No Dumb Questions

What is wrong with the school system?

This is the beginning of season 5 and we start off with Julian and the new red-liner, Russell discussing the flaws in the current school system, particularly regarding neurodiversity and the challenges faced by students with dyslexia. They explore how traditional educational methods often fail to accommodate different learning styles and the potential role of AI in enhancing learning experiences. There is an emphasizes on the importance of applying knowledge in real-world situations and the need for educational reform to better support diverse learners. They also touch on personal learning preferences and the significance of teaching methods that cater to students' unique needs.

Thank you Russel and the NEQ team

LINK NUMBER ONE
https://dyslexiaclasses.com/free-guide
Free guide for parents at DyslexiaClasses.com/free-guide that walks families through why their child's current approach to dyslexia education is not working and what to do instead.

LINK NUMBER TWO:
https://www.skool.com/dyslexia-classes-2483
For parents who want hands-on, step-by-step training they can do at home with their child, Russell's Building Sentences Course is available at skool.com/dyslexia-classes-2483.

LINK NUMBER THREE:
https://dyslexiaclasses.com
To learn more about Russell and his work, visit DyslexiaClasses.com.

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Transcript

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Think Tank (00:09)
Welcome! Welcome back, Questionnaires. You know the voice. I am Julian. My name today is Think Tank. with us we have Russell, Metamont Pod Match. And I know you have a lot to share. something I think is really important, but before we get into all that, how was your last seven ish days?

Russell (00:32)
they've been great. for the fourth of July I couldn't believe it. I went up to the f I went up to Lake George and the great American steamboat company has been around for like a hundred and fifty years and they were instead of thirty eight dollars on a a boat of six hundred people with kids running around, it was fifty five. They fed you, they took you on a tour and it

was eighty adults, no kids allowed. And it was great. So

Think Tank (00:56)
That sounds great.

Russell (00:59)
yeah,

the so the two hundred and fiftieth anniversary I could ja it was right there. I met a guy who was in the navy and then was retired from being a prison guard at a federal supermax. So that was an interesting evening.

Think Tank (01:12)
Interesting. For me, my how I spent the the Fourth of July. I actually went to North Carolina with college friends and just spent the weekend on the Outer Banks. it was really nice

Russell (01:29)
that's cool.

Think Tank (01:30)
yeah, yeah, it was really nice my my first time going. we flew kites

people were surprised I had tattoos because we haven't seen each other in so long. played this game called Locked In. that I brought everyone enjoyed it. and then I will I'll also say even since this is the first episode of season five, I should mention tell the the audience that. in the time that I've been gone, there's just been a lot going on.

My brother graduated from high school, graduated in the top ninety-nine percentile out some like he only got like two C's, maybe, or no, maybe two B's in his whole high school career, so I'm proud of him with that. And there's of course some fa well not of course, but there's some family drama going on. but you know, family's family. and then I was also doing a fire assignment in Tallahassee a couple weeks ago. So I've had

had a full eventful life on my

Russell (02:37)
Ha ha ha.

Think Tank (02:38)
on my break.

Russell (02:40)
Yeah, no known as the ancient curse it goes something

Think Tank (02:43)
Yeah.

Russell (02:43)
like this may you live in interesting times Or even worse, may you get what you seek I really butchered those pretty bad.

Think Tank (02:50)
jeez. Yeah, so we'll

that's fine, but I I understand the meaning and yeah, the the we'll see how things turn out with everything, but not to ki take too much of your time. I know we're all here for a question. Russell, you came up with a great question earlier and so I wanted to a bring it back up to you. What do you think is wrong with the school system?

Russell (03:16)
I'm gonna show you what's wrong with the school system. First of all, I I want everybody to understand the school system is not trying to be hard on the neurodiverse. They're not. We're just very different. So I want to ask you before I show you the science, I want you to look back on your education career. So just so everybody knows, how far did you go in your education?

Think Tank (03:41)
college. I made it got my bachelor's. Civil engineering.

Russell (03:44)
In in what?

Civil engineering. Something that most of us just can't do. I know because I flunked out of engineering with honors. I flunk calc one, calc two, seven times. Alright. So I want you to think back to your educational career. And if you did two things and two things only, if you planned out your study habits properly, and I mean properly, you need to study so much

at at certain times to do it the correct way. And that's a lot. And then you worked really hard. You either did well to freaking amazing. Sound familiar? So

Think Tank (04:25)
Sounds about right, yeah.

Russell (04:27)
if you were to go and any anybody depending on their level of success, I'm talking about a gen ed kid with at least a hundred IQ. If they planned out their study habits properly and then worked really hard, they were gonna do at least okay

To something amazing somewhere in there. Sound about right?

Think Tank (04:45)
Yeah.

Russell (04:46)
Okay. Now, how many kids actually sp study properly and work hard all the time? Yeah, it goes up and down. But that's the constraint. So

Think Tank (04:56)
Yeah.

Russell (04:57)
that's what the school is used to. So this is the top book in the field called Overcoming Dyslexia by Dr. Sally Sheywitz from Yale. Alright. That's dyslexia. This is your brain.

See this massive neuroactivity back here? This is

Think Tank (05:13)
Alright. Yes I do and can you also

explain it just for you know the listening audience as well?

Russell (05:18)
Sure. So the

back part of the normal brain, we have this massive, huge neuroactivity. It's going crazy. Now do you see in the back part of the dyslectic brain we essentially got nothing? But

Think Tank (05:30)
See. Yes. Mm-hmm.

Russell (05:32)
but the front part of the dyslectic brain's about two and a half times overactive.

Think Tank (05:36)
Yep. Okay.

Russell (05:37)
Okay,

now you this is how the schools are designed, this back part of the brain. I got nothing, you got crazy going on, you got all this neuroactivity. Okay? Our brains are literally the opposite. So when you're dealing with a normal person, if they study pro if they have a proper study schedule and they work really hard, they're gonna do just fine.

If they're yep if they're gented with at least a hundred IQ. Okay? Now, if you're dyslectic, alright, it's not working. So what the school system says is we're going to accommodate you. I love that one.

Think Tank (06:23)
Yeah.

Russell (06:24)
Let me show you what a farce that is. These accommodations. I'm gonna now accommodate you on a sport. So I need you to tell me what

What sport you suck at? For me it's basketball. I'm known as the foreman. I throw so many bricks that I'm not in the union. I run the team of people who throw

Think Tank (06:47)
Mm.

Russell (06:48)
bricks. I can't even hit the damn backboard. I suck. Okay? What sport do you suck at?

Think Tank (06:55)
soccer.

Russell (06:57)
Okay, now I want you to imagine if your entire financial future depends on how well you play soccer.

Think Tank (07:08)
Mm.

Russell (07:08)
Okay. No but we're going to accommodate you. We're going to get you the best soccer coach on the planet. And he's going to work with you for eight hours a day, six days a week for the next six months in an outdoor or indoor arena depending on the weather. And we're going to get you the best soccer equipment money can buy. And then we're going to have you compete against a gentleman your age who played D one soccer at university and kept up with it.

Think Tank (07:38)
Mm-hmm.

Russell (07:38)
And we're gonna

have a competition. Is it gonna matter? And we're gonna just to accommodate you even further, we're gonna give him used Walmart equipment that should be in the trash. Is it gonna make any difference?

Think Tank (07:51)
No.

Russell (07:53)
Okay. That's because your body was not designed to play soccer. So I'm gonna give you a little bit of career advice. Your if you had this goal of being in the World Cup

Representing the United States? Not happening. Okay. So now let's

Think Tank (08:12)
I agree.

Russell (08:14)
look at what the dyslexic is. First of all, does dyslexia mean you're not gonna succeed? Ever hear this little show called Shark Tank?

Think Tank (08:23)
I have.

Russell (08:24)
Okay. There are six sharks. For d the dyslectic populations may be five to ten percent of the population. If you add an A D D and ADHD it's fifteen to twenty percent. But we're talking about dyslexia. Five to ten percent of the population. There are six sharks. What per s how many of them are dyslectic?

Think Tank (08:43)
You hit me with the math problem, I was not prepared for this. Say

Russell (08:46)
Yes, it's a simple math problem.

Dyslectics are maybe one in ten or one in twenty people and there are six sharks. How many are dyslectic?

Think Tank (08:54)
Okay.

One in ten. And you there's there's six charts. Maybe one, maybe two?

Russell (09:02)
Three. Half.

Think Tank (09:05)
Okay, I think I'd misheard you, but okay.

Russell (09:08)
No

no. There's no dyslexia is makes up a very small percentage of population, but half the sharks are dyslectic. It's Barbara

Think Tank (09:15)
Okay.

Russell (09:16)
Damien and Mr. Wonderful the Bog guy. Why? Because we freaking excel like crazy in grad school. Okay?

Think Tank (09:24)
Okay.

Russell (09:25)
It's just really hard because what our system says, you remember this about your about our education. Let's go back starting in middle school. We studied

History, English, social studies, sciences, and then we did the same thing again in high school. And then the first two years in college we did the same thing again. Sound familiar? As

Think Tank (09:45)
Yeah.

Russell (09:47)
dyslexics, we freaking hate that. We are academic specialists, not generalists. So let's take the worst case. ADHD. You step one foot out of that speciality and the kid crashes. But inside

Think Tank (10:03)
Okay.

Russell (10:04)
Super motivated. Let me give you an example of how strong this is.

Think Tank (10:08)
Okay.

Russell (10:09)
Let's say you wanted to do you have any interest in President Theodore Rosen?

Think Tank (10:16)
a little bit. I know he's the one with the big stick mentality.

Russell (10:20)
Okay. Well, what if I told you this was the first of three books in a trilogy? The this

Think Tank (10:26)
Mm-hmm.

Russell (10:26)
is the biography. nine hundred pages of it. This is if you were interested, this is what you would read. Okay? I gave this to a ten year old named Casey. She was reading at the second grade level and she was interested at Theatre Roosevelt, and I gave her this monster. nine hundred pages of it.

This is her tenth grade to first year college, depending on who you ask. Paul at fifteen to eighteen. So she was so motivated in that, and this is I I never saw this before, I'll never see this again. This is a one-off edge case. Kate and none of the hundreds of teachers I taught will ever see anything like this. Ca I gave Casey a simple way to learn to read. She went up to her room, shut the door for three hours a night, every day for the next six months.

Most of the days during the summertime she's putting in eight ten hour days. At the end of that you could flip to this random page, point to that random word and she'd tell you its exact y dictionary definition. She jumped eight grade levels in six months. And I worked with her for fifteen minutes a week.

Think Tank (11:36)
Nice.

Russell (11:37)
Casey did this because she was extremely interested in it.

Think Tank (11:43)
Okay.

Russell (11:43)
Okay? You step and I'm just giving you that as an example. So you step out of an ADHD specialty.

They're not doing a darn thing. Most of the kids she said when we went from something that she loved from something she hated, her motivation dropped 50%. Okay? So

Think Tank (12:02)
Gotch okay, I see.

Russell (12:05)
most kids will drop 75 to 90%. So let's put that in that part into reality.

I want you to think back into college. I want you to tell me the class that you just freaking hated. The worst darn one you can remember.

Think Tank (12:22)
English. Without

Russell (12:22)
What was it?

Think Tank (12:23)
w without a doubt English. yeah.

Russell (12:25)
Okay. What grade did you get in English?

Think Tank (12:29)
first time C, second time No, first time C minus Second time C so just enough to pass and move on. Y yes.

Russell (12:38)
Okay, you had to take two of right?

So would you basically say you decided you were just going to just take just put in the minimum effort, just take the bad grade and just be done with it, right?

Think Tank (12:51)
The

the second time, yes. The the first time I definitely wanted to get a higher grade, but that was due to high school and being an A B student.

Russell (13:03)
Right. Now but but what you found is you had a why did you take it a second time?

Think Tank (13:09)
Because I dropped out the class the first time, I'm like I because I knew I wasn't gonna get well, because the C C minus wasn't a passing grade for me, so I'm like, I'd rather just do it again and do get a better grade.

Russell (13:24)
Okay, you were willing to go through the hell again to get a better grade and you ended up with a C plus?

Think Tank (13:30)
Ні, ні.

Russell (13:33)
Well, if you were ADHD, it would have been ten times harder. A hundred

Think Tank (13:38)
Mm.

Russell (13:38)
times harder. You would just not want to do it.

Think Tank (13:45)
Mm.

Russell (13:45)
Okay?

That th that's what I'm trying to get through. Because our system is so rooted until we get into our major. And even the major's not much better because it doesn't require you to really think

Think Tank (13:57)
Got you.

Russell (13:58)
at all. So I want you to think until you get through most of us won't get through the first two years of college because we freaking hate the Jet Ed crap so much. Okay. Now I'm gonna push switch it on the other side of that.

I want you to think about your favorite class that you had but met this criteria. You had a really hard, hard professor who really worked you but you loved the class. D have one like that? The other kids hated the professor. He makes me work too hard. Tell me about that experience.

Think Tank (14:27)
yeah. Calcto. yeah, yeah, yeah. Yeah. Calctu

professor was you know hard but he was really drilling in formulas. I coulda I couldn't tell you any of the formulas off the top of my head right now, but it's the reason why I even know Calctu.

Russell (14:50)
Right, but you enjoyed it and you worked really hard?

Think Tank (14:52)
Yeah, yeah, yeah.

Russell (14:53)
Okay. Now if you had the ADHD kid or the dyslectic kid, what would have happened is they would have outworked you like crazy. And they would be enjoying every minute of it. They would have gone up to the professor and say, Come on, egg a man, can't you make this any tougher? Alright.

Think Tank (15:11)
Mm

Russell (15:13)
I had a kid

Think Tank (15:13)
Gotcha.

Russell (15:15)
who was dyslectic.

Who freaking loved communication. And I forget what the exact one was, but the professor literally wrote the textbook. And he would keep going up to the professor and egging him on, saying,

Think Tank (15:27)
Ha

Russell (15:28)
Come on, I didn't learn enough. What do you got? Come on, give it to me. G hit me with it. And what I what I didn't tell his parents was I told him to sign up for six credits.

Because he was gonna be devoting like twenty hours a week to this class. The professor

Think Tank (15:45)
I see.

Russell (15:46)
finally contacts me. He's like, What the heck is going on? He thinks this kid's being facetious. And I said, No, he went to the university to work with you. He wants to learn and I explained how he's just so so the professor buried him and he did everything exceptionally well. And then when it came time, the kid wanted to go in for his PhD.

I said, you wanna go to talk to him, you wanna work under him. He's like, You know you were the most tenacious little SOB I ever had

Think Tank (16:17)
Yeah.

Russell (16:17)
in any of class I ever taught and are you gonna carry that through for a doctorate? He's like, Absolutely. He got the he got it, he got the funding. Took him freaking six years to get the doctorate after he graduated.

Think Tank (16:31)
Okay.

Russell (16:32)
All right? And now he's professor at some

Some institution somewhere. He's happy. Alright? But he was, but that's how

Think Tank (16:40)
Okay, that's that's nice.

Russell (16:43)
he made his impression. That's what we

Think Tank (16:44)
Hmm.

Russell (16:45)
planned out.

So what I'm saying is we are all or nothing. And

Think Tank (16:50)
Mm.

Russell (16:51)
we don't want to be well rounded. My kids keep coming to me and they're saying, like, let's say I don't understand this math stuff. And I said, okay, here's how you do the math stuff.

And they say, when do you ever use that? I said, I te I use this by teaching you how to do this math stuff. I never use this math stuff. All right. I tried being an engineering student like you. My uncle was he gr he he purposely prevented himself from being high school Val Victorian and Val Victorian at Clarkson University 'cause he didn't want to give a speech. So

Think Tank (17:25)
Fair.

Russell (17:27)
then he worked for NASA and you know that when the space shuttle blew up

Think Tank (17:31)
Mm-hmm.

Russell (17:31)
in eighty six? He was the one who was leading the team figuring out

on part of it, what went wrong.

Think Tank (17:38)
wow. Mm-hmm.

Russell (17:39)
Yeah. he was one of the top two hundred chess players in the country. You he was a genius and I couldn't I wanted to do what he did. I couldn't do it.

Think Tank (17:47)
Mm-hmm.

Russell (17:48)
so I I f literally flunk Calc one to two seven times. I got very good at flunking it by the way. so so what happened is when you're looking at these kids, we are so focused on what we love, but we gotta get through these first two years, you know, of college.

Think Tank (18:07)
I see what you're what you're saying. For me, I would say and I didn't mean to interrupt you or anything.

Russell (18:16)
no no that's fine. I'm just saying that that's the big difference. If you go to a public school and you say, let's get rid of all this well rounded stuff and let me just focus on math or science or whatever, they won't do it.

Think Tank (18:30)
Okay. Hmm.

Huh, that's really good to know. For me, I mind you, I have not thought about this question at all. Like it's been complete blank so what I think is wrong with the school system is that it kind of kinda in the same vein in that you're talking about that it doesn't focus on kids way of learning. so what I mean by that is like I'm a visual and hands on learner.

I know some people are can just you can just tell them the instructions and they're g they can go. I think the school systems only cater to one type of learning. So where if you don't you are kinda have to force yourself to

The due test and everything, you know, that's not your your specialty, if that makes sense.

Russell (19:23)
yeah, yeah, I I I I found a way of summarizing. It's called being married to the library.

Think Tank (19:28)
Ha ha ha.

Russell (19:29)
No, think about it. Take about any teacher you ever had, they give you all this stuff, and it pretty much means you go to the library and you're married to it.

Think Tank (19:38)
Yeah. And f and that's the other thing, that you have to f it's more focused on memorization than actual practical use practical use.

Russell (19:46)
Yes, and let's take what you do. Okay. So in the day in the area of artificial intelligence, th this is

Think Tank (19:58)
Okay.

Russell (19:58)
just what got me. What year did you graduate from high school?

Think Tank (20:02)
Twenty twenty one.

Russell (20:04)
I graduated in nineteen ninety two. What's changed?

Think Tank (20:10)
the it Engineering Science behavior that's a European. Yeah.

Russell (20:10)
For engineering science specifically, for the first two do you know how the first two years is the same for everybody?

Okay. What's changed in the past thirty years and then in the first two years?

Think Tank (20:22)
The internet is faster with AI and everything, those are that's the first thing that pops into my mind where you kinda don't have to think.

Russell (20:28)
Yeah, essentially nothing. CAD's more advanced. What's

changed in engineering science since my uncle got his back in the early sixties?

Think Tank (20:40)
What's changed? I'm not sure, I'm stung. What what's changed?

Russell (20:42)
Nothing. We're still taking

four a cam I'm sorry, two a cam, four physics, four four calc. We're still doing that. Now

Think Tank (20:50)
Yep. Yep. Yep.

Russell (20:54)
what has now were you working, have are you using the AI to be more effective, more efficient in

Think Tank (21:02)
N not

currently, but it's trickling in. I'm I'm starting to see it coming more and more

Russell (21:08)
Okay. Are you ready for me to tell you how to you how to use AI then how we have to fix the school system so they can use it?

Think Tank (21:16)
Yeah.

Russell (21:17)
Okay. This is what real and I've talked to educators about this. So just so everybody knows, the first project I did, I was funded by the New York State Senate. I put a bunch of dyslexic high school kids in a public school. They went from the middle s they're super intelligent, super motive, so I'm only dealing with the best. They went from

Middle school writing skills, those juniors and seniors, the average range of entry grad students, cost less than 900 bucks. Their GPAs, when they went to college, 2.5 to 3.6, no accommodations. 3x more successful than the best diselected college, less than 1% of the cost. That was my starting point, okay?

Think Tank (21:53)
Mm-hmm.

Russell (21:54)
So when I'm talking to policymakers on this, I said, it's really simple. Let's take an example of a teacher.

And I'm from New York State, so our teachers have two year master's degrees. They have usually hundreds of people have applied for their jobs they've got, and I'm assuming that they're there for five years. So this is what they do each year. They get like twenty to thirty kids that come into class. They gotta

Think Tank (22:20)
Mm-hmm.

Russell (22:21)
be at some place at the end of the year. None of the kids is gonna get there without not being able to do it for some reason. They gotta figure that out for each kid.

And they get most of them generally where they're supposed to be. Alright? So the example that I like to give, when you're working with AI now, and this started around November, December of last year. Okay? We don't do work anymore. The AI does the work. We have to know in our fields what good looks like, and then when it's not good, how to fix it. And a lot most of the time we can't explain it, we just know.

Think Tank (23:00)
Yep, I'm definitely dealing with that right now.

Russell (23:01)
Okay. So

I want you to think about, let's just take it for what you're doing. You're doing you have an engineering problem. Your output's going to be a report.

Think Tank (23:14)
Okay.

Russell (23:15)
Okay? So I use I generally use I'm a $200 a month Claude member. Okay?

Think Tank (23:22)
Mm.

Russell (23:23)
let's say you're you're using the new Fable 5 month.

You just go to it and say, I'm looking for this, this is what I'm looking for, go get me a report. And when it comes back, you look it over. I don't like A, B, C, D, E, F. I need this fixed, go fix it. And then you do that until it's fixed and then you polish it up and you send it in. Okay? If you don't know what good looks like and then how to fix it, you can't do this. So when you're yes, so when you're

Think Tank (23:49)
That's very true.

Russell (23:52)
tr this is the mistake the educational system is having. we're going to use

Chat GPT in this and we're gonna use o o Opus in that it doesn't matter because if you don't know what good looks like and then how to fix it, you can't be effective working with AI.

Think Tank (24:12)
That's very true. Yeah.

That actually sparks a different question of mine then. Do you think AI s does more to help or hinder learning?

Russell (24:23)
I tell my I tell my kids, I don't want you using AI in school until I teach you how to do advanced body paragraphs. Well the parents teach them how to do advanced body

Think Tank (24:33)
Mm-hmm.

Russell (24:34)
paragraphs. Okay, here's the example 'cause you're gonna know this.

this is one of the f defining things in my education. It was the fall of two thousand of nineteen ninety-two. I'm in calculus-based physics. For freshman first semester, you know what it was like.

Think Tank (24:50)
Yeah.

Russell (24:51)
My professor taught at Nat I mean worked at NASA. All right. And I had a three hundred dollar graphical calculator with eight megabytes of memory. Yeah, you're jealous.

Think Tank (25:01)
Mm.

Russell (25:03)
All right. And we could I could put all the formulas in there.

And one of the kids says, Well, the rich kids I'm not rich, my parents just saved their money for this sort of stuff. My bet my dad spent three hundred bucks on that thing. Poor kid said, We don't have any money. We can't afford that. The rich kids can put in the calculator. Can we bring in a sheet of paper to write out the you know, the formulas so we don't have to remember so it's fair? The professor said, You know what? For those who want it, you can come to my office. Instead of three hours for the exam, I'll give you

Eight. You can bring your textbook. You can bring your notebooks. You can bring any freaking book you want. Two limitations. You can't bring a cell phone and you can't bring Uncle Bob.

Okay, now he said if this was a history class and you didn't get a hundred with that, what's wrong with you? But he said this is not history. This is

Think Tank (25:57)
No, it

Russell (26:00)
calculus based physics. If you can't apply what you've learned to a novel situation, you will flook.

Think Tank (26:08)
Yeah.

Russell (26:10)
Okay? And that's what happened. So if you can't apply what you've learned to novel situations, you're done.

Think Tank (26:21)
I I do agree, yeah. I r truly do agree.

Russell (26:24)
And and rem And

you can do that. Now I want you to think back to when you started. Your first class like engineering, chemistry, cow, it doesn't matter. Do you remember all the kids who were really smart? Because you can't

Think Tank (26:40)
Mm.

Russell (26:41)
get an engineering college unless you're really smart. And then they

Think Tank (26:44)
Yeah.

Russell (26:44)
just couldn't apply th they were good parents but they couldn't apply it.

Think Tank (26:47)
Mm-hmm.

Russell (26:48)
So w where is this leading us?

If you can't, if you don't know what good looks like and how to fix it, then you're not gonna be an effective worker. And and what they're fighting they're like, I love it when educators tell me. Well there's no way to tell us how to do that. I said, Yeah, it's only been out for thirty one years and sold over a million copies. And they're like what? I said a book called The Craft of Research.

From the University of Chicago that teaches you how to do your doctoral dissertation. Context, unique problem statement, solution. What we need to do is to get the kids through a unique problem statement.

Think Tank (27:35)
I yeah, no, I yeah, I agree because to my for my answer with the whole AI AI helps or hinders, I think it hinders more than it helps for sure. because kinda like what you're saying, you it kinda takes the way the thought process of solving a problem and in unique situations.

Russell (27:58)
Well, if you well, for example, I'm doing that all the time. Let me give you an example. I had a client of mine. He runs an accounting firm. I I worked with his kid. it's a small accounting firm, he pays mid level, and he needs to hire two more people. And a partnership track means nothing. They want money, which he can't pay.

So I figured out and just you know why the problem statement is so important. Ever hear this company called Google AI? The head

Think Tank (28:34)
Yeah. Heard of it.

Russell (28:35)
of that on a podcast a couple of months ago said the biggest problem they have is coming up with a problem statement. You know, where if you come up with the right problem statement and answer it, you

Think Tank (28:44)
Mm.

Russell (28:44)
move things forward a lot. E it's right there in the craft of research, but it's top down. I go from the bottom up and I connect with it. So I created a process like that so I could

say to the AI what I think it is and then it comes back and says, No, here's what it should be and then I have it do research and then I write up a report based on that. So I sent it to him after I edited it and it really made it look good. And he's like, That's exactly what I'm looking for. I had another podcast I was on. They sent me a p a referral of a person who is very deep in the publishing industry. I mean senior as heck.

They want to give away a book on cancer. No idea how to do it. I I did the same thing and g sent a back they sent a back report. They said that's exactly what I was looking for. And then they came up with a few ideas and I sent another one saying, here's how to actually do it better. Okay. So I take my kids through a unique problem statement.

Think Tank (29:47)
Okay.

Russell (29:47)
Okay, and people say, Well, is it just dyslexia? I No, the most advanced kid I'm working with is Grayson. He's ten years old.

reading at the twelfth grade level, his content, his third year college. He wants to get his PhD to work at NASA to terraform Mars. So his stuff that I create custom to him is p from peer reviewed journal articles on transforming Mars. He's learning all of that. Everything that's ever been written that's out we're we're showing him until he can come up with a unique problem statement. We're starting to show him that skill set. It'll take years.

Okay. And

Think Tank (30:26)
Okay.

Russell (30:27)
once we're done, then we hook him up to a senior professor. And I can tell you, they will be very interested with a proper problem statement because that'll leave right into him publishing. Which really means he'll be doing all the work and putting their name first.

Think Tank (30:44)
Mm. Such is such as life.

Russell (30:47)
no, no, what I t that's the price of admissions. I said you ask for a a senior person and then you ask their names goes first, you do go and do all the work, you learn how to do it. I'm like, the ideas aren't hard to come up with once you know how to do it.

Think Tank (31:01)
Mm-hmm.

Russell (31:02)
And then you just keep going. But you need to get the that's that's the price of admissions. Nobody's demanding it. It's just the easiest way of doing it. So we have to switch ever we have to

Literally stop this stuff. Because remember, all the way through your first two years of col your first two years of college being an engineer hasn't changed in the like the past sixty years. Not really. It's

Think Tank (31:27)
Mm. No.

Russell (31:29)
been updated, but it hasn't functionally changed. What I I what changed between my uncle and me is I had CAD, he did. Computer

Think Tank (31:35)
Mm.

Russell (31:36)
aid and design. You had more advanced CAD. But it hasn't

Think Tank (31:39)
Yep.

Russell (31:40)
changed. We have to accelerate

so much faster because we're going into a K shaped economy.

Think Tank (31:48)
you said a K shaped economy?

Russell (31:49)
Yes,

we're going to go in, those who can do it are gonna you know, they if you really know AI and you're really that productive, you can go in and make two hundred, four hundred thousand a year. If you're

Think Tank (31:58)
Mm, okay, I see what you're what you're saying. Mm-hmm.

Russell (32:01)
not you know that's why what forty percent of the recent college grads that aren't getting college grads jobs?

Think Tank (32:08)
Mm.

Russell (32:09)
I mean I mean serious like you have you said AI's just seeping in now. What what do

Think Tank (32:16)
Yeah.

Russell (32:16)
you what are they require?

Re what are they wanting you to use it to do, right?

Think Tank (32:20)
It's I I still work with the government so it's kind of more

If the government wants it it will be forced down, so it's not really implemented it yet, if that makes sense.

Russell (32:35)
Yeah, the government's really slow, but have

they are they wanting you to use it at all?

Think Tank (32:41)
Not not really. Not there's mainly for like sorting files and everything, but nothing practical.

Russell (32:52)
You mean the stuff it could have done two years ago?

Think Tank (32:54)
Exactly, but nothing or it's dealing with Royal World solutions to get a faster solution. At least where I where I'm at right now.

Russell (33:07)
I I'll give you an example.

I had a kid who was do I I'm not I can't go into details, but they said they're having a hard time with the first assignment. It was they wanted a book about a hundred and fifty pages to do something.

Think Tank (33:25)
Mm.

Russell (33:25)
And I said

I said, I don't have a freaking idea how to do any of this stuff. I just sent it over. They got permission, signed off from the supervisor, because they're curious and how long. They said, well, we'll see you in what about a month? I said, pfft, see you in about five hours. They're like, huh? I ran it through my system. Because

Think Tank (33:45)
Mm.

Russell (33:47)
I'm dyslexic, I came up with three editing modes, a catastrophic mode that says what should be here, but it's not. And I run that through like literally 15 times.

Think Tank (33:56)
Okay.

Russell (33:56)
And I'm

using Opus four point eight set of maximum thinking. Then it's like, what's max what's the max correction mode? What are things that now that are here that we can improve and then the the just polish it up? And then

Think Tank (34:08)
Mm.

Russell (34:09)
I run it through, I use chat GPT to turn it into a a nice looking PDF. I just

Think Tank (34:15)
Okay.

Russell (34:15)
did that while I was I do three things at once. I was doing two other things, ran it through, sent it over, and they came back and the supervisor said, What the

Leap it deep leap.

Think Tank (34:27)
Yeah.

Russell (34:27)
This is at eighty five to ninety percent being publishable ready. I says yeah, I said, I don't really know what the answer was. And no, I didn't really look at it. I just this is I have a system that tells me how that what this should be correct at that level. And they said, Well the changes we need to make are maybe this paragraph should be moving to the next paragraph. Maybe we could expand it. I it very what professional editors do. And they said, This is good work. I said, Yeah.

can crank that out all day. And by the way, my student generally knows how to do it once you give them some practice. Well it was that so that's where I'm just trying to say where the world is going. I know nothing about this stuff and yet I can crank

Think Tank (35:09)
Mm-hmm.

Russell (35:09)
out a good report in that time frame. Now if you give me access to Fable five to d double check it, I can it's pushes the ninety percent one instead of eighty

Think Tank (35:19)
Mm-hmm.

Russell (35:19)
five. But our school system won't get out from what it's been doing.

So I'm fifty two, so when you're my age and they're still doing the same nonsense and wondering why half the kids can't get jobs because thirty years from now, when you know Elon Musk has mc has robots replacing everybody at McDonald's,

Think Tank (35:40)
Mm.

Russell (35:42)
th this is the change we have to make. It has to be much more individualized and n and not so much more broad based.

Think Tank (35:49)
I I like that. I wanna give you a challenging question. What what I think is challenging. We've been talking about the na what's wrong with the school system. What do you think the school system gets right?

Russell (36:01)
Alright, this is what shocks people. What's your local school s what's your local school?

Think Tank (36:08)
my local school, here in Atlanta I'm not sure, but I know back home is like sable palm, landmark, river city st things like that.

Russell (36:17)
Okay,

give me give me the high school th give me a high school that you know really well.

Think Tank (36:20)
Give me

a River City. Mm-hmm.

Russell (36:24)
River City. Okay. How d describe Liver City. How many students in a gra in a grade tell me just generally about the kids.

Think Tank (36:31)
All

right, generally, high school about let's just say I don't know, four hundred people, pretty small charter school.

Russell (36:42)
Four hundred tot how many per grade? About a hundred?

Think Tank (36:46)
about a hundred, yeah.

Russell (36:47)
Okay. So I want you to think, let's say you don't work for the government.

Think Tank (36:53)
Okay.

Russell (36:53)
You worked for SpaceX and you just had an IPO and let's say wave of the magic wand, after Uncle Sam, you're worth a hundred million bucks. Okay? Now let's say

Think Tank (37:01)
I like the sound of it, hopefully.

Russell (37:04)
you want to go back to that you want to know what we do right? Go back to that high school.

Think Tank (37:08)
Yeah.

Mm-hmm.

Russell (37:10)
And I want you to go to the department that put on plays. And you're gonna go to the teacher, and you're gonna say, you're gonna have the students as an extra project, they're

Think Tank (37:21)
Mm-hmm.

Russell (37:22)
gonna write a play, they're gonna direct it, and they're gonna put it on, and you're gonna front them a hundred thousand bucks.

Think Tank (37:30)
Okay.

Russell (37:30)
You will be shocked at how good of a job they do. Now, if you wanna see freaking amazing.

I went to school at SUNY Center at Buffalo. People came to their performance center driving BMWs and Mercedes,

Think Tank (37:47)
Mm.

Russell (37:48)
occasional Ferrari, and they weren't going because they knew the kids. They were going because they were that good. So when you're talking about the creativity, what our schools do extraordinarily well is coming up with creative ideas.

Think Tank (38:06)
I do agree.

Russell (38:08)
They

do that better bar none. So you might say, well, who are the other top schools? Kore it's South Korea, and it's like Norway or Sweden or one of those northern states that tend to have the b they say the best education. Our kids are so much more creative. That's what we do. We do very badly at the rest of it. Now if you look at

our educ at our institutions of higher education. We

Think Tank (38:39)
Mm.

Russell (38:40)
are not known for good schools, we are not known for good colleges. We are known worldwide for the best damn graduate programs on the planet.

That's what we're good at.

Think Tank (38:56)
Hmm. That's that's food for thought.

Russell (38:57)
Right. Just the sheer number.

I mean England has Cambridge, Oxford

Think Tank (39:03)
Mm-hmm.

Russell (39:04)
and London School of whatever. You know, I we outdo the I mean just the Ivy League, Stanford, Chicago, University of Chicago. I mean the gr we just have so and we are so much better funded than any place else.

Think Tank (39:19)
Interesting. Yeah, I I didn't even think about that. Because my answer is, I would say out of everything that the school gets wrong, one positive thing that they get right is that it's a great way to build just so become social and knowing how to interact with the world and making friends and everything. I think that's what they do right, is gives kids the ability to be with peers.

Russell (39:48)
Yeah, it's when I did that I I I ended up going to Scouts, got my eagle. And how old were you?

Think Tank (39:56)
Mm, same. I did get my eagle.

one month before I turned eighteen. no, my bad. I said one I said one month. three days before I turned eighteen. I forgot it.

Russell (40:08)
Okay, you you beat me. I was I was real I was

a Star Scout at thirteen. I got

Think Tank (40:14)
Mm.

Russell (40:14)
my life which is the second rank Bureau legal when I was seventeen. Yeah, it was I was doing a Marabadja weekend.

Think Tank (40:21)
Ha ha.

Russell (40:22)
Okay? So I I had a I had a couple of clients and I will have to say this about BS 'cause I think this is important for education. When BSA got

brought girls in because

Think Tank (40:39)
Mm-hmm.

Russell (40:40)
there was a what we call the baby bust. Right after the Great Recession the birth weight dropped like crazy,

Think Tank (40:44)
Yeah.

Russell (40:44)
so they brought the girls in. That was such a disastrous mess, but what they did is just so you know, we've had some bad things happen in gymnastics,

Think Tank (40:54)
Mm.

Russell (40:55)
which I'm not going into, but they were horrible. Alright.

Think Tank (40:57)
Mm-hmm.

Russell (40:58)
So now we have something called Safe Sport.

Think Tank (41:01)
Okay.

Russell (41:02)
Okay, it's it's kind of common sense. If you're a guy driving

Anybody besides your daughter home or your or somebody where you're the guardian if there's another girl in the car, you have to have a woman. It's just common sense stuff. Okay.

Think Tank (41:14)
Mm. Makes sense. Yeah, makes sense.

Russell (41:17)
So but what BS but what I found when they were doing that is if you were on a like Boy Scouts or on a girls gymnastics team, same gender, d it hardly ever ha affected the kids. Between

Think Tank (41:31)
Mm.

Russell (41:32)
kids. But mixed gender became a real issue.

So I have had I had boys that would come to me and say, Well, I kinda wanna know how what it's like to be around girls. And I said, Great. Join Boy Scouts. And they're like, Excuse me? I said, There's normally sister troops. Now you're gonna be separated, but when they would go to camp, what they would do is put boys on one side, girls on the other, and they'd have mixed adults in the middle and

Anybody breaking the rules, you're sent home immediately. There's zero tolerance. But

Think Tank (42:08)
Mm. Mm-hmm.

Russell (42:09)
it a l but they were as inclusive as possible. You go to other youth sports and they're still back like, you know, segregation all over the place.

Think Tank (42:19)
Mm.

Russell (42:20)
And that's why I I had kids who wanted to join sports where they were more co ed and I was like, Yeah, what you want to do is stay in your current sport and when you go to college, then join.

So you don't have to because it it it it it has crushed some of my more sensitive kids. But scouts

Think Tank (42:39)
Gotcha. Okay.

Russell (42:40)
allowed them to interact and believe me the supervision was there, but within the rules they were as inclusive as possible because good grief they were they didn't have the first girl in there until what you were still in elementary school when that happened. It's still

Think Tank (42:57)
Mm-hmm.

Russell (42:58)
pretty recently.

And what I found is those who went through you know what an eagle's like. Wait, you're what, twenty five now? Twenty six?

Think Tank (43:05)
I'm twenty

twenty seven. my birthday's coming

Russell (43:08)
You're twenty

Think Tank (43:10)
coming up soon, but yeah.

Russell (43:11)
When did

they stop bugging you about th about being an eagle and anything? They kept

the military kept on me until I was in my twenties, early early twenties. They kept calling

Think Tank (43:21)
Really? They ne no as soon as I it was actually not really a big thing for me. I got my eagle, went to s college and after college it was like it never Yeah

Russell (43:32)
Really? Didn't come up

when you were applying for the federal government?

Think Tank (43:35)
They do not?

Russell (43:37)
my goodness, when I I can tell you what happened when I was looking for positions. I would go in and I'd talk to the guy and he'd look down, you're an eagle and they don't believe me. And then I

Think Tank (43:47)
Mm-hmm.

Russell (43:48)
would tell them these like what about the project? And then they'd say, I made it the star, I made it to life. I made it I never made it. And then we just talked about my project until I just you know I cleaned up a beach. J

Think Tank (43:58)
Mm.

Russell (44:00)
Got rid of the seaweed and everything, yeah, it was fun. So we talked to that, I talked about how I dealt with the gov with the state environmental agency, all the reports I had to write. And they would say, I took up the interview time of the next four that's ten people. I'm not joking. And then I got it because and they didn't even act they said if you can handle a project, you can handle our stuff and I it just i it's kind of like a a rite of passage that I found.

Think Tank (44:27)
I will say that because it does feel grate because I actually built a bell tower which is part of the reason why I'm even in the civil engineering

Russell (44:36)
Mm-hmm.

Think Tank (44:37)
world. So I'm like, yeah, this is what I wanna do. So no, I I get that.

Russell (44:41)
Well no, but here's

so here's what happens if I recommend the peop for your edu educational system, get your eagle, boy or girl, okay? Get your eagle because let's say you're applying for a position. You you did something for the community. It's a it's something for a non-for-profit to enhance the community. Yeah, I designed it, I did the paperwork, I had to supervise dozens of people and

Day in, day out for weekends on the time to get it done, and I can I can come in here, I can design the process, I know how to work with people, I know how to do the paperwork because I did it when I was a teenager.

Think Tank (45:20)
Mm-hmm.

Russell (45:21)
That is what's that's what gets you the job.

Think Tank (45:24)
Hmm. my data, thank you, because he did he definitely force me to get my eagle. So

Russell (45:30)
Well well

we'll think about it like going back to the school system. Well we want our kids to be well rounded. Here's here's the other thing that drives me nuts. We want kids to be STEM. I said you're looking at somebody who flunked calc one and two seven freaking times. There are very few percentages of like what percentage of do you think of a high school class despite who wants to?

who has the intellectual capacity to get a three point or higher is an engineering student in any engineering at a real at a real university. What do you think that percentage is?

Think Tank (46:11)
I'm going on the low end, maybe twelve percent.

Russell (46:15)
Yeah. I

I I think that e I may even think that's generous. It's not that much.

Think Tank (46:21)
Mm.

Russell (46:22)
So they keep pushing all this STEM stuff. All right? And what I and I'd be like, okay. Let me tell you about one of my clients and how I got him around the st crazy school system. His name was Adam. He was the second kid I worked with. He flunked out sorry, he was held back twice. He was a nineteen year old senior going on.

Think Tank (46:46)
Okay.

Russell (46:47)
Okay. And h hi all his teachers said he's a freaking genius. Have you met people like that you just know they're Einstein and make you look like nothing? That was that

Think Tank (46:54)
Yep. Mm-hmm. yeah.

Russell (46:58)
was Adam. Came from a very financially challenged family. He they were so financially challenged that his mom said, Well he can't do the work because his literally his butt hurt. Because

Think Tank (47:09)
Mm-hmm.

Russell (47:10)
the chair sucked. So I went and I said, Okay, well put this nonsense away

his his his teacher said he was the smartest and most motivated kid for years. All right. I went to Walmart and I just went for the cheapest student chair I could find and it was even made in China, okay? Fifteen bucks and I bring it over to him. He just put it together and he started putting in five hour sessions on Saturday. Okay?

Think Tank (47:41)
Mm.

Russell (47:43)
I mean he

that he said literally that chair changed his life. I'm like, it was a fifteen dollar cheapest piece of c I I thought his mom was joking but it w she wasn't. So I showed him how to jump his writing to the seventieth percentile of other grad students. I showed him how to read better than kids at Harvard. And then

Think Tank (48:01)
Nice.

Russell (48:01)
he goes he goes on, he gets his associate's degree in then he goes and joins the union. And he they do that like the school system boiler things. So

Think Tank (48:10)
Mm. Mm-hmm.

Russell (48:12)
they had

he was on vacation. They had one that they couldn't figure out, so they had him come in. He was there for a day and a half. He said sorry it took me so long. You know what? They said they couldn't figure it out for over a month.

See what I mean by just knowing what looks good and what is right and when it's not

Think Tank (48:33)
Yeah.

Russell (48:33)
how to get it That's what he knew. That's what the craft of research teaches you.

Think Tank (48:38)
Nice. I like that. I like that. I know we're running out of time because we're getting close to this hour, but there's one more question that I want to ask you before I give you the floor. I I gave you my answer earlier, but how do you like to learn? As if how yeah, how do you like to learn?

Russell (48:56)
When I just so you know, my learning I'm a history guy.

Think Tank (48:59)
Mm.

Russell (49:00)
Okay. So how do I like to learn I like listening to audiobooks. And

Think Tank (49:06)
Okay.

Russell (49:06)
my two f favorite narrators are George Grudell and and Dean. Okay?

Think Tank (49:14)
Okay.

Russell (49:14)
And I like to listen, then I like to visit the place, and then I like to figure out what's going on.

And then that allows me to understand what's going on today. Like for example, not to get political, but

Think Tank (49:31)
Mm-hmm.

Russell (49:31)
my opinion is whoever the president of the United States is has one job to prevent China from invading Taiwan. Why?

Think Tank (49:41)
Mm-hmm.

Russell (49:42)
Because ninety percent of the advanced chips are there. We're trying to spread it out around the world, but it'll never fully happen. Not in

Think Tank (49:49)
Mm.

Russell (49:49)
my lifetime.

Why does China want to do it? Because that's where the nationalists left and that they still haven't and ended World War two essentially. That's still

Think Tank (49:57)
Mm-hmm.

Russell (49:58)
going on. If they invade. Remember that great recession we had back in eight, nine? Do you w do you remember that at all?

Think Tank (50:04)
I d I don't remember it in the sense of I didn't know what was going on, but I have some memories back then.

Russell (50:13)
W it would be twice as bad as that.

Think Tank (50:16)
Hmm. Hmm.

Russell (50:17)
Okay. So

what I get by studying all this history and keeping up with what's going on, I get a better sense at when people say, Well, I think 'cause remember when you're talking on like Wall Street, one good insight that nobody else has, and that's all it that's what it takes to really do well. And they're

Think Tank (50:37)
Yeah.

Russell (50:39)
like, Well, it's gonna be this, it's gonna be that I said, Nope, it's going to be most likely this. Here's why, here's the historical reason, da da da da da.

They're like we have people at think tanks that aren't that and like I I this is just something I just keep up with for fun though. Huh? So I like to learn so I can s I can see what's going on. My idea of fun, yeah, I'm a dyslectic nerd. I like going to soirees where I talk to smart people about current events.

Think Tank (51:04)
Interesting.

Russell (51:06)
Okay. And that's but audio I I can read, I try to avoid it.

Think Tank (51:11)
Yeah.

Russell (51:13)
I'm working with EA, I'm like, tell this to me concisely. I don't want all this stuff. Alright?

Think Tank (51:21)
that makes

a lot of sense. But that is roughly the time that that I asked for. this this was a such a great episode. the floor's yours. You can share, promote, anything you want.

Russell (51:35)
Okay.

What I just want you to know is if you're dealing with a dyslexic kid, what you need to do is focus on their specialty, their area of extreme interest and ability. Teach them not from the general to the specific, but a specific point, and then go out. Word analysis followed by pr by artic by articulation 'cause that's in the front part of their head. If you're interested, you just visit us at dyslexiaclasses.com with an S, Dyslexiaclasses.com with an S.

And there's a button there that says download free guide. Click on that, answer three questions. It's a half an hour. I can go over things with your kids, see if this is what they're interested in. And if they are, I we can show you how to do this in an affordable way. And yes, it is to have the parents teach the kids because hiring outside tutors costs literally hundreds of dollars an hour for year in years and years and years. It doesn't stop.

So that we want to show you how to fix it so you can actually, you know, still afford things for your other kids. So they can, you know, do things like scouts or gymnastics or whatever.

Think Tank (52:42)
And that is why I really wanted you on this episode because what you have to say is I think is really important and I think anyone could use it, especially with a dil dyslexic kid, and the fact that you're trying to make it affordable for parents too. That is why I really wanted you on on my show. So hopefully s anyone who's listens to this, gives your website please say it again. just

Russell (53:08)
it's

it's dyslexia classes dot com. All right.

Think Tank (53:13)
Mm.

Russell (53:14)
and that's with an S, dyslexiaclasses dot com. And all you do is there's a link there that says download free guide, a button, answer three questions, you'll s get a guide on on dyslexia. And then just the most important thing is set up a time to actually speak with me for half an hour. Doesn't cost anything, we can walk you through what what your concerns are.

Think Tank (53:34)
Thank you, Russell. I'll make sure that is in the description too, so anyone can click it and go straight to you and help hopefully help anyone who needs it. but

Russell (53:44)
Thanks for having me on.

Think Tank (53:45)
yeah, absolutely. And before you go, I like to do a thing. my thing is always a quote because I just been collecting quotes for years now.

So and I'm not gonna lie, I'm reading it right off my phone, so it's not like I've memorized this or anything, but it comes from Charlemagne the God and the quote is If you're not willing to learn, no one can help you. If you're determined to learn, no one can stop you.

Russell (54:12)
Yeah, you just have to get around the system if you're dyslectic. My return quote was from a guy, this is my most requested book. Walt Disney, the Triumph of the American Imagination. All thousand pages. Why?

Think Tank (54:27)
Mm.

Russell (54:28)
Because kids go to Disney World and they love it. And I said, Do you want to learn to think like Disney?

And they're like, Yeah, there's two universal themes and I show in that book and what he said, I think it was sixty two or sixty three. And this is a paraphrase it's but it's close. He says it's fun doing the impossible.

Think Tank (54:46)
I agree.

Russell (54:48)
Alright, that's it allows you to leave your mark on this world. Now in your twenties, what I can tell you is you're you're just starting. Alright, you're going through things, you're having fun, I'm in my fifties. This is the time. This is the decade of my life when we're the most productive. And

Think Tank (55:07)
Mm.

Russell (55:08)
I I know I look across my friends who said, I had my kid, I raised my family, nobody will ever remember what I ever did.

And it's gutting them. Okay? You're my three hundredth and twenty-seventh podcast since I joined PodMatch fourteen

Think Tank (55:26)
Mm.

Russell (55:26)
months ago. Alright? My message is getting out there. So just try to figure out what you want to do to leave your mark. And it doesn't have to be a big thing. A lot of people I know who are really happy they found something they're passionate about from a charity wise.

And they got on a board of a charity, they and they helped raise money, because that's what you do when you're on a board, and they helped six help the succeeding generations. You've made it to being an engineer in the federal government. So a lot of other people that would like to do that are coming up. What can you do to help them meet that dream?

Think Tank (56:06)
Hmm.

Russell (56:08)
Something to think about.

Think Tank (56:09)
You you've left me with something to think about for sure. With that I will give you the the close off. something I like to say at the very end of the show is don't forget to ask yourself, ask others, and never stop asking questions. See ya.

Russell (56:27)
Exactly right. Thanks for having me.