Beethoven revisited

I can never wander too far in nearly any direction mentally or otherwise without a red flag popping up reminding me of Beethoven. It started in elementary school music class, piano lessons, and throughout college music courses, but today it was unexpected:

Beethoven composed his greatest music after he was deaf.

Ok, no big revelation to anyone that he was deaf, but it was curious to me that the teacher likened it to a runner loosing ability to use their legs. I thought alot about "Dr. Strange" who looses ability of his hands and accordingly looses his self worth because his self was tied to being a great surgeon. This is what prods him on to end up saving the world, though it was never intended.

What was most peculiar and made me think about it more was that I had never thought of music composition as relying on any senses. To me Beethoven naturally would compose better music when he was not limited by the way he observed his music with his ears. My dad used to talk about hearing this great music but being frustrated by trying to capture it and make it audible. We all "hear" music and even words that never make a sound.

My older brother drove a seminary teacher crazy because wheneber she would ask him to read or such he would sit for a while and then ask, "oh, did you mean out loud?"

Anyhow, how this all ties in is that again I am reminded that my impediments may only be blinders to force me to do and realize what I have.

The Jist

I took many notes today of brilliant things that were said that I wanted to remember, and when I write them down I will not likely reread them, but I have to think them twice to write them down and for the time when I focus on a particular thing, it gets more nural oathways devoted to it. As a trainer, I learned a technique that seems well proven of repeating things to insure they are actually stored in a way that they can more easily be recalled upon request and so I hopeby recalling s few thoughts over again I will have recorded them 3 times thereby learning the, right?

This was information given to teachers, but had such practicality to any parent.

"It is so difficult for teachers to not give attention to bad behaviors." Especially when that is the intention and thereby cause of the bad behavior.

"When trying to alter a bad behavior, it needs to be replaced."

So often, the observable behavior is a "symptom" or result of something other than what is expected. If a child is lacking a thing the may lack the ability to communicste that and so they exhibit a behavior that is percieved in a different way than it was intended. A good example would be a child who cannot concentrate because they are hungry and focused on food, but they act distracted and unable to focus and even confrontational. At first glance these behaviors might be seen as some special need or cognitive trouble, but such a child once labled as cognitively "special" is more likely to actually become such and have negative lifelong side effects instead of just getting a healthy breakfast.

That last little bit was just what seemed to be the overarching message of my instruction today.