|o,o|o |o|uo||g

|o,o|o |o|uo||g
Accelerated Learning Techniques for Law School,
the Bar Exam, and Beyond .
|o|c, ||o| Ho|o, D
A Tilton Seminars Publication
:or: ^ancy Tilton Hand
A Tilton Seminars Publication
io1i Nancy Tilton Hand
Nancy Tilton Hand, JD
Tilton Seminars, LLC
P.O. Box 1, Auburn, AL o81
www.tiltonseminars.com
info,tiltonseminars.com
ALL RIGHTS RESERVED. Tis book contains material protected under Inter-
national and Federal Copyright Laws and Treaties. Any unauthorized reprint
or use of this material is prohibited. No part of this book may be reproduced or
transmitted in any form or by any means, electronic or mechanical, including
photocopying, recording, or by any information storage and retrieval system
without express written permission fromthe author/publisher. PhotoReading
is a registered trademark of Learning Strategies Corporation. Brain Gym is a
registered trademark of the Educational Kinesiology Foundation. Design Hu-
man Engineering and DHE are registered trademarks of John La Valle. Emo-
tional Freedom Technique and EFT are Trademarks of Gary Craig.
Tis book was typeset and produced using Open Source sofware. My sincere
thanks to all who work in Open Source. I would also like to extend my sin-
cerest thanks to the photographers and graphic artists. Cover art and internal
diagrams by Sten Tornburg. Front cover photo provided under CCL by Joel
Kramer - joelk,,. Back cover photo by GwyneMark Photograhy. All other
photos by Will and Nancy Hand.
Hand, Nancy, T.
Beyond Rainmaking
Bibliography
ISBN ,8-o-8,i,o-,-,
Library of Congress Control Number: io11oio8,
1. LawSchool i. Bar Exam. Motivation . Accelerated Learning ,. LawPrac-
tice o. Stress Management ,. Information Management 8. Overwhelm. NLP
1o. EFT 11. Photoreading 1i. Genius 1. Creativity 1. Brain Gym
Con|on|s
Contents vii
Forward: Why Iearn To Iearn: 1
Introduction: How to Use Tis Book
Chapter 1 Iearning, Memory, and Recall
1.1 Te Tree Types of Memory 1i
1.i Te Information Diet 1,
1. Overwhelmed and Overloaded 18
1. Chapter 1 in Practice ii
Part I Prepare Your Mind to Iearn
Chapter i Te Well-Formed Outcome i,
i.1 Envision the Future 1
i.i Set a Course i
i. Identify Barriers ,
i. Celebrate Success ,
i., Chapter i in Practice o
Chapter Peak Performance (1
.1 Build a Peak Performance State i
Create an NLP 1o1 Peak Performance State i
Tink about past success ,
Create a Circle of Excellence o
Color ,
Music ,
vii
Power words 8
Meditation and imagery
Writing ,i
State related learning ,o
.i Te Control Panel ,8
. Chapter in Practice o1
Chapter ( Manage Emotions With Tapping o
.1 Tapping Explained oo
.i Tapping Points o,
. Let's Get Tapping! o
. Subjects for Tapping ,i
., Tapping Tips ,,
.o Chapter in Practice ,o
Part II Performance Enhancement Techniques
Chapter Build Familiarity 81
,.1 Exposure and Priming 8i
,.i Spacing Efect 8i
,. Summarizing 8i
,. Quizzing 8
,., PhotoReading 8
,.o Chapter , in Practice o
Chapter o Play With Perspective
o.1 Perspective and point of view
o.i Chapter o in Practice ,
Chapter , Genius Brain Boosters ,
,.1 Noise Removal Breathing 8
,.i Brain Gym
,. Sof Eyes 1oi
,. Chapter , in Practice 1o
viii
Part III Physica| Support For Iearning
Chapter 8 Take Care of Your Body 1o,
8.1 Exercise 1o8
8.i Sleep 1o
8. Diet 11o
8. Keep it Clean 11,
8., Protect Your Performance 11,
8.o Chapter 8 in Practice 11,
Chapter Conclusion & Practical Use 11
.1 How I Studied for the Bar Exam 1io
.i Chapter in Practice 1i
Part IVAppendices
Appendix A Sample Tapping Setups 1i,
A.1 Pre-Tapping safety net 1i,
Give your subconcious mind direction 1i
A.i Post-Tapping integration 1i
A. When things feel impossible 1o
A. Study overwhelm and frustration 1
A., Fear of failing the bar exam 1o
A.o Tree ways to address public speaking fear 18
Appendix B My Story 1(
Bibliography 1o1
Final Note 1,
ix
Forword
We now accept the fact that learning is a lifelong
process of keeping abreast of change. And the most
pressing task is to teach people how to learn.
vi1iv uvUcxiv
Why Iearn To Iearn?
In a time when jobs are scarce and options for legal work are
dwindling, accelerated learning skills might be one of the few
things between you and a dingy cubicle.
Tis book will show you how to take in more targeted infor-
mation, retain it longer, have better access to it, and learn faster
than ever before. Your performance in every part of your life will
improve when you master the management of your information.
You will also have more free time to do what you want to do.
Information is power. Information helps you solve problems
and create options. It gives you credibility, fexibility, and author-
ity. It will help you get the life you want. Mastering information
is truly the frst step toward becoming a great counselor, advisor,
and negotiator.
Much of Lawschool is about learning to think like a lawyer. It
is intense, immersive learning in a relatively foreign language-
legalese. You are going to have to learn and synthesize mountains
of information.
You are going to have a seemingly impossible workload that
will carry over intoyour lawpractice. Te reading alone is enough
1
vivou v.im.xic 1,
term memory. While there is some debate about memory resil-
iency, it is beginning to look like we never delete any information.
It may simply become more dimcult to access because of the way
it is stored in Long-Term Memory.
Youcanretrieve informationfromLong-TermMemory through
the use of recall and recognition. Recall occurs when the infor-
mation is reproduced directly frommemory. Recognition occurs
when a memory is prompted by an outside source.
Tere are two diferent types of Long-Term Memory: declara-
tive memory and implicit memory (also called procedural mem-
ory).
Declarative Memory
Declarative Memory is created through active learning that re-
quires focus and attention. Declarative memories are ones that
you can consciously recall having learned or experienced, like
facts and events. It is where you store the information you ac-
tively learn by going through the four stages of learning (see pg.
,). Tis type of memory is usually compromised in cases of am-
nesia.
Distractions, stress, andlack of adequate sleephave beenshown
tohave adverse efects onthe formationandrecollectionof declar-
ative Long-Term Memory.
i, 8,
Implicit/Procedural Memory
Implicit memory, also called procedural memory, is non-con-
scious. You do not know that you learned it. It is also non-de-
clarative in that you cannot remember learning it.
Not subject to the four stages of learning (see pg. ,), informa-
tion found in implicit memory is absorbed from circumstances
and picked up peripherally from life experience. Mastery of in-
formation acquired in this way, and the ability to use it, occurs
quickly and efortlessly.
Implicit memory is deepandcontains procedures andearly re-
sponse training, including many learnedbehaviors andresponses
i .cv 1. u.u
So that (I can get a job).
So that (I can earn money, get experience, and
make contacts).
So that (I can start my own practice).
Once you fnd the over-arching goal, you can begin tailoring
all of your smaller goals to support it. When you can see the big
picture, it is easy to assess the things you do by asking, Is this
going to help me reach the BIG goal:" Is this helping me to
(start my own practice):"
wi|| you know when you have achieved your
goa|? Is it measurab|e or verinab|e?
Sometimes the knowledge that you have met your goal produces
a feeling, like relieved or confdent. Sometimes you will have a
more concrete way of gauging completion, like getting an A, be-
ing promoted at work, or weighing ten pounds less.
How will you know when you have achieved or completed
your goal: How will you measure your success:
Tis is very important for two reasons. First, it will allow you
to easily track your progress toward meeting your goal. Second,
you will have a clear stopping point that will let you know when
it is time to move on to a new goal.
:.: Set a Course
are you now?
Take an honest inventory of your current situation. What is your
starting point: What is the current state of afairs regarding your
goal: What are your assets and liabilities: Pretend that you are
letting someone else temporarily fll your shoes and strive toward
your goal. What information could you give them regarding the
current status of your goal attainment:
Tink of this step like getting directions online. If you wanted
to get from Boston to Houston, you would not set Savannah as
i .cv 1. u.u
A little extra stress or mild fght or fight response can knock
you of your game. When you are about to take a test or perform
in the courtroom, your mind will be full. Te situation will call
for you to use substantially more of your Working Memory than
normal.
As mentionedinChapter 1, studies showthat intelligent achiev-
ers develop a larger amount of available Working Memory. While
that is usually a good thing, they sometimes become dependent
on it. When stress is compounded with times of intense focus
or performance, the result can be mental shutdown or confusion.
Avoid mental shutdown and confusion by preparing Peak Perfor-
mance States ahead of time.
Build mental states with the resources you need to stay on
your game when it counts. Tat way, all you have to do is acti-
vate your desired state when you need it. Te more you practice
these techniques when you do not need them, the faster they will
become automatic.
.1 Ten Ways To Bui|d a Peak Performance
State
Peak Performance States can be created easily and in many dif-
ferent ways. Experiment with the methods below and fnd out
which ones work the best for you.
Create an NIP 1o1 Peak Performance State
Good for:
Combining multiple
resources into powerful
designer states
Planning for every
contingency
Preparing ahead of time

Tis methodis a Neuro-Linguistic Programming (NLP) tool. While

developing NLP, the creators, Dr. Richard Bandler and Dr. John
vivou v.im.xic ,
roo or really afraid. Since you are in control, adjust it to an ac-
ceptable level-like ror happy pre-performance butterfies inmy
stomach.
If your fear is particularly encompassing, there may be other
aspects to adjust, like sweating, blushing, or worry about other
people's criticism of you or your information. Find the controls
for any additional aspects and adjust those, too.
Afer you adjust the negative settings, you can make some ad-
justments to aspects of your demeanor that you would like to im-
prove, like your confdence level. If you feel unsure about your
ability to speak in public, it might be set at o or low. Change
your setting to roo or high.
Turn up your enthusiasm, authority, and confdence. Adjust
your eloquence, timing, and ability to say just the right thing in
just the right way. Te sky is the limit!
Control Panel mechanics and aesthetics
When you frst experience your Control Panel, the controls you
see will likely refect what is going on with you in the moment.
If you need to adjust a control that you do not see there, either
imagine one or ask your mind to put it on the Control Panel in
an easily accessible location.
Te Control Panel is an interactive exercise. With this exer-
cise, big movements equal big changes. You do not just move the
controls in your head. Reach out and grab them and move them
as if they were really infront of you. Reach out and grab that knob
and turn it! Pull that lever!
Remember, this amazing resource can be used for many dif-
ferent situations. Your controls can be anything from how I react
when I am called on in class to remembering names to my sense of
humor to my marathon time.
Some of the changes that you make on your Control Panel will
be evident immediately. Some will showup over time. Be patient
if you do not notice any immediate changes.
vivou v.im.xic o1
Something would start to fall behind me, and I would catch it.
My timing for catching planes, shuttles, and making phone calls
improved, as well. Here is the best example:
One morning I woke up and immediately started thinking
about a trademark I hadfledfor a client several years prior. Trade-
marks require a continued use fling between the ffh and sixth
year of registration. Te thought was so persistent that I decided
to check on it. It felt like it was about time, anyway.
I was amazed to see that the date was exactly fve years to the
day of fling-September i,
ih
!
Here are some things you might want to adjust on your Con-
trol Panel to make law school, law practice, and life a more pleas-
ant journey:
Stress level
Test anxiety
Organizational skills
Confdence
Eloquence
Inquisitiveness
Persistence
Creativity
. Chapter in Practice
Tis chapter is packed with useful peak performance producing
techniques. Try them all and discover which ones work the best
for you. In this chapter:
NLP 1o1
Tink About Past Successes
Circle of Excellence
Music
Color
Power Words
CH/||| ^
Monogo Emo|ions Wi|h Topping
Human behavior fows from three main sources: desire,
emotion, and knowledge.
vi.1o
Good for:
Taming negative self-talk
Accessing resources
Releasing fear & worry
Mitigating stress
Enhancing stamina
Increasing concentration

Tapping, also known as Emotional Freedom Technique, EFT,

Meridian Tapping, and several other variations, is the act of us-
ing your fngertips to Tap certain points on the body in order to
alleviate emotional stress. It is a way of altering emotions through
touch intervention, thereby changing the resulting behavior. Tap-
ping is simple: you use your fngers to tap on certain points on
the body while you think about your concern.
In this section you will fnd:
Tapping Explained
Tapping Points
Let's Get Tapping: Tree diferent ways to approach Tap-
ping
Suggested Subjects for Tapping
Tapping Tips
o,
vivou v.im.xic o
Setups
Setups are the statements that you say out loud while Tapping.
Tey help you to tune in to your issue and root emotions. Ofen-
times, a certain word or phrase will trigger memories of experi-
ences that support the emotions surrounding a challenge.
One of the most common ways of starting a Tapping session is
to declare the issue out loud followed by something like I deeply
and completely love and accept myself or I choose to accept my-
self anyway. It may sound hokey but it helps to alleviate some of
the negative self-judgement and self-talk. It also acts as a starting
point for your Tapping work. By acknowledging and releasing
judgment about your current challenge, you make it easier to ac-
cess the resources you need to change it. You will see examples of
this in the Tapping setups in Appendix A.
|. Iet's Get Tapping!
Now that you know a little bit about how Tapping works, let's get
started. Te best way to set the stage for Tapping is to illustrate
it with a real-world issue. Since it is so common, fear of public
speaking works well as an illustration.
We will talk about three types of setups, or starting points,
from which to Tap.
Tapping in the moment
Tapping when you know the root cause
Tapping when you do not know the root cause
Before you look for the reason behind any fear or challenge, de-
cide how you would like to feel the next time you encounter it.
Maybe you would like to feel confdent, calm, and in control.
Tink of a few times, even if they seem unrelated, when you felt
that way. Doing this will help you to be prepared to end your
Tapping session on a positive note. You will want to Tap in your
resources afer you have sumciently difused any negative mem-
CH/||| '
Build Fomiliori|y
Practice means to perform, over and over again in the face of all
obstacles, some act of vision, of faith, of desire.
m.v1u. cv.u.m
Good for:
Preparing for exams
Getting up to speed fast
Information gathering
Synthesis
Cross referencing
information sources

Practice makes perfect. However, when there is a lot of material

to learn, the available time for practice is reduced. While it may
not be possible to totally circumvent the need for practice, there
are ways to make your practice time more efective.
In this chapter:
Exposure and Priming
Spacing Efect
Summarizing
Quizzing
PhotoReading
81
8i .cv 1. u.u
.1 Exposure and Priming
When you need to learn material fast, it pays to become familiar
with it without the pressure of the traditional learning mindset.
You do not have to read something in depth to become familiar
with it. Research shows that mere exposure to the material helps
prime the brain for learning.
,i
Priming is a method used to establish familiarity. Simply look-
ing at the material, without the intention or pressure of trying to
understand or remember it, will help prepare your brain to learn
it more easily when you study it in depth.
.: Spacing Enect
Study material seems to upload into your brain better and last
longer when it is learned over a period of time. Tis phenomenon
is called the Spacing Efect. What does this mean for you:
Researchers on the subject have noted that spacing of practice
provides powerful, cumulative benefts. Tey also found that peo-
ple remember more of what they learn when presentations are
widely spaced.
,_
Repeating your exposure to material over a period of time
yields much greater understanding and better recall than study-
ing it all at once. In addition, regular practice recalling or activat-
ing the material you study helps to more thoroughly encode the
information into your Long-Term Memory.
. Summarizing from Memory
As mentioned in Chapter , people who wrote summaries of a
reading exercise from memory outperformed study participants
who used concept mapping as a way of organizing the material.

One way to practice recall or activation is to summarize from

memory what you have learned.
vivou v.im.xic 8,
S|ow reading
You may still have to slow read material afer you PhotoRead it.
It depends on the material.
Tere will be material that you will defnitely want to slow
read, like contracts. However, afer you learn to Photoread, you
will likely fnd that your normal reading pace becomes faster and
your recall more accurate.
Re|axation
Te PhotoReading course teaches students to maintain a certain
posture but it is also important to stay relaxed. It is a key to in-
formation absorption. When you are PhotoReading and really
absorbing the information, your neck and shoulders may notice-
ably relax. Your mind will go relatively blank. You may get other,
similar indications. Take a fewdeep breaths and relax if any rigid-
ity begins to creep into your body while you read.
If your mind wants to wander a little bit, that is OK. If your
head decides to drif and bob a little bit, that is OK. In other
words, it is better to focus on the information acquisition than
to try to police your thoughts or hold a rigid posture. Be easy
about it, and you will absorb more information.
Photofocus
Photofocus is much like the focus used for Magic Eye images-it
can be dimcult to hold at frst. Be patient and keep doing it. You
will get better with time.
If youhave repeateddimculty getting into or maintaining Pho-
tofocus, here are a few things to try:
Pause and move around. Change your physical perspective
and focus.
Try some of the Brain Gym exercises. See Chapter ,.
Perform a round of Noise Removal Breathing. See Chap-
ter ,.
If you are tired, take a power nap.
CH/||| c
Ploy Wi|h Porspoc|ivo
You never really understand a person until you
consider things from his point of view-until you
climb into his skin and walk around in it.
.11icUs iicu
Good for:
Problem solving
Creative solutions
Devising a new approach

o.1 How to change your perspective

Putting yourself in the other person's shoes helps you to under-
stand their perspective so that you can more easily come to mu-
tual agreement. Of course, getting a better look at something, see-
ing the big picture, getting some distance froma problem, and look-
ing at it from another angle are well-established ways of creative
problem solving. But what does a diferent perspective really do:
A change of perspective causes a change in your mental state
of awareness. Many times, a shif in awareness allows the brain
to access more information so that you can make better decisions
and devise more creative solutions.

CH/||| .
Gonius Broin Boos|ors
Genius: the superhuman in man.
vic1ov uUco
Good for:
Increasing sensory
perception
Decreasing performance
anxiety
Increasing perception of
communication
Enhancing performance
Tuning in to your body
Releasing negative
emotions
Spatial awareness
Balance

Stress can inhibit your creativity and performance. Tis chapter

includes a feweasy exercises that will help you calmdown, jump-
start your creativity, and improve both mental and physical bal-
ance.
,
8 .cv 1. u.u
You will learn:
Noise Removal Breathing
Brain Gym Exercises
Sof Eyes
;.1 Noise Remova| Breathing
One of the pioneers in the area of learning and creativity is Dr.
Win Wenger. Dr. Wenger has designed and experimented with
many profound methods for improving memory, creativity, and
recall. One of his methods, called Noise Removal Breathing,
,o
is
incredibly easy to do.
Noise Removal Breathing produces immediate relief fromstress
because it activates the parasympathetic nervous system, that part
of the nervous systemthat canslowyour heart rate and relax your
body. It also helps clear the mind of distracting and confusing
thoughts by focusing your attention on breathing. Even better,
you can do it just about anywhere-in the car, in the hallway,
maybe even during a test.
Here is how you do it:
Close your eyes and imagine that dry leaves (a metaphor for
stressors, fears, and stray thoughts) have accumulated in your
legs and body. Take a long, deep breath all the way from your
toes. With your inhale, visualize the leaves foating up . up .
up .with it. Exhale strongly fromyour mouth. As you do, imag-
ine that the leaves you blow out are igniting like burning sparks
or freworks. Do this again until you can no longer imagine any
leaves foating up.
,,
vivou v.im.xic
;.: Brain Gym
Brain Gym
,8
is a series of physical movements that promotes
balance in the body and regulates the fow of information be-
tweenthe dominant andnon-dominant hemispheres of the brain.
When your brain is balanced, you will learn faster, perform bet-
ter, and make better decisions.
Everyone uses both sides of their brain. However, it is widely
understood that our brain processes information diferently on
each side. Te right side of the brain governs creativity, emotions,
and spatial awareness. It is more visual and processes intuitively,
holistically, and randomly. Te lef side of the brain governs logi-
cal thinking, math, and verbal reasoning. It processes in a logical
and sequential order.
It seems that people tend to favor their stronger reasoning
skills when they are under stress. Most people default to their
strengths. In doing so, they can lose access to useful information
and resources.
Here is an example of how Brain Gym exercises helped to re-
connect a creative person to her logical resources in a stressful
situation . .
I recently ran into a former client who was trying to get a new
job. She had to take a very math intensive test in order to qual-
ify for the position. She was distraught because she had already
taken the test and failed repeatedly.
As we talked, I reminded her of the math she used in daily life
andof the complicatedfnances she haddealt withinthe past. She
already had the skills and information she needed. In her panic,
she was defaulting to her creative strengths to such a degree that
she was cutting herself of from her math abilities.
I showed her two of the Brain Gym exercises, Look at an X
and a variation of Te Cross Crawl.
She felt so good afer we talked that she went and took the test
that same afernoon and passed easily. I saw her about a month
later. She was brighter and happier. She said that whenever she
1oi .cv 1. u.u
When ready, uncross your arms and legs and put your fnger-
tips together in front of your chest, continuing to breathe deeply
for another minute. Hold the tip of your tongue on the roof of
your mouth when you inhale.
Te Tinking Cap
Tere are many acupuncture points on the ear that correspond to
acupuncture points on the entire body. Rubbing them is a great
way to calm the central nervous system, revamp your alertness,
and refresh your tired eyes and brain while you study.
To do Te Tinking Cap, use your thumbs and index fngers
to pull your ears gently back and unroll them. Begin at the top of
your ear and massage down and around the curve, ending with
the bottom lobe. Repeat three or more times.
,
;. Son Eyes
Sof Eyes is a technique that you can use to regain mental, emo-
tional, and physical balance when you are under stress. Tis tech-
nique is useful both as a safety measure and as a way to enhance
performance. It is used in many diferent sports and martial arts
because it increases the athlete's awareness and ability to predict
their opponent's moves.
Any time you are under stress or experiencing any degree of
fght or fight response, your body constricts with tension and
your eyesight begins to narrow to tunnel vision.
As stress continues to rise, you lose some of your mental abil-
ity to see the big picture and become more tightly focused in the
CH/||| o
Toko Coro ol Your Body
Leave all the afernoon for exercise and recreation, which
are as necessary as reading.
1uom.s ,iiiivso
Taking good care of your physical body is another one of the keys
to learning and retention of information. Tink about it. Physical
wellness can help you maintain the mental and physical stamina
you need to compete intellectually. Conversely, a tired, sick, and
out-of-shape body can cause you to walk around like a zombie.
You may end up using every last bit of your energy just to stay on
top of your workload.
It is easy to get lazy about taking care of yourself, especially
when you are busy. During the process of building a rewarding
career, you may put aside exercise and cooking because your time
is precious. But taking care of you is now more important than
ever.
Your legal education can be an investment anywhere from
:,,K to :iooK and higher. If you anticipate getting a good re-
turn on your investment, treat yourself well. Tink of it this way:
you would not spend :1,oKona racehorse and thenfeed it cheap
food and run it ragged, would you: Not if you wanted it to win.
Racehorses are fed special, custom feed and nutritional supple-
ments. In a horse race, a split second of speed can mean the dif-
ference between winning the prize and losing. Do you think your
career is much diferent:
1o,
1o8 .cv 1. u.u
Like a racehorse, your brain needs quality nutrients to prop-
erly perform and process the information you are delivering to
it. Your immune system needs proper nourishment to keep you
healthy. When you are competing with smart, accomplished, am-
bitious people, throwing away your mental edge to poor health
habits is not an option.
In order to be a powerful performer, you have to take care
of yourself. Even when you are in full-tilt study mode, you still
need to eat, sleep, breathe, move, and chill-out fromtime to time.
If you do not, your immune system will not have any oomph lef
over to combat things like allergies and colds.
Here are a few things that will help your physical body to sup-
port your brilliant brain. Explanations follow.
Exercise
Sleep
Diet
Nutritional Supplements
Clean
Protect your performance
8.1 Exercise
Te benefts of exercise are amazing. It builds stamina, boosts
your immune system, and increases your physical and mental
endurance. It also builds brainpower and helps you learn. A re-
cent study done by the Georgia Prevention Institute found that
regular exercise greatly enhanced the cognitive function of over-
weight children. It can help your cognitive function, too.
oo
Even walking can boost brain connectivity, help improve your
mood, and make your brain work better. It also helps keep stress
at bay.
or-o,
During law school and the bar exam study, I exercised ofen.
My dog needed it, too. It was a win-win. I still fnd that a daily
11o .cv 1. u.u
the best way to enhance his recall, not cramming in more infor-
mation. In the end, his grade was lower than he expected it to be.
He probably would have made a better grade if he had taken a
nap before the test!
So how much sleep do you need:
Consider this. Sleep is when your inner secretary fles away
the day's learning so that it can be retrieved emciently. If you
do not allow enough time, your inner secretary goes into panic
mode and does what we all do when we do not have enough time
to sort. We cram unfolded things into drawers, we shove papers
into the corner and then, when the party is over, forget where we
put the mail.
Adjust your sleep according to three criteria: 1) howintensely
you have had to focus, i) the level of complexity of the informa-
tion, and ) how much new information you have taken in that
day or week.
Absorbing massive amounts of information calls for massive
amounts of sorting. When you are studying something as com-
plex as the law, you are taking in far more information than usual.
You may need a lot more sleep in order to be able to activate the
information with any success. Just give in and sleep.
8. Diet
Sometimes busy people forget to eat. Drinking cofee can sup-
press hunger pangs. Not eating can lead to low blood sugar. Too
much cofee can cause dehydration. Both dehydration and low
blood sugar inhibit recall and information processing. It pays
to stay hydrated and have a healthy blood sugar level while you
study.
,,, ,o
When you are learning, you use up a lot of energy. You may
already snack while you study. However, snacks like chips and
candy bars can make you tired and groggy. Tey will give you a
very short burst of energy and then let you down hard. If you are
vivou v.im.xic 11,
is extraordinarily useful.
Te USDA^ational ^utrient Database for Standard Reference
is a huge database. It serves as the primary resource for most
other nutrient databases.
8i
Agricultural Research Service Te ^utritive Value of Foods.
Home and Garden Bulletin ^o. ,: (HG-,) is the nutrient compo-
sition of 1i, foods expressed in common household measure-
ments.
8_
8.| Keep it C|ean
Feng shui experts tell you that a well-organized and clean envi-
ronment leads to inner peace, good health, and prosperity. Tat
may be true, but there is more to the story.
One thing that is defnitely true is that a clean environment re-
duces the potential for allergies and accompanying stress on your
immune system. Dirt, dust, mold, etc. canwreck your sinuses and
make you foggy, drowsy, and fatigued. Many of the medications
for sinus problems will leave you feeling the same way.
You need your energy and your health. You need to be sharp
and alert. It is relatively simple to keep your house or apartment
clean enough to avoid undue physical stress on your body. Tis
will help keep your immune system strong so that your body
can more efectively fght of seasonal bugs that circulate through
schools and omces.
8. Protect Your Performance
Precautions to take in the days and weeks before an important
event
Be extra cautious right before fnals, the bar exam, a trial, a perfor-
mance, or any important event. Te days leading up to the event
are extremely important because they set the stage for your ulti-
mate performance. Minimize your exposure to stress prior to the
CH/||| '
Conclusion & Proc|icol Uso
Knowing is not enough; we must apply. Being
willing is not enough; we must do. In the end
we retain from our studies only that which
we practically apply.
,ou. woiic.c vo coi1ui
Tere are many methods you can use to maximize your brain-
power. Te techniques in this book are but a very small portion
of what is available. Keep learning how to learn, and you will al-
ways be at the top of your game.
Tese techniques can help you create a better life and more
satisfying career. It is all about being the best at what you do and
rising to the top of your profession. Only you know how good
that can be.
Ultimately, you will fnd your own ways of applying this infor-
mation. You will inevitably have favorites among the techniques.
You will establish your own efective study routine.
One of my clients calledmy bar examstudy routine kamikaze".
It was both unorthodox and highly efective. I only studied three
to four hours a day. In the last days before the exam I studied
fve to six hours a day. Here is howI used some of the techniques
from this book to study for the Bar Exam.
11
/||||D|/ /
Somplo Topping So|ups
In this appendix:
A.1 - Sample setup for pre-Tapping safety net
A.i - Sample setup for post-Tapping integration
A. - Sample Tapping setup for when things feel impossible
A. - Sample Tapping setup for study overwhelm
A., - Sample Tapping setup for fear of failing the bar exam
A.o - Sample setups for public speaking fear:
Tapping in the moment
Tapping when you know the root issue
Tapping when you do not know the root issue
A.1 Samp|e setup for pre-Tapping
safety net
It is always a smart precaution to set up a safety net when you are
using a new behavioral change tool like Tapping. It establishes
parameters for your Tapping session. It also keeps you fromdevi-
ating from your objective or going too deep into memories that
are unimportant.
Tese are examples of very short setups that you can use to
safely set the stage for Tapping. Tey are guidelines for you and
will showyou howto create your own setups as you become more
familiar with the technique.
1i,
1i .cv 1. u.u
1n: I am too (old, young, inexperienced . ).
vn: I don't know what to do next!
ov: Tis is just hopeless . .
cN: OK, it feels hopeless, but maybe it's not . .
cn: Other people have done more dimcult things than this.
cn: Maybe it just seems impossible for me because I amtoo frus-
trated to fnd a way to do it.
cn: Maybe if I calm down, I can fnd a way to do this.
xc: Maybe I've been too focused on doing it perfectly . .
1n: It doesn't have to be perfect-as long as I make some head-
way.
vn: It's OK if it's not perfect.
ov: I give myself permission to do it anyway.
cN: Maybe if I just move forward, I'll get a diferent perspective
and the information I need to succeed.
cn: I know that this is possible, and I choose to open my mind
to new possibilities.
cn: I choose to allow my mind to come up with creative solu-
tions that will help me reach my goal.
cn: I choose to relax andappreciate this experience andbe aware
of opportunities around me.
xc: I choose to focus on my best-case scenario and trust that I
am on the right path.
1n: I have the information and abilities that I need to do this.
vn: I can allow myself to be more creative.
ov: I choose to open my mind.
cN: I choose to be curious.
cn: I can fnd more information.
cn: I am becoming more and more aware of clues that guide my
direction.
cn: I choose to remember times I succeeded when I thought the
goal was impossible.
/||||D|/ |
My S|ory
I shall either fnd a path or make one.
u.iv.i
You might want to knowsomething about me and howI came to
write about accelerated learning. Here is the short, sweet version
of how I learned the information and techniques in this book.
Lawhas always been part of my life. My father was a maritime
personal injury attorney and my family played an integral part in
client cultivation throughout his many years of practice. Later, I
was able to play a more active role in his practice.
When I was 1,, my parents had a very tumultuous and emo-
tionally charged divorce. As a result, I had to switch schools and
leave all of my friends. I felt uprooted and lost. For me, the com-
bination of events resulted in a huge amount of change in a short
period of time. Shortly thereafer . .
I had a big, bad, traumatic brain injury
I cracked my cranium in a horseback riding accident. Te injury
caused me to become very dyslexic. I could not tell time on a
non-digital clock or recite the months of the year in correct order.
When attempting math, I added and subtracted backwards. I was
directionally impaired and could not even back the car out of the
driveway.
1
1,o .cv 1. u.u
I started using acce|erated |earning techniques
My life was in chaos. My brain could not function correctly, and
the divorce added to the dimculty of getting back to normal. My
mother found an innovative school in NewOrleans where the in-
structors were getting goodresults alleviating the efects of dyslexia.
Tey were using a new movement therapy called Brain Gym.
We incorporated the Brain Gym exercises into my recuper-
ation routine, which also included nutrition therapy and a new
form of chiropractic work that included aspects of acupressure.
Within a year and a half, my dyslexia was almost completely gone.
In the year following my head injury, I experienced fatigue
that made it even more dimcult for me to wake up early in the
morning for school. I also began experiencing Attention Defcit
Disorder. It is now known that these symptoms commonly fol-
lowtraumatic brain injuries. However, back then we did not have
much guidance or access to information about it.
When I was 1o, I decided to quit high school. My mother un-
derstoodthe dimculties I was experiencing andreluctantly agreed
-provided I take the California Achievement Test for 1i
ih
grade
so that I could graduate with a diploma from a local high school.
If I did well enough on the test, she would let me take the Gradu-
ate Equivalency Diploma test. Afer successfully satisfying those
requirements, there was one other condition to my quitting high
school . .
I took NIP
Neuro-Linguistic Programming (NLP) is, among other things,
the study of subjective experience and the way people process
and retrieve information. My mother and sister had taken an
NLP practitioner course the year before and were so impressed
with it that taking the course became part of the deal I had with
my mother.
In the NLP course, you learn to manage your own mind, build
mental resources, and communicate with yourself and others in
vivou v.im.xic 1,1
profoundly efective ways. Tis was probably the best thing I could
have learned at that time. I really did need to restructure my brain
and way of thinking.
By 1, years old I was functioning much more easily. However,
afer unfulflling attempts at college, language school abroad, and
anequestrianschool, it was clear that my formal educationneeded
to be put on hold. I was anxious to try my NLP skills in the real
world and decided to go to work.
I became a fantastic sales woman. I sold cars, luggage, and
even broke a regional sales record selling shoes. I worked for a
lawyer fling and running documents. I ran a foaling barn for a
horse breeder. I managed greenhouses for a plant nursery. Finally,
I started my own business stringing and restringing pearls for
local jewelry stores. Ten, suddenly, I was ii!
My friends were getting ready to graduate from college and
I had not even started! I frantically tried to catch up. I started
school and studied hard while continuing to work. It was rough!
I needed another tool to help me succeed.
I |earned PhotoReading
Tings changed when I learned PhotoReading, a method of read-
ing that is more like developing a photographic memory than
normal reading. I was in school and struggling with a required
class in computer science. I was behind because I did not have
the book. It was very expensive and discontinued. Selling it back
at the end of the semester was not an option. Instead of buying it,
I had been reading it at the library when it was available.
Te Monday afer my PhotoReading course, I went tothe book-
store andPhotoReadthe computer science book until I was kicked
out-well, asked to leave. I took the test in my computer science
class on Tuesday and made an A.
I was astounded. It felt like I had a magic wand. Afer that, my
grades got better and better. I piled on extra hours so that I could
graduate fast.
1,i .cv 1. u.u
Te addition of PhotoReading to my existing routine helped
me get more done and make better grades. I made it through all
of the technical classes and labs easily. I was able to efortlessly
synthesize information frommultiple sources. My essays and pa-
pers fowed.
I decided to go to |aw schoo|
Toward the end of my undergraduate career, the O.J. Simpson
trial began and I was transfxed by the proceedings. It seemed
clear to me that representation on both sides would beneft from
some simple NLP techniques.
I was accustomed to using NLP skills for mock trials, focus
groups, and other innovative trial preparation in my father's law
practice. I decided to go to law school with the goal of becoming
a trial consultant.
Having completedthe majority of my core classes, I only needed
a few math classes and electives to graduate with a degree in En-
glish. Te problemwas that I would not be able to start lawschool
inthe fall unless I founda way to radically shortenthe time it took
to complete my undergraduate degree. Otherwise, I would have
had to take one or two semesters of between degrees. I did not
want to lose my momentum, and it was impossible to start law
school in spring.
Tis is when my negotiation ski||s began to surface
I studiedthe university policies anddiscoveredthat if I completed
my core curriculum, I could use the frst semester of lawschool to
satisfy my last semester of undergraduate school elective classes.
Afer some discussion, my undergraduate university agreed to
waive the requirement of degree completion at the university. My
desired law school had a rarely used policy that would allow the
school toconditionally waive the requirement of a diploma-double
dipping at its fnest!
vivou v.im.xic 1,
Tere was a prob|em with my p|an math
Although I was doing well in school, I had put of taking my core
math classes. Tat meant I had to somehowtake two math classes
and a statistics class in two semesters. In order to even get to that
point, I had to test out of a remedial math by re-taking my ACT.
Math had always intimidated me. I had previously taken the
ACT twice. While my previous scores were i and i, my scores
on the math section were and , (yes, really). I needed a 1 or
above on the math section to test out of the remedial math class.
Going from , to a 1 was a big jump!
I PhotoRead old math books and practiced recalling times
when I had successfully completed math problems. Tat was all
I had time to do because my deadline was fast approaching. Part
of me really doubted that I could learn math that quickly.
I did it!
I took my LSAT one weekend and the ACT the next. I made ex-
actly 1 on the math section of the ACT, tested out of remedial
math, and ended up in a math class that was way over my head.
My accelerated learning techniques came to the rescue again. I
passed both math classes and statistics with As, ultimately grad-
uating with a ., grade point average, cum laude.
My last two semesters of undergraduate school were grueling.
I was so busy that my time was scheduled in 1,-minute incre-
ments. On top of my daily i-hour commute to school and my
work, I was taking well over the maximumnumber of hours usu-
ally allowed by my university.
Since my grades were good, my advisor let me take 18 hours
in the spring semester (which I did on crutches because of a knee
injury). I took 1o hours in the summer, with classes that included
an advanced math, statistics, and a senior level French.
Tat summer also included working through all of the ad-
ministrative fun that accompanies graduating one school and en-
tering another-transcripts, letters of recommendation, getting
1, .cv 1. u.u
ready to move, etc.
Iaw schoo|
It felt wonderful to move to New Orleans and start law school.
I was relieved and fnally able to relax. Afer the previous two
semesters of undergraduate school andworking roughly 1io-hours
a week, the slower and more focused pace of life felt like being on
vacation.
I worked, clerked, andhada wonderfully active social life while
I was in law school. Some of my friends had just started medical
school in New Orleans and another was making a name for him-
self as a chef. I loved living in New Orleans. Tere was always
something to do-great restaurants, concerts, art openings, festi-
vals, and music.
Studying for law school required a lot of reading. Sometimes
it was very dry. Tanks to the techniques in this book, I was able
to plow through homework efectively and painlessly. I enjoyed
life and made Bs and an occasional A or C. I usually waited until
about i weeks before fnal exams to really study.
I always had at least one job while I was in lawschool. As a 1L,
I worked early mornings as a barista in a cofee shop. As a iL, I
worked for a collections law frm. As a L, I compiled discovery
on a major, environmental mass-tort action for a personal injury
lawyer. For my own experience, I also clerked for free with an
entertainment attorney and discovered my love for contracts and
licensing.
Iife went on whi|e I was in |aw schoo|
When I was a iL, my father was waylaid by a heart attack. He
lived two hours north of New Orleans. For the rest of my law
school career, I traveled to see him about every other weekend.
My mother lived an hour away in the other direction. For me,
keeping up with my family called for a lot of travel!
Tat year I also moved into a newhouse and adopted a puppy.
Pet ownership was defnitely not on my agenda, but she (Pansy)
vivou v.im.xic 1,,
turned out to be my best buddy. Still, puppies are a handful and
demand both time and attention.
I spent my frst semester as a L on crutches because of a re-
injured knee. At that time I started displaying my photography
in galleries and vividly remember being on crutches for the frst
opening of my work.
Also, my mother's house-our family home-caught fre three
weeks before my fnal law school exams (two months before the
bar exam). Te whole family rallied to get through that event.
Tis information is here to showyou that you can get through
law school and pass the bar exam no matter what is going on in
your life. If I can do it, you can do it, too. Te techniques in this
book can help you to laser focus and succeed no matter what.
Te bar exam
When I took the bar exam in iooo, the Louisiana Bar Exam was
roughly i1 hours of timed essay questions on nine topic areas of
law. You had to pass seven of the nine sections in total to pass
and pass four of the fve Louisiana Civil Code sections to pass
outright.
I had just over six weeks to study while also preparing a pho-
tography exhibition to be displayed in the World Trade Market in
Dallas the same week as the exam. Since my darkroom was only
truly useable at night, I chose to skip the live, evening BarBri bar
preparation course. Instead, I PhotoRead and studied the books
for about three to fve hours every day.
Because of the techniques in this book, I did not have to study
as intensely as my peers. I did not have to take the live study
course. I also still had time to do things like walk the dog, work
out, and cook.
I only took one practice test, and it was on the evening before
the bar exam started. I did not time it.
1,o .cv 1. u.u
I skipped a section of the bar exam
I felt so confdent going into the bar exam that I purposefully
skipped a section. I did not even study it. Te Louisiana Civil
Code had just been rewritten in the area of succession and do-
nation law. Te BarBri instructors told us to know both sets of
laws. I decided to pass on this section.
Instead of sitting in the exam room, I studied and ate sand-
wiches in the parking garage of the Super Dome where the exam
was being administered. While there, I spent about fve minutes
PhotoReading someone else's notes for Negotiable Instruments.
Despite having never studied Negotiable Instruments, I passed
that section of the bar exam, too.
Tanks to my preparation and the techniques in this book, my
essay books were beautiful. My answers were clear, tidy, easy to
read, and to the point. Not once did I have to scratch anything out
or make other corrections. I always fnished about fve minutes
before the end of testing time. Best of all, I passed the exam on
my frst attempt.
Career
Afer law school I worked as an in-house attorney for an IT com-
pany for a year. Afer that, a friend and I opened a business and
entertainment law practice in New Orleans. About the time we
were beginning to growand make a proft, I had a gut feeling that
it was time to move out of New Orleans.
I moved to Alabama and traveled back to New Orleans about
every two weeks until all of our clients were taken care of and all
fles were closed. Tat gut feeling turned out to be correct because
Hurricane Katrina hit about fve months afer I closed the last
client fle.
Having been a mediator for fve years, I joined the Alabama
mediation roster. From there I began to hone my mediation, ne-
gotiation, and communication skills. I advanced in NLP and be-
came a Master Practitioner and then an NLP Trainer.
vivou v.im.xic 1,,
I also began studying cutting-edge behavioral change tech-
niques and looking for methods to boost brain power and aware-
ness. I learned Emotional Freedom Technique from Gary Craig
and studied with some of the best in the feld. I began studying ge-
nius learning via materials from Dr. Win Wenger and Learning
Strategies Corporation.
Since ioo, I have trained mediators, lawyers, and occasion-
ally engineers and academics in the art and science of negotia-
tion. Te techniques in this book are extraordinarily powerful in
negotiation. Until now, all of the information I gathered about in-
formation and the ability to use it creatively went to enhance my
negotiation training and coaching practice. You can read more at
my website:
www.TiltonSeminars.com
Te art of learning is evolving at lightning speed. I stay in-
formed about all of the latest research and look for ways to apply
it to enhance my life and work. I put new learning techniques
to the test, fnd out what works, and pass that information on
to my clients and audience. I take the guesswork out of learning
and help you to get the most out of this information and the de-
velopments that are happening every day. Stay informed of the
latest learning developments, discover new ways to apply these
learning techniques, and take advantage of many other benefts
by signing up at:
www.beyondrainmaking.com.
Just some of the too|s
Te techniques I use to succeed are now yours, too. Many of the
techniques in this book are ones I wish I had in college and law
school. Nowthat you have this information, use it for much more
than learning. Use it to create the life you want. I sincerely hope
the information in this book makes it easier for you to have a
truly rewarding career and make a diference in the world!