FREE 5-PART REPORT

. . . that will help you tap into a new truth about the challenges you’re facing in your classroom . . . 

How a 'lightbulb moment' gave me the key
to reaching ADHD children — and how
you can use it to transform your worst students,
eliminate disruptive behavior forever, and fall in love with teaching all over again

Dear Fellow Teacher:

Have you ever been so frustrated with your most difficult students that you've wanted to clear the entire classroom, lean against the closed door, and just scream?

(I've been there, believe me.)

Are you ever frustrated at the time and effort it takes to control your class, all because off the smallest, dumbest, most annoying disruptions?

Have you ever said to yourself:  "If I could only reach inside that one student's head, reattach a few loose wires or fix that one faulty connection, then maybe he could learn and become 'normal' like other kids?"

Have you ever wished you could wave a magic wand so that your  worst student would sit still, listen to directions, and complete simple tasks the way your best students do?

If you answered yes to any of those questions, then I urge you to take the phone off the hook, grab your favorite beverage, and study every single word on this web page.  It's that important!

(Even revolutionary.)

I'm stone cold serious when I say that you could very well determine the future of your students (as well as your career and your happiness) in the few minutes it takes to read this free 5-part report.

No other website on this topic will tell you the things I'm about to tell you.  

This means you're in for some brutal truths, but let's face it, we're in a whole different world now with these kids, and if you're going to find a new and better way to control your class and truly reach problematic children, then you better face reality and roll up your sleeves.

But don't worry — I'm going to make it a lot easier for you ....

The good news is that I’m going to show you how to improve your students' behavior and raise their grades forever without your students realizing that you’re doing anything unusual at all.  

No more struggles, no more battles.  And no more moments in which you say things to yourself like, 

• “Geez Louise, get me OFF the roller coaster these kids are taking me on! ” 
                          
• “Why does that one student just go OFF on the smallest things?”
  
  
• “I don't know if I can take this anymore --- do I really want to be a teacher?”

The steps I’m going to show you are very simple — but very unusual.  (But not kooky or weird.)  You simply won’t find them elsewhere.  I know this because I developed these ideas myself out of sheer necessity.  My methods, by the way, work for children at every age, all the way from kindergarten through high school.

To make this real for you, let me tell you a quick story about what happened to me and how I discovered these wildly successful techniques . . .

Twelve years ago, I entered the teaching profession so naive that it makes me cringe a little with embarrassment.   

As a former law school student and stockbroker, all I really wanted to do was teach 12^th grade Econ to nice, mature kids who did what they were told, laughed at all my jokes, and reminded me constantly how wonderful I was.

(Gee, was that asking too much??!!)

Perhaps you had similar illusions when you first became a teacher.  You knew this calling would have its ups and downs, but no one could have prepared you for the roller coaster ride you’re having now, am I right?  That’s how I felt the first time a student defied me without any respect whatsoever.

And the ironic thing was, for the first time in my professional life, I was following my gut instinct, which for years had been trying to tell me that I was meant to become a teacher.  And I was meant to be a teacher!  

Just like you were meant to become a teacher.  You do feel that, don’t you?  (Even if you don’t, hang in there because you soon WILL reawaken all the wonderful aspects of being a teacher, I promise.)

Anyway, I soon discovered a disturbing reality.  I saw a fundamental Catch-22 in the profession of teaching that is so profound that I am amazed teachers are allowed to get their credential without first learning how to solve this essential dilemma.

That dilemma is the reason I’m writing to you right now.  

And that dilemma is this:  

Teachers are trained to deliver information to students who will sit still and listen . . . and then they’re put in front of students who won’t sit still and listen!

Think about how insane that is!  

And so I drove home from school every day wondering aloud, “Why did I ever go into teaching?  What was I thinking?!  I’m not sure I can deal with these kids for one more day, let alone for the next 20 years!”

(Sound familiar?)

Finally, a glimmer of hope . . .

Fortunately, before I had a chance to get too discouraged to quit, fate intervened and lent a helping hand — even though I didn’t realize it at the time.  I was about to embark on a classroom journey that would change my career — and my life.

It all started with a single conversation I had with a student away from the classroom.  That one conversation (which you are about to read in my free class) led me to a pair of insights that stunned me.  

It was a “lightbulb” moment that forever changed the way I looked at my students.  I turned those insights into a radically effective classroom management approach that not only works for me, but works for the thousands of other teachers I’ve taught these methods to. 

The great thing is, they work for every other teacher who tries them, too!  

That’s because my approach is grounded in a few simple, universal truths that have governed human relationships since the beginning of time. 

No abstract theories.  No psychological mumbo-jumbo.  And certainly none of the useless, trendy advice you've probably heard at any number of in-service workshops over the years.

To be specific, I used these insights to create a series of techniques that allowed me to:

• Improve behavior in class
  
  
• Increase the number of completed assignments
  
  
• Stay in control of my kids no matter what kind of stunt my worst student tried to pull 
  
  
• Reach problem kids that had become pros at manipulating and “defeating” other adults 
   
  
• Go home happy and refreshed every day instead of disillusioned and worn-out
  
  
• Stop smart-mouthed kids in their tracks EVERY time
  
  
• Finally hear a student say, “I got it!” after I wondered if he would ever get it
  
  
• Become a great, guiding force that my students would remember the rest of their lives.

Best of all, these techniques allowed me to fall in love with teaching all over again. And they will reawaken that passion in you, too.   I feel fortunate to have found a better approach, and I’m happy to share them with you right now . . . 

Good News — It’s a lot easier than you think ...

Now that I’ve explained what you can achieve using my new-found methods, it’s time to show you how to do it.  The beauty of my methods is that they are surprisingly simple and doing them won’t cost you a plug nickel. 

After I had the enlightening conversation with my student, I embarked on a search to refine my new approach into a system that any teacher could use to transform her classroom.  However, one thing I discovered during my search was how much run-of-the-mill advice there was out there! 

Are you tired of dashed hopes and dashed expectations?

This is why I put together my free 5-part report.  In it, you will discover why traditional methods so often fail to help difficult students — and what you can do instead.  

You’ll also discover why bribes don’t work, what being ADHD really means for the future of these kids (it’s good news, actually), and the two most critical factors that will determine whether your students will ever do what you want them to do consistently and successfully.

Here’s an email I received not too long ago . . . 

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“Thank you for enlightening me.  I thought I was a really bad teacher.  Now I am full of understanding and compassion for those children.  It has changed everything in the classroom, and it has changed my attitude as well.  Thanks again.”  
—Ruby Hogans

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Let me be clear — the information in this report is not material that I have simply cobbled together from other sources.  It is information that I developed on my own during 12 years of teaching every sort of problematic child you can imagine.  

I use one simple motto when I decide whether to pass along a method:

Only use stuff that works!

And that’s what I do.  I only use stuff that works.  The thousands of parents and teachers who constantly give me feedback have also refined these techniques.

Would you like to know the missing piece?  

Would you like to wake up tomorrow and immediately sense on a deep level that things have already changed in your classroom?  (Without even having done a thing at that point!) 

Then read my 5-part report right now.  It’s free.  Just pull up a chair and enjoy.

To begin reading the report, click here.