Memory Expansion an Answer for Education

How memory expansion may be an answer to our current education crisis.

Memory Expansion – how to expand your child’s memory

  1. Observe your child without bias or fear
  2. Develop a baseline from your observation
  3. Break down your goals into small steps
  4. You are responsible for maintaining the environment, being the leader, maintaining rapport
  5. Let them know you are aware of each and every step toward the goal – celebrate with them
  6. Remain relentlessly positive & believe always in their ability to thrive.
  7. Follow the instructions in the EFSAP Memory Expansion Program

Need Help?

Use the program parents asked for. A home memory expansion program built specifically for parents or tutors.

EFSAP Memory Expansion Program

A Conversation about Memory Expansion – the Answer for Our Education System

The reason I want to talk to you about memory today, is because I truly believe that it could create an entirely different educational system if we were building the memory of our children, which would include building their ability to attend, and to listen, and to concentrate, because if you can’t do those, you’re not going to remember well. That it could truly be the one of the pieces that changes our educational system, and allows us to stop dropping our standards, (so that kids can attain their grades we keep dropping our standards).

What is memory?

How do we develop memory? Do you know how we expand memory, ladies and gentlemen? We merely give children enough practice. Children build their own, and that is what we’re missing in our education system. We are missing the piece where children are able to practice long enough they build their own memory system.

Listening is not important anymore. We have become so visually stimulated with our iPads, and our tablets, and our TVs, and our gaming systems, that listening isn’t important. All the sequencing that would normally happen to build the memory system by listening, it’s not as important as it used to be, so it’s missing as a culture.

What are the concepts?

What are the things that you need to do? What are the things that you have to be responsible for a parent or a teacher who is trying to help your children expand their basic learning skills, (which would be how to attend, how to focus, how to concentrate, how to listen to an instructor, how to form memory, and how to reason)? That’s all included in the kit.


First of all, as human beings, we have something called  biological entrainment. That means that naturally children and all other animals, entrain to the dominant person in the group. Ladies and gentlemen, as the adults, you should be the dominant person in the group (of children). If you are not, and you can tell it’s not an attitude problem with your children, they do not know how to synchronize their level of energy with yours (and that’s when we use a sound therapy, which is located elsewhere on our website).


Rapport should be part of what you know how to build, because part of it comes from biological entrainment, and part of it comes from your interest level in your children or students. If you have a child who has trouble synchronizing, use music in the background to help them synchronize to a beat. The music will become dominant, because it doesn’t shift. It has a steady beat. Our bodies are built on systems of rhythms. We have heartbeat. We have a breathing rate beat. We have a circadian rhythm. Rhythms are another word for beat, how the beat is expressed.

You must, in your mind, absolutely believe and know that positive change can happen.

Secondly, you  remain relentlessly positive. You must, in your mind, absolutely believe and know that positive change can happen. That these children will be able to build a system, because from that core belief, your body will tell them your expectation, and they will rise to meet it. Relentlessly positive, because the work you’re asking them to do when they’re trying to build their skill of listening, of concentrating, of being able to remember, is difficult and hard, and if you do not observe every tiny change and bring it to their attention, if you do not know how to keep programming their subconscious mind to allow it to become self-aware of what’s going on in their system, to allow them to be able to control their own self, then you’re going to lose them. It’s a big responsibility, and that’s why a third of my book is about the responsibility of you as a teacher.

Observing Change

You must observe the change that happens in the children, and you must tell them individually of the change that you are seeing, because when they understand that you are watching the small incremental and tiny changes, they realize that you’re truly interested in their life, and that they mean something to you, and so instead of us, as a culture, being so busy, we are telling them that they are important and we’re taking time, and there is nothing more important than being a mentor, even as a parent, to your children, allowing that connection to grow and foster.

Fostering the Connection with Our Children

How do we do that? We have to observe where they’re really at without judgment and bias. So many parents today are parenting from fear parenting. They’re afraid that their children isn’t matching up at the same level of someone else. They notice that maybe even among siblings, there’s differences in abilities. Successive approximations is a technique that is where you take a goal, and then you break it down into each little step that needs to happen, and you go back to the first step that needs to happen, and you build. For instance, your child can’t sit down in a chair and listen, and you know that for school that’s one of the things they’re going to have to have a skill in doing. Does that mean that you put them on a stool and make them sit for an hour with a timer? No. No. Because if you put a child on a stool and set a timer for an hour, they’re wiggling all over the place. You’re off doing your chores. You’re not there with them. You’re not in the experience with them. You’re not helping pull them through that. No.
You start with them at the table without the chair, and you show them something to pay attention to, and you time how long it takes before they lose interest or they can’t hold attention anymore. There’s your baseline. That’s where you start. You say your child can stand and attend for maybe thirty seconds, if they have a real attention issue, and their thoughts are so important to them that that’s what they’re paying attention to instead of you. Let’s not punish that. Let’s just help them learn how to pay attention to us. We can’t do it by making it a punishment issue.
When you are asking children to do things that are hard, you have to be in with them in each moment pulling them through that, because once they get the taste that they can do it, you can’t hold them back, but they need that experience. They won’t get it if we’re sitting them down and saying, “Do this,” and leaving them alone. You must be with them. You must have that relentless positivity. You must only hold them responsible for what they can actually do, not what you think they should be able to do. Huge difference.
Thank you so much for your time today in listening. I hope that you have found some good techniques, and I look forward to seeing you all in the next video.

April 23rd, 2015|Education, Learning, Memory|0 Comments

Leave A Comment