The Quiet Warrior Podcast with Serena Low
Are you an introvert who wants to be more and do more, beyond what’s safe, comfortable, and pleasing to others?
Your host is Serena Low, and her life’s purpose is to help quiet achievers become quiet warriors.
As a trauma-informed introvert coach and certified Root-Cause Therapist, Certified Social + Intelligence Coach, and author of the Amazon Bestseller, The Hero Within: Reinvent Your Life One New Chapter at a Time, Serena is passionate about helping introverts and quiet achievers grow into Quiet Warriors by minimising:
- imposter syndrome,
- overthinking,
- perfectionism,
- low self-worth,
- fear of public speaking, and other common introvert challenges.
Tune in every fortnight for practical tips and inspirational stories about how to thrive as an introvert in a noisy and overstimulating world.
The Quiet Warrior Podcast with Serena Low
103: How AI Empowers Dyslexic and Introverted Minds – with Russell Van Brocklen
Dyslexia touches as many as 15–20% of learners, yet most families still hear “wait and see.” Russell Van Brocklen flips that script. As the Dyslexia Professor, he translates structured-literacy methods—proven most effective for struggling readers—into bite-size actions parents can use tonight.
What if the way you think—often seen as a challenge—was actually your greatest productivity advantage?
In this episode of The Quiet Warrior Podcast, I speak with Russell Van Brocklen, an entrepreneur and advocate for dyslexic and neurodivergent thinkers. Russell shares his personal journey of navigating education and business as a dyslexic, and how he discovered that the very traits that once made him feel “different” are the ones driving his creativity, problem-solving, and entrepreneurial success.
We dive into how artificial intelligence (AI) can transform the way introverts, dyslexics, and deep thinkers approach productivity—making work not only more efficient, but more aligned with their natural strengths. Russell offers practical examples of using AI to simplify complex tasks, manage energy, and create space for high-impact work.
If you’ve ever felt like the traditional way of working wasn’t designed for you, this conversation will inspire you to work with your brain, not against it.
In this episode, we discuss:
- Russell’s journey from academic struggles to entrepreneurial success as a dyslexic
- Why dyslexia is not a weakness, but a different way of processing information
- The surprising parallels between introverted productivity and dyslexic problem-solving
- How AI can act as an “external brain” for planning, writing, and decision-making
- Specific AI tools that help neurodivergent and introverted thinkers thrive
- How to design a workday around your energy patterns, not just your to-do list
- The mindset shift from “overcoming limitations” to “leveraging unique strengths”
Whether you’re dyslexic, introverted, or simply looking to improve productivity in a way that feels sustainable and authentic, this episode offers fresh, empowering insights.
Connect with Russell Van Brocklen:
Website: https://dyslexiaclasses.com/
Book reference:
Overcoming Dyslexia, Sally Shaywitz M.D.
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Subscribe to The Visible Introvert newsletter for exclusive insights, reflections, and resources at https://serenalow.com.au
This episode was edited by Aura House Productions
Hi, I'm Seren. If you're used to hearing that introverts are shy, anxious, antisocial, and lack of good communication and leadership skills, then this podcast is for you. You're about to fall in love with a calm, introspective, and profound person that you are. Discover what's fun, unique, and powerful about being an introvert and how to make the elegant transition from quiet achiever to quiet warrior in your life and work, anytime you want, in more ways than you imagined possible. Welcome. Hello and welcome. Today's guest on the Quiet Warrior Podcast is Russell Van Brockland, dyslexia researcher and founder of dyslexiaclasses.com. Funded by the New York State Senate, a specialty first literacy blueprint propelled a cohort of dyslexic high schoolers from grade seven writing to graduate entry level in one 45-minute class per day. And he is here to tell us that the same brain-based habits let introvert professionals like you and me write tighter, read faster, and conserve social battery. Welcome, Russell, to the Quiet Warrior Podcast. Russell, can I first ask what is the correct terminology to use? Do we call a person with dyslexia dyslexic, or do we just say a person with dyslexia?
SPEAKER_01:Um either one works because dyslexia is not really a scientific term. Um I generally just say uh you can use dyslexia or neurodiverse uh is a more broader range term now. Um but just so people understand what the science is, where I'm coming from, this is the top book in my field. It's brain research out of Yale University. And this one graph will show you dyslexia. Do you see how in the back part of my brain there's like almost no neuroactivity and yours is going crazy? Yes. But the front part of my brain is two and a half times overactive?
SPEAKER_03:Yes.
SPEAKER_01:Okay. So what I did initially, I just wanted to prove a point that we could do things so much better, faster, and cheaper. So I took a bunch of dyslectic high school students that were highly motivated, highly intelligent, college-bound with excellent family support, the ideal. And they were 16 to 18, writing like they were 12. So we gave them one class period a day for the school year, and at the end of that, they were writing in the average range of entering graduate school students. They all went on to college, they all graduated with GPAs between 2.5 and 3.6 on a 4.0 scale, no accommodations, cost New York State less than$900. Compared to my best competition at the time, Landmark College, we were less than 1% of the cost and 3x the performance. So, but then when I presented at major dyslexia conferences, the professors told us we don't care. We want the craft of research. And this is what I'm going to show your audience tonight. What is the craft of research? It came out in 1995 because students, the PhD students at the University of Chicago didn't know how to write advanced research papers. So they showed you how. Now it's in its fifth edition. The youngest students are really advanced high school kids. I've dropped it to uh nine-year-olds, fourth grade. So it's divided into three areas: context, problem, solution. The solution is coming up with something extraordinarily original. But for most day-to-day issues, you don't need that. You simply need context, get everybody on the same page, and solution. I'm sorry, uh problem. Okay, so context and problem. And what we're looking for for when I do this with school kids, we're looking for the well, what a well-read student would say in any given situation. Nothing original, but you would what you would expect a well-read student to come up with. But I've been asked by a lot of parents who have professional jobs. You know, these parents have master's degrees, they're doctors, lawyers, you name it. And some of these parents are very much introverts and they're perfectionists. And they're saying, is there some way I can combine what you're teaching my child to that I can apply it for work using AI to make it a lot faster? And I said, absolutely. So, and here's the thing about the process once you understand the craft of research. You don't need to learn how to prompt engineer every time they come out with a new AI model because I'm showing you how to prompt engineer your brain. So we're going to focus on context and problem. What do we do with context? When I'm teaching it academically, I have the students find three quotes. All right. So how we do that is I have a hero. Each reason we turn into a simple universal theme. And then I go and we have the student find a quote that deals with that. All right. And then for each quote, we answer the basic questions who, what, when, where, how, why. All right. Now that's for school kids. For working professionals, best thing I could do is that take your data, the documents that you want to make a decision on, feed it into your artificial intelligence model. I don't care which one you use. And what you're going to want to find is you want context, you want to talk with the AI and figure out how we can get people on the same page. I usually like to use the rule of three. So find three quotes that you can deal with. Well, how do you find a quote? Well, first of all, who's the hero? What does the hero want to do? Take the I once you write out what the hero wants to do, have the AI convert that down to a universal theme. All right. Then there's going to be a person or concept that's going to be in your way that's preventing you from doing what you want it, what the hero wants to do. Have the AI figure that one out. Put it into a basic sentence. All right. And then from there, what you can do is then come up with three good reasons. The AI can do this for you. And then from each reason, have it reduced to a simple universal thing. And then have that go through your data and find a quote. All right. Once you find the quote, have the AI go through your data and answer who, what, when, where, how, why, and turn it into a paragraph. If there's if it doesn't answer those questions, then it can ask you, what's how, what's why, and then you can tell it. Once you've done it for all three reasons, I can't have the AI rewrite things on its own. This is a hiccup. Even when I use the most advanced, I'm I pay 200 bucks a month for ChatGPT, a professional. And even this, their advanced models can't do it. So what I do is I'll copy and paste those three paragraphs into a Word document, then dump it back into Chat GPT. Then I'll tell the artificial intelligence look at what the hero wants to do, keep the core, dump the fluff, cut this down in half. And I'll do that until you get down to about three sentences if AI is doing it. If you're doing it yourself, you want to knock it down to one sentence, which gets really hard. So I have the AI generally do it when I'm doing working just for me. Knock it down to three sentences. Then I ask the artificial intelligence to call to make a one-word problem statement. One word problem statement, and I do mention the craft of research. Craft of research, one word problem, I'm sorry, one sentence, sorry, one sentence problem statement. Does that, and I say, reduce that problem statement to a single word, a single universal thing. Now, why am I doing all this? As you noticed, what we're trying to do is to come up with really good decisions that we can implement immediately that are well thought out and competent. So now what we do is we take that very specific context, those three sentences, and I have the I have it run through the one-word universal theme as a lens, and I ask the AI to come up with three good reasons. And I'll do it myself, and I'll see if I can beat the AI with good reasons. Then I take a look at what I created, what it created, and I figured out which ones I want to go with. Once we have those three reasons, actually, what I'm going to say, solutions, those solutions, when you have a very specific context and you run through a very specific universal theme, there's only a few answers that's going to kick out. And sometimes you're only going to get one or two. But that's probably going to fit what you need. And you can look at those solutions and say, which one is the best one? Do I need all three? Can I just use one or two? And then that's it. Once you practice this, you can get this down to less than two minutes. And people will understand how you got it. You can explain it. Or better yet, I have the AI explain it. And I just fired off this is how I came to this decision. This is it, this is what it's based on. And it's a good, sound decision. So, for example, one of my clients, she was, I don't know how she fell into this, but she was pretty introverted. She worked in human resources. Why? She was the expert behind the scenes that dealt with all the compliance issues because she somehow had the ability to know all the crazy rules and regulations that were around. All the good ones, all the no, she just knew them. So we had a situation where I think this is very common in the workplace. A 50-something senior manager was trying to get too physically involved with his young 20-something female assistant. And she was like, How do I deal with this directly? She ran it through this model. She came up with a couple of good ideas. She immediately had the AI write up basically how to solve this, flashed the whole thing out. She was done in less than 10 minutes, and it was presented to the senior manager. You either go through these steps or you're fired. Solved it really fast. And she was able to start coming up with really good technical solutions. Because when she came up with an idea, she's talking about this law, subpark, this, this definition of this, very precise. She was the one in the back office handling all this stuff. And she said, This is a great problem solver. I'm not bussing for three hours over something I can now do in 10 minutes.
SPEAKER_02:And that's a base, that's a basic example on how to go through that process. Wow.
SPEAKER_01:I just dumped a lot of stuff on you. So what can I do to clarify some things?
SPEAKER_03:You did say that the whole process took two minutes, but I imagine at the very start, when you are first learning to prompt Chat GPT or any AI, it would take some time to finesse those sorts of questions and then to hone it down to three solutions or even one solution. How do you make sure that that it's not um hallucinating? I imagine you would have to verify along the way or validate those solutions that it provides.
SPEAKER_01:Yes. So as you're going through, I assume that you are most of the introverts that I know know their subject matter cold. Like pure cold knowledge. So as it's going through, you're going to find that if it's making a mistake, then you correct it. Now, the nice thing is for those of us who use uh open AI material, it just came out like literally a few days ago, ChatGPT5. Honestly, when I do it, I tend to use ChatGPT5 thinking. It takes a little bit more time, but I find that it I do get a lot better answers because it takes like 10 seconds to come up with something. All right. I stay away from pro unless I'm doing really, really deep stuff, uh deep original stuff. And the original model, you know, just five, uh, it comes back really fast, but unless I'm doing a quick edit, I don't use it much. I use the thinking, I use the thinking one, which is the middle ground. Uh and that hallucinations they're way down. But if you spot it, you just tell it how to correct it and then move on from there. A lot of people who are not introverts, they don't really know their material very well. And introverts, I find, know it exceedingly well, so they just spot it.
SPEAKER_03:Great. So this is a way to leverage that deep thinking, reflective as well as uh the subject matter expertise together with AI to reduce the time spent overthinking and coming up with solutions. So cutting down from three hours to a couple of minutes, that's that's an amazing return on investment. Now, what has been your own experience going through the educational system as a person with dyslexia?
SPEAKER_01:What have you Oh, it's impossible. I have a very common past. I went to college with a first grade reading and writing level. When I interned for the New York State Assembly, um, it put me in the programming counsel's office because there are three administrative assistants, and I gave an oral presentation instead of a written paper. They recommended a 15 credits of A. Goes back to the political science department at the State University of New York at Buffalo. They say we don't like the accommodations. Here's your 15 credits of F. 27 years later, still in my transcript. So I went to law school not being able to read and write. And within a semester, I was reading uh better. I mean, we would take quizzes and property classes, and I would be the first one. You're supposed to think for three to five minutes after each question, and I wouldn't think for three seconds. I was done in lesson one. And I was the first one done with the highest grade. And we're really paid off because this dyslectics are not good K through college. We excel in grad school because that's our speciality. I went to Professor Collins because I need his support. Uh, he wrote this book, uh, Strategies for Struggling Writers, Million Half Dollar Grant from the U.S. Education Department. And in less than two weeks, I got him to approve my new curriculum. I was told it was going to take five years. So dyslexics we fly through grad school were not good below it.
SPEAKER_03:So this is where your program comes in to help students at that lower level. Is that right?
SPEAKER_01:Yes. So we what the professors told me when I presented this in New York City is, you know, like, oh, you got some of your kids scoring 70th percentile of earning grad students. We don't care. We want the craft of research. So what I just gave you is a very quick version of how we get them to the problem level. Now, where the difference comes in with the solution level is I want you, I set it up now. It can be used for other things, but we set it up for like there's a famous for going over famous books and coming up with things that are truly original. So are you familiar with Mice and Men? No. Okay. Uh it's a book every American kid reads in somewhere in middle or high school. Uh been around since I think the 30s or 40s. So what I do is we get to the context through the problem statement and the universal theme. Same thing. But then we add another several steps, and at the end we come up with an original essay. Then we that's when I really start running it through the PhD artificial intelligence, for its recommendation on changes to make, and then we re-edit it. We do that a couple of times, and we have a truly original essay at the graduate level. So, students that use that, I want you to imagine 20 advanced placement English students on Romeo and Juliet, you know, Shakespeare, and the teacher's been teaching for 25 years, and then they get two original essays in their life. If they follow this, all 20 will produce an original essay, truly original. And the teachers just they love it. And the students who can do that, they then go out in the workforce and they don't have to worry. I had one student, uh, he's not introverted so much, kind of just a little just a little bit. But he told me, this was last year, he hated artificial intelligence, just couldn't stand it. And his boss loved it. And he said, Okay, I'm not going to, his boss said, I'm not going to allow you to think and do things uh the old way when I can have you do it much faster with the AI. And he said, I want something original, something we can use. So he calls me up, he's in a panic. I said, You're you've been trained in the craft of research. So I said, Go do the context. He does. And he comes back. I said, okay, go do the uh prop, go do the problem. He comes back, he's talking to it, he's writing, he doesn't, he's going back and forth, he hates it, but he's finding ways to make it work. And he says, I hate this. And I said, Welcome to the grown-up world. Then he goes ahead and does the solution. His boss is flipping through what the other kids come up with. Can't use this, can't use this, come to his. We can use that. That's a great idea. Within a week, he was training other people in his class at the job how to use artificial intelligence. He says, I don't have a freaking clue what's going on. This is what I did when I applied the craft of research, this is what works, um, just trial and error. And he helped his colleagues out tremendously. And this is the kid who hates using it. But that's how powerful it is. Once you understand the craft of research, I just found a way to make it much more efficient using the overactive front part of the dyslexic brain. Works great with gen ed students as well. Um, I just found a way to make it more efficient.
SPEAKER_03:What about people who like your student find it uncomfortable from an ethical perspective because they think they are cheating or taking shortcuts?
SPEAKER_01:Oh, you're not cheating. Because remember what I said. The first thing we do in an academic sense is you're getting quotes. And then you're just discussing, you're just answering who, what, when, where, how, why. And then we're going to a much deeper level of analysis once we get into the body paragraphs. Um, and then if we're doing the solution, You're coming up with original things to say. Essentially, for a dyslexic, so let me give you an example. When I went back to the New York State Assembly, was it cheating for me to have three administrative assistants help edit my work when I had to produce something in writing? That's what the AI is doing. People think that the AI can write a book. It can't. It's really good at getting you to that first draft. But as any uh introverted uh current or former A student knows, once you get to the first draft, then you got to rip it apart and rewrite it to get because you have to put in three times the effort to get the A from an A- to get that truly hard-earned A. So all it does is get you to the first draft a lot quicker. That's all it's good for. And if you don't know how to take it from that to the final area, then say it, I don't know what you've been doing in higher education, but you didn't do what you were supposed to do. So again, it's just there to help get do the grunt work.
SPEAKER_02:Does that make sense?
SPEAKER_03:Yes, that makes sense. That's um probably from an ethical and personal integrity point of view that will answer the question that some people might have who are listening to this episode.
SPEAKER_01:But also my other well, let me just give you a quick example. I'm writing a book now on how to teach parents and teachers to go through what I just showed you. All right. I drafted it out with artificial intelligence. Then I hired a ghostwriter because I want this to be really, really good. And I send her, instead of her asking me a long list of questions, I said, Well, here's a draft. So instead of us taking six months to a year to write a book, we're gonna do it in six to eight weeks. It's just really good at going over the draft and redoing things. But I can tell you what she sends me back after I send her what from the from the AI, it's completely rewritten and it's a hundred times better. People that just write books with artificial intelligence, you don't have to worry about the ethics of it because nobody's buying it. And you're darn right that the teacher knows what's going on. And when they follow, I have students going in saying, here's how I did each step. They show their work. And teachers are okay with that. If they have some issues with it, they can tone it back a bit. And I had teachers do that saying, I'm not comfortable with this use of artificial intelligence. I say, okay, what would you like to do? And then they said, here's how I want to tone back. I said, the ethical use of AI in education is defined by teachers. You can disagree amongst yourself, but if one teacher, but if you if the student's teacher said this is ethical, I think it's ethical. If they think it's wrong, then I think it's wrong.
SPEAKER_02:And that and people tend to be able to agree with that.
SPEAKER_03:In terms of, I'm not sure if this is within your expertise, but do you have any insights as to introverts, the way their brains function, and any intersection between that and how a person with dyslexia thinks?
SPEAKER_01:Yes. I'm gonna give you one of my most controversial uh things that I found. Again, so I'm just gonna hold up because we're gonna go right into this. You see the brains, the two the brains there?
SPEAKER_03:Yes. So just for the for the benefit of the listeners, because this is an audio-only podcast, um, this textbook is called Overcoming Dyslexia. Is that right?
SPEAKER_01:Yes, yes, by Sally Shewitz.
SPEAKER_03:Yep. Okay.
SPEAKER_01:Okay. And what it describes is the back part of the dyslexic brain has like almost zero neuroactivity, but the front part is two and a half times overactive.
SPEAKER_02:Yep.
SPEAKER_01:And the back part of it, the normal brain's going crazy. Yep. I would say for introverts that they're what I like to call generally full brain people. Okay, so let me give you an example. I'm gonna use you as an example. How far did you go in your education?
SPEAKER_03:Bachelor's.
SPEAKER_01:Okay. When you were taking your junior and senior level classes, did you look around and wonder, how did some of these people get in here?
SPEAKER_03:Not really.
SPEAKER_01:Not really. All the students in your your university were good.
SPEAKER_03:Yeah, they were they were all better than me.
SPEAKER_01:Oh, okay. Well, in the United States, it's very common to look around and going, how the heck do these people get in there? All right. What I found, and let me see if I here's the book. I'm going to this is where this is a long answer because you asked a complicated question. This is a book, post-war Japan is history.
SPEAKER_02:Uh-huh.
SPEAKER_01:This first essay, it's Peace and Democracy in Two Systems, External Policy and Internal Conflict by John W. Dower. All right, he won the Pulitzer, he won the National Book Award, he's the best writer in his field. This first paragraph, which he said is for 10th grade to second year college, you should be able to read this. He scrunches what more than what people say in books into the first paragraph. Okay. So if I gave it to you to read, you would just read it and say, you know, what is he trying to say? And you would tell me. I go to at major dyslexia conferences, reading specialists. They have a four-year undergrad and two years master's degree in reading. They can't read that. There's 17 pieces of information, and their brains go off, just go off the rails, like a train going off the rails. So, what I find with introverted people is that they're mostly what I call full brain people. They can think creatively like a dyslectic in their niche, in their very focused area, where they know everything. And they can read and write like an like an advanced placement gen ed student. Okay? So they can do both as a general rule. So I gave if I gave you this to read, you'd look it over and say, What's the big deal? You may not know a lot about post-war Japanese history, but you can understand what he's saying because he's the best writer in his field. But when I give it to let's just call them the party animals, the frat boys and sorority girls in college, they graduate. They can't read this. And according to Professor Dauer, if you can't read that essay and tell them what it means, he got he got furious. He said you should go back to your college and get a refund because he didn't know what you were doing there for four years, but you certainly weren't getting an education. You should have your diploma taken away. Okay, and that's from a full professor at MIT. All right. So again, so for introverted people, what I'm finding is that generally, once you stop trying to be a perfectionist and just go through a process based on the craft of research, you can produce very good work much more efficiently, and you can you can actually come up with something original. I can't tell you how many times I see people going through a PhD. The dyslectic walks in, they say, Can you contribute to the field? Yes. Within a within that day or very quickly, they have something that'll advance the field. I have seen so many non-dyslections go through and they're all but dissertation. Or they do a dissertation, nobody cares. A lot of the introverted people who just kind of live in the library of students, remember those days? You know, they came up with something that matters. Not as easy as a dyslectic, but they can do they can do everything. They come up with a good idea, it takes them usually a couple of years, and then they go through the process and they come out with a good, solid dissertation. And they do fantastic. And I find that they tend to be some of my better teachers in college because I sought them out, because they know they're the world expert in what they came up with. They're excellent. So, yeah, that's a huge thing. This introverts tend to be have the ability to think creatively like a dyslexic, not quite as good, but still very good, and then they have all the benefits of being a top A student.
SPEAKER_02:Thank you for that. That's very enlightening.
SPEAKER_03:That's the first time I've ever heard it placed in that in that way.
SPEAKER_01:I when I hand this book postwork, I when I hand it out a con I embarrass people. I mean, think about it, you're a reading teacher with six years of higher education, and you can't read something that a college freshman should be able to read. I I it it turns non it turns the non-introvert into a dysleptic.
SPEAKER_02:And they don't like how it makes them feel. Just for interest, how long is that first paragraph?
SPEAKER_01:Oh, it's it's really quick. Oh read you the first sentence. Ever since Japan's seclusion was ruptured by the Western nations in 1853, democratic and internal politics have been interwoven for the Japanese.
SPEAKER_02:What does that mean?
SPEAKER_01:Democratics and Yeah, let me read again. Yeah, it's really dense. Ever since Japan's seclusion was ruptured by Western nations in 1853, democratic and international politics have been interwoven for the Japanese.
SPEAKER_03:Okay.
SPEAKER_01:What is that basically saying?
SPEAKER_03:That's basically saying in 1853, you know, Japan had been until 1853, Japan had been existing in this particular way. And then the Western powers came along, they disrupted that, and thereafter it's no longer just Japan functioning in a silo, it's now got to consider geopolitical issues and what else is happening in the Western world.
SPEAKER_02:Was that hard?
SPEAKER_01:Do you wonder if somebody has a master's degree, they can't say what you they can't give me a description of what you just said.
SPEAKER_02:Does that count sign a count sound of weird?
SPEAKER_03:Maybe it'll take a look at a few more. I don't know. Some people might take a few more seconds to digest that because it's a lot of No, no, they they they they simply can't do it. Is that true?
SPEAKER_01:Really? Yes, they have master's degrees in reading, and the most of them can't do that. I just read a few more sentences and they just they can't do it. It's like and then I say, well, if you can't do this, why don't we take your master's degree away? Why don't we have you lose your professional position and work in McDonald's? All right, imagine if I had that power. Read it, tell me what it means, and they can't do it. I said, now you're beginning to comprehend what it's like to be dyslectic. And for introverts like you and me, no, you looked at that and you just told me if people will get two more years of higher education than you had, far more intense than an undergrad.
SPEAKER_02:Master's degrees are far more intense than undergrads, and yet they can't read that, they can't understand it.
SPEAKER_01:And you weren't even reading, you listened to my not so good pronunciation. If I put this book in front of you, you would have read and just got it right, you know, one pass. You got it. And it makes you feel like what's going on here? What's going on is you're a full brain and they're a half a brain.
SPEAKER_02:They can't do the evolved stuff. So then what's your advice for people who are listening?
SPEAKER_03:What what's the best thing they can do for themselves?
SPEAKER_01:The best thing that I need you to understand is again if you want to try this again. It's uh the book is titled Postwar Japan as History. The first uh the first uh article is written by Professor Dowler. Okay, just as the rest of the writers are horrible. He's the best in his field. What I want you to understand is dysleptics have an advantage over you in coming up with creative ideas. Okay, but we can't write worth a darn. So we match up with an introverts like yourself. But you can come up with good ideas yourself, it just takes a little longer. If you want to know how to do the solution side, best thing to do is go to dyslexiaclasses.com. That's dyslexiaclasses with an S dot com and fill out the contact me page, and I can set up to show you how to do that. It's a lot, it's too evolved for a podcast. All right, but it's the same general process. You go through you go through what I showed you here, and that'll get you your day-to-day good decisions. All right, you can do the creative stuff if you need to. Most people honestly don't. But if you're in a position where you have to come up with some, how am I going to redo the company or how can I create a better hiring process or whatever I do, something that's going to move the bottom line. All right, that's the solution. That's the one, that's the one next step. But for everybody, but for general, just focus on what you're doing here, those the steps that I showed you. Realize that your value to the company is that quiet expert. What I can tell you when I go into meetings, that's the person I'm looking for. They don't have the title, they have very little formal power. But when it comes time to the person who makes the decision, that's the person. How do I know who they are, who the introvert is? They ask me the really hard questions. And when I go to pitch organizations that show them how to do this, I know if I'm not getting tough questions, they don't care. And I spent all my time focusing on that introvert, not the former frat guy who actually runs the division. Because they don't know anything. They got there because they're good socially. But heaven helped them if they had to actually come up with something themselves.
SPEAKER_02:Generally doesn't work out very well. Wow. So context problem solution.
SPEAKER_03:And that can be applied across any any subject, any specialty, any context.
SPEAKER_01:Yes, just look at the craft of research literally says if you can't come up with something original, don't write the paper. What I found is most decisions most of the time don't require the solution. The context and problem, running the context through that you that universal theme as a lens, coming up with three good reasons, three good solutions, okay, is good enough for most day-to-day issues. And then I and this is I can I can just hear the introverts in your audience now. Well, I got people that really want to know where it came from. That's why I told you to get the quotes. Remember then we did the who, what, when, where, how, why, and then we condensed it down. You can go back and say, well, this is where I believe the problem was, and here's the quotes. Oh, you disagree with me. Okay. Well, what do you want to do? What does the hero want to do? Reduce it to a universal theme. Who or what can stop us? Okay, come up with the three good reasons, reduce it to a universal theme, find your quotes. Maybe your quotes aren't a aren't a sentence, maybe it's a paragraph. Then you answer the who, what, when, were, how, why, instead of three-body paragraphs, you got 12. We still reduce it to about three sentences. If the cot if the artificial intelligence can do three paragraphs, well, then we can go that high. All right. Ask them what it is and then run it through. And say, okay, here are my three solutions. Do you like any of these? Oh, you like this one? Oh, you don't like the other two? Let's go back and run it again and focus on this change. Once you get good, you can run this through very quickly, and then just come up with a lot of different reasons and solutions and find out what they like. Invite them to be part of the process. And then you can say, yes, well, this deals with, and you run it through your data. Uh, from you, this is where it comes from this paragraph. And the harder the questions, good. Because then you know when you give them an answer that they like, they're going to remember you. Because remember, as introverts, we're not the former frat boy running the division. But when it comes time to making the critical decisions, they come to us.
SPEAKER_02:Some of the most powerful things I can tell you. That's extremely reassuring.
SPEAKER_03:For our introverts and quiet achievers, you now have a framework to start getting disentangled and getting clearer and getting faster and cutting down the time you spend than you would otherwise spend overthinking and getting into all kinds of mental spirals. So this is a way to use technology combined with that deep thinking, the intelligence, the shall we say, complicated, complex, complex thinking processes of the quiet achiever to generate more solutions and at the same time combining people's skills, because then it's also about who we are working with, what is their agenda, what are their objectives, what do they want. And combining all of that to generate the solutions that are appropriate and faster. That being summary.
SPEAKER_01:Just so you know, when you're looking at the neuroscience, generally how it works is dyslexia tends to be the innovative way. And then it spreads out to gen ed students. All right. And the main thing that I want the introverts out there to understand is as a general rule, we can we are full-brained people. You can think like a dyslectic, the uh not quite as good, but close to it as far as coming up with a creative ideas. But then you have that massive neuroactivity in the back part of your brain. Let's face it, when it was a Saturday night and all the frat boys and girls were out going to parties, where were we? We were in the library because that's what college required. All right. So they may be the bosses because they they know how to interact with people so well and they get promoted because they know because their Uncle Bob or their fraternity brother is the president or some other nonsense. But when it comes time to making the decisions, it's that quiet, introvert, introverted expert that they go to. I deal in the world of education. I'll ask when I walk in, who's the teacher? No, what do you mean? I said, Who's your teacher that tells you yes or no? How do you know that? Because I know the system. And then I find that person. I say, good. I uh I tell them. Run me through the hardest questions you have. Don't worry about being rude. Just shoot it at shoot it at me as hard as you can. And then they say, Well, it's gonna take me three months for me to cut get around this. It's fine. I'll work with you for three months. But I can tell you once I get it the go-ahead from that teacher, it applies right up to the superintendent.
SPEAKER_02:That's their expert. That's who they listen to.
SPEAKER_01:And I connect them with other experts that I've worked with, their peers. Oh, that really helps. Connect, find out who, if you're dealing with another organization, find out who your peer is in that organization. Go to them directly. Find out other people that they trust. You and that's how you get a quicker decision out of them. But it takes a long time to get an introvert to make a decision.
SPEAKER_02:But once you make it, people listen. Beautiful. And on that note, what is the best way for people to contact you, Russell?
SPEAKER_01:Best thing to do is just go to dyslexiaclasses.com. That's with an Splural DyslexiaClasses.com. There's a contact form there. Just fill it out and I'll get right back to you.
SPEAKER_03:Fantastic. Thank you so much, Russell Van Brockland, for sharing your time and your wisdom with us today.
SPEAKER_02:Thanks for having me.
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