S3E11: When Avoidance Becomes Your Coping Mechanism

Uncover the unexpected truth about learning and dyslexia. Dive into a candid conversation that reveals the surprising impact of semantics on education and the lifelong struggle of avoiding challenges. Discover how individual learning styles can make or break success, and the powerful coping mechanisms that can reshape the academic journey. Get ready to gain a whole new perspective on the learning process. Don't miss out on this eye-opening discussion that will change the way you see education. Stay tuned for the full scoop!

In this episode, you will be able to:

• Understand the impact of dyslexia in school and how it affects learning.
• Discover effective strategies for navigating academic challenges and improving student performance.
• Explore the influence of semantics on learning and how it shapes individual understanding.
• Identify personalized learning styles to better cater to each student's needs.
• Uncover coping mechanisms to support dyslexic students and enhance their learning experience.

Transcript:

00:00:02
Welcome back to Word Blindness. Dyslexia exposed. This is Juliet Hahn here with my co host, Brent Sopel. How are you? Oh, another day, right?

00:00:10
Paradise. Another day. Another day. Exactly. So we're just gonna get right into it.

00:00:17
We're gonna talk about avoiHahnce.

00:00:23
Do you want to say something? No. Lay the table. So the reason why I wanted to talk about this is I think that as humans, we all avoid things that don't feel good. I mean, that's.

00:00:38
That's normal, that's necessary. But when you struggle in school, you almost learn how to avoid and you don't even realize you're doing it. So it's almost something that kind of comes and follows you and you do have something to say. No. Well, you know, is it avoiHahnce or is it learned how to get around things?

00:01:07
Okay, so. So this is. This is a very good. We can now do a semantics talk. What semantics that means.

00:01:15
What is that?

00:01:18
It's actually one of my favorite things. I always throw that in. I can't believe I haven't used that with you. Semantics is then. I'm probably going to get it wrong now, but semantics is.

00:01:27
It could be the same word. And let me think about this. Same word, I mean, different word, same meaning, kind of thing. So it's the semantics of it. It's the way you approach or say, could mean the same thing, but it could have two different words.

00:01:41
And someone that's like an English major is going to be like, you have it backwards. You have it all wrong. It is basically, though, very similar. Like as you just said, is it getting around things? You learn how to get around things, or is it avoiHahnce?

00:01:54
Like those. To me, one can be a positive, one can be a negative. Right? So, like, you could, if you say, like, avoiHahnce maybe is a little bit more of a negative award. I don't think of it.

00:02:05
I think it is getting around things, you avoid doing the hard things. And hard things meaning the things that you can't do. Because doing all the avoiding and getting around is actually harder sometimes than actually doing the task. If you think about it. Am I making any sense?

00:02:22
No, I don't think it's harder. I'd rather. I'd rather take longer than struggle. Right. But if sometimes.

00:02:29
Okay, so I will bring this sometimes because we think that we can't, like, it's. It's almost that, like, start, like starting something. Right. It's so hard to start something when you can't process and you don't know what to do. And then finally when you start it, it's like, okay, I'm just getting right through it now.

00:02:45
I'm not talking about things that we struggle. I'm talking about just like, general life. Right. And then you throw in the struggle part. But, you know, for us, what.

00:02:55
What don't we struggle at? Geez. All right, well, I'm going to. I'm going to come up with a couple. Right, Right.

00:03:05
I mean, right. When it comes to. And I'm really talking about, like, school and then how that. Yeah. And, you know, anything to do with school.

00:03:16
The thought of it is just. It's exhausting. No, mentally, it's. You know, somebody asked me, where was it? It's recently, yo, go back to school.

00:03:34
Did you go back to school where you could. I still think you're gonna get that. I'm not getting. My only reason why I'm getting my honorary degree that you keep saying is that something honors me and gives it to me. Well, that's for another podcast.

00:03:53
Okay. But I do want to go back when you said, are there things like what don't we struggle with? Right. Right. What?

00:03:59
Okay, so me talking, even though I sound like I'm struggling this morning, me talking is not. It's like, that's where it. And same with you. Those are the kind of things we don't struggle as much. So you go to that instead of doing something else.

00:04:19
And I'm trying to. I'm trying to. I'm trying to. I'm trying to preface this without, like, getting to the real topic, because I don't. I really can't talk about that.

00:04:30
And so I'm having a hard time. Right. So now I'm not talking. Well, yeah. Oh, doing a great job.

00:04:41
All right, listen. There are things that we're better at than. Not everybody's got strengths and weaknesses. Exactly. Okay.

00:04:49
So when there's something that we're super weak at, we try to get around. And sometimes we don't always tap into our strength or we try to figure out how to get around to use our strength. It's. It's not a bad thing. This is a good thing.

00:05:03
However, sometimes that takes longer than to be like, okay, I'm going to struggle at doing X, Y and Z. But if I just sat and did it now, I'm not saying that that's easy and do I ever do that? No. But I'm saying sometimes the work we do to get around figuring out to avoiding is it. It's actually more effort and our brains are tired.

00:05:24
Where someone will say this. It takes me back to you're not trying hard. You're not working hard enough. Right. And some kids with dyslexia, we talk about this.

00:05:34
They'll stay up until four in the morning to get their work done. So you don't know that that a. See look, now I'm on a flow that they get that that A wasn't because they literally stayed up until 4 in the morning. There's others and this is non dyslexics and dyslexics. Right.

00:05:48
So like this is just kind of life. There's others that are not going to stay up until 4. They're like, I'm going to sleep. If I get a C, I'm fine. Right.

00:05:57
I was that person. I have people in my life that are that people. I have actually both. I was excited to get a C. Right, right.

00:06:06
It's like, you know, I'll just. Right. But you're still putting the effort into getting that c. No C, Ds and Fs. Right.

00:06:13
But that's, but you're like, okay, I don't need. I mean I don't want to say up until 4 do I have the capability to do it anyways? I don't, I don't know. I don't think so. But to figure out how to get around to even start and get it done, sometimes you're putting more work in.

00:06:31
So you're almost like staying up until 4 because you're like avoiding and getting around it. Does this make any sense? You are so down the rabbit hole right now, Hahn. You know, if you don't know what your strengths are, you can't yo you, you avoid. No, it's something.

00:06:53
Okay, that's true. Yeah, I like that. You know, people always talk about, you know, oh, kids need to advocate for yourself. You know, you can't advocate to know and understand 100. Right.

00:07:05
What you need and how you work. And this is, this falls in the same, you know, in the, in the same, you know, same kind of category is yo, we're struggling. We're. We're working extra hard to try and get around writing this email or you know, doing this project for work that needs to be done or whatever it is because we don't know where our strength is. That's you know, the teeter totter strengths.

00:07:36
Weakness is, you know, right now that during that, that process tear totters and you're on the ground. Right. You can't see, you can't see that other side. And um, you know, you don't see what that strengths are because when you're in that dark hole, as I always talk about. You don't see anything but that.

00:08:00
Just like when something painful happens, you don't see what the message was to lay. Right? All you see is pain. You know, same kind of thing as, you know, with us dyslexics. It's understanding before you.

00:08:19
You know, everybody talks about kind of like that spiring out of control before you start that, because once you start that, then you don't see where your strengths are. Right? And you don't know if you're coming or going. And so that's kind of why I wanted to talk about this, because I wanted to paint, even though I really didn't do the best job at completely explaining it. But it even comes down to, you don't know what kind of help you need.

00:08:47
You don't know how to get through it. You don't know. You don't want to talk about anything. And it's just like, you avoid ever. Like, avoid absolutely everything because it's like, I.

00:08:57
If I crack a little, it's going to, like, it's going to be like floodgates, and it's. So I need to. I'm holding on to, like, a pole in like a tsunami. That was. That was my hockey life.

00:09:11
Right? You know? Right.

00:09:15
100 million percent hockey was. Gave me more negative than positive, you know, and those, you know, they talk about athletes, the rituals or routines or mine were all psychotic because I was hanging. That was. I was hanging on that for my life, you know, for my life, hanging on that rope. Um, and if I didn't do it to a T, like, if I missed one little step off that I was gone.

00:09:46
I was a disaster. Okay, So I. So this is very interesting. So do you think. Because if you think of kids and when we'll have parents reach out to us and, you know, they.

00:09:58
Their first, like, they have dyslexia, and now they're starting to get ocd, and now they're starting this and now they're starting that. And it's like, okay, well, let's. Let's break this down and talk about this, right? Like, here's a very interesting thing to that. Do you think some of your OCD behaviors when you played hockey, like, do you still have crazy rituals?

00:10:19
It wasn't, you know, the ocd. It was just. I did the same thing every game because I was successful at it once. All right, well, I think it was. I think that's a little ocd.

00:10:29
No, I don't. I. I don't Know, I don't know the ocd, you know, in dyslexics, I don't think, I don't believe in it. Meaning that's we succeeded once and what do we get out of that? Self esteem, right?

00:10:46
So, so you're going to be like, I'm going to do exactly the same thing. Right. It worked. And then when it doesn't work, you're going to go back to, oh, it worked. And not try something.

00:11:00
Right? Yeah. And not be open minded. Try to try something different. So it was, I had success one time.

00:11:07
Right. You know, and you live on that. Yeah. Okay, that makes sense. So when I, when I mean that the OCD portion of it is you, you did that, right?

00:11:21
You completed it and you, you know, that's why the wind. When you know the littlest wins for us are massive. Yo, I tell dyslexia, you gotta tell dyslexia, they did a great, great, great job. And people are like, what the. Why something?

00:11:40
An idiot. I'm like, do you really want to know why? Because we did a great job. Because we brush our teeth. Right.

00:11:49
But don't, don't forget how far down we are to just to get up to brush our teeth.

00:11:56
Yeah. No, so it's an interesting thought because really ocd, which is, I just recently had a friend tell me her son who's like in third grade, she's like, now he's like OCD and he like washes his hands and does all this stuff like crazy. That is, I'm. That's different than what I'm talking about. So I'm using kind of the same word, but talking about doing the same thing over and over again.

00:12:25
And if you didn't like hit the light at the same time, like there's definitions and levels just like in anything. And with dyslexic, you know, I mean, we talk about that attention deficit, all the different things. There's levels to all of it. And so I like how you just said that though. And so I really want people to think about that is when you all sudden have success, it's like, okay, I need to grab onto that because that felt good.

00:12:47
And I need to make sure I'm going to continue to do it. You know, when you struggle as much as we do, you hang on to all wins. Right? That's why our lows are as low and our highs are mountaintops and you, you know, and non sexy. He's just.

00:13:09
Yeah, it's not a big deal. Oh, let me tell you, it is a big Deal. Yeah.

00:13:15
A massive deal. And that's where you'll. Everybody has to understand that obviously this grade six, you just want people on the lake you. As you're trying to read and you can't. What's that do to you as a kid?

00:13:38
We know we can walk in a room and we know we're different.

00:13:44
Yo. And that's not a fun feeling, like, you know, being dropped in the middle of the ocean, you know, life jacket and no boat.

00:13:58
Dale. And what would people do? You tell them, all right now, what do you want to do? I'm gone. See ya.

00:14:04
I'll drown myself. I ain't staying around. Well, thank goodness you're not dropped off in the middle of the ocean.

00:14:13
I wish I just drown myself and be done. But that's, you know. Yeah. That's how we feel when we walk into a room. That's how we feel when we walk into a team, a group conference room.

00:14:32
That's how we feel. That, like, we know, we, you know, it's. We had Elizabeth's mom babysits, and the little twins are into kindergarten. And the daughter, she's got some things going on. She said to her mom, no, boy, nobody is crushing on me or will ever crush on me.

00:14:57
She's in kindergarten.

00:15:02
So that's how early we know. Oh, yeah. Is she five?

00:15:09
That's how early we know. You know, so it's. And it only gets worse the older you get. Yeah. And.

00:15:17
And even if you have the confidence, because I want to also take it where. Even if you have the confidence in other parts going in, your mind's always like, okay, how am I going to avoid or how am I going to figure out how to get out of things? And that's again, like, that's just not like, naturally you go into. Into situations. And it is interesting thinking of just people in general and people's personalities, because some people thrive.

00:15:49
I remember I did this workshop and someone was like, I love tests. And it, like, literally I started sweating. I was like, oh, my God. Oh, my God. Like, I don't want to do that if you know, though.

00:15:58
But like, I love a conference. I love a conference because I know I can talk. I know I can talk about anything. I can connect. And there's.

00:16:08
Even if you don't know what's going to actually happen, you're, like, confident in something that you have. So, like, I know I can talk my way out of anything, and I'd like. So I don't even think about that. However, if you're going to Go into a situation where you have no idea what, like, you know, going into a classroom, the beginning of school, right? It's like, I don't know what I'm learning.

00:16:27
I don't know. How am I going to follow this? I don't know this. And it is this anxious feeling. My middle son going to take the sats shortly.

00:16:36
And every time I even say the word, I get like, like, like sweaty. And I'm like, I never took him so well. I didn't have my oldest take them because, well, thank goodness after Covet, he didn't have to. But I know, right? You didn't have to.

00:16:48
They. They are not. Their school was an option for me. So my parents and. And I don't even.

00:16:58
Again, this is how school is. There's so much I don't even know. I don't even remember SAT like that, talking in school, right? Like, I like to the point where I like, oh, we don't have to do that in Canada. I don't.

00:17:11
I don't. I'm not, you know, I don't know. No clue. None. That's how far.

00:17:17
I don't remember anything of, of what school was. High school. Nothing. Because, you know, everybody talks about, you know, sats and acts and whatever number. Like everybody here, yo, I hear it.

00:17:31
Oh, it's. What's it? Growing up. Not a clue. Yeah, but the other thing is they, they have to do is everyone.

00:17:37
You have to. You have to. And this is. I get so tweaked on this, and we're not doing this. But you have to get a tutor to tutor you to take these because you need to learn how to take it a certain way.

00:17:49
Just like with the driver's ed, you need to have a teacher teach you how. It's not just regular driving. You have to drive like the test. And it's like. But no one does that.

00:18:00
So, like, why are. Like, why does it constantly. I mean, it's all money making for this. We don't want anybody to drive like you because you've run on the gas and I can pop tires. So I haven't done that in a long time.

00:18:10
Don't put that on the universe. But. But it is like, you have to. You have to take things. You got to get tutored.

00:18:17
Like, it's, it is ridiculous. And it's all building blocks. So, like, if you're not taking algebra 2 at the right time, when you're taking SATs, it's like, oh, you're not going to get a great score on your SATs. Because you haven't done that yet. Oh, I didn't think about that.

00:18:32
There's so many different things that it just. It's this cog in a wheel that it's like, oh, this is what everyone's doing. We're just spitting this out. But it's not like what it. No one is.

00:18:46
Even kids that do well in school, if you ask. And I have kids all over like, hey, do you enjoy school? I mean, it's pretty boring, but I like my friends. I like this like, it's so just bl. That like.

00:19:00
Yeah, I said blow again. Yo, I had this conversation the other day. Most world don't even know there's a second way to think, right? You know, everybody, it's. It's.

00:19:19
It's one way. It's one way. And that's. And that's. If that's not you, it sucks because then you got to sit there for whatever eight hours a day.

00:19:30
And who was I meeting with the other day? It's same thing. It's. You gotta learn how people learn, Nick. How do people get information?

00:19:45
Is it audio? Is visual? What. What do they need? Yo, if you can learn that you're gonna be successful in anything, you have to learn how each person leads.

00:19:57
Like I. Oh, you remember those from.

00:20:07
What was that company?

00:20:10
Double that one. What's that? No, here in Chicago. Two Canadians. I don't know which one.

00:20:20
There's somebody else. Prince, what is it the. You talked to the two Canadians.

00:20:30
Canadians, yeah, from Chicago. Oh, oh, right, right, right, right. Oh, the big marketing company. I know the two has all Canadians. I was like, oh, wait, I gotta.

00:20:45
What company is that? What's the name? I'm gonna look it up. Yeah, but I said something like, you're doing a. You're doing a.

00:20:55
Pitching these big marketing budgets to a company and yet you don't know how they learn. How does you know? How does that make sense?

00:21:07
Print. No, I can't even think of the two guys names. I'm sure I have it somewhere. Adam. And that's right.

00:21:20
So if you're trying to present something to somebody and that's not how they learn. Are you going to be successful? No. And I can't find it. I know exactly.

00:21:30
It'll come to me after we like get off. Off this recording. But that, I mean it brings such a good point up because everyone not. There's not one brain to wait learn. Everyone learns things different.

00:21:42
Just like we just had a call before and someone was like, if we can put side by Side what it looks like now and what. And both of us were like, oh, my God, yes. I could have two different visuals to be like this. Because even I have a kid being like, hey, mom, can you order this? I'm going to take a picture and that.

00:21:58
It's in my text. And then I go to order on Amazon and I'm like, fuck, I don't. I don't know. I need to see both. I need to see the visual and then see the words.

00:22:08
And so it's a really difficult thing. And take the picture with Amazon finds it cheaper. What do you do, Elizabeth? I don't know. Some app or something.

00:22:18
On Amazon you can take a picture of the product. Yeah. And gives you a list of things cheaper. Interesting. I have to get that from her.

00:22:28
I. Yeah, but everything. You tell me something. Yo. You tell me three things I need to get from the grocery store.

00:22:41
Don't. If you tell me 150 million percent not getting them. Yeah. Oh, my God. I used to do that all the time.

00:22:50
How many times I got to go down my text. Okay. Did I get yelling back to. Yeah. Oh, it's exhausting.

00:22:56
Yeah. Well, and. But it's. It's also today at my trainer, she was telling. Showing me.

00:23:03
She was visually showing me what to do, and it was a complicated move, and I literally then started doing it, and I started laughing, and I was like, I. I did watch you, but I did not process any of that. I was like, I need. We need to go step by step. Because it was like four steps, and I was like, I know the first two, but I can't do the fourth.

00:23:25
And even, like, if you text someone questions and it's like three or four questions. I love when someone gets back to me first, too. I. I know exactly. I'm like, interesting.

00:23:35
Okay. I. I know. I know their kind of brain. I can't do that.

00:23:38
Right. But not. Not a lot of people would get that. They'd be like, they didn't answer all my questions. Right.

00:23:43
And they would get pissed. Right. But again, you only process the first two because you're so focused on the first two. Right. To hold on to it.

00:23:50
Yeah. Grocery store. All right. Okay. I got to get this.

00:23:54
I got to get this right. Because now you're trying to remember that, but you've read everything else, right? It is. And. And it's simple, but it's.

00:24:04
Then if you just take it. And the reason why we're like. I wanted to bring this up because even if you think about it, when you have children, Just like when people will say, you know, a child's attention span. This is like someone that doesn't even have any. Any child's attention span is like, nothing.

00:24:19
So you need to, like, look them in the eyes, you need to touch them on the shoulder. And then you think, go ahead. You gotta. It's gotta be fun. Yeah, totally.

00:24:27
Oh, my God. Has to be fun. You know, when I'm coaching, I'm always having fun saying stupid things like, HR's worst nightmare. Yeah.

00:24:47
But the kids are always laughing, right? And they're always getting better because. Right, because you're having fun. But then, you know, as coaching, if I snap, all right, they listen. No.

00:25:05
You know, so back to where, you know, it's how the brain. But if you're so goddamn boring. Like yesterday was listening to a podcast with Elon Musk and Joe Rogan, which I, you know, I can't stand, you know, listening to it. But Elon Musk is so monotoned. Oh, yeah.

00:25:28
And he's talking about rockets, which I think is the dumbest thing ever. And he. So I think it's dumb anyways. But then he was so monotone that he would just talk like this the whole time. I'm like, fucking shoot me.

00:25:44
So back to the blob is, you've got to have fun. Wake. You're talking about kids. You've got to make things fun. It doesn't matter what kind of brain they have.

00:25:55
But kids are kids, even adults. Who doesn't want to have fun, right? So you gotta make it. You'll. You gotta make fun in there.

00:26:06
However, you know, however that ends up being, whatever that ends up being, you know, for you in a classroom or obviously older kids just. Yeah, yeah. You gotta find a way to mix in. Life is not easy. Life's hard, you know, and you only make it harder by doing that.

00:26:26
You know, if you can get them a laugh, you can get a crack, a smile on something. You know, that's a. It's, you know, then you're going to break through with them. Then they're going to drop their shoulders down and give you more room to be able to execute things that you want to execute. So that's.

00:26:46
I want parents and, and teachers to think about this. Okay? Give. A kid seems to be avoiding something. Dive in a little deeper.

00:26:55
There's a reason, you know, kids are way smarter than their own. Good. A hundred percent. You've heard me say it on many times. The hockey portion and how I never took a nap.

00:27:06
I didn't figure that out until a couple years ago, until I was like 45 years old. So I was doing this without even knowing why I was doing it. I knew this is, this is what I need to do. So we may not even know why or it's just our instincts have taken us to bail to do that. Which is, which is, which is cool.

00:27:33
Just tell. It just goes back to my statement earlier. We know we're different and we know how much it suck feeling that way. So we're going to try and avoid that feeling. Right?

00:27:43
Right. Or thinking about it. So that's the thing. Like if you see that or if a kid with like the four or five different steps, like just stop and just be like, you know what, I'm gonna adjust it. Or you see someone's not picking something up.

00:27:56
Teach like think about trying to teach different. And then it's not easy. Not everyone can do that. And so like maybe I need to deliver a little different. Maybe I need to dive into this a little bit gently, you know.

00:28:08
And I told, I was telling somebody last week is we can remember step one, step two. That's it. So like when I was, when I was coaching, I can't even get past that. My brain can't take me there. I can only do like there they call, you know, so everybody wants to be at 10.

00:28:28
But why can't we just. We got. We're at 1. That's not how this works. So whatever you do, start simple.

00:28:39
And I think we forget that. Yeah. People complicate the. Out of things. You know, you add a, you know, go up to your room, brush your teeth, make your bed, clean your room, go this 62.

00:28:51
And then you get pissed off when they can't. Can't. I, I can't even do that. So let's start at the, let's start at the bottom. No matter if you're at an office, you got some worker, whatever that is, start simple.

00:29:06
Then you will be able to see where people are at. If you jump into, you know, to five, you, you'll never understand who you lost in that path. And the other thing is I think is really important and it's a skill that I'm not saying is is easy, but to figure out how someone learns and how they interpret and then helping them being able to do that. So like if you see that a kid is not like you can tell. And they're gonna say, oh yeah, no, I get it.

00:29:43
Right. I mean, how many times have you done that? I'm like, yeah. And then I'm like, Googling. I don't fucking know what they're talking about.

00:29:48
I think I do that all the time. But it is. If someone at a very early age can learn and I know you're gonna, you're, you're, you're like, where is she going with this? Can learn how they understand or can interpret things. And not even gigs.

00:30:07
Again, we just talked about that. We always can't understand. Like we don't know how we learn. Sometimes we don't know how we think. Just like you said with.

00:30:13
You didn't realize this is what you're doing. But the more that we can as adults, if we're gifted in these things, if we are a teacher and we're a really good teacher and you can see, hey, this kid is like learning by seeing two things next to each other. Point that out. Hey, you know what? I think you learn best when you're doing X, Y and Z.

00:30:32
Try to kind of incorporate that. I know, I'm going. But it's, as a parent, it's important because if you can give that kid something that young and then they get through and they want to go to college and they want to do all these things and they have the understanding of how they learn and interpret things, you're just going to help them be more successful in life. You know, the parent or the teacher needs to know that how they, how those kids, how each kid learns, you know, first. Right.

00:30:56
There's a time where you can add that to them. Like, you know, giving a kid too much information at a young age, you know? Yes. Right. It's kindergarten.

00:31:13
Doesn't even know how, you know. But it's as a teacher or as a parent, the quicker you can learn how your students or your kids learn. And 100% as they get older, you're a visual learner. You learn best 100% when they're comfortable to understand and doesn't take them down a rabbit hole. But we have to as adults do a better job of learning how even family members.

00:31:50
Yeah. You think about you're trying to tell grandma something and you're pissed off. Grandma didn't do this. Well, is that how grandma learns best? Right.

00:32:03
You know, like Elizabeth's grammar 96. Still living on her own. Wow. Showering on her own yesterday. Oh, yeah.

00:32:14
Like, it's incredible. Yeah. So, you know, does she, you know, call her up, hey, I need you to do this. You know, is that. And then I get mad.

00:32:27
She doesn't. Is that now whose fault that. Right. You know, you've got to Understand way people. You know, she still uses email.

00:32:38
She got you my email? She's got a new computer. She's 96. I love that, huh? Yeah.

00:32:45
She has her 3:00 glass of wine and she says her eyes don't work after, after 3:00. And it's, it's. Oh, yeah, it's. It's quite remarkable. But, you know, is that how she needs the information?

00:33:02
Right. So it's. And we get pissed off. So and so didn't do this. Or so and so didn't do that.

00:33:10
Well, how'd you tell them to do that? How did you give them the information to do that? And it just goes back to anything. Even, like with. When you're working with people to have an understanding of how they interpret things, it just makes things easier.

00:33:25
And my oldest right now going into like, all of the tests that he's taking, he's like, I wish that I, I thought I knew how to study and learn, but in like high school, I was avoiding everything, right? So now all of a sudden it's like smacked in his face and he's figuring it out. Not, not the beautifulliest way. That's not even a word. That's not even a word.

00:33:47
But yeah, it's not a word. But you know what I'm saying? He's figuring it out. And it's like, okay, that's what, you know, you get. So many times in our lives, we get stripped down and then built back up.

00:33:59
Stripped down, built back up. And it's, it is interesting if you have high school. Doesn't know they teach. I hate. Don't.

00:34:08
I'm, I'm very angry at the high school right now, but whatever, you know, they're, they don't, you know, they don't teach you, you know, studying skills again because they don't figure out where you learn. They don't talk about any of that. And sometimes. Right. But sometimes kids innately just figure it out.

00:34:32
Like my daughter, I mean, if you ask her how she studies for her, like, it's. I'm like, in awe because I'm like, interesting. How do. She's like, well, I just, I figured it out. It's, it's, it's just.

00:34:44
And she's not avoiding. She likes school. So she's diving in and figuring out when you don't like school, you're not like, hey, I'm gonna figure out, how can I avoid and get around. And that's where I started this whole conversation, because that is. We then do it throughout life.

00:35:00
Sometimes. All right. I don't really why, like. And talk about, like, people going to new restaurants and tying different food and trying new things. That.

00:35:16
Yo, that's why. Yo, those are. God, I didn't know golf. There's this much golf in the world because I know I can turn on that and I don't have to think and get scared what's coming next. You know, the void.

00:35:32
You know, it's going to a restaurant. Finding. Trying something new. No. Fuck, no.

00:35:36
Or looking at the menu and having to read the whole freaking menu. If it's big and no, you know, that's.

00:35:45
Know it. That. That's. Then that's not fun. And that.

00:35:52
And you know, that's. That's what we live every day. Yeah. All right. I'm gonna leave it at that.

00:36:00
Thank you for joining. Word blindness, Dyslexia exposed. You guys know what to do. I say it every single time. Like, rate, review, and share.

00:36:10
You don't know who you know right now is struggling with their kid. You don't know who's struggling in school. You don't know what teacher right now is like, oh, my God, this kid is killing me. I don't know what's going on. And this episode actually can resonate and they can say, oh, my gosh, okay, I'm going to try something different.

00:36:27
So I'm just going to leave it at that.