Learning: I need to hear or perceive what you want me to do … Cause of winning at school!

All the children begin to encourage, but all students get frustrated at school. All first grade children know they go to school to learn to read and write and do essays and grow up to become a firefighter, astronaut or surfer. Parents, teachers and students need to know why students get "stuck" and how to work around everything.

Everyone has a range of intellectual strengths and personal learning styles. Most people get the majority of the information by seeing. Others can learn better by hearing and still others by doing it. The most effective way for an average person to study is to combine as many types of intake as possible, including search, listening, touching, feeling and action.

Some, on the other hand, may be sick in one or more areas, so they do not learn easily at school. Different learning styles are normal variants and do not refer to information gathering. Confusion also occurs when the student's learning is different from the teacher and the teaching method. This causes great frustration in the classroom situation. The classroom teacher, of course, needs to introduce instructions and lessons in all three main learning styles so that all students can follow a lesson. If you are a parent, be sure to use the child's primary language (which may not be yours), present new information, and provide instructions. Also encourage him to practice other courses so that he is generally strengthened as a student.

Schools primarily teach by seeing and listening. That is, the teacher speaks and shows things on the tablet or predicted on the screen, giving students a worksheet and books to look at. If a student is visible or hearing a perception, the learner will be ill at school. Students with weaknesses in ability to read readiness, such as visual and hearing sensation, speech and muscle coordination, will have further problems at school if the teacher does not fit his / her learning style.

Students with visual impairment are struggling to follow the teacher's instructions. The teachers will tend to complain that the student does not focus on tasks as it is given without explanation and sample problems. The student will not follow the instructions printed on the worksheet. They can say that the student does not read or follow the instructions and talks with his friends about what to do. This student may also struggle to build a visual image or remember a picture. They can not copy from the chart list exactly. Proximity just makes this ask more formidable. Students with visual impairment need a project printed out of them, listen to their lessons explained out loud. They will need to discuss this activity and implement it before it learns effectively and efficiently. Tell the student what he is doing, ask him to repeat the instructions back to you, and then let him make a sample problem or two. This student may also read out loud to get the headset that he needs. Later, when his visual perception is built, he has to experience a keen reading to read aloud to himself.

Students with hearing impairments have difficulty following teachers and # 39; spoken directions. Students will not pay attention to the class. The teacher can exaggerate himself to revise the instructions out loud and after a few repetitions, the student may find himself more confused. Students with hearing impairments need to have a project printed for them, to see, read and work or perform activities before they can actually learn. This student will benefit from learning to read and need written instructions, pictures, diagrams and charts on how to do their assignments. He needs to see it and do some examples of problems to complete the task. This student may struggle to build a hearing or picture and remember a spoken policy. This student may read poorly but read quietly at a high level.

Still other students are having trouble with engine coordination and can not easily write down the information, although they can read fully and answer aloud. They need help in typing and computers so that they can compensate for their weak areas. These students also require written instructions.

Some students struggle with integration. This means they can not put it together. The student may even be strong in the various learning styles and still have difficulty combining these skills to study the alphabet, the vocabulary and build a reading comprehension. These students are often helped to move tactically and use music and motion movements to integrate visual and audio words.

Students with both visual and auditory problems can not learn properly by watching or listening to instructions. They can not build an image in their minds, or remember what to do. They can learn kinesthetically, by touch and feel. These students can learn very well by using, experimenting, performing, exercising and exercising the muscles to study. Most of these students use not only big and small muscular memory but also tangible inputs including touch sensation, texture texture, pressure, heat and cold, edges, movements and so on.

One student who was quite sure he could never learn because he could not build a mental image or remember anything used this method to study. In desperation, the teacher asked "What did you eat for lunch?" "A Chili Corn Dog" was the answer. He had a lot less for taste and smell. In 10 minutes of exciting discussion, he was able to use a live image of the taste to build in his mind what the chili dog looked like and what it sounded like he ate it with taco chips. A student like him will benefit from the very understanding of teachers or even from special needs education. He remembered what was associated with his outstanding memory for taste.

Use what works for the student. Forget about theory, how you learn, or how another student learned. Complete the student's skills to make it successful. Be grateful for what works and use your students & # 39; strong talent to build performance.

Copyright © Copyright 2006, Helen H. Heron All rights reserved.

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Two-dimensional education

Two language ministries include teaching in two languages ​​for theoretical teaching and content. According to Andersson and Boyer (1970) in bilingual education in the United States "bilingual education is two-language instruction and the use of these two languages ​​as a dissemination of teaching for any part or all of the school curriculum."

Bilingual education both languages ​​are considered equally important. one is not supported over the other one. Content and delivery are available in two languages, rather than one of the languages ​​taught as content in itself. In bilingual education, none of the languages ​​should be lost, altered or diluted.

In Canada there are both French and English public languages. The Canadian Constitution provides for the use of both languages. Although French Canadians make serious attempts to get French English, it is unthinkable to look for language coordination of diverse groups. In addition, the purchase of more than one language at the moment is still plus. Although French is estimated to have 110 million native and 190 million linguistic languages ​​worldwide, English has become the lingua franca, a language chosen for companies and computers.

Educational programs in a country like Canada are faced with instructing students both French and English. Fortunately, bilingual is the goal for all individuals.

The key for teachers is to remember the importance of keeping each language separate to promote growth and development in each language. Two-dimensional education should not involve simultaneous communication, since the simultaneous use of bilingual language often leads to deterioration in both of these languages. Some classes should be in French, while others are in English, all follow the independent model and provide diligent instruction from trainers trained in training.

Because both languages ​​are valuable, teachers should concentrate on bilingual content and work to develop both languages ​​in the long run. The goal is bilingual and bilateral. An effective bilingual application utilizes bilateral immersion, which includes: (1) Teaching in two languages; (2) One language at a time; and (3) Peer-to-peer facilitated language sharing.

English-Canadians show growing interest in becoming bilingual. Get reassurance: It's possible for students to gain proficiency in both French and English and become more effective in playing an active role in international society and economics. Bilingual education supports students who become full participants in multicultural society.

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