1. Stress-reduction on tests, projects and presentations (see this website's Winsights Nos. 28-29, Relief Breathing and what we may call clarification breathing).
   
   
2. Essentially, a version of Chapter 1 of Beyond Teaching and Learning.
   
   
3. Span of awareness, span of comprehension (see the "breathtaking" article on held-breath underwater swimming, in the online quickbook Two Guaranteed Ways to Increase Your Intelligence).
   
   
4. Paths of understanding ImageStreaming and/or Over-the-Wall Problem-Solving as per our present partnered pamphlet, an earlier version of which is included under CPS Techniques on this website.
   
   
5. Borrowed Genius — the original "generic" version for which we are best known is posted here. With this method one may build years' worth of proficiency in several days or less.
   
   
6. Enhanced Reading (the simple pre-vision predictive form, not the more involved PhotoReading, but which we can refer to). In Image-Stream mode, before one ever goes into a major lecture or heavy-duty text or chapter or paper, one asks one's faculties for an image "which somehow will make everything in this context come together for me and make immediate sense to me," registers what that image is, and "hangs that on the back wall of" one's mind, then plows on in. Greatly enhances both comprehension and speed of processing.)
   
   
7. Reinforce the understandings with which you understand everything else! (See Build Your Ability to Understand Everything, Winsights No. 44, August 2000.)

A.   Incidentals (little specific tricks like "Radar Dish," the ear curling, flick-gazing wakeup of the senses, image-reinforced effort, etc.). Here, as in Borrowed Genius, we might broaden our appeal with reference to improving performance in sports as well as in the arts and academics.

B.   Freenoting (likewise part of BTAL); free here online.

C.   How to unblock "Blocks" (a dynamite application of "clarification breathing" and related patterns, to remove blocks to learning and to performance). Another option could be the self-esteem-building "Mirror Breathing," if that isn't too therapeutic.

D.   Vision-predicted sequence of understandings (like #6 above only with a sequence of core questions from course content or even from course's "Teacher's Guide").

E.   Toolbuilder ( under CPS Techniques on this website).

Nearly everything cited is also in the book, Beyond Teaching And Learning, an unbound copy of which I will ship, along with several specific papers, to work from, to whoever contracts to undertake such a project of co-authoring with me what should become a very popular work. Because the schools are so visibly resistant to improvements, this could circulate as a "guerrilla" piece; if we don't burn bridges doing so, we can also get some help from enlightened interests within the schools.

◆   Some basic elements of general systems theory. Understanding those basics provides core understandings in every other subject and specialty, enabling them to intuit their way through whatever they encounter, and so should be part of every child's structure from as early in their educational experience as possible. I have two short primers on a somewhat idiosyncratic version of general systems theory, but definitely not in a form intelligible to children.

◆   An introduction to at least the map-vs.-territory aspects of General Semantics, perhaps accompanied by a version of my epistemological continuum, a very strong way to get the child (or anyone) to go meta to his or her own thoughts and perceptions, thereby developing same to higher levels. I regard some form of Korzybski's map/territory notion to be invaluable to emotional stability if not to sanity itself, and have several papers along this line if anyone is interested in such a project.