou started with there evolved
into this career you have now.
Can you tell us a little bitabout that evolution and what
you're up to now?
Ann (12:02):
Yeah, when we had the school, I was a teacher in the
school and it naturally evolvedto where you would push me up,
into becoming maybe the dean ofthe school and up to becoming
the director of the school, andI would - I had my office.
I was giving it a go and everytime the boss would come into my
(12:24):
office, I'd either have a childin there and I'd be working
with the child on whateversubject, or she couldn't find me
because I was in the classroom.
I really didn't want to do that.
I wanted to work with the kids.
That was my true love! So,basically, my child grew up, she
got older, she left, shegraduated and I stayed for a
(12:46):
while and then I just reallywanted to work with parents and
children, directly, because Ihad a lot of - I worked with the
parents, but I mostly workedwith the children.
So I decided to start atutoring business.
(Ryan (12:59):
Nice) Yeah, and I was fortunate to do - L.
Ron Hubbard, Mr.
Hubbard has a lot ofinformation about children and
parents and I actually did acourse called the Youth
Specialist Course where Ilearned about children and
parents and relationshipsbetween them and also about
(13:20):
education, and so I understoodhow important it was for the
whole family to be doing well,especially if kids were having a
lot of trouble - it could bleedinto everybody's lives in the
family.
I did the Youth SpecialistCourse and got myself set up for
that and then I began to tutora while after that, and just
(13:44):
work with the parents and workwith the kids, and that's
basically how I started out withthat.
Ryan (13:51):
Nice! That's so interesting! You've mentioned a
lot about not just teaching themthe study technology and
helping them duplicate theirstudies and all of that, but
also this interactive need andsetup with the parents and you
learning about the relationshipthere.
How does that impact you as a -as an educator, as a tutor and
(14:13):
whatnot?
What is - how does that fittogether?
Ann (14:15):
Parents know a lot about their kids, and so it helps me
to work with them and it's funin a way, because sometimes
parents will forget.
They'll talk to me about theirchild when I first meet them,
and then I always want tointerview the child away from
(14:36):
the parent, because they mayhave a different viewpoint than
the parent on what the problemis or exactly how they want to
handle it.
A lot of times parents thinkthey already know what the
situation is, so sometimes I cangive them more information
about the situation after Iinterview the child, and they're
(15:00):
sometimes surprised at what Ifind out, and so that helps.
So I can have both the parent'sviewpoint and then also the
child's viewpoint.
Ryan (15:10):
Nice! Makes sense.
I know, in growing up -obviously, you get through
school, you do what you need todo.
And my parents - they werealways involved but they didn't
really get deeply involved.
It sounds like your approachwould get the parents more
involved, and do you findyourself educating the parents
(15:31):
on the study technology a bit aswell?
Ann (15:34):
Yeah, it ends up happening because they're curious as to
how I get the child to do what Iget them to do.
And then also, along with that,there's courses that I took
where they - they do - theirwillingness does want to be
consulted.
They want to be consulted aboutcertain things and not have to
(15:57):
have the pressure of you've gotto do this just because I said
so.
So I introduce that idea and Imake it kind of fun.
This is your education, it'snot my education, it's not your
parents' education, this isyours.
So let's make it more personalfor you - and that's a new idea
for the parents a lot of times.
(16:17):
They love it!
Ryan (16:19):
Yeah.
Ann (16:20):
But it's different.
(Ryan (16:21):
Yeah, for sure - I can see it now, like, okay, I'm
going to use this to getvegetables eaten and you know -
all sorts of things, right?
Chores will now be incentivizedor whatever.
) Ann (16:41):
Exactly! Yeah, and also, part of it is too, where they
learn to honor and respect theirparents, along the way (Ryan:
Oh, wow!) - whatever degree Ican get them to do that, but
they just - they calm down.
I think what happens is, oncethey're happy with their
education - because they'respending hours, how many hours?
Six to plus hours a day, atleast five days a week, that's
their job, and if they'remiserable and anxious and hate
(17:02):
it, that spills out into their -the other parts of their lives.
So if I can calm that down andget them to be happy with
themselves and with learning,then that changes pretty much
the whole dynamic of the family.
Ryan (17:19):
Yeah, absolutely! It's like therapy for the family!
That's so awesome! Okay, great!So, if you are working with
someone now, what are some ofthe situations you find yourself
handling and what are some ofthe successes you've had in
doing that?
Ann (17:36):
Well, I've worked with different kids.
I've worked with special needschildren.
(Ryan (17:42):
Okay) Ann
door and one of them - the momreally wanted her to learn to
read.
She just couldn't - she couldn't- actually both of them, come
to think of it, and they werereally having trouble with
reading and so I just backed itup and I think I ended up
teaching them the sounds of thealphabet so that they really
(18:06):
knew the sounds, and then theyknew that the sounds represented
parts of words and - justreally took it back to basics.
And then they read things theywere interested in and then we
just went from there.
And one of them - I rememberthe mom, she had a success where
she said that she could notbelieve, after about four months
(18:26):
of me working, that her sonwould go around and read signs
and was excited about being ableto read.
And he ended up growing up andlearning how to ride the bus on
his own because he could readthe signs and read the schedules
and all that and then - justbasic reading ability, so that
(18:51):
he could survive on his own.
Yeah, and it wasn't dependent onmom.
And then the little girl, shegrew up and she she made it in -
she was in school but she had -in a special needs school, just
because she was a bit slow, notas fast as the average person,
and - but she did pretty well.
She was great socially and feltgood about herself because she
(19:14):
could learn how to read.
Ryan (19:17):
Nice, nice! It sounds like you're taking people who have
maybe, at least in some cases,like you just talked about, have
a little bit of a disability orsomething, but after you apply
your tools with study technologyand getting things understood
and broken down to basics,that's almost now not there
(19:38):
anymore and the person's justable to absorb and read
information.
Is that true?
Ann (19:44):
Yeah, to a degree, yeah.
If they have a physicaldisability, they don't
necessarily get all the way upto the same level, but they're
able to function on their ownand that's the thing.
They're much more independent,and yeah! - so, in that way,
absolutely - and they'reconfident.
Their confidence just soars andthat's a beautiful thing.
(Ryan (20:06):
Yeah!) They really - they trust themselves and, yeah!
That's so cool!)
Ryan (20:16):
I actually was just reading a quote I think it was,
from Martin Luther King, abouthow education should not only be
bringing of more information,but building confidence and
establishing purpose, and itsounds like what you do really
lends itself towards that aswell.
Ann (20:30):
Yeah, well, that's the beauty of this technology.
It really is.
Ryan (20:35):
Okay, great! I know you mentioned you had some specific
successes that you were excitedto share with us.
Can you tell us a little bitabout some of those?
Ann (20:44):
Sure, let's see here - he was trying to get through a
chemistry course and he had afunny thing that he did where he
would - he said that he wouldhandle himself falling asleep
while he studied with - he had asatchel of - they were - I'm
(21:08):
trying to think what they were,like an herb or a, an essence,
and he would smell them to wakehimself up.
Ryan (21:15):
Oh, wow!
Ann (21:16):
And I had never seen or heard of anything like this
before.
Ryan (21:19):
Me neither!
Ann (21:19):
So, yeah, so he actually, on his own, learned the study
technology to apply to himself,and he was surprised to find out
that actually he could use thistechnology to handle the
sleepiness, this tiredness thathe felt.
And so then he did, and he -I'll read you what he said.
(Ryan (21:38):
Okay.
) He said this - the semester isgoing along great.
The study technology you sharedwith me has been working so
well with understanding thescientific journals that I'm
reading.
So far, I have read fivescientific journals and wrote
reports on them, and I'venoticed that I can extend the
(21:59):
period of time that I study muchlonger because my concentration
has improved so much.
Wow!) As far as chemistry, my comprehension is
outstanding.
Ryan (22:12):
Wow, how cool!
Ann (22:13):
Pretty fun!
Ryan (22:15):
Yeah! It makes it not such a chore, like you were saying!
Obviously he has to get throughthese materials.
(Ann (22:21):
Right.
) It makes it - yeah, fun, andsomething you can have a win at!
That's right!) Yeah, I can remember falling asleep
studying, so I think better thancoffee and stimulants, using
some study technology! Nice!Okay, great! Tell us some more!
Ann (22:39):
Let's see - I have one from a high school girl and this was
from the mom, and she said, Mydaughter's challenge was math
and when she started workingwith Ann she was three to four
grades behind.
She simply despised math.
She had consistently bad grades, mostly Fs, and just wasn't
(23:01):
motivated to learn.
With Ann's help, she was ableto learn, understand and finish
the year on a strong note withthe grade of a B minus.
The improvement transpired inmy daughter's personality and
approach to her homework.
And now when I ask her to doher math homework, she replies,
I already did it! (Ryan (23:23):
Wow!)
Ryan (23:26):
Wow!
Ann (23:27):
So that was a win from the parents.
Ryan (23:30):
Yeah! I'm sure the girl there is having some pretty
major wins in life too!
Ann (23:34):
Yeah, she did.
She had a lot of fun.
She really startedunderstanding.
It was pretty, pretty neat.
She was very bright actuallyand it really - it didn't take a
lot, honestly, to help her,just had to clear up some of the
past things, and then she justgrabbed a hold and just started
running with it.
Ryan (23:53):
Makes sense.
Do you find that usually to betrue?
You just hone in on a fewthings and you get them cleared
up and everything starts to roll.
Ann (24:00):
Yeah, it normally does, and the fewer the subjects they
have trouble with, the faster itgoes.
But yeah, it's - usually theyimprove a lot faster than
anybody would ever think thatthey would, especially if
they're several grades behind.
But yeah, you just get in, getsome of the basic things cleared
up and it all comes back andcomes - their memory almost
(24:23):
comes back to what they hadlearned before.
Ryan (24:26):
Yeah, yeah, I'm familiar with that phenomena! Yes,
absolutely! I just had aquestion pop into my mind, I
want to ask you.
I've had some people who wereinterested in getting better at
a certain subject or doing thisor doing that, and when you
mention tutoring, they're like -Oh yeah, we've used tutors, we
are - he doesn't need more help,he just needs to stick to - he
(24:49):
needs to stop watching so muchXbox or whatever, right?
What would you say about that?
I mean, you have a unique -without getting into all the
details of what you do, you havea unique approach.
How would you answer somebodywho says something like that?
Ann (25:05):
That's a good question.
I'm trying to think how I wouldanswer that.
Ryan (25:11):
Yeah, not to put you on the spot, it was just - I had
the question.
I figure I've got you here.
I'm going to ask!
Ann (25:14):
Absolutely!
Ryan (25:15):
Yeah.
Ann (25:16):
I listen to the student - what they have to say - and I
don't go in with the attitudethat I already know the subject
and I know it all, and I'm goingto teach them.
I am going to teach them thesubject.
What I do is, I work with themand I find out what area they
(25:36):
feel that they have trouble withand then - because they know,
they have an idea, they knowthat they don't - they don't
know how to multiply or theydon't know how to divide.
So then, I use the studytechnology and I know that
there's a gradient ofinformation that's been skipped
over.
So I take them back to beforethat, before they were having
(26:00):
trouble, and I clear up areasbefore that, because it's not
where they think it is.
It's not the division or it'snot the multiplication, it's
something before that which is alot of times addition, or - the
killer is regrouping.
That whole subject - that comesup more times than I can count.
(26:23):
They just lose it at regroupingand they think they have, but
then they don't really have it.
So that's part of the studytechnology, is taking it back to
where before they thought theyunderstood it and then getting
that area understood.
Ryan (26:39):
Yeah.
Ann (26:40):
And it's not just memorize and just do it and gut it out.
It's, do you understand this?
Show me how you understand it.
Okay, now demonstrate it to me,show me.
And they can! And they brightenup and they're happy! It's just
- it's not drudgery, it's fun!
Ryan (26:58):
Yes, absolutely! Yeah, and I know, personally I've
experienced the magic of - youthink there's something going on
and I have all my attention onthis one thing and then somebody
comes and has me look a littlebit before it and then all of a
sudden that thing I thought Ididn't know, makes total sense!
So, I - just from my havingexperienced that and then
(27:20):
working with my partner at TheCompetence Institute, Mike Tyler
, who's also an expert at doingthat - it's pretty magical!
People think, oh, well, thatthat sounds like common sense,
but really, there's such - andyou're very - you put it in a
very easy manner ofunderstanding it - but there's
such a precise way of noticingwhere that spot is and finding
it and helping the student withthat exact thing and not
(27:42):
something else, that - to me -that's really where the magic is
in using the study technology.
Ann (27:47):
Absolutely, yeah! And it's funny too, because it
really - they feel so happy!They're so relieved and they're
- it's just the right thing andthere's nothing wrong with them.
And that's one thing that Ihave said so many times to
children.
I said there's nothing wrongwith your ability to learn.
You have no learning disorder.
(28:09):
There's nothing wrong! It's howyou were taught or how you were
not taught.
It's because you were - youwent past things, because the
class went ahead and it's notyou! So, all we have to do is go
back, find what you didn't get,get it understood and boom! And
there's that! It's actuallyreally simple.
Ryan (28:32):
Awesome, very cool, very cool.
I interrupted our successsuccession stories there.
Do you have any more you'd liketo share?
Ann (28:41):
Let's see, I think I have one that kind of goes along with
whatSo, this mother wrote a success
and she said, My son has beentutoring with Ann for the past
few months.
When he was attending publicschool, he did not have the
motivation to progress in hisstudies.
There were many things thatwere affecting him negatively,
(29:02):
that did not allow him to focus.
That resulted in him notunderstanding what he was being
taught and eventually fallingbehind.
With Nicholas's approval, Imade the decision to start the
process of homeschool, so Annbegan to tutor him.
It was the best decision I made.
She showed him the value oflearning and soon my son started
(29:28):
loving to learn and increasinghis knowledge.
He doesn't feel insecureanymore and he's gained many
confidences.
That's basically what it is.
It's just saying that I'mpatient and caring, but actually
it's not even that.
It's just simply finding whatwas wrong and handling it.
Ryan (29:48):
And having the know-how on how to handle it! You seem to
be very - just confident thatyou're going to be able to
handle whatever comes up.
Ann (29:56):
Yeah, I do! I do feel confident and I feel confident
that I can also get them tostart using it as well.
And this exact same boy - I hadhim - I worked with him for a
few years and he ended up goingto a school because he wanted to
have a social life, right?
So he stopped homeschooling andhe told me - I still tutored
(30:19):
him - and he told me that he -there was a boy that was causing
a lot of trouble in class andso he took him aside, and he
talked to him and he said, youhave a misunderstood word in
what you're studying and I'mgoing to help you find it.
Ryan (30:36):
Oh my gosh!
Ann (30:37):
And he did!
Ryan (30:39):
Wow! (Ann
ripple effect of what you'redoing, just spreading out that
calm.
Ann (30:46):
Yeah, yeah! That was fun, that was really fun!
Ryan (30:55):
So fun, yes, that's great! I'm inspired! I'm going to send
some people your way - I gotsome people in mind, actually.
(Ann (30:58):
Oh great!) Thank you so much for sharing all those! Were
there any other topics that youwanted to cover, or success
stories related to certain areasthat you wanted to go over?
Ann (31:08):
I can't really think of anything.
I think I've - I just - I don'tknow if I mentioned this before
, but a lot of times when I havea child sent to me, they are
very introspective.
They are - they think there'ssomething wrong with them,
they're lacking confidence intheir ability and they don't -
(31:32):
they feel very insecure.
And just by applying the studytechnology, their confidence
comes up.
They begin to look outward, notinward at themselves - what's
wrong - and they just lose thatwhole problem.
It's not there anymore and theyjust become these bright,
(31:52):
beautiful children that theyalways were.
But they're acting that way now.
Ryan (31:58):
So amazing, just great! It's really - it's a new era of
education, I feel, with whatpeople like yourself are doing
to bring this study technology -it just creates a whole new
atmosphere.
Ann (32:11):
That's true, yeah!
Ryan (32:13):
Yeah! I've had this question pop through my head as
we've been talking here a fewtimes, so I want to ask it
before we end off.
This is just me - being, havingthe personality I have, but I
would think that what you'redoing, like engaging with
students one-on-one, reallyhelping them when they're moving
slow and whatnot, it seems tobe a large patience factor and
(32:36):
willingness to engage andwhatnot.
Some people find that very hardto do, but I can see, just by
the way you're talking about it,like you light up and it's
something you really enjoy.
Can you speak to that?
What it is that makes that sopassionate of a subject for you
and how you navigate it?
Ann (32:54):
I don't know the answer to that, honestly! It could be just
because I know the studytechnology and I know these
barriers that children andadults run up against, with not
being able to learn.
I know the solution.
(Ryan (33:13):
Right) And I can help them with it, and I think that
maybe that's really the bottomline is that I have confidence
in my ability to help thembecause I know this technology
and I have no doubt about itbeing able to help them with
learning and study.
And if they want to accomplishsomething, I know that they can
(33:35):
accomplish it and it's - there'snothing wrong with them.
They're fully capable - eventhe ones with the physical
disabilities, the ones that -they were able to accomplish
what they wanted to accomplish.
So, I think that's probablywhat you see.
Ryan (33:55):
I think so! Okay, great! Well, thank you so much, Ann! I
really appreciate you sharingall that with us! And for
everyone who's listening, if youhave any questions for Ann, the
information on how to contacther will be in the show notes,
and how to get a hold of her andask your questions, that will
all be there.
You can always reach out to usand we can direct you to her as
(34:15):
well.
But again, thank you so muchfor being on, Ann, we look
forward to talking to you more!
Ann (34:20):
Thank you, it was a lot of fun.
I enjoyed it very much!
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