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Chadwick's Numerology Learning Theory

Research · November 2015

DOI: 10.13140/RG.2.1.2190.2805

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Anne Chadwick
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Running head: TEACHER’S CLASSROOM GUIDE 1

The Teacher’s Classroom Guide To Incorporating

Numerology For Student Learning

by Anne Chadwick
TEACHER’S CLASSROOM GUIDE 2

Table of Contents

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 2

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

• Statement of The Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . 3

• Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 4

• Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 7

Method . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

• Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

• Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Significance of The Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 11
TEACHER’S CLASSROOM GUIDE 3

Abstract

Learning styles are receiving widespread attention in academia, especially in the grades

kindergarten through junior high. The success of implementing learning styles is still

controversial and, in some instances, dismissed because of the cost of training teachers to

implement them. An ancient assessment that includes personality and behavioral characteristics

can be easily implemented in the classroom, using a minimum amount of time and financial

resources. This paper presents an alternative way to view student academic success based on

using numerology as the tool for identifying preferred learning styles. The manual used for

determining student’s numbers will be available to teachers and they will save valuable teaching

time with the Chadwick’s Numerology Learning Theory being utilized in their classrooms.

Keywords: numerology, learning styles, teacher, aspects, Chadwick’s numerology

learning theory
TEACHER’S CLASSROOM GUIDE 4

Introduction

Statement of The Problem

There are multiple concerns in the educational field and the teachers and students are

often caught in the crossfire of multiple standards imposed by states, districts, parents, etc. True

learning is sometimes lost because of the rigid approach that many teachers must take to satisfy

these standards.

Teaching in the educational field is challenging in today’s times. Teachers are

increasingly pressured by the No Child left Behind Act of 2001 to improve their teaching, and

subsequently increase student learning. There have been some favorable reviews (Darling-

Hammond, 2007, ¶ 4), but growing skepticism is rampant (¶ 5). Teachers are concerned about

students learning, but the increased pressure for standards has the teachers questioning their

techniques. For example:

If one high-quality teacher gets an amazing set of students and another

equally effective teacher gets an unexceptional set, the students of the first

teacher will most likely learn more within one year, and their teacher will be

unfairly rewarded as a higher-quality teacher. (Amrein-Beardsley, 2009, p.

41)

Another concern is how effectively students learn. There are common classroom

practices that facilitate the knowledge taught for maximum retention, but often it’s a hit-and-miss

approach: Teachers present the knowledge and lessons as best they can, and hope that their

approach works, but only if it matches the way a student learns will it be effective. The whole

educational experience often wastes time in focusing on a narrow agenda designed specifically

for a predetermined course for college, when many students would learn more without the stress
TEACHER’S CLASSROOM GUIDE 5

of unrealistic expectations. As Robinson (2009) states about education not developing our

natural talents, “Instead, it is stifling the individual talents and abilities of too many students and

killing their motivation to learn” (p. 16).

Group projects are not always successful due to difficulties and conflicts among

participants (Frey, Fisher, & Everlove, 2009, p. 5). Personality, socio-economic background, and

intelligence status can be major determinants in initial student interaction and can lead to major

distractions for academic work if not addressed at the onset of group assignments. Teachers and

administrators in schools can use numerology as a determining factor in students’ ability to work

constructively in groups, categorize and identify early personality problems, which could

translate into behavioral actions, and understand problematic students who struggle with

academic curriculum, especially certain subjects such as math and science.

Literature Review

Learning styles are becoming a common way of viewing the best potential academic

strategy for students and common for some teachers to implement in their classroom (Comras,

1992). The basic learning styles discussed in this paper are visual, auditory, and

tactile/kinesthetic (LdPride.net, n.d.). Students have their own preference for how to learn and

for the most impact, but it is not always available information to the teacher, especially if the

students have not been exposed to being taught according to their particular style. There are

many learning style instruments available, but often they contradict each other's results (Coffield,

Moseley, Hall, & Ecclestone, 2004, p. 40), discrediting the potential value in identifying the

optimum learning environment for students.

TEACHER’S CLASSROOM GUIDE 6

This presents a quandary for accurately identifying students’ needs when it comes to

learning the academic material expected of them. Many workshops for teachers are given to help

them deal with learning discrepancies in the classroom. There are many theories about how

people learn, but questions abound as to the efficacy of those theories and as Coffield et al.

(2004) state:

How can we pretend any longer that we are serious about creating a learning society if we

have no satisfactory response to the questions: what model of learning do you operate with, and

how do you use it to improve your practice and that of your students/staff/organisation? (p. 1)

There are ancient tools that are not being utilized and these can help educators have an

advantage to helping every student succeed—academically and personally—because the majority

of a child’s life is spent in school.

Numerology is a tool that can readily identify learning styles efficiently, enabling teachers

to spend more time working with students, focusing in on what is to be taught and how, rather

than spending the majority of the school year figuring out students’ styles, then seeing them

leave for the next grade-level with perhaps a lower overall grade than the student could have had

with an accurate learning style assessment. Numerology can identify the inherent preference for

interacting and efficiently match the learning style to that student. This saves time for teachers to

focus on perhaps rearranging the way they teach, but the future of students’ learning is the

ultimate goal, and as one teacher said of her willingness to try new methods in the classroom,

“That’s the bottom line; I give everyone a chance to be successful” (D’ Arcangelo, 1992).
TEACHER’S CLASSROOM GUIDE 7

Definitions

• Numerology: The study of the occult meanings of numbers and of their purported

influence on human life (Soukhanov, 1988, p. 807).

• Path of Life: The totality of all three birth date elements, i.e., month, day and year, each

one reduced to a single digit; then added together for the individual’s main life lesson.

• Aspects: The potential relationship between two number energies.

• Chadwick Numerology Learning Theory™ is based on the premise that numbers are

physical patterns of energy manifested as behavioral phenomena, and humans exhibit

personality and character traits according to these number influences.

• The Teacher’s Classroom Guide To Incorporating Numerology For Student Learning: A

working manual available in every classroom that shows teachers step-by-step how to

figure students’ numbers, the corresponding character and behavioral traits associated

with each number, and a chart that shows compatibility between numbers for seating

assignments or group work.

• Numerology Learning Theory Charts: Table-type formatted chart-listing numbers that are

compatible and incompatible with each other, for the maximum efficiency in determining

preferred learning environments and classmate groupings for projects.

Method

Participants

Participants will be middle school teachers implementing the grouping procedures

according to closely compatible numbers. Middle school students (7th, 8th, and 9th grade) will be

participants for the initial trials and in subsequent implementations, all grade-levels will be

included. Middle school students are chosen because they are in a transitional learning period
TEACHER’S CLASSROOM GUIDE 8

with their studies and personalities. They are emerging as individuals, with different academic

needs (Leet, 1974) that are more conducive to group work. Later participants will involve all

grade levels, including college and vocational/technical training, to ensure comprehensive

assessment of the multiple learning stages throughout students’ academic life.

Procedures

The teachers will figure out the Path of Life according to The Teacher’s Classroom Guide

To Incorporating Numerology For Student Learning manual. A short description of personality,

character, and behavioral traits is given for each number.

The numerology learning theory charts can be utilized for figuring out the correct path of

life for each student. The chart dealing with which numbers are harmonious or discordant, i.e.,

the aspects (Goodwin, 1981a, pp. 292-303), and the class groups for projects can be

correspondingly chosen for the most compatible numbers to work together. Some of the numbers

can be harmonious and discordant, but that will be determined by the individuals involved as to

which manifestation of energy use will occur. If the path of life number cannot be used for

matching, the birthday will be the next indicator. Oftentimes, the birthday is the second choice

when there are multiple similar numbers.

The information can then be used for seating arrangements, grouping for projects,

identifying potential stumbling blocks for learning in some students, and intervening in students’

personal lives by sending them to counseling when it becomes obvious that it is interfering with

their studies.
TEACHER’S CLASSROOM GUIDE 9

The characteristics of each number have a wide range of varieties as to their outward

behavioral traits (Goodwin, 1981b, pp. 683-693) and can be used for determining more advanced

categorization of personalities for identifying potentially troubled students.

Significance of the Project

Students will learn more according to their preferred style and corresponding compatible

group classmates, resulting in higher grades and a more relaxed and eager attitude towards

learning overall. Teachers will have an easily accessible tool to manipulate group work and

identify potentially at-risk students who need the acquired understanding that teachers will have

using numerology as a classroom tool. It can also be valuable for educators who use alternate

assessments based on alternate achievement standards (AA-AAS) for students with cognitive

disabilities. It would quickly identify a student’s natural learning preference without wasting

time doing an assessment that might be incomplete regarding understanding the true abilities of

the student. According to Towles-Reeves, Kleinert, and Muhomba (2009) “...about 9 percent of

students with disabilities ...have significant cognitive disabilities that qualify them to participate

in an assessment based on alternate achievement standards” (p. 234). This understanding will be

imparted to the students without their conscious knowledge, but will be outwardly visible in the

teacher’s behavior towards students.

This project could be expanded to all grade levels that deal with student rivalries and

collaborative learning in the classroom. It will also introduce Chadwick’s numerology learning

theory as an explanation for the preferred learning styles of students, which, along with other

variables, are manifestations of students’ numbers. This will enable educators at all levels to
TEACHER’S CLASSROOM GUIDE 10

enhance the learning experience for all students, reduce academic-related stress (Conner, Pope, &

Galloway, 2009, p. 56), and accurately determine corrective measure for troubled students.
TEACHER’S CLASSROOM GUIDE 11

References

Amein-Beardsley, A. (2009, November). Value-added tests: Buyer, be aware. Educational

Leadership, 67(3), 38-42.

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning

styles? What research has to say to practice. London: Learning & Skills Research

Centre.

Comras, J. (Executive Producer). (1992). Learning styles and the learning process

[Videotape]. United States: Instructivision, Inc.

Conner, J., Pope, D., & Galloway, M. (2009, December/2010, January). Success with less stress.

Educational Leadership, 67(4), 54-58.

D’ Arcangelo, M. (Executive Producer), & Wurzburg, G. (Director). (1992). Teaching to

learning styles [Videotape]. (Available from Association for Supervision and

Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311- 1714).

Darling-Hammond, L.. (2007, May 2). Evaluating ‘no child left behind’. Retrieved from

http://www.thenation.com/doc/20070521/darling-hammond

Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work: How to engage

students, build teamwork, and promote understanding. Alexandria, VA: ASCD.

Goodwin, M. O. (1981a). Numerology, the complete guide: Vol. 1: The personality

reading. Franklin Lakes, NJ: Career Press. pp. 1-380.

———. (1981b). Numerology, the complete guide: Vol. 2: Advanced personality analysis and

reading the past, present, and future. North Hollywood, CA: Newcastle Publishing. pp. 381-794.

LdPride.net (n.d.). Learning styles explained. Retrieved from http://www.ldpride.net

/learning styles.MI.htm#Learning%20Styles%20Explained
 TEACHER’S CLASSROOM GUIDE 12

Leet, P. M. (1974, April). Socialization and the “middle” child: A twentieth century model

of a seventeenth century process. Paper presented at the 59th annual meeting of the

American Educational Research Association, Chicago.

Robinson, K., & Aronica, L.. (2009). The element: How finding your passion changes

everything. New York: Viking Penguin.

Soukhanov, A. H. (Ed.). (1988). Webster’s II new Riverside university dictionary. Boston:

Riverside Publishing.

Towles-Reeves, E., Kleinert, H., & Muhomba, M. (2009, Winter). Alternate assessment: Have

we learned anything new? Council for Exceptional Children, 75(2), 233-252.

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