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 Testimonials |
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I have taken external courses on improving instructional methods to increase minority and at risk student learning. I found that I was working harder with little benefits in return. The LWF method particularly emphasizes working smarter and getting “free help” that made for greater learning receptivity and enhanced student achievement.
-Ms. Ballard Almega Academy
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“What is the best part of the LWF method? Seeing the results!
Well worth the investment!” reading went from level 2.75 to level 4.5 in
8 weeks.
-Justin M. Albany High School
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My mom and I were introduced to the LWF method when I was struggling with reading
and math in grade 4..my teacher said that my reading skills went up 2 levels
in the first eight weeks. I entered middle school on the same level as
the best students in my school.
-Brandi F. Farmington Day School
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Education you can see and feel is what I call it coupled with instant gratification for me and my students.
-Jennifer K. Almega Academy
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For the first time in his life my son can read and understand what he has read without having to read it many times. We are both very happy.
-C. Pierce School 16
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My dad and my teacher both were soooo--- excited when I read to them without struggling. I was just happy.
-Tyrone B. Almega Academy
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Response to Intervention (Rtl) Compatible Learning Model
The National Assessment of Educational Progress disclosed that approximately
4 in 10 fourth graders read below the basic level and reading literacy
gets worse as students progress in consequence of exposure to increasingly
complex subjects and concepts.
Double The Learning Power in 6 Weeks
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"I am so pleased that my child could make more progress in reading in
six weeks than she made in the last two years. Her teachers had tried
everything and it didn’t seem to help. And my daughter was falling
further and further behind.”
-P. A. Long, Mother, Burlington, NC
Before “Learning Without Fear”: Reading Level = 2.00
After LWF: Reading Level = 3.5
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Science makes the difference | How quickly can students increase?
How do students learn? | What does LWF contain? | Bonuses
| Why has the LWF Method been used in inner-city schools time & time again? |
Can you imagine students so enthralled with a new learning experience that they
do not want to stop learning to take time out for lunch as mandated by state
law?
The LWF method is the product of more than 30 years of teaching and research
by minority educators working with inner-city minority children (K-12) and their
parents. The LWF model was proven effective in a private academy, using the model
specifically to overcome barriers to learning presented by children who entered
the program from public schools. The model beat other methods by boosting learning
through enhanced intrinsic motivation within six weeks. The LWF Method is the
only hyper-learning system in the world that addresses cognitive and intellectual
mastery through conquering fear and boosting individual self-empowerment and
family self-efficacy. The LWF Method is compelling because it not only creates
the opportunity for students to experience cognitive and intellectual mastery
through self-analysis and discovery but is also effective in getting “parental,” and
promoting mastery of learning with less teacher effort and doubled learning progress.
Available only to the group of students participating in the academy for seven
years and to a select group of students tutored by the academy’s founder, Dr.
M. Gerlene Ross, educator and researcher, over the past six years, the LWF Method
is now available to the general public and educators for the first time through
The Almega Research and Training Institute (ARTI). |
| A “Sense of Belonging” makes the difference |
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The most popular “fix-it” strategies for reducing school failure (ability grouping,
pull-out programs, retention, alternative educational settings, remediation
and special education) are based on the erroneous assumption that given adequate
school resources, schools can compensate for deficits related to poverty, language,
ethnicity/race and less than adequate family support. The basic fact is: that
strong social connectedness between the child and parent or significant caregivers
and mutual trust between the home and school are important to school success
for minority and at risk students. |
| How does LWF differ from
traditional language and literacy interventions? |
The LWF Method, in sharp contrast to traditional approaches, was developed by
analyzing the learning deficits exhibited by students who were considered at-risk
in regular public schools as compared to students with similar racial and cultural
heritage who were considered to be making normal progress in school. Testing
by a certified psychologist revealed that ability levels for the tow groups
were not dissimilar in reading comprehension, regardless of socioeconomic status
and grade level. Student comprehension plateaued at grade four or below for
both groups of students while reading decoding skills were on par or above
grade level.
What is the science behind the learning? The commonalities among top students
were isolated and combined with the last three decades of advanced research to
provide a user friendly system for giving average students the capabilities to
perform alongside the top students within 6 – 8 weeks. In 7 years and 4500 man
hours of investigation and experimentation, the LWF method has been repeatedly
proven as the most effective step by step procedure for increasing student learning
and comprehension that does not place extra burden on teachers.
The LWF Method is especially designed to enable teachers "To Put Forth Less
Effort and Double Student Progress" within 6 weeks. |
| How quickly can learning speed increase with this program? |
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A level of learning speed unattainable with months of conventional teaching can be achieved in a matter of 6 weeks with the LWF Method.
The LWF Method produces an average increase of three reading levels in 6 - 8
weeks. The highest percentage increase in comprehension recorded is 5 reading
levels. It is guaranteed that students will increase their reading comprehension
by 3 reading levels in the first six weeks. Increases in reading comprehension
facilitate improved performance in all subject areas. Evidence based research
has demonstrated that reading comprehension is difficult to measure because it
is a multifaceted construct influenced by multiple social, cultural, cognitive,
and affective variables.  It
is generally understood that comprehension is knowledge and experience bound
and is not a teachable unitary measure. The LWF enhances teacher accountability
in Response to Intervention (RtI) as it is an efficient method to reinforce the
underlying processes of comprehension: general knowledge and experience that
the best students gain through social and cultural exposure. In consequence,
teachers can concentrate on skills important to literacy such as phonemic awareness,
phonics, reading fluency, and vocabulary instruction while receiving virtual
assistance from parents in building the knowledge base.
If you now spend 50 minutes (assuming 10 minutes each day for five days) per
week helping students that are lagging behind to read or grasp subject matter
and another 50 minutes per week again, assuming 10 minutes each day for five
days) managing disruptive classroom behavior per class contact, you are effectively
wasting two class periods or 100 minutes of instructional time, without a productive
learning return for your time. In the course of 1 month, the average 5600 minutes
of instructional time is diminished by 400 minutes. If you can reclaim that
class time for instruction; reduce time spent on managing behavior, boost student
learning, and get parental/guardian buy-in and support how much would you pay?
In short, what would you pay to get 3 times as much done in the same time you
now spend at work and have your students double their level of performance? Using
the LWF Method, the return on your investment has a multiplier effect that is
created in six weeks with little effort on your part. We will show you how to
achieve these results without hassle.
Many of the world's most popular learning systems cost over $500. And, what do
you get for your $500---templates and activities for you to carryout in
the classroom? You "may" see an increase in a particular skill area after many
weeks of practice and your own self-learning. However, most of these programs
neither address the fears related to “the self” children bring to the classroom
nor give students and their family members “responsibility” for improving the
students’ performances. In sharp contrast, the LWF Method has a proven track
record of increasing cognitive and intellectual mastery for minority children.
Many of the commercial learning systems designed to help minority students are
based on changing the climate of the classroom, cultural sensitivity, upgrading
teacher skills, enhancing student-teacher relationships, and changing school
leadership and policies; however, while all of these things impact the educational
process, these systems leave out three critical aspects of the teaching-learning
process: parental buy-in, the students’ attitude and behavior toward learning,
and the valuation each places on education. It is difficult at best to try to
change an individual’s
attitude; it is best to allow such to be changed through self-analysis and discovery.
The LWF allows the teacher to be the catalyst for change while the parent(s)
and child(ren) become virtual assistants to the teacher in the teaching-learning
process. The teacher indicates trust in the parent and student to assume the
responsibility and authority to carry out the LWF within the timeframe of the
signed contract. The teacher agrees to carry out a supportive role by e-mail
or by providing feedback through weekly journal entries. In short, a teacher
with five underachieving students in each class (5 students per 4 classes=20)
will have hired a minimum of 20 virtual learning assistants (assuming one parent
per child) at no cost.
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| Why does learning occur faster? |
The LWF Method was developed to eliminate the primary barriers to student learning---fear,
lack of student self-confidence, parental disengagement from the learning process,
inadequate student exposure to the benefits of learning from text, absent relevance
of education and insufficient teacher resources and support. All of these factors
impede learning for minority children.
Once you properly understand the scientific principles of intrinsic motivation at work with minority children as opposed to external rewards and awards system, you can eliminate teaching-learning inefficiencies and accelerate learning while improving whole class instruction and classroom management simultaneously.
No serious learner should invest in any method that claims to use the subconscious or otherwise refutes the scientific facts related to the physical and psychological dependency of learning and no student should be expected to excel in learning whose worst fear is failure or appearing to lack knowledge and know-how in front of their peers (saving face). Yet, while many educators accept this on face value, they have little time to devote to helping students to “build learning confidence.”
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| There are several definitions and objectives one must understand to optimize the learning process:
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A) Students must be led to discover, identify and face their worst fear about learning in order to cause its elimination and increase their learning power.
When fear raises its head students may be paralyzed to act in overcoming that
fear or pretend that it does not exist by hiding behind disruptive behavior,
acting silly, or engaging in other avoidance mechanisms. Consequently, fear leads
to inaction (paralysis) or action to protect one’s self (soul) and is typically
associated with the triplets: shame, embarrassment or anger. Adults behave in
much the same way and often the behavior demonstrated by children mirrors what
they have experienced and seen adults do in their environments. To demonstrate
this, think about a time when you might have been reading to your class or in
public and came across a word that has always been a ‘bug-a-boo” for you to pronounce
or a foreign word that you are not sure how to pronounce. You will feel your
face flush and warming and a distinct sense of embarrassment. Why---because you
have been conditioned to believe that as a teacher you should know.
Students are quick to become conditioned to believe that they should know; therefore,
they will pretend to know even when they do not have a clue. After repeated failure,
many will often give up, telling themselves that it does not matter. |
B) Students and parents must be trusted to empower students to overcome barriers to learning.
Fearful students engage in fixated behavior because they lack confidence in their
ability to achieve success. They have been conditioned whether consciously or
unconsciously to believe that they will miss the mark. This leads to regression
in learning, frustrated teachers, unhappy parents and greater school failure.
These students would rather clean all of the bathrooms in the school than ask
for help in the classroom, work a math problem out on the white board (even if
their paper work shows that they have done it correctly), or read aloud in the
presence of their classmates. Parents trusted by teachers to help their children
gain a sense of empowerment foster greater confidence in their children.
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C) Students must experience conditioning activities to eliminate fear, bolster self-confidence and recapture a sense of pride in their heritage.
This reconditioning should take place at home in the interactive family relationship
with the parent, guardian or significant other family member. The home environment
represents the student’s comfort zone and engaging the family in the learning
process enables the student to fail with impunity and not become paralyzed. The
central focus of these conditioning activities is on discovering and facing fear(s)
and exploring and reinforcing the student’s positive feelings in activities where
the student has demonstrated success. Discovering the greatness, courage and
perseverance of individuals from the students' own cultural heritages (vis a
vis stories about achievements of significant figures from their cultural heritages)
feed the students’ “souls”, eliminates fear and
energizes or motivates them to take learning seriously and place greater value
on achieving in education.
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| What Does the LWF Method Contain? |
The LWF Method guides each learner through a series of progressively sequenced conditioning exercises for optimizing elimination of learning barriers and enhancement of parental engagement, buy-in and support of the students educational program, representing the first time that physiological, psychological, and socio-cultural factors have been translated into a virtual learning program that will reduce teacher effort and increase and accelerate student learning.
All learning is geared to movement from comfort to discomfort that leads to satisfaction
and success. The LWF Method is scientifically engineered to eliminate unwanted
movement (dissatisfaction and failure) and increase learning speed and productivity
in 6-8 weeks. No new-age fluff or pseudo science – evidence-based and all results,
guaranteed.
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The Complete LWF Method Guided Instructional System Includes:
eBooks in pdf format
LWF Teacher's Manual:
-Preface
-Introduction
-Teacher Role and Responsibility in the LWF Process
-Factors Influencing Motivation for Learning in Minority Children & Youths
-Parents as Virtual Employees to Increase Motivation and Learning Speed
-Summary of Conclusions
-Documentation of Procedure
-Templates for Documentation & Feedback
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LWF Student/Parent Guidebook |
By ordering this program, you will learn the never-before-released secrets of inducing hyper learning in minority children, including:
-The secret motivator for faster learning
-How it is possible to put forth less effort and get greater learning results
-Why the optimization of learning speed is better left to parents
-The primary and secondary factors affecting the rate of learning speed
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The two free bonus items:
Eight Authentic Tips for Teaching Minority Students
A Bibliography of High Interest Reading Literature for Minority Children
of all ages. |
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| © 2005-2009 JerophaEnterprises LLC, All Rights Reserved |
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