Philip Rose

Children only develop their potential for learning through exposure to stimulation and passion within a secure environment which is laced with enthusiasm!

Philip Rose BBC Radio 5 Interview

“The reason SciTech lectures and workshops are in repeated demand is because of the presenter’s adherence to these fundamental beliefs. SciTech’s success stems not just from it’s ideas but from their implementation, which is wholly dependant on the professionalism and effectiveness of it’s presenters.”

SciTech is the manifestation of Philip Rose’s personal theories on how to deliver science to children. Like many of his contemporaries, Philip grew up in an education system that failed to recognise his dyslexia, a condition he now regards as a gift .

“Over the years I have come to realise that I do not depend on text as much as other adults do when it comes to learning. My text processing abilities are like those of many children. I can read and write perfectly well, but it requires significant mental effort which is distracting from the learning process. Pictures and sequences are a much more natural learning media. Maybe this is why I seem to be able to positivley engage so many children.”

Demand for his work has come from further and wider sources. He has developed and delivered lectures to school children for organisations such as Astra-Zeneca Pharmaceuticals, Manchester Airport, McLaren and Mercedes as well as working in schools directly. He has worked extensively with The National Science Museum in London as well as many other public venues, His work has taken him into Europe and Canada working for the International Schools and the schools of the armed forces.

Philip’s work has extended into broadcasting. Besides his radio work with the BBC he recently originated the science for Granada Television’s ‘Mad Science’ programmes.

The success of Philips’ work has been propagated not only through his in-school work and public lectures but through his inset lectures where he equips teachers with a tool-box of physical activities that involve the children in learning. Philip delivered such an INSET at the ECIS conference in Nice (1996) and again in Amsterdam (2002).

“being dyslexic can be cool”

When I was little I hadn’t heard of dyslexia; nor had my Mum, my Dad or my teachers! I was lucky, I thought that I was lazy because I didn’t want to read or write very much. Some of my dyslexic friends used to think that they were stupid because they couldn’t do the things that other children could do.

We weren’t lazy or stupid just – dyslexic . It’s a lot easier to get over thinking you are lazy, than it is to get over thinking you are stupid!

Some people think that blind people can hear and smell better than sighted people – Rubbish!! Blind people learn to use the skills they have got to compensate for the skill they haven’t. You and I can’t read and write very well, so we learn to listen well and talk effectively. It seems quite normal to us, but believe me, you have got a talent that many people do not have! That’s why your school reports say that you are good in class and make lots of good contributions – but your homework is awful!

The truth is….. you are amazing because of what you CAN do and you will soon learn to manage (but not cure) what you can’t.

The Magic Pill!

If some brilliant scientists invented a pill and said that this pill will…..

Make you able to read as fast as anyone else
Make you able to spell every word without mistakes
Make you write as fast as a typewriter
Make you listen to conversations just like everyone else
Make you talk as effectively as everyone else

……and if that was absolutely true and absolutely free

I wouldn’t take it – Would you?

I’d like to hear about you and your dyslexia. Perhaps you could send me an email? I wrote this using two on-line spell checkers, one in the program and one called Amy, (who I married!), so the spelling should be OK but it doesn’t matter how it is spelt or written, send me your thoughts; that’s what I want to read about!

 

Listen to Phillip read this note: