"Like any mother I want the best for my children and knowing the pressure my daughter was under in the run up to her GCSEs, I jumped at the chance of having Michael work with her to develop her memory and study skills because even though she is bright and was doing well at school, I did think she had a problem recalling information. Now after working with Michael I am thrilled with the improvements I have seen. It has changed the way she revises and it has been much more effective for her. She did really well in her GCSE’s and we believe his intervention helped improve what were already really good grades. I am very proud and extremely happy that she got 9 A*s and 2 A’s though I do joke with Michael that what he taught Jenna cost me more money in the bonuses I gave her for her results." Suganthy Kugasathan
"Before I started to work with Michael, I didn’t think I really needed any help – I was doing pretty well before he came along. However with what Michael shared with me I realised I could not only do better, but actually be less stressed at the same time. By applying some of his suggestions my revision became more effective because I was able to remember the stuff I had revised far more easily – before I would not be able to recall it after as little as one day. Now it stays in for much longer which saves me time. I am now much more confident about going into exams and am pleased to have had the opportunity to work with Michael." Jenna Kugasathan
[NOTE - Jenna went on to get 4 A Levels and is now 21 and studying medicine. She is still using the techniques I taught her when she was 15]
"On behalf of Jessica and myself we wanted to say a big thank you for your time the other week. Jess, was, I think, a little nervous about meeting my writer/tv/radio/presenter/memory champion friend…… but you made her feel at ease within seconds of meeting, ……..even with your ” hilarious,- down with the kids jokes!!!!” (however…….do not wear baseball cap back to front….to far!!). She understandably, wasn’t quite sure what to expect from the day but as we had done research together and you asked me lots of questions about we needed to achieve with her, the process went smoothly. As the minutes progressed I could see her confidence growing and her inner belief in herself changing. You told her she was great and once she started to believe….. all started to flow. (She still tells me now that she’s great!!) She was quite visibly amazed that she could remember 10 very random items in a matter of minutes, and with that I felt her confidence grew, and to be fair as I watched on…. my heart swelled a little with pride for her. Out of all the easy to understand and logical methods you used, she particularly liked the number method but, likes the mind map the best. Its such a great visual way to remember a whole heap of typed text. She can still recall both maps we did. ( I hope she studies Marco Polo soon at school!!). I asked her how she felt about the day, she says she really enjoyed it and was surprised at herself and is now using mind mapping at school, which is fab. I have stressed she needs to be calm and logical and things will flow. She has told lots of people and was quite buzzy with it all afterwards!!" Charlie & Jess Mander
"I asked Michael to come and spend some time with my son, who is in Year 10 fast approaching his mock exams. At James’ parents evening it became clear that his main setback to exam success was revision and subject recall. I knew Michael had previously done some work in this field and that his enthusiasm and knowledge would capture James’ attention. Michael put James at ease, he talked through with him keys to success, what James thought were his stumbling blocks, how to relax when entering an exam and most importantly set him some tasks and techniques to prove that memory recall is possible for large chunks of information. Not everything can be learned from just listening alone and Michael adds humour, story telling, visual aids and reinforcement to help get his learning across". Louise & James Wheeler
"As a father it can be difficult to let go of feeling responsible for the success of your children. As a professional coach too, that challenge doubled for me, so having seen Michael work his magic with groups and individuals, he was my first (and only) choice to work with my son when he began to struggle with his studying. Here’s what I saw. Michael immediately connecting with my son and making him feel that his struggles were normal and to be expected. Once he was at ease, Micheal then gently and entertainingly broke ’the studying game’ into smaller elements so that they could both identify the small aspect that was holding him back. From there Michael helped my son create and practice some simple strategies to build his study skills and more importantly his confidence. Is Michael worth working with? Absolutely. My son achieved the grades he needed to move on from ’school’ to enrol on the vocational course he always wanted to do. His confidence has grown and he’s learned to enjoy studying. What more could a parent ask for?" Steve & Dan Marriott
Dear Concerned Parent,
Preparing for important exams is a difficult time for your teenager.
There’s the stress of the extra workload of studying on top of what they cover in class; there’s the pressure of juggling their social, family AND school commitments (usually in that order); and of course there is all that teenage growth spurt/hormonal stuff going on as well.
No wonder they get overwhelmed, stressed and just downright irritable.
So how do you help?
Well unfortunately when they arrived in this world and you were given the gift of being a parent, that role of being a trusted source of comfort and guidance was inevitably going to end as soon as they hit their teenage years.
It is part of their evolution as a human being.
Sadly the timing couldn’t be worse.
Just when they most need your guidance and benefit of your experience, they are least receptive to it.
No matter how well you know something or how good you are at doing things, because you are in the “Parent” bracket, you are immediately going to be ignored or whatever you say will be discounted before the sound even hits their ears.
Family atmospheres in these circumstances range from parents being mildly frustrated that their offspring won’t listen to rage fuelled door slamming sessions because you just don’t “understand” them.
Either way, with the best will in the world you are at this stage of their life, temporarily redundant as an advisor.
Which is unfortunate as when they are preparing for their exams, you can probably see a lot of things they could do differently to increase their chances of getting good grades.
The trouble is, they aren’t receptive to what you have to say, because it is you who is saying it.
So what do you do?
Well let’s just narrow down what we are talking about here.
First of all, if your teenager has got study skills nailed, they are confident of their abilities, do well in school and have a track record of methodical and effective preparation for their exams, then you and they probably don’t need my help.
If your teen struggles to remember the things they have to learn, gets stressed out a exam time, finds themselves overwhelmed with the sheer volume of stuff to revise and you can see they are struggling with it all...
Then I might be able to help...
…especially if you know deep down at the bottom of your heart that they have got what it takes, they just haven’t tapped into it just yet.
My name is Michael Tipper and I am a Memory and Learning Specialist (some would say “expert” though I prefer not to use that term).
I have developed a deep understanding of what it takes to learn and remember just about anything.
I have applied that knowledge and developed my own skills and now teach and have taught hundreds of thousands of young people the same.
It hasn’t always been that way.
When I was a 16 years old I thought I had a bad memory.
But thankfully I was driven enough to find out whether I could change that.
And I found I could.
After investing in a memory improvement course I discovered that I could learn and remember anything I wanted, for as long as I wanted.
It was a choice.
A choice I could make once I was armed with a little understanding about how the brain works; once I was equipped with a few simple tools and techniques; and once I had a strategy of how to apply myself to what I wanted to learn.
And so I made what in hindsight was the right choice.
I applied my new found skills and knowledge and as a result passed every exam I took, usually coming top or at least very close to the top in the technician’s apprenticeship I was taking at that time.
As a result I was selected to go to university and I completed a Bachelor’s degree in Engineering achieving a first class (with honours) pass.
My later professional training was littered with awards and prizes for my academic achievement - all because I had a better set of skills.
It wasn’t because I was any brighter than my peers.
It was because I had a strong work ethic AND more importantly I had the right tools and techniques to apply.
One of the things that nagged me throughout all of this was the fact that even though many of the tools and techniques I had discovered as I developed my ability to learn weren’t new, I was never taught them in school.
In fact at that time, it was very rare indeed for students to be taught HOW to learn.
They were only ever given the WHAT to learn.
And that frustrated me...
…which is why I chose to do something about it.
I decided to commit the next few years of my life to righting that wrong and help students discover and unleash their true learning potential.
But first I had to develop a degree of credibility in this field.
Because at this time I was a Submarine Engineer Officer in the Royal Navy - not necessarily the sort of credentials for helping students.
The development of my skills and knowledge had taken a scrawny teenager from a council estate who thought he had a poor memory to the very pinnacle of academic and professional achievement in the Armed Forces.
Whilst that journey in itself is impressive to many (so I am often told), I personally felt more was needed for me to be able to go and share what I had learnt to help other students.
So I entered and won the Silver Medal in the World Memory Championships.
I became one of the best competition memorisers in the world at that time.
Under the intense pressure of the competition environment, in the glare of the world’s media, I correctly memorised and recalled 1 pack of cards in under 3 minutes, 9 packs of cards in an hour, a 752 digit number also in an hour and 966 binary digits in 30 minutes (as well as a number of other memory feats)!
Now I didn’t do that because I have some weird natural gift for recall.
A few years earlier I thought, in fact I was convinced I had a poor memory.
But I was wrong.
I just had an incomplete skill set.
But once I discovered what was missing, understood the techniques, and then got good at applying them (ok VERY good), my achievements at the World Championships were as good as predictable.
The important thing for me was that if I could achieve those feats of recall on the memorisation of random sequences of cards and numbers, just think what could be done with them on more meaningful information.
That was the hook I then used to launch a career in sharing these ideas with students of all ages.
I left the Navy and helped set up a company that went on to help over 2 million students discover these techniques. I personally worked with over 100,000 of these myself.
I went on to write 2 books on study skills and 3 books on memory improvement translated into 7 different languages.
I have a list of media appearances that would make my Mom proud were she still alive.
I am regularly contacted by the press about these issues and that helps me share these ideas with more and more people around the world.
Here's one of my more recent TV appearances:
In fact even as I write this I have just been contacted by Sky News to comment on recent research that has identified it is possible to learn and remember just about anything we choose to.
The journey of helping students discover far more effective ways of learning and revising has been an absolute joy.
It is so rewarding to see the light brighten in teenagers’ eyes when they suddenly realise learning stuff can be much easier, far more enjoyable and MUCH more effective than the ways they have stumbled into.
They realise they still have to work but now they are working SMARTER instead of HARDER.
And of course these skills are useful to everyone because as the saying goes - “A rising tide raises ALL ships"
"So why aren’t these skills taught and developed at school?” you might be asking.
Well that is a great question and in many schools they are. In fact the company I helped found has worked with thousands of them.
This vital knowledge is often shared with students in a single lesson in the run up to exams - at a time when the last thing they want to be doing is learning SOMETHING ELSE!!!!!
The other reason is that in my opinion based on working with hundreds of schools myself, a school is not a learning environment.
Yes I will repeat that because it might appear a bit controversial.
A school is NOT a learning environment.
It is a teaching environment.
Despite what the glossy brochures and websites say, schools, colleges and universities are geared up to TEACH. Learning may or may not go on - it is not guaranteed.
There are some fabulous teachers out there (I have met loads) but every teacher (including the good ones) suffers from the curse of knowledge.
They know their subject so well, and find it so easy, and have been a master of it for so long...
…that they have forgotten what it is like to stumble through the discovery phase of their subject.
They present their subject from the position of “knowing it” rather than from the position of “learning it”.
It’s not their fault. Every subject matter "expert" suffers from the Curse of Knowledge.
Teachers are also under pressure.
They focus on what is important for them to do (and what is the focus of government developed curricula) and that is to get through the material in the time allocated.
This is called COVERAGE - they cover their topic (and to be fair, many do a really good job of doing so).
But that is about transmitting (=teaching).
For the student it is about receiving (=learning).
Unfortunately the time taken to teach is usually much less than the time necessary to learn.
Learning is a completely different thought process...
Once students are usually left to their own devices to figure out.
And unfortunately the majority of them struggle with finding ways that are effective for them.
They end of using last minute cramming and get HUGELY stressed by doing so.
In their younger years they might have been able to get away with "night before study”to prepare for an exam because the subject matter was relatively light and their was less of it.
But as they approach some of the most important exams of their lives in their mid to late teens, the subject matter is far more complex and there is just far too much of it to leave things until the last minute.
But they do.
They get stressed.
They don’t perform as well as they could because they are stressed.
They don’t get the results they are capable of because they haven’t performed as well as they could have.
And as a caring and concerned parent (otherwise you wouldn’t still be reading this) I know it will pain you to see them fall short of their potential like this.
OR if they do manage to pull it off, it hurts you to see your loved one go through so much grief and stress especially if you know they don’t have to.
It doesn’t have to be like that.
There is a better way.
It still requires work.
BUT it is working SMARTER and not HARDER.
It is about working in a way that is aligned to the brain’s NATURAL learning mechanisms.
SPOILER ALERT - sitting passively staring at a text book or a set of notes for hours on end is NOT natural.
I call it the Unfair Student Advantage.
It is an approach to harvesting, indexing, memorising and embedding new knowledge for long term recall that I have personally developed, one that I now teach and one that I still use myself today.
It is a unique approach to learning that will separate your teenager from “Ordinary Students” who don’t have the advantage.
Click on the button below to book a call with me right now to find out more information.
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