At least three or four times a year teachers complete report cards and individualized program plans. While it can take an inordinate amount of time to complete these comprehensive reports, I often hear teachers say, “It’s the personal development comments that take the most time.”
Numbers offer a precise and accessible tool for identifying an individual’s
- Learning style
- Special interests
- Personality traits
- Preferred ways to solve problems
Here’s your chance to try it out. Take a group of any five students from your classroom and calculate the vibrations of their names and birth dates (to learn how to calculate the number vibrations click here). Check out their numbers on the basis of the following three positions:
Inner potential number (from the combination of the month, day and year of birth):
- Rugged, self-reliant, competitive; this force affects the physical head region and body extremities
- Diplomatic, supportive, verbal learner, flexible and intuitive; this force affects the bladder and kidneys
- Musical, artistic, uplifting, inspiring, emotional, warm-hearted, excellent sense of smell, child-like and loves children; this force affects the liver, skin and pancreas
- Hard-worker, problem-solver, stamina; this force affects the digestive system
- Critical thinker, keen observer, active learner, will take a dare; this force affects the solar plexus
- Decisive, loves learning, self-taught, keen mind, worries; this force affects the mind
- Writer; technology, nature and electrical interests; intuitive / channel; does not appreciate superficial conversation; this force affects the heart, lungs and bronchial area
- Excellent memory, global perspective, organizer / manager; this force affects the genital region
- Artistic (especially in 3D), dramatic, compassionate, existential interests; this force affects the central nervous system
First name expression:
- Blunt, candid, competitive does not easily understand another’s point of view
- Charming, submissive, likes sweets and is often late for appointments
- Funny and generous but has difficulty completing projects and assignments
- Logical, practical, cautious, traditional, involved in data analysis and research
- Impulsive, defends the underdog and reacts to accusations and injustices
- Serious, advises and teaches, does not like to be caught not knowing something
- Awkward in social situations, misunderstood, judgmental and has few friends
- Large personality, dominates conversation and has a strong voice
- Charitable, compassionate, emotional, has difficulty saying, “No.”
Destiny position (the first and last names reduced to a single digit):
1. Initiator, takes action, moves on before getting remuneration for creative content
2. Subservient, works for others and sets own goals aside, superficial friendships
3. Too many things on the go, scattered, has fair-weather friends, fortunate
4. Kindly, problematic, researcher / paper work, income is just enough to get by
5. Changes in program of studies, career, place of residence, clever
6. Teaching, advising, decisions based on family and community needs
7. Spends a great deal of time on technology, misunderstood, overlooked
8. Assumes leadership, directs, organizes, offered opportunities of influence
9. Humanitarian, gives people what they need or ask for, experiences loss
Sample personal development comments created from the information provided from the following (fictitious) names and birth dates:
1. Ella Sanders, born April 14, 2002 (inner potential 4, first name expression 3, destiny position 2). Ella makes friends easily and works well in groups. She is careful and thorough in research. Ella always does an exceptional job on her homework; however, she frequently submits work late. She demonstrates quite a talent in design. Ella has an excellent personal work ethic; however, she can be taken advantage of and often helps others to complete their part in group projects. She has shown great promise in facilitation.
2. Dimitri Lazarenko, born September 24, 2003 (inner potential 2, first name expression 1, destiny position 5). Dimitri is straight forward and creative. He is learning to deal with conflict through active listening. Altercations usually occur when someone has made snide remarks about him or one of his friends. Dimitri has an ability to appreciate and articulate another’s point of view, sometimes better than the perpetrator could themselves. He has wonderful balance, dexterity and reflexes and always makes the most of Physical Education class.
3. Karen Hull, February 18, 2001 (inner potential 5, first name expression 4, destiny position 3). Karen is soft spoken and aware. She has a rare courage that brings her to speak in the defense of those who cannot defend themselves, particularly little children and the elders of our community. Karen does her research and is well informed as well as often personally interested in the topics she has presented in class. I admire her ability to uncover what others have overlooked and engage an audience in a new rendition of the facts.
4. Liam Martenic, July 7, 2000 (inner potential 7, first name expression 8, destiny position 1). Liam is rugged and finds more solace in nature than in almost anything indoors. Technology, however, is another area of intense interest and I encourage him to develop reading fluency to a level of excellence. Liam prefers direct, specific content and does not engage in chit chat. He does well on independent assignments and project work that requires creative input. Liam is a person of few words, great stamina and self-reliance.
5. Tessa Abram, August 6, 1999 (inner potential 6, first name expression 9, destiny position 9). Tessa has a keen mind and an abiding interest in humanitarian concerns. She maintains a wide social network and excels in acting, art and athletics. Tessa enjoys the limelight and makes significant – and spontaneous – contributions to discussion and debate. She does not suffer fools lightly and will raise the bar in every subject area, challenging her cohorts and her teachers to provide more than is expected. Tessa is driven to learn.
Time and again, my fellow teachers and administrators have commented on what they perceive as an uncanny awareness of students’ gifts and challenges. Yet it is all in the numbers! It is not uncommon for a principal or assistant principal to come to my classroom during a reporting period to tell me how I “nailed” the personal comments section. One administrator said, “Your personal development comments are really good – even brilliant!” Another admitted, “In my 17 years as a principal, I have never heard anyone describe student gifts and abilities so precisely as you do!”
Throughout my career as a teacher I have used numbers to develop teaching strategies. While I use this information to highlight individual potential, I also base daily and long term lesson plans on the vibration that a class holds in common, namely their year of birth.
