A person asked me the other day, “Why do you do so many craft projects in your reading clinic?  I’m sure that the children enjoy the projects but doesn’t that waste time?  Why don’t you just sit down and read?”
  
I smiled and then began to explain.  The craft projects that I use at my reading clinic are actually teaching tools.  I use the craft projects to help children overcome the anxiety of failure and the disappointment of not being able to learn to read. Learning to read is very hard for some children.  They find it frustrating.  Reading then becomes something that they dread and feel very negative about; this leads them to not want to read.  In contrast, craft projects provide an intrinsically motivational environment that encourages students to read. Intrinsic motivation is an internal desire within the student. Craft projects are intrinsically gratifying and children in my programs read to make hands-on craft projects.

We must create a learning environment that encourages all students to want to learn.  This is true whether we are teaching 30 children in the classroom or tutoring a single student in a one-on-one tutoring session. 

Therefore, craft projects do not waste time.  Instead, they make learning easier for the child. They make learning to read take less time than usual.  What may look like a mere craft project becomes a hands-on teaching technique that helps struggling students learn to read.
 
Is using craft projects successful?
We have had children move up 4 grade levels in reading in one year.  These were children who were failing in school and who had also failed to learn to read with systematic one-on-one phonics tutoring.  So, yes, using hands-on crafts as a teaching tool can teach students to read.
 
I am a motivational psychologist.  I work with children and teens who are struggling in reading or, in many cases failing in reading.  My programs help students “erase” that feeling of “I can’t” or “I failed.”  At my reading clinic, we’ve helped many failing students return to the classroom and do well.  A 15-year-old who failed for nine years in reading learned to read in 3 ½ years.  So, the methods that I use are very successful, and they work for all ages.  
 
The first step is to create a learning environment. 
Hands-on craft projects help create a learning environment that encourages children to want to learn.  Creating an intrinsically motivating learning environment is how we had two students move up 2 grade levels in reading after only 48 hours of instruction. 
 
The hands-on craft project becomes the teaching tool that helps to create an intrinsic learning environment.  Intrinsic motivation is more successful in the classroom and for learning than extrinsic motivation.  Intrinsic motivation is the key to successful learning. 
 
Let’s stop and define our terms. 
 
How does intrinsic motivation work?
Motivation is the driving force that explains student behavior in the classroom, especially how a student approaches trying to learn something new—like reading.  Motivation can be intrinsic (internal) or extrinsic (rewards).
 
Intrinsic motivation can involve the student’s internal desire to explore a new topic, to try to learn something even though it may be hard, to want to learn, to keep trying and to try again in the face of failure.  Intrinsic motivation produces better long-term outcomes and classroom performance, better grades, better test scores, and a stronger desire to learn.
 
Tutors must use intrinsic motivation as well as teachers.  Even though you may only be working with one student, it is critical to focus on intrinsic rather than extrinsic motivation during tutoring sessions.
 
What is extrinsic motivation?
Extrinsic motivation is an incentive or reward that drives a student to perform a particular behavior—grades, competition, food, money, promise of a prize or reward.  Extrinsic rewards can turn negative if the student doesn’t feel that the reward is worth the effort.  For example, the student might not work unless you offer two candy bars instead of just one.  Also, extrinsic motivation does not give long-term positive effects.  Extrinsically motivated students lack an internal desire to learn; they must be prodded, threatened, or bribed each time you want a certain action (completing an assignment).  Such compliance is not true motivation.
 
_______________________

For more about intrinsic and extrinsic motivation, read Group-Centered Prevention in Mental Health:  Chapter 6, “Is Intrinsic Motivation Better Than Extrinsic Motivation?” 
_______________________
 
Why are we talking about motivation? 
You may even be asking, what does motivation have to do with reading?  Everything.  If a student is not motivated to want to learn to read, the chances are very strong that they will never be able to.  Unfortunately, it is not possible to motivate another person.  Yes, you can bribe.  Yes, you can offer rewards or incentives.  Yes, you can threaten or force.  But those methods are not true motivation.
 
This is not just a play on words.  Motivation is an essential ingredient for learning.  Motivation is a vital part of tutoring and classroom success.  In any classroom or one-on-one tutoring setting, motivation becomes the guiding influence that encourages the student to strive to achieve and perform up to their potential.  Intrinsic motivation occurs when a student wants to master a task (like learning to read) instead of just completing an assignment to get it finished and out of the way, not really caring about the quality of their work.  Research shows that intrinsic motivation leads to better classroom performance and learning than extrinsic rewards.

So, yes, we must build motivation, especially intrinsic motivation into our reading program.  Without intrinsic motivation, students will become bored, not pay attention, not be willing to tackle hard learning tasks, and not believe that it is possible to learn to read.  When you remember that according to the Nation’s Report Card over 60% of students in the 4th, 8th, and 12th grade cannot read at grade level, then the importance of incorporating intrinsic motivation into your reading program takes on new urgency. 
_______________________

For more on the Nation’s Report Card, read Why Does Phonics Education Fail?_______________________

How do you generate intrinsic motivation?
We’ve already seen that you cannot motivate a person or even a student.  So, how do we create intrinsic motivation in the classroom or when we are tutoring?  We create a motivational environment that will generate intrinsic motivation in the student.  At my reading clinic, hands-on projects as puppets, pop-up books, rockets, race cars, alligators, volcanoes, octopuses, squids, frogs, and even a rainforest are intrinsically enjoyable.  The hands-on project is always tied to the vowel sound that we are studying.  Remember, it is a teaching tool, not just a craft project.  Hands-on learning techniques and hands-on projects help to create an intrinsically motivating learning environment.
_______________________

For more on creating a motivational environment, read:  Teaching Technique #8:  Hands-on Learning
_______________________
​

Preview
from pages 109-110.
How to Make a Hands-On Teaching Aid


The first thing to remember about using a hands-on teaching aid is that you do not want to make the hands-on project in its entirety at the beginning of the session.  The idea is to make the puppet as you teach.  This gives a reluctant child a chance to get excited about making a puppet while they are learning.

The Sir Iggy puppet is an excellent example.  You can build a puppet as you teach the letter sounds throughout the four levels.  The puppet also corresponds to the stories because the stories are about Sir Iggy.  Then, you can use the Sir Iggy puppet to reteach any sections that the student is having trouble with.  Here’s an example.
               
A Sir Iggy puppet was a perfect teaching tool for my student who was having trouble with letter i vowel sounds.  Sir Iggy’s name includes two of the vowel sounds for the letter i:  short i and the ir sound.  Sir Iggy makes kites.  He is also a tiny giant; so there were lots of opportunities to practice letter i words when making a Sir Iggy puppet. 
 
I increased my students’ interest in Sir Iggy by making the puppet a medieval knight from the 1300’s.  The idea of kites had been brought back to Europe by Marco Polo around 1282; therefore, Sir Iggy could have been a kite maker in the 1300’s.  My student loved history and became very excited about making a medieval costume for the puppet.  We did a little research.
 
A medieval costume for men would’ve been a belted tunic with a mantle and possibly a hood over the head.  We used two 2-litre pop bottles to make the puppet (You may also use plastic water bottles.).  Since the story says that Sir Iggy is a tiny giant, my student wanted her puppet to be tall but not too tall.
 
Since my main goal in making the puppet was to encourage my students to work on difficult vowel sounds, we glued the two 2-litre pop bottles together end to end.  That left a bottlecap on each end.  We set the bottles aside to dry and worked on letter sounds.
 
Later, we came back and added a head for Sir Iggy by rolling a sock down and shaping it to fit on one of the bottle caps.  We glued the sock in place, and while it was drying, we worked on more letter sounds.
 
Next, we returned to the puppet and added a tunic.  I had cloth scraps available, but you may also use paper.  In medieval times, men’s tunics would be floor-length; so, we covered the puppet from head to toe in the cloth selected.  We glued it in place and set it aside to dry while we went to work on more letter sounds.
 
Then, we came back to make a mantle (shaped like a long cape) with a hood.  Again, my student selected cloth from the creative box, but paper would also work.  The mantle was laid aside until we added the words. 
 
Yes, all this time, the student had been capturing words and writing them on manuscript writing paper using colored pencils.  She decorated the tunic by gluing short i vowel sound words along the lower edge.  She glued long i vowel sound words along the lower edge of the mantle.  She added a face to Sir Iggy by gluing on sequins and other tiny decorations for eyes, a nose, and a mouth.  She used yarn for hair.  Words along the border of the mantle and tunic help to stiffen the cloth and create a structure for Sir Iggy‘s costume.
 
The last part of Sir Iggy’s costume was to make a kite.  In medieval times, kites were not diamond-shaped or triangles as we often see today.  Kites were boxy.  Kites often depicted animals, birds, or flowers.  My student decided on a pink boxy kite.  She added ir and schwa sound words to the kite.
 
The bottom bottlecap became the puppet handle, and my student was ready to go and teach others about letter i vowel sounds.  We made up a puppet play and had Sir Iggy teach about letter i vowel sounds.
 
You can use any kind of puppet.  The idea is to make the puppet one step at a time so that you are constantly going back-and-forth working on the puppet and then going and working on letter sounds and words.  This back-and-forth process encourages students who are reluctant to work on difficult tricky vowel sounds.  Quite simply, they want to finish the puppet.  To finish a puppet, you need to capture words.  Don’t let a puppet become just a simple arts and craft project.  Instead, use the puppet as a teaching tool.  The student must learn the words to finish the puppet.

Learning really can be fun.  You can even add a bit of history to your puppet making as I did with Sir Iggy.
​
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If you’d like to see a longer preview from the book, click here. 
 
If you have questions or need help in tutoring, please contact me.  I’m always happy to help.​

Measuring student improvement is essential when you tutor.  After all, how can you tell whether your tutoring program has or has not succeeded unless you test the student’s improvement?  You need to pre-test before you start tutoring.  Have a midpoint test, and of course, a test at the end of your tutoring program.  
 
If you do not test, you will have no idea whether your tutoring techniques are working or not.  But let us look at the way you test, which is just as important.
 

​Do you just test at the student’s grade level?
I work with at-risk students.  Some of my students have failed in school for two or more years.  Others are struggling and just need a different teaching method.  Therefore, I cannot simply say, “Oh, you are a 4th grader; therefore, I will give you the 4th grade test.  I use a testing procedure that allows each and every student to work up to their ability. 

That is, I use a step system so that students’ can progress up to their reading level.  I have had 1st graders who could read at the third grade level but had zero comprehension.  I have had 4th graders who could not read at the pre-kindergarten level.  Therefore, just giving a student their grade level test will not work.
 
So, when I give the pre-test, all students start at step one, regardless of whether they are 1st, 3rd, 5th, or 6th graders.  My test packet enables me to accurately identify the student's reading level and reading problems. 
 
Students “capture” the words that they are struggling with.  I use the word “capture:” instead of saying the student missed 10 words, I say the student captured 10 words that we want to work on.  Yes, the students know they missed the word, but they really like saying they captured it more than saying they missed it.  Then, we proceed to work on the captured words.
 
 
Should students be tested at the end of each tutoring session?
I also like to check at the end of each tutoring session to make sure that the student understood what I taught for that day. 
 
Don't give pop quizzes.  Everyone hates pop quizzes.  
 
Since vowel clustering is my teaching method, I use a vowel board to summarize, test, and reteach at the end of each session to make sure the student understood what I taught for that particular day.  I try to turn my testing into a game with the vowel board, but testing is very important.  Testing can tell you whether your student is ready to go to the next lesson or whether you need to go back and reteach the lesson again.  Let’s look at a preview from my new tutoring book.  Look at this from page 87:
 
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Success stories 

• A 15-year-old, who had failed for 9 straight years, learned to read in 3 ½ years.  
• A fifth grader, reading at the 2nd and 3rd grade level, moved up to the sixth-grade level in reading in only 21 weeks with one-hour, once-a-week tutoring.  
• A second grader mastered difficult vowel sounds through online tutoring.  

 
Vowel clustering works with all ages - children, teens, and adults. 
 
Do you know a child or teenager who is failing in reading? If so, this book is for you.  
 
Vowel clustering works with all students, including children, teens, and adults, regardless of age or reading problem. Vowel clustering teaches students to break words down into letter sounds. Vowel Clustering improves fluency and comprehension. Vowel clustering has been tested for over 20 years and proven to work with struggling, at-risk, and failing students.  
 
At my Reading Orienteering Club, we have had several students enter the program failing, then move up four grade levels in reading in one year using vowel clustering. Vowel clustering may be used by parents, homeschoolers, tutors, and teachers. Vowel clustering works equally well in classrooms and after-school programs. You do not need to be a teacher or have special training to use this book. The step-by-step program is easy to follow. The book gives instructions for one-on-one tutoring or small groups. Everything you need is included in this one book.  
 

A reader has requested that I talk more about teaching vowel clusters, so let me explain why the way you teach vowel clusters is so important. 

Students must understand vowel clusters in order to learn to read and to spell words.  Words are not always spelled the way they sound, so you cannot just rely on sounding out words.  Also, as I said before, do not dissect reading, spelling, and writing into different sections or teach separately.  When you are tutoring, teach reading, spelling, handwriting, oral reading, fluency, and comprehension all at the same time.  How? 
​
I use vowel clustering, a teaching method that allows you to (1) teach children to sound words out and connect with the oral language system (decode and encode letter sounds) as well as (2) teach children to spell words, even words that use vowel and consonant clusters, and (3) teach children to comprehend, write, and practice fluency from the very beginning.  This is where vowel clusters become really important.
 
What is a vowel cluster?
First, let’s define vowel cluster.  A vowel cluster is when two adjoining vowels combine together to make a single sound.  The vowels may work alone, or they may combine with one or more consonants.  For example, eigh.  The ei vowel cluster combines with the gh consonant cluster to use the long a vowel sound, as in the word eight.  Notice that the vowel/consonant cluster uses the long a vowel sound but there is not even the letter a in the word.  This is where children who struggle become very, very confused.  [I talk more about how to teach the eigh cluster on pages 43 and 44 in my book:  Why Can’t We Teach Children to Read?] 
 
Phonics
In phonics, teachers normally teach the short a sound, then long a sound with silent e.  Later phonics talks about irregular sounds.  It is these irregular vowel sounds that most students who come to my reading clinic are completely and totally confused about.  As one student explained, “I got it when they talked about short a and long a with silent e, but where did all these others come from?” 
 
Vowel Clustering
This is why I use vowel clustering.  Vowel clustering teaches all of the sounds for letter a at the same time; therefore, students can see from the first day that the letter a is not just a long and short sound.  Even my first graders go to the vowel board and work with letter sounds so that they can learn how words are pronounced and spelled at the same time. 

As you will notice from the vowel board, there are 6 different vowel clusters which use the long a vowel sound.  When students look at the vowel board and “match the sound,” they are also matching the vowel cluster as well.  This helps students learn to pronounce the word as well as to spell the word.
There are no rules to memorize, and students are never allowed to guess at a word.  Students are learning to work with words and learn why words are pronounced and spelled differently.  It is this level of understanding that allows students to move up 2 and 4 grade levels in one year in my reading programs.  All of my programs use vowel clustering.

Vowel clustering teaches students to decode or break words down into individual letter sounds or sound clusters and then to encode or reassemble those sounds and sound clusters back into pronounceable words.  But vowel clustering doesn’t stop there.  Students match words by sound on the vowel board and by how words are spelled at the same time.  Then, they use the 4 Steps to learn the meaning of the word, how it is used in a sentence, and to write the word correctly.  [The 4 Steps teaching technique is emphasized in each chapter of the book.  Therefore, students learn to use the 4 Steps effectively.]

There are 15 different vowel and/or vowel-consonant clusters used just by letter a.  Every single vowel sound [a e i o u] uses vowel clusters.  This is why I use the vowel clustering teaching method. 
 
Is vowel clustering successful with struggling and failing students?
The student who I quoted above arrived at my reading clinic late in the fall term.  The parent was in tears because the school said that they were going to put the student back in 2nd grade because he wasn’t ready for 3rd grade.  When I tested him, he was reading at beginning 2nd grade with poor comprehension, and first grade spelling.  Since he joined late, I used individual one-on-one tutoring [methods from this book] to catch him up with the other students in my reading clinic.  By May, he was reading middle 4th grade level with 100% comprehension and beginning 4th grade spelling.

The vowel clustering method also teaches spelling, handwriting, oral reading fluency, comprehension, and story writing.  All of my reading programs teach vowel clustering.  Vowel clustering has been tested and proven to work with struggling, at-risk, and failing students.  A student, who failed for nine years using balanced literacy and phonics, learned to read in 3 ½ years using vowel clustering as taught in my new tutoring book featured at the top of the page. 

I have even had struggling students move up four grade levels in one year using vowel clustering.  These were students who had failed multiple years in schools that taught whole language, balanced literacy, and phonics.  So yes, we can teach students to read, but to do so, we must change the methods that we use to teach reading.  We must also change the methods that we use when tutoring. 

Today’s struggling students deserve the very best we can offer.  Tutoring can make a difference.  Simply using phonics instead of whole language is not enough.
 
So, how should we be teaching students vowel clusters?
Vowel clustering teaches all the vowel sounds in clusters.  Remember, there are seven different sounds for the letter a, and the long a sound is just one of those seven sounds.  The long a vowel sound can use:  ea, ai, ay, ei, ey, eigh, and silent e.  Of course, the letter a can also make the long a vowel sound when it stands alone, as with the word apron. 

In my tutoring book, there are detailed step-by-step instructions for teaching each vowel sound.  I even provide an “instructor” section that has the exact words you need to read or say to the student to explain vowel clusters. 

So, if you are only introducing students to the long a sound through silent e when you are tutoring, you have created a problem and confused struggling students, especially when you come along later and introduce irregular vowel sounds.  Irregular vowel sounds that are thrown in later is how most students get lost while learning vowels. This is also one of the main reasons that phonics fails with at-risk students.
_______________________
​
For more information on teaching vowel clusters, see:  Vowel Clustering Works Better than Phonics with At-Risk Students
_______________________

​If you’d like a longer preview from the book, click here. 
 
If you have questions or need help in tutoring, please contact me.  I’m always happy to help.

So many children are hurting this summer.  Plain and simple, they are failing in reading.  Yes, many children fell behind with COVID, but the Nation’s Report Card shows us that even before COVID over 60% of the students in 4th, 8th, and 12th grade could not read at grade level. 
 
As these three pie charts illustrate (based on data from the 2019 Nation’s Report Card), reading failure is at an all-time high. 

As the charts show, reading scores show little change through the grade levels. "Proficient" (in blue) identifies students able to read at or above their grade level. "Not Proficient" (in red) identifies students reading below grade level.

​As these four pie charts illustrate (based on data from the 2019 Nation’s Report Card), reading failure is at an all-time high. 

These scores recorded in 2019 are from test data before COVID.  Because of the pandemic, we do not have a follow-up score for 2021.

____________________

For a complete report on our nationwide problem of reading failure, read: Reading Wars Are over! Phonics Failed. Whole Language Failed. Balanced Literacy Failed. Who Won? It Certainly Wasn't the Students. 
____________________

There is an answer
So, yes, I agree, we have a problem in the U.S.  It’s called reading failure.  But, this summer, you can help a child learn to read.  Tutoring can make a difference.  Unfortunately, not just any kind of tutoring will help.   

As I have said previously, we need to adjust our tutoring curriculum to the needs of the students.  We also must select tutoring curriculum that helps struggling students.  Not all teaching approaches work for every student.

We also know that the longer reading failure continues, the worse it becomes.  Some researchers say that if children do not learn how to read by the end of first grade that 75% of those children will never learn to read.  I see what the researchers are saying, but I don’t agree because I have taught many children to read who failed for two, four, even nine years.  Many of the children who come to my reading clinic have been struggling for more than 2 years and some have been failing in reading for more than 2 or 3 years.  This summer if we use tutoring as an opportunity to change these children’s lives by teaching them to read, we will change their lives forever.

I use vowel clustering. I’ve been using vowel clustering for 23 years, and yes, I really have had students move up four grade levels in reading in one year.
 
Do you know a child, teen, or adult struggling to read?  If so, contact me.  I will be happy to help.

We really can teach children and teens to read.  To do so, we just need to change how we teach and tutor struggling students.  If you are working with a student this summer, try vowel clustering.  It works

So, what do we do? 
Do we just give up and say those students will probably never read?  No, we should never give up.  For Helpful Hint #4, I suggest that we never give up or never say that a child can’t learn to read.  Because research shows that yes, struggling, even failing students can be taught to read.  As I explain on page 13 of my new book, Why Can’t We Teach Children to Read?

If we use the correct teaching and tutoring methods, we actually can teach children, teens, and adults to read.  Here is a chapter preview:

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Preview from page 13:

A mother arrived at my reading clinic in distress, saying, “Why can’t my child learn to read? The school says nothing can be done.  There’s no hope.  They say that I must accept that my child will never learn to read.  I don’t understand.”  Neither did I, so I taught the child to read.
 
Vowel clustering can be used to teach anyone to read—adults, teenagers, and children.  As with most learning tasks, the earlier we start teaching, the better, but anyone of any age can learn to read.  It is never too late.

So, if you ask, “Why can’t my child learn to read?”  The answer is that your child can learn to read if you use the correct teaching method.  If we use the correct teaching method, even children who have previously failed can be taught to read. 

Eighteen years of research show that vowel clustering works to teach at-risk, struggling, and failing students to read.  At my reading clinics, yes, we’ve had students move up four grade levels in reading in one year.  Using one-on-one tutoring and the exact method being taught in this book, one student moved up three grade levels in only six months.  How?  Vowel clustering.
 
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Helpful Hint on Tutoring to Help Students Overcome Learning Losses: #1

Helpful Hint for Summer Tutoring #2.  Select Your Tutoring Curriculum Carefully.

​Helpful Summer Tutoring Hint #3: How Do You Adjust Your Tutoring Curriculum to Fit the Needs of Your Student?
.

My second tutoring tip was to adjust your tutoring curriculum to fit the needs of the individual student.  A reader has asked, “How do you do that?”

Excellent question. 
_______________________

Helpful Hint for Summer Tutoring #2.  Select Your Tutoring Curriculum Carefully. 
_______________________
  
Let’s spend a few minutes talking about how you can effectively adjust tutoring curriculum to fit the needs of struggling students.  Please notice that I said “effectively.”
 
Yes, people adjust curriculum every single day, and we have been tutoring students for years. Unfortunately, if we do not match our teaching curriculum to the students’ needs, tutoring does not solve reading failure.  We can make adjustments, but unless those adjustments are exactly what the student needs to learn, the adjustments, the curriculum, and the tutoring will fail.
 
Almost every single student I have worked with over the past 23 years has come to my reading clinic after the school had tried one-on-one tutoring, often systematic phonics tutoring.  All of the students were struggling, most were failing in reading when they joined my reading clinic.
 
So, Why Are We Failing? 
Notice, I did not ask, why is the student still failing.  No, we are failing to help students overcome their problems and learn to read because we are not giving students a curriculum that enables them to understand how to read.  We are not adjusting the curriculum to the needs of the individual student.
 
Let’s Look at an Example. 
Chapter 8 of my new tutoring book,Why Can't We Teach Children to Read?  gives an example of a third-grade student who had been taught in the classroom with balanced literacy and one-on-one tutoring in systematic phonics.  Yet, she was still failing when she was sent to my reading clinic. Here's the story from the book: 

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                A third grader at my reading clinic was very quiet and shy.  When I talked to her teacher at school, the teacher said that her problem was comprehension.  When I tested her, I found that her comprehension was weak, but her main problem was that she did not know the “irregular vowel sounds” as phonics labels them.  She had been taught balanced literacy in the classroom and had received one-on-one tutoring in systematic phonics. Even though she was a third grader and could read the first grade reading test and some of the beginning words for second grade, she needed to go back to the very beginning and relearn all of the vowel sounds. 
                I find it much more effective to reteach all of the vowel sounds, rather than guessing which vowel sound the student knows and which ones the student does not know.  Teaching each vowel sound as a complete vowel cluster helps the student link directly into the oral language system. 
                At the end of the year, she was testing between fourth and fifth grade in reading.  Her comprehension was 100%, and she was very happy.  She had been afraid she would never learn to read.  As she told me about midway through the year, “I didn’t want to be dumb; but no one would help me.”

​**************************************

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​Vowel clustering adjusted to the exact needs of this student.  Vowel clustering teaches struggling students to both see and hear different vowel sounds.  Vowel clustering is both visual and oral.  Students can see and hear how words change their sound. 
 
The vowel center organizes words by sound.  The vowel center also demonstrates visually how the same letters can combine but represent different sounds. 
  
There are no rules to memorize.  Vowel clustering shows how words are spelled and how they are pronounced.  Students learn to work with vowel sounds.

______________
  
For more about vowel clustering, read: Vowel Clustering Works Better than Phonics with at-Risk Students
______________
 
This is just one example of how a curriculum can be adjusted to the needs of a student. 
​
Each chapter in Why Can't We Teach Children to Read? shows examples of how to adjust curriculum to the specific needs of students.  You cannot just make “one-adjustment-fits-all” decisions.  You must make adjustments for every single student, and the adjustments you make will be different for every student. 

Teach to the needs of your students.

If you’d like a longer preview from the book, click here. 
 
If you need help in tutoring, please contact me.  I’m always happy to help.

All summer long, I will be offering free tutoring hints and recommend free summer reading materials. More coming soon.

I am also still researching and writing about psychological harms in the classroom.  I have found some new problems we should discuss.  Stay tuned.  I’m just finishing my research.
 
Tutoring Hint #2:  Select a teaching curriculum that fits the specific needs of your child or student. Do not just use the curriculum everyone else is using or something that you found on the Internet. Select your tutoring curriculum carefully.
 
If your tutoring curriculum and methods do not fit the needs of your child or student, your tutoring sessions will not be successful.  When children fail to learn to read, or do not improve their comprehension while being tutored, the problem is most likely neither the child nor (in most cases) the teacher.  The problem is the teaching method.
 
I have used vowel clustering for the past 23 years while working with all ages. I have worked in both inner city and rural locations. I have worked with students diagnosed with dyslexia, ADHD, Asperger’s, autism, and an array of cognitive processing problems. Vowel clustering allows me to adjust my tutoring lessons to the specific needs of each student. This is vital. Too often, we expect students to adjust to the curriculum. Instead, we should select a curriculum that adjusts to the student’s needs. I worked with a young student one year who had been held back in kindergarten. My first thought was, how can you fail kindergarten? Unfortunately, the student could not memorize the required number of words to be promoted to first grade. Vowel clustering does not use memorization. By the end of the year, the student was reading above his age level. In my new book, Why Can’t We Teach Children to Read? Oh, but Wait, We Can, I give several examples showing how I adapted vowel clustering to meet the needs of each individual student.



Free preview of Why Can't We Teach Children to Read: Oh, but Wait, We Can
 
“Do you think she can ever learn to read?”  She was fifteen years old when she first came to my reading clinic.  She had failed in school for nine straight years.  She was brought to my attention by a community worker who was searching for help.  The student could not read even simple one syllable words (cat, and, or the), did not know the lower-case alphabet (only the capital letters), and did not know any of the vowel sounds, not even the short a vowel sound.  After five minutes of working with the student, I said, “Yes, she can learn to read.” 
 
How could I be so sure?  Why did I think she could learn to read when everyone at her school had stated for the past nine years that she would never be able to learn to read?  Quite simply, because she knew the consonant letter sounds.  If the student could learn consonant sounds, then the student could learn vowel sounds.  All I needed to do was find a teaching method that would work.

In three-and-a-half years, I taught her to read.  How?  Vowel Clustering, the method that I teach in this book. 

Another student came to me after failing kindergarten.  He was back on track and reading above age level in less than one year.  How?  Vowel Clustering. 

A student who went all the way through first grade and did not learn one single word started to show improvement after only one week with vowel clustering. 

Two struggling students moved up two grade levels in reading after 48 hours of instruction, and two failing students moved up four grade levels in reading in one year with vowel clustering.

Vowel Clustering works with every student, regardless of age or reading problem.  Why?  Because vowel clustering teaches students to break words down into letter sounds and then put those sounds back together and read the word.  Vowel Clustering also teaches students to build words from a shared vowel sound.  Vowel Clustering works with the “oral language system.”  There is nothing to memorize—no weekly word lists, no rules.  Vowel Clustering also teaches reading fluency, comprehension, spelling, and word meanings. 
​
Vowel clustering has been tested and proven to work with struggling, at-risk, and failing students.  At my Reading Orienteering Club, we have had several students enter the program failing, then move up four grade levels in reading in one year using vowel clustering.  

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If you’d like a longer preview from the book, click here. 
 
If you need help in tutoring, please contact me.  I’m always happy to help.
 
It’s summer, but it is very important to keep children reading.  Check back often—I’ll try to find some ideas to help keep the “I’m bored” comments at bay.
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​Earlier Post: Helpful Hint on Tutoring to Help Students Overcome Learning Losses: #1
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Copyright © 2022 Elaine Clanton Harpine

The schools are saying that many students have suffered learning losses because of the disruptions caused by COVID.  The schools are also listing tutoring as one of the best ways to help children over the summer.  So, I am focusing my summer efforts on tutoring.   

My free reading blog continues to feature helpful hints, research, and hands-on suggestions all summer.

Here's the first Helpful Hint, and more are on the way:

Understanding letter sounds is essential for reading.  Not all reading programs teach children how to understand the relationship between letters and the sounds they represent.   

My new book, which provides a step-by-step, ready-to-use tutoring curriculum, is now available on Amazon:  Why Can't We Teach Children to Read: Oh, but Wait, We Can, A Step-by-Step Plan for Teaching Your Child to Read. ​

​"I’m really, really tired of having nightmares where I’m like in my math class and I get shot because there’s not a good hiding spot and it’s too overcrowded in there.

“I don’t feel safe anymore….  Last year, two guns were brought to my school….  As soon as I see my class for the first time, my first thought is how to get out. How to escape the school that is supposed to keep me safe, and I think that’s really messed up.”

• "Having to go to school next year, I don't know, it's a really big decision and going to school shouldn't have to be a big decision, but it is….  I'm terrified for my life to go back to school. I have senior year and that's it. Am I going to survive it?  I'm here begging for you guys to do something…."

 
Do You Hear the Fear Expressed by These Students?
Fear causes nervousness, anxiety, and leaves a permanent imprint on the brain.  You never forget the trauma of hearing the gun shots or being terrified that you will be the next one to be shot.  Such fear causes psychological harm.
 
Do you remember from January, when we were talking about whether masks were psychologically harmful or the psychological harms of online instruction vs. in-person instruction in the classroom?  Well, school shootings cause real psychological harm, not just some contrived harm based on social media misinformation.

___________

Go back and reread what we said caused psychological harm:  Should We Be Sending Students Back to School, Part 2.  Does Remote Learning Cause Psychological Harm?
___________

 
Then, as now, we established that what causes psychological harm is fear.  And yes, gun violence was listed as one of the major causes of fear in the classroom.  Bullying causes fear.  Academic failure causes fear.  Even COVID causes fear.  We’ll talk more about these other causes of fear later, but for now, I want to talk about the fear that students face every day because of gun violence, especially the fear of mass shootings in school.
 
What Is Fear?
Fear is an unpleasant emotion.  Remember, emotions are reactions.
 
Yes, fear can be good sometimes, like fear of snakes can help you be wary of watching out for snakes when you're out hiking.  But chronic fear, year after year, interrupts the regular thought processes of the brain, keeps the brain from regulating our emotions, and even inhibits decision-making.   
 
Researchers have found that students who have experienced a shooting at their school have a higher rate of absenteeism after the shooting, are often more likely to drop out of school before graduation and may even experience lower incomes in their adult lives after living through a school shooting.  Children or teens who live through a school shooting are more likely to abuse drugs or alcohol, struggle with depression and anxiety, or even suffer from posttraumatic stress disorder.  Students who survive gun violence in the school firsthand may turn to aggressive and violent behavior or even criminal activity. 
 
Children and teens may have lower grades after living through a mass shooting, even lower test scores on standardized tests.  Why?  Because students find it hard to concentrate.  If you cannot concentrate, you cannot learn.  When the brain is consumed by fear, it cannot learn new information.
 
As the Everytown research team said,
 
“All incidents of gun violence in schools, regardless of their intent or victim count, compromise the safety of students and staff.”
 
 
So, to answer our opening question:  Is it harmful for children and teens to go to school?
The answer is yes—both physically and psychologically. 

To requote Kevin R. Brock, an expert and professional consultant on safety,:
 
“No child in our schools today is completely safe from being shot and killed while in the classroom.”

______________

For more on Brock’s assessment of safety in schools, read:  Is It Physically and Psychologically Harmful for Children to Go to School?  Part 1
______________
 
 
So, where does this leave the children, teens, and teachers in the classroom?
 
It Leaves Students and Teachers Afraid to Go to School. 
A CBS News poll conducted found that over half of the parents contacted are afraid for their child or teen to return to school.  This article offers several interesting charts.
 
 
Students Are Also Scared.
 
One student, now a sophomore in high school, was in kindergarten when 20 students and four staff members were killed at Sandy Hook.  She has spent her entire school career doing mass shooter drills, lockdowns, and being afraid.
 
“Every time there’s a mass shooting, everyone freaks out, finds someone to blame, offers thoughts and prayers, and nothing happens….  Somehow, it’s rarely the gun’s fault.”
 
As one ten-year-old stated very eloquently,
 
"The school shooting in Texas has me worried. I am 10, and to hear kids my age passed away due to a school shooting is mortifying. It makes me scared to go to school again next year. We kids shouldn't have to live in fear of being shot."

 
Will the New Gun Legislation Reduce the Fear?
Congress finally passed new gun legislation.  Will it be enough?  Will it stop the mass killings?  The Coalition of National Researchers on Violence Prevention and other experts say, No.  Why? Because the legislation did not expand background checks, ban assault weapons, or raise the minimum age of purchase on guns.
  
So, what should we do?  Congress is not going to take action to actually reduce the danger and the fear.  Yes, the new legislation is better than nothing, but what will happen to the students and their fears after the next mass shooting.  Our students need help, now.
 
Yes, I know, it's summer and except for summer school classes and special programs there's no one in the school buildings.  You're probably saying, “it's safe for now.”  But is it?
 
What about the fear, the trauma?  Does fear dissolve and simply vanish over the summer?  No.  
If you listen carefully, you hear fear being expressed by the children and teens.  Students are already worrying about school next year.  Why?  Because they are afraid that their school will be the site of the next mass shooting and that they will die.  Can you imagine being eight years old and worrying that you will not live long enough to be 9?
 
As two students said,
 
“No one is doing anything to make me feel safe at school.”
 
“We deserve to have a childhood.”
  
And children do deserve a childhood, a safe childhood, a safe classroom.  They deserve not to be afraid to go to school. 
 
Instead of patting yourself on the back for passing one flimsy, ineffective bit of gun legislation, listen to the words of the following two students: 
 
"Honestly, my generation is mad – me, my friends, people I don’t know, people who I’ve met online, everyone leading these movements – we're mad, we're angry. And I think we’re honestly mad at the adults in our life. We’re mad at Congress for allowing children to become victims of gun violence over and over again and not passing things. When Sandy Hook happened, they said never again. And it happens again and again and again. And that makes me lose my faith [in] the adults in this world. It makes me lose my faith in Congress to do their job to protect me, to protect my peers.  ... We're not going to go through the cycle of saying, oh, thoughts and prayers, every time a shooting happens and then going on with our normal life. We are going to break that cycle eventually. And the way we break it is by putting pressure on adults to not send thoughts and prayers, but instead pass something that will actually make a difference."
 
"I pray that the nation will wake up and say that the lives of human beings matter so much more than the right to bear arms…."
  
Do you hear the fear?  Because these may be the children and teens you kill next by your refusal to take a stand against gun violence.
 
These young people are experiencing real psychological harm, and we have caused this psychological harm by not keeping them safe. 
 
I’ve said it before and I’ll say it again, how can you claim to be pro-life for the unborn fetus and at the same time shout-down gun laws that would save the lives of children in the classroom?  Stop supporting the NRA and support the children instead.  As one child said,
 
“We deserve to have a childhood.”
 
No, you cannot have it both ways.  You cannot be pro-guns and pro-life at the same time because guns are pro-death.  Yes, guns kill.
 
Every politician who refuses to vote for stronger gun legislation, every gun owner who shouts that 2nd amendment rights are more important than the lives of children and teens, and every gun seller and advertisement that temps someone to buy a gun so that they can go out and kill is guilty of causing the fear and psychological harm that plagues our children and youth as they sit in the classroom trying to learn.  How can you learn when you are scared to death that you may be the next to die when a shooter comes charging through the door with a gun that you allowed and said that he had a 2nd amendment right to buy, carry, and use to kill children?
 
Be Pro-Life for Children and Teens, not Pro-Guns for Murder.

I had an unexpected surprise yesterday morning.  While I was walking along a Gulf of Mexico beach, a green sea turtle swam right past me, climbed out of the ocean onto the sand, stopped and stared at me for a moment, and then proceeded to make its way across the beach to find a place to lay its eggs.  Although she was a small green turtle (about the size of a dinner plate), she scooted surprisingly fast as she found her way across the beach and up into the dunes.
 
After reporting the turtle sighting to the Turtle Patrol, I thought how sad it would be if we were not able to enjoy watching a sea turtle scoot across the sand to lay her eggs.
 
June 16, 2022 was “World Sea Turtle Day.”  It’s okay if you didn’t remember or didn’t do anything special, because you can still help today.  What the sea turtles need more than anything else is for you to help keep plastics and trash off the beach and out of the ocean.  How?
 
Two ways:  (1) put on plastic gloves and pick up trash every single time you go to the beach and (2) recycle plastics and keep plastics out of the ocean.  Plastics are deadly for turtles.
 ___________________

For more details on how you can help, read:  WORLD SEA TURTLE DAY - June 16, 2022 - National Today
 ___________________
We also need to recycle.  Researchers say that it takes 400+ years for plastic to decompose in a landfill.  It even takes 50+ years for your aluminum drink can or that Styrofoam picnic plate to decompose.  So, yes, pick up your trash but also recycle whenever possible.  If your area doesn’t recycle, start a recycling program.
 
So, let’s extend “World Sea Turtle Day” beyond just one day.  Let’s make it an everyday event that we do something kind for the sea turtles. 
 
When we don’t take care of sea turtles, they end up being injured like the turtle in the picture at the top of the page.  Or, worse, your trash can even kill a sea turtle.  Help a sea turtle today.

Photo by Elaine Clanton Harpine

“We are asking children to be heroes. We are teaching them to barricade themselves in classrooms and dive under desks and play dead and not cry. And if they survive the terror, we expect them to carry on and accept a mass shooting as just part of the school day.”
 
The 2006 Pulitzer Prize winning author, Robin Givhan, wrote this passage for the Washington Post this week, but her best writing was yet to come.  She went on to say,
 
“But we have long ceased to believe legislators will show signs of heroism. Finally, in the last weeks, they’ve come to the table to talk, ….  But after more than 200 mass shootings so far this year, it’s too late for anyone on Capitol Hill to be a hero. But perhaps this time, there won’t be so many cowards.
 
In her article, Givhan summarized the feelings of anger that are sweeping across our nation right now.  She ended with a bit of hope that our anger will be enough this time to bring about change. 
 
Givhan was correct, Capitol Hill will not be producing any heroes. No, most likely, the only thing Capitol Hill will produce is the same number of cowards as usual. 
 
Anger is everywhere. Will we divert that anger in a positive way, or will it lead to violence?
 
 
Will The Nation’s Anger Be Enough This Time? 
 
What if we use our anger for good? If Capitol Hill will not act, will we as a nation get angry enough to bring about change -- safe schools for students and teachers? 
 
Will anger help us stop the terror and psychological harm (as well as physical harm) that is threatening the very lives of our children? Listen to the anger, pain, and fear expressed by one child survivor from Uvalde:  
 
Do you hear the anger?  Yes, anger.
 
“Wait,” you may be saying, “I thought anger was bad.”
 
There are three types of anger:   constructive (motivating into action), violent (aggressive, harmful to others), and passive (depressive or dangerous to self).
 
In this blog post, we will discuss the first two types of anger:  constructive and violent.  In Part 3, we will talk about passive or self-destructive anger.

 
Constructive Anger
 
When Givhan talks about anger, she is talking about anger as a way of motivating people to action, getting people to do something to stop mass murders in schools.
 
The anger of mass murderers that causes school shootings is very different.  Therefore, anger can be used to bring about positive change or it can be very destructive, even violent.
 
How can anger be both good and bad? 
 
Obviously, we need a deeper understanding of anger.  Let’s see if we can get a better grasp of exactly what anger is and what causes anger to become dangerous.
 
 
What Is Anger?

Anger is an emotion; an emotion that can get out of control and be very dangerous, even deadly, but it is still an emotion.  Emotions are reactions.  Uncontrolled anger often leads to violence.  A person with uncontrolled anger may hurt themselves or turn their anger on others in an act of violence.  An organization called Mind, which states that one of its goals is to help people understand mental illness (what it is and what it is not), gives the following definition of anger.
 
“Feelings of anger arise due to how we interpret and react to certain situations. Everyone has their own triggers for what makes them angry, but some common ones include situations in which we feel threatened or attacked, frustrated or powerless, or treated unfairly.”
  
You might be saying, “well, I get angry, but I don’t go out and shoot someone.” 
 
This is true.  Each and every day (without fail), every single one of us gets angry about something.  Maybe it's just your neighbor letting their dog use that darling little lawn decoration that you put out in your front yard as a fireplug. 
 
Anger is an emotional reaction to what is happening in our world.  Our emotional reactions are influenced by the way in which we “perceive” a situation or action.  We all interpret situations differently.  A situation that makes you happy, might make me angry.  Or a situation that might merely be an annoyance for you, might make me furious.  Just because our reactions are different doesn’t make one person right and the other wrong.  It makes us individuals. 
 
It also doesn’t make anger a mental illness.
 
 
What Is Mental Illness?
 
Let’s define our terms.  Then, we will look at the root causes of anger.
 
First, mental illness is defined as a state of mind or the soundness of one’s personality.  What are the most common mental disorders?

• Anxiety Disorders
• Depression
• Bipolar Disorders
• Schizophrenia
• Personality Disorders
• Substance Abuse
• Eating Disorders
• Mood Disorders
• Obsessive Compulsive Disorders
• Neurodevelopmental Disorders

 
The list might vary, depending on who you are talking with, but this is a standard description.  Did you notice that anger is not on the list?  That’s because anger is not a mental illness; it is an emotion.
 
  
Why Do We Say That Anger Is Not a Mental Illness?
 
According to the American Psychological Association and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), anger is not a diagnosable mental disorder.  The DSM-5 (the manual used to diagnose mental disorders) does not contain a diagnosis for anger.
 
Why?  Because we all experience anger.  Being angry does not make you mentally ill.  Also, anger can be both good and bad.  If we become angry enough over nonexistent gun laws and the slaughter of young children, maybe we as a nation will finally do something.  In that case, our nationwide anger would be driving us to do something good.  You certainly wouldn’t call anger that motivates us to save the lives of innocent children a mental illness, would you?
 
As one writer stated, we like to call shooters “evil,” but the shooter is not the only one who is evil.
 
“Granted the massacre of innocent children reflects an evil heart, politicians and leaders set on giving evil hearts easy access to tools of mass death share some responsibility for that evil. These politicians and their supporters are part of the structural injustice that gives individual evil room to operate.”
 
So, if we say that mass murderers are mentally ill, are we also saying that organizations like the NRA and their supporters are mentally ill?  Because it is their actions (refusing gun control laws) that are supporting evil mass murderers and allowing such massacres as Uvalde to take place.  We cannot just throw out the term “mental illness” as a scapegoat.  That will not solve anything.
 
As I have said before, you cannot have it both ways.  You cannot say that one person is mentally ill because he pulled the trigger on a gun that you sold him and taunted him to use.  Then say, that the person who sold the gun (knowing full well that the only reason for owning an assault weapon is to kill people) is not mentally ill for supporting and enabling mass murder.
 
Many who say that they are “pro-life” also say that they are against gun control.  If you are actually pro-life, you must also be pro-life for the innocent children sitting in the classroom.  You cannot chant and march in the streets for the “rights” of the unborn fetus and then dance at the NRA convention while murdered children are being mourned and buried. 

 
So, What Should We Do?
 
We are, in essence, sending students each day into a war zone called the classroom. 
How do we make the terror stop?  How do we make the pain go away?  How do we remove the fear that is saturating our schools?
 
The NRA and their supporters are blaming mental illness but as we have shown mental illness is actually not the problem.

 
Guns Kill, Not Mental Illness.
 
Newsweek offers five charts that demonstrate the dramatic and horrible increase in gun crime, especially in schools.  The number of children and teens killed in schools has risen dramatically since 2018.  I hope you’ll take a moment to look over these graphs. 
 
Don’t get me wrong, I’m a psychologist, I am always in support of increasing funding for mental health (and we need it), but that will not stop mass murder in the classroom.  The killing will go on.  We must do more.
 
____________________

For more on anger and violence, read:  Is It Physically and Psychologically Harmful for Children to Go to School?  Part 1
 ____________________

Can We Control Anger?
 
Controlling anger is not as easy as pushing a button or prescribing a new medication.
Anger is an emotion, a reaction.  Emotions are how we react to situations or circumstances in our life.  Emotions are triggered by stimuli.  It could be something someone said, an action, or an event that takes place.  Each of us have had an emotional reaction to the murders in Uvalde, but no two emotional reactions are the same—not even with identical twins. 
 
As one source notes, emotions are individual; they are derived from your personality, your experiences, and your perception of the world around you:
 
“In psychology, emotion is often defined as a complex state of feeling ….  [emotions are] associated with … temperament, personality, mood, and motivation.”
 
So, emotion is a response.  It may be a physical response (some kind of action or reaction), it may be neurological (just thoughts in the brain), or it might be a cognitive response (through communication and interaction with others). 
 
Happiness is also an emotion.  Therefore, emotions can be both positive and negative.  Even with anger, if our frustration and anger causes us to take positive action on gun control, then such anger is actually positive and good.  If on the other hand, someone's anger causes them to go out and buy an assault rifle and murder 19 children and two teachers, then their anger is very, very bad.
 
But as we have established, just because someone does something horrible, does not necessarily mean that the person is mentally incompetent, insane, or even suffering from a mental disorder.  Love and happiness are emotions, so are hate, anger, frustration, and self-centeredness.  
 
Emotions influence every single decision that we make in our life.  Emotions also influence our “perceptions” and the way we view the world, but emotions are not a mental disorder. 
 
You’ll remember that we have talked about perception before.  Perceptions are “what you think,” but your perceptions may not be totally based on reality.  Just because I think something doesn’t make it true.  Remember COVID?  Yes, it still exists.  We have had lots of false information, lies, and distorted “alternative facts” floating around throughout the pandemic—still do.
We have the same problem with anger.  The misinformation machine is pumping out tons of distorted facts and lies in reference to anger and guns.  Remember, perceptions are not necessarily true.  Perceptions are what you think, your opinions.  Your opinion may be based on facts and reality, or your opinion may be based on something you heard or read on social media.
 
Just because you think it doesn’t make it so, just because someone on social media says it doesn’t make it true, just because a conservative news station reports something does not make it honest and factual, just because the NRA says something does not mean you should believe it.
 
Perceptions are also easily influenced by false information or distorted persuasive tactics.  Famous psychologist Albert Bandura devoted an entire chapter of Moral Disengagement:  How People Do Harm and Live with Themselves to the gun industry.  Check your local library, it’s a book worth reading.  Bandura said,
 
“Shifting the blame for mass killings solely to mental illness reframed the debate as a mental health problem rather than a gun problem. The focus on mental illness also diverted attention away from everyday gun violence.” (p. 191)
 
Bandura made this statement after the Sandy Hook massacre where 20 young children and 6 adults were killed.  Again, with Uvalde, we see the NRA and their henchman crying mental illness.  Bandura goes on to explain that such tactics are psychologically deliberate by the NRA and their supporters.  The NRA uses such tactics to change your perceptions.  They distort the facts in order to sell more guns and thereby kill more people.
 
 
How Does Anger Get Out-Of-Control?
 
Remember, our perceptions (our opinions) may or may not be based on facts or reality. 
The problem arises with how we each “react” to our emotions or to anger.
 
Look at what is happening all across the nation right now.  People are angry about the massacre in Uvalde—as they should be.  Well, most people are.  Some people went off partying and dancing at the NRA convention instead of getting angry that children had been murdered.
 
As a result of their anger, many people are finally talking about gun control.  This is good.  If our mutual “anger” causes us to take action, to make changes in gun laws that make it safer for children, teens, and teachers, then our anger has been constructive.  Anger often prods those who are reluctant into action.  As such, anger can be good.
 
But wait, didn’t anger kill 19 children and 2 teachers in Uvalde?  So, yes, anger can encourage you to take constructive action, but sometimes anger causes the wrong actions. 
 
Exactly when does anger stop being good and become bad?  When anger is out-of-control and hurts someone, even just hurting someone’s feelings, then anger is bad.
 
Often our personal beliefs and judgments of self and others cause out-of-control anger.  Anger is a natural response, but it is how you react or respond to angry emotions that cause the problems.
 
Fear, disappointment, or regret can cause a person to lose control.  When a person feels uncertain, this drives their fear.  Fear is deeply rooted in anger.  Lack of control is often centered in fear.
 
No, someone who goes and murders children in a classroom is NOT brave.  That’s why the shooter is using a gun; he’s out-of-control and afraid of his own feelings of inferiority; therefore, he strikes out at someone he can dominate.
 
Hostility is another level of out-of-control anger.  Hostility is rooted in a negative attitude, usually directed toward others.  Since anger is an emotional state, it is influenced by feelings.  If you hurt my feelings or reject me, I become angry.  These feelings of anger may grow and fester until they either manifest themselves in physical pain toward myself or violence toward you or someone who I can hurt.  As with Uvalde, the children were innocent targets for the shooter’s anger.
 
Pent-up anger may even cause an angry person to attack innocent people—someone who had nothing to do with their frustration or anger.
 
This is what we see happening with mass shooters, particularly school shootings at elementary schools.  Why?  There’s no one specific answer.  Remember each person is different, each person’s reactions to their anger is different.  Some have hypothesized that the shooter was looking for an easy target, but that doesn’t explain all of the mass shootings.  Others have hypothesized that the shooter is returning to a perceived site of his pain.  This idea is much harder to prove but may provide insight into the deeper problem of adjustment. 
 
We may never know, but there are warning signs, red flags.
 
Red flags.

According to Healthline, a few of the warning signs or red flags to watch for are: 

• Someone engaging in self-harming behaviors.

• Someone who expresses anger to those considered weaker, innocent, or less powerful.
• Someone incapable of letting anger go or accepting a situation.  The anger just continues to build and get worse.
• Someone who threatens others, even friends or family.

 
 
What Causes Anger To Become Out of Control?
 
The root causes of anger are feeling embarrassed, being humiliated (either deliberate or perceived), feeling shame from something you've done, frustration, suffering an injustice (real or perceived), feeling intimidated, rage, being hurt by another person, fear, betrayal, being called names, teasing, bullying, lies, being excluded, violation of your rights or expectations (even perceived), hatred, self-pity, a sense of helplessness (there’s no way out), feeling trapped by something you’ve said or done, an intentional verbal or physical attack, uncertainty, and a sense of failure—even academic failure.
Do you notice something about this list?  They are all feelings, feelings that we react to emotionally.  The list also mentions both real and perceived feelings of injustice.  These feelings are also reactions to the words and actions of others.
 
Is Out-Of-Control Anger Always Violent Toward Others?
No, anger can take on different patterns.  Healthline provides a general description.  The following are examples of out-of-control anger.  There is never anything constructive about out-of-control anger.  For example, when marchers in the street become violent, their anger is no longer constructive.  It has crossed over into out-of-control anger.  If you want your anger to be constructive (bring about change), you must keep your anger under control.

• “Outward. This involves expressing your anger and aggression in an obvious way. This can include behavior such as shouting, cursing, throwing or breaking things, or being verbally or physically abusive toward others.
• Inward. This type of anger is directed at yourself. It involves negative self-talk, denying yourself things that make you happy or even basic needs, such as food. Self-harm and isolating yourself from people are other ways anger can be directed inward.
• Passive. This involves using subtle and indirect ways to express your anger. Examples of this passive aggressive behavior include giving someone the silent treatment, sulking, being sarcastic, and making snide remarks.”

 
 
Is It Possible to Cure or Correct Out-Of-Control Anger?
 
Yes, but it is not always easy, nor does every therapy technique work for everyone.  There is no “one size fits all.”  A lot of the advice that you read online doesn’t work which only makes an angry person angrier.
 
I believe anger control techniques only work as one-on-one therapy.  Although I am a very strong believer in group therapy, I believe that you must get control of your anger in a one-on-one therapy setting before you are ready to try controlling your anger in a group.  Groups can complicate anger.  Therapy groups also give a person a chance to try controlling their anger in a controlled setting, but the individual must have control of their anger before they can learn from the group experience.
 
I prefer the term anger “retraining,” rather than “anger management.”  Because if you are not “retraining” the person to control their anger, you will not be successful.  We are not born with controlled emotional responses.  Young children must be taught to control their emotions and anger.  It is a learned skill.  Some people never learn it, no matter how old they become.
 
Lectures never work, and neither do motivational talks.  They are a total waste of time.  
 
I think that cognitive restructuring works best with anger retraining.  True cognitive restructuring can only be taught effectively by highly trained psychological professionals.  This is not something that the schools can teach or even the school counselor.  You need a trained professional.  Restructuring doesn’t happen instantly; it takes time. 
 
BetterHelp describers cognitive restructuring.
 
“Cognitive restructuring is something we can all benefit from….  Typically, restructuring involves acknowledging a thought that may be maladaptive and actively working to reframe or challenge it.
 
How you talk to yourself is every bit as important as how you talk to others, perhaps more so. When you tell yourself negative things like "Everything is ruined," you are perpetuating a negative emotion. When you change your thinking to tell yourself "This is upsetting, and it's understandable to be angry, but now, it's time to find solutions," you turn that negative energy into something that can help you move forward.”
  
This is why I say that the proposed mental health spending to stop mass murders will not work.  Let me say again, I definitely agree that we need to increase mental health funding, especially for professionally trained mental health personnel in schools and for establishing actual mental health clinics in schools.  Unfortunately, anger is an act of violence; therefore, just funding mental health will not stop mass shootings. 
 

What Can We Do as a Society?
 
Stop bickering and control guns, especially assault weapons.  Gun control does not mean that guns are going to be abolished, but availability has been proven to be at the center of the mass shooting sprees.  Many of the mass school shooters purchased their guns less than a year before they massacred students and teachers.  Remember, anger is an emotional reaction.  If you control availability, you go a long way toward controlling the out-of-control anger.
 
Anger kills.  Easy access makes it easier to kill, and when gun advertisements encourage young men to kill, then such advertisements simply encourage out-of-control anger and rage.  Gun advertisements tempt angry young men and persuasively plant the seeds of murder.  Yes, we need gun control in order to stop the anger, and we also need control over gun advertisements. These ads often target children: 
 
“The week before the Texas shooting, Daniel Defense [a gun salesman] posted a photograph on Facebook and Twitter, showing a little boy sitting cross-legged, an assault rifle balanced across his lap. “Train up a child in the way he should go,” the caption reads, echoing a biblical proverb. “When he is old, he will not depart from it.”
 
The ad was posted online on May 16th, the shooter’s 18th birthday.  The next day, the shooter bought his first gun.
 
Forget the NRA’s propaganda.  Guns kill.
 
Be pro-life for the children sitting in the classroom.  Let the children live so that they will have an opportunity to learn and grow up to enjoy life.
 
This Summer
 
Children need help this summer to make up learning losses in reading, but we can’t teach children to read, if they are too terrified to sit in the classroom or go to school. 
 
Tutoring has been described by the schools as the method most likely to help students overcome learning losses.

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Read for more on tutoring methods:  What Kind of Tutoring Programs Do We Need to Correct the Learning Losses Caused by COVID?  Part 2

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I’m emphasizing one-on-one and small group tutoring this summer.  Contact me if you have questions or need help setting up a tutoring program.

After 19 children and 2 teachers were murdered in Uvalde, Texas, many parents and teachers are beginning to ask if schools are safe. 

Anger is not a diagnosable mental illness, but anger and hate often lead to violence and murder, even in schools. We also need to recognize that school shootings cause psychological harm, even to children who are not themselves shot or killed.
 
Therefore, we must ask could the sale of guns, especially assault weapons, be restricted under our constitution and laws to make our schools safe for students and teachers?
 

Are Children Safe in Schools?
 
Let’s turn to a professional consultant on public safety.  Kevin R. Brock, former assistant director of intelligence for the FBI and director of the National Counterterrorism Center, answers the question by stating,
 
“No child in our schools today is completely safe from being shot and killed while in the classroom. If that is an unacceptable risk to you as a parent, you should not be sending your children into these unsafe environments.”
​
You might at first think Kevin Brock is exaggerating the danger.  Yet, as Brock goes on to explain more than 300,000 children have been subjected to gun violence in schools.  He also states that there have been 185 deaths from gun violence in schools.  Uvalde was the 24th act of gun violence in a K-12 school this year.  Notice that he is only quoting statistics from gun violence in schools, not the streets, not the neighborhood—just schools.
 
Yes, schools have become very, very dangerous places indeed, and, no, at present it is not physically safe for children to go to school. Even more, however, the psychological harms of school shootings spread far beyond classrooms full of dead bodies.
 
 
Does Gun Violence Cause Psychological Harm? 
 
I’ll just give one example for now.  We’ll talk more about fear and the psychological harm that fear causes in Part 2.
 
For now, I turn to Nicole Hockley, mother of Dylan, a first grader who was killed at Sandy Hook, and Jake (at the time a third grader at the same school).  She writes to say she asked Jake (who is now 17) how he was feeling after he heard about the Uvalde massacre.  Jake’s response was, “I just felt numb.”
 
She goes on to explain,
 
“I realized this is all my son has ever known. Almost 10 years ago, he hid in his third-grade classroom, listening to what he thought were metal chairs crashing into each other over the school’s messaging system. What he was hearing was 154 bullets being fired from an AR-15, killing 20 first-graders and six educators. What he heard was his little brother, Dylan, being murdered.
 
“In the 10 years since Jake hid in his classroom, 948 school shootings have occurred, taking the lives of and wounding more than 35,000 children and teens, according to Gun Violence Archive. In the first five months of this year, we have had 233 mass shootings in the U.S., and 27 shootings in schools. This is the trauma that is shaping the psyche of this generation.
“When not hearing about school shootings in the news, these are the kids that are practicing for them multiple times a year in active shooter drills. I remember two years ago, after the shooting at Saugus High School in Santa Clarita, Calif., seeing a young student on the news saying she wondered when her school would be next.
 
“This is what too many youth believe – that school shootings and gun violence are an inevitable part of their lives.”1
 
 
What Should We Do about the Unsafe Conditions in Our Schools?
 
As a parent whose child died at the Sandy Hook massacre stated,

“… escalating gun violence will not stop if we don’t address easy, unrestricted access to firearms. It’s not about taking away Constitutional rights – it’s about sensible regulations that protect our collective right to life.”
  
This parent raises an important point:  Do children sitting in the classroom have a right to live? 
 
Before you answer, remember that we have been bombarded lately by pro-life supporters claiming that we are ignoring the rights of the unborn fetus.  No, I do not plan to dive into a discussion on abortion, except to mention that the same people and politicians who vocally profess to be pro-life are also staunch supporters of the National Rifle Association (NRA) and assault rifles.  Politicians were actually dancing and partying at the NRA convention while families were mourning the death of children in Uvalde.  Obviously, the NRA and their politicians did not care that children had died.
 
How can you be pro-life and stand by pretending to care while children are being murdered?  No, you cannot have it both ways.  You cannot be pro-life and pro-murder at the same time. 
 
Children have rights, too.  Children have the right to live and go to a safe school where they can learn without sitting in fear that someone will come charging through the door and kill them.
 
 
Shouldn’t a Living, Breathing Child Have Just as Much of a Right to Live as an Unborn Fetus? 
 
Yes, I know, I can hear the screaming all the way from here—It’s a mental health issue.  That’s the first thing Governor Abbott said, but let’s not take the word of a politician who is scrambling to win an election.  Again, let’s talk to an expert.
 
Dr. Lori Post, Ph.D., director of the Buehler Center for Health Policy and Economics at the Northwestern University School of Medicine, explains very clearly why the mental health claim falls short.
 
“There is no evidence the shooter is mentally ill, just angry and hateful. While it is understandable that most people cannot fathom slaughtering small children and want to attribute it to mental health, it is very rare for a mass shooter to have a diagnosed mental health condition.”
 
So, no matter how much Governor Abbott and Senator Cruz would like to shift the blame away from assault rifles, there is absolutely no proof that a diagnosable mental illness caused the massacre at Uvalde.
 
 
Is Gun Violence Caused by Mental Health Disease?
 
To solve a problem, we must find out what causes it. Many people think that better mental health care will prevent school shootings. As a psychologist, I strongly support better mental health care. Yes, we need funding for professional mental health services in the schools.  Mental health, however, is not the main cause of school shootings.

Don’t get me wrong: anger and hate are problems in our society today.  Anger and hate are real, and they are dangerous, but they are not a diagnosable mental illness.  Can anger and hate lead to mental illness? 
 
Anger and hate could possibly lead to a diagnosable mental disease, but they are much more likely to lead one to violence as demonstrated by the prevalence of gun violence in our country. 
 
Anger is an emotion.  Uncontrolled anger leads to outbursts and violence.
 
As Lauren Simonds, from the National Alliance of Mental Illness, explains very clearly,
 
“Violence is not a product of mental illness….  Violence is a product of untreated anger. The contribution of mental illness to overall gun violence in the United States is smaller than two percent….  Mental illness is a significant underlying cause of suicide. But mental illness is not an underlying cause of community violence.”
 
I’m sorry politicians, you will need to find another scapegoat.  While I believe that we desperately need to provide funding for professional mental health services and I hope that we do, blaming mass murder in schools with assault rifles on mental illness will not work. If mental health is not the problem, could it be that weapons are the problem?
 
 
Are Assault Rifles the Problem?
 
Yes, plain and simple, one of the problems is large-magazine assault rifles.  We must remove them from civilian use.  We must also realize that mass shootings in schools are being caused primarily by a particular age group.
 
The majority of mass shootings in schools are by young men 21 years or younger.  As Nathaniel J. Glasser, pediatrician and health services researcher, and Harold Pollack, professor at Crown Family School of Social Work at the University of Chicago explained,

“… most firearm violence and gun homicides are committed by relatively young people, with homicide risk peaking between the ages of 18 and 24. This is conspicuously true of accused, convicted or slain mass shooters: Salvador Ramos (18) in Uvalde; Payton Gendron (18) charged in Buffalo; Nikolas Cruz (19) in Parkland, Fla.; Adam Lanza (20) in Newtown, Conn.; Dylann Roof (21) in Charleston, S.C.; Robert Aaron Long (21) in Atlanta; Elliot Rodger (22) in Isla Vista, Calif.”
 
The exception of course was Dylan Klebold and Eric Harris at Columbine.  They had not turned 18 yet, but the friend who purchased the weapons for them was 18 years old.
 
Age and gender are major factors in the mass murders that are occurring in our schools.
 
 
Why?
Some researchers who study mass violence in schools are pointing to the fact that the “decision-making” portion of the brain does not fully develop until age 24.  This decision-making area in the brain also controls impulse, judgment, and the ability to think through decisions and make long-term plans. 
 
Still other experts believe that the mass shootings in schools are intertwined in male identify and adolescent behavior.  This can extend all the way into the early twenties.  Experts remind us that many firearm advertisements link firearm violence to masculinity. 
 
As Glasser and Pollack explain,

“In 2012, shortly before Adam Lanza used a Bushmaster XM-15 semiautomatic rifle to kill 26 children and adults at Sandy Hook Elementary School, the firearm appeared in a series of advertisements that enticed prospective buyers to reclaim their “man card” by purchasing the weapon.”
 
Yes, some people will do anything to sell a gun. 
 
Plain and simple, assault rifles should be banned from our streets and sent back to soldiers fighting wars.  Young people should not be allowed to buy any guns.
 
Yes, I know that you are going to say that these young people have rights.  The students who were murdered at Uvalde, Sandy Hook, Columbine, Parkland, Santa Fe … and the list goes on… also had rights.  Yes, each of the students who were killed had rights as well.  Unfortunately, their right to live and grow up was taken away by non-existent gun laws and uncaring politicians who will not pass restrictions on guns.
 
Why is one young person’s right or freedom to own a gun more important than another young person’s right to live?
 
Can We Legally Restrict Guns?
Naturally, when you talk about restricting guns, people begin to chant about the 2nd Amendment, but does the 2nd Amendment actually give young men or anyone the right to own an assault rifle?  I want to turn to two individuals who talked about this very question.
 
First, Kennan E. Kaeder, a trial lawyer, who wrote an article entitled:  Do you have the right to a gun?  Yes.  A constitutional right?  No.  I hope you read this insightful article.  I’ll just quote one passage:
 
“… no right is unlimited. That there is a limitation of our rights is fundamental to being civilized. So, for instance, the Supreme Court long ago held that your right to self-expression stops at the tip of the other guy’s nose. You have the right to own a car, but you don’t have the right to drive it at 100 mph through Downtown San Diego.
 
“You do have the right to own a gun, but you shouldn’t have one that can kill dozens so quickly. Just like the state can require you to have a license to drive a car by being a certain age and demonstrating competence with driving skills and regard for public safety, so, too, the state can place reasonable limits on property ownership, such as guns. There is no legitimate purpose to own a semi-automatic rifle, any more than you should be able to own a ballistic missile. And that’s all there really is to it. You can own a gun, as many as you like, but the type can be limited for the safety of others. Mass shootings could so easily be made a thing of the past.”

It's ridiculous to think we cannot restrict gun ownership, especially assault rifles.  Listen to another well written comment on guns by Gary Cosby, Jr.:

“… the Second Amendment does not provide the completely unrestricted right to keep and bear arms. There is the mostly ignored phrase that begins the amendment, “A well regulated Militia, being necessary to the security of a free State …. 
 
“In the late 1700s, folks used muskets that fired a single ball, which had to be manually recharged with powder, wadding and shot before the gun could be fired again….
 
“The volunteers who made up George Washington’s army were farmers and shop-keepers and everyday people who were expected to come to the defense of their nation should the need arise.  

“They had to have firearms to do that. Had the framers of the Constitution ever considered that the Second Amendment would be used to enable mass murderers, they would have never written it in such an open-ended manner. No rational person would have done so.
 
“… [the framers of the Constitution never] could have imagined a day when a gun rights lobby would buy off congressmen and congresswomen who, for fear of losing an office, would do everything possible to gloss over the violence, taking what amounts to blood money to maintain the status quo. 
 
“There is a literal mandate within the Second Amendment itself that gun ownership would be a protected right within the scope of a well-regulated militia. There is no guarantee of gun ownership apart from such a condition. Congress has both a moral and a constitutional mandate to come up with reasonable laws and regulations to put the brakes on the accelerating violence because turning a blind eye to the situation is clearly costing lives.”  
 
I chose to share both of these statements because they speak very directly to one of the primary problems that we have with guns.  People on the streets and our elected politicians, even judges and the supreme court are interpreting the 2nd Amendment to meet the dictates of the NRA and its large financial campaign contributions rather than actually looking at what the 2nd Amendment says. 

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For clarification on the actual wording of the 2nd Amendment, read Bill's:  Harpine's Thoughts about Public Speaking: Why Does the Second Amendment's Ambiguous Wording Cause So Much Confusion?
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It’s time for a change.  We must stop gun violence.  Every time you stop at a stop sign, you are adhering to an infringement on your freedom to do as you very well please.  We accept such infringements on our freedom to choose in order to maintain order and safety on the road.  It's time that we do the same for guns.  No one has the constitutional right to go out and kill children or anyone.  The only way it will stop is when we start passing laws to make it stop.
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For more on the 2nd Amendment, read Bill's:  Harpine's Thoughts about Public Speaking: The Second Amendment's Creative Ambiguity
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It is time for us to stop killing children pretending that we are protecting 2nd Amendment rights or someone’s freedom to purchase and own a gun.  Wrong.  What we are doing is condoning the mass murder of children.  Politicians who refuse to enact gun control laws are supporting the continuation of the mass murder of children.  It has to stop.  Now.
 
Children have the right to live.  Be “pro-life” for the children sitting in the classroom.  Let them live.  Let them grow up.  Let them have a chance.

Many people are saying, “Oh, COVID, that’s gone, everything’s fine now,” but is it? 
 
Let’s check the facts for this week:
 
“The U.S. is averaging 108,065 cases a day, up 53% from two weeks ago….  Cases are higher in nearly every state, but the Northeast and Midwest are being particularly hard hit ….”
 
New York and Los Angeles are on high alert and urging people to wear a mask.  Philadelphia and Massachusetts have very high numbers, and COVID may even be worse than what is being reported because many people are doing home testing and not reporting positive test results. 
 
This is not a political stunt.  This is real, and we need to remember that one million people have died in the U.S. from COVID. 
 
COVID is back.  Actually, it never went away, and the BA.2.12.1 is said to be even more contagious.  So, get vaccinated and put your mask back on.
 
 
Mandatory Mask Mandates  
      
Several schools are calling for mandatory mask mandates.

Brookline, Massachusetts (near Boston) has reinstated an indoor mask mandate for the town, including the schools.
 
“The mandate that began Monday requires everyone to wear a face covering over their mouth and nose while inside the library, senior center, all public schools and any other town-owned indoor spaces where the public gathers.   … school dashboard, [has tracked a] steady upward trend since mid-April…. Data shows 232 students and staff in the district of more than 7,700 students tests positive last week.”
 
It’s not just Brookline.  On May 24th, Philadelphia public schools also reinstated a face-mask mandate for students and teachers. 
 
Of course, some students and teachers never stopped wearing their masks.  Even when school boards gave in to the hysterical screaming over the fear of masks, some students and teachers, the smart ones, kept right on wearing their masks every single day, all day long. 
 
As one man said, “I accidently fell asleep with my N-95 on; I’ve never slept better.”
 
So, with mask mandates returning, can the chanting, screaming hoards on the sidewalks and at the school board meetings be far behind?  No, they’re probably printing off new signs right now.
 
But what about the children?
 
 
New Vaccines for Children

​There are new vaccines for children.  The booster for children 5 years and older is available now.  The vaccine for children under 5 years of age will hopefully be ready in June.

• “… children 5 years and older already have access to a COVID-19 vaccine -- and now a booster shot -- through Pfizer's two-dose vaccine….”

 

• “Three doses of Pfizer and BioNTech’s Covid-19 vaccine produced a “strong immune response” in children under five, according to results from a clinical trial….”   

 
So, what is stopping parents from getting their children vaccinated?  Will misinformation on social media keep parents from vaccinating their children?  I hope not.  A study from Brown University this month stated that 318,000 lives could have been saved in the U. S. if people had just been willing to get vaccinated.  Unfortunately, some of those people who died were children.
 
I can hear it now on the talk shows and social media sites.  They’ll be screaming and yelling that children don’t really get that sick.  That is false. 
 
As Ibukun Kalu, a pediatric-infectious-disease specialist at Duke University stated, 
 
“But children do fall seriously ill with COVID-19. Since the pandemic’s start, the virus has killed more than a thousand kids; thousands more have developed a serious inflammatory condition called MIS-C. The Omicron wave hospitalized the youngest Americans—the least vaccinated Americans—at rates higher than in any other surge.”
 
As Dr. Kalu explains, we should be taking every opportunity to vaccinate our children to protect them from getting COVID.  Vaccinations save lives.  Vaccinations keep children from getting severely ill.  Forget the misinformation on social media, save the children.  Children do not get a chance to decide for themselves.  We, as adults, must make the decision for the children. 
 
Misinformation Kills

Yes, I know, everyone is entitled to an opinion, but facts are facts, opinions are opinions.  No, there are not two sets of facts.  “Alternative facts” do not exist; that is just misinformation and lies.  The fact is we need to vaccinate our children.  And yes, they should be wearing masks.
 
Vaccinating children is a medical question, not a political play toy.  Yes, COVID has killed children.  Yes, we have the vaccine to keep that from happening—if we will only use it.
 
Mary Papenfuss wrote in a recent article for Huffington Post,
 
“While COVID-19 death rates in regions are affected by several factors, including things like wealth and access to health care, death rates closely followed rates of vaccinations, which Republican lawmakers, activists and media personalities often railed against. Not only did they urge people not to get the vaccine, but often spread frightening disinformation about the vaccines.”
  
Unfortunately, doctors and experts fear that many children will die even though the vaccine is now available for them.  Don’t let politicians dictate how you care for your children.  As I have said before, take medical questions to doctors and political questions to politicians.  COVID is not a political question.  It is a medical issue.  Save the children; get your child vaccinated.
  
As Jennifer Nuzzo, an epidemiologist at Brown University School of Public Health, said,
 
"How you vote should not predict whether you die of COVID…."
 
So, yes, we should definitely be concerned about COVID.  It has not disappeared, and it is just as deadly as always. 

It has been proven over and over.  When you put the vaccine and the N-95 mask together, you have provided children and parents with a degree of safety from COVID.  No, it’s not perfect. Also, as has been proven, if you take the masks away, the vaccine may not be enough to keep you from getting sick.  So, give your child every chance to grow up and be an adult.  Get your child vaccinated and give them a mask.
 
Next time, I want to explore new research that is just becoming available showing that there may be a connection between COVID-19 and the new severe cases of hepatitis in children.

A 19-year-old Texas youth recently said,
 
“We are tired of fearing for our lives. 
We are tired of prayers without action.”
 
A young self-proclaimed teen activist made this statement after the deadly shooting at Robb Elementary School in Uvalde, Texas on Tuesday. 
 
As the young teen explained, even the “active shooter drills” can be terrifying for students.
 
"I was terrified. There were countless days where I was afraid to go to school … it wasn't your school today, but you have no way of knowing if it's going to be your school tomorrow…."
 
She went on to say,
 
"I was 10 years old when Sandy Hook happened, now 10 years later the same thing is happening and nothing has been done to stop children from dying in schools."
  
Yes, it is hard to imagine that in 10 years we have done absolutely nothing to keep children safe in school.  Politicians are lining up to blame each other.  Yet will anything really change?  Probably not.
  
Prayers are good, but as this young adult points out, we need to do more.
 
 
What Should We Do?
 
Students frequently fear going to school.  People march in the streets and scream and yell for the “freedom” to buy more and more guns.  Politicians argue and give speeches that accomplish nothing.  More children die. 
 
Most of the solutions being offered by politicians are worthless.  As Zeeshan Aleem pointed out in one news article, handing out guns to teachers will not help and neither will turning the school into a windowless prison.  Interesting article, I hope you read it.
 
So, what is the answer?
  
As a psychologist, I believe that you always need to look at the root cause of a problem or situation.  Absolutely no 18-year-old should ever be allowed to buy an assault rifle with tons of ammunition.  Yet, the problem is deeper than just getting guns off the street, but that’s a good place to start.
 
 
Something Needs to Change
  
If you look back at almost every school shooting, there were warning signs.  We absolutely must stop ignoring these warning signs.  The reports are sketchy on the news, but if the reports are accurate and the shooter actually cut his own face and bragged about it, that is a warning sign that should not have been ignored.  If the shooter actually threatened another teen’s life or said, “I’m going to kill you.”  That’s a warning sign.  Such warnings should never be ignored.  Yet, teens are afraid to report such actions.  I can understand and sympathize with their fear.  Our system frequently does not support the victim.
 
 
Change
 
What if we had a national hotline for reporting questionable behaviors?  What if when a student is threatened at school, they could call or text and report behavior that they feel might be dangerous? 
 
What if it was totally anonymous?  What if students felt safe to come forward and report questionable behavior?  What if such calls were reviewed by actual mental health professionals with the training to know the difference between someone who needs help and someone who was just complaining?
  
Yes, I have no doubt that there would be several prank calls, but if investigating such calls for help could save children’s lives, wouldn’t it be worth it?
  
Yes, our thoughts and prayers are with the families in Uvalde and all families who have been touched by violence.  Next, we need to stop the violence so that no more children or teachers die.  Children shouldn’t be afraid to go to school.

Everyone agrees that we need quality tutoring programs.  Yet, we also know that many tutoring programs of the past have not been successful.  Where can we find guidelines for developing quality tutoring programs?
​
Unfortunately, when I looked for guidelines, I only found general suggestions.  Some were good, such as this one from Potsdam State University of New York.  Be honest, flexible, patient, and a good listener.  Good ideas but not enough.
 
I searched for more.

​Derry Koralek and Ray Collins give advice on how to set up a tutoring program and interview potential tutors.  A good list of ideas, but still, how can the actual tutor know how to develop a quality program? 
 
I kept searching.

James Larson provided a bit more content on exactly how to structure a tutoring session—from the tutor’s point-of -view.  I particularly liked his statement:
​
            “Adapt your teaching method to the student’s learning method.”
 
Yet still, I’m not sure a tutor could develop a “quality” tutoring program just on Larson’s advice.  Therefore, we need to develop guidelines that will help us create quality tutoring programs. 
 
In response to my earlier definition of tutoring, I have had requests for such guidelines. Therefore, I have compiled Five Keys to Successful Tutoring.  As always, I am referring to reading tutoring.  Yes, we need tutoring in math and other subjects, but my work and research are exclusively in reading. 
I welcome your responses.
 
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For more about my earlier definition, reread:  Will Tutoring Correct the Learning Losses Caused by COVID?  Part 1
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Five Keys to Successful Tutoring
1. Focus on the student:  Tutoring is not about educational trends or test scores.  Tutoring is about the student.  Before you can help a student improve, you must understand what the student needs to learn in order to improve.  You cannot just sit down and start teaching.  You must learn as much as possible about the student you are working with.  What does this student need to be successful in the classroom?  What has caused this student to fail to learn and why?  The “why” is very important.  Then, establish tutoring goals based on the student’s needs.  I taught a 15-year-old, who had failed for 9 years, to read. The school said that the student would never be able to learn to read.  I was successful because I first tried to understand exactly what the student did and did not know about letter sounds.  Then, I used vowel clustering and taught the student to read.  Tutoring can be very successful, but you must look at the individual needs of each student.  There is no such thing as “one size fits all” in tutoring.  What works with one student, may not work with another student.  You must individualize your instruction to fit the needs of each individual student.

​2. Select a teaching curriculum that fits the student's specific needs.  Do not just use the curriculum everyone else is using.  Select your tutoring curriculum carefully.  I have used vowel clustering for the past 23 years in my work with all ages.  I have worked in both inner city and rural locations.   I have worked with students diagnosed with dyslexia, ADHD, Aspergers, autism, and an array of cognitive processing problems.  Vowel clustering allows me to adjust my tutoring lessons to the specific needs of each student.  This is very important.  Oftentimes, we expect students to adjust to the curriculum.  Instead, we should be selecting a curriculum that will adjust to the needs of the student.  I worked with a young student one year who had been held back in kindergarten. My first thought was, how can you fail kindergarten?  Unfortunately, the student was unable to memorize the required number of words to be promoted to first grade.  With vowel clustering, there is no memorization.  By the end of the year, the student was reading above his age level.  In my new book, shown at the top of the page, I give several examples showing how I adapted vowel clustering to meet the needs of each individual student.
 
3. Create a positive learning environment—even online.  A positive learning environment is more than just pretty pictures or motivating quotes.  A positive learning environment is how you teach.  A positive learning environment includes the words you speak, how you talk with your student.  Notice, I did not say how you talk “to” your student.  There is a difference.  Many students do not know how to communicate and interact with others, especially with a tutor.  Unfortunately, the same can be said of many adults.  Communication is more than just talking and listening.  Communication means trying to understand how and why a person feels as they do.  A positive learning environment must include good communication.  A positive learning environment also includes the way you teach.  Intrinsic motivation is better than extrinsic.  Intrinsic is driven by an internal desire to learn.  You want to tap into this internal desire to learn, to improve, to start over.  Offering a candy bar is extrinsic and can be classified as a bribe.  Extrinsic motivation backfires eventually.  It may seem to work at first, but it soon fades, and you are left with failure.  “Do it or else” demands do not work either.  Strive for intrinsic motivators.  I use hands-on learning techniques.