Sunday, December 30, 2012

Learning From Mistakes


Learning From Mistakes

“Why Wrong Is Not Always Bad” by Alina Tugend appeared in Education Week.  In it she wrote, “What I’m talking about is how so many of our children are taught, covertly, or overtly, that mistakes are something to be avoided at all costs, that there is only one right answer and if you don’t know it, well, you’re a failure.”

The Montessori Method has a whole different approach to mistakes or errors.  Montessori material is designed to be self-correcting, that’s one of the advantages of the Montessori Method.

Materials, or work, are created so that if the student makes a mistake they will realize it on their own, sometimes only at the end when a piece is leftover.  But the student has the opportunity to repeat the work and discover their mistake on their own, and to learn the correct way to do the work.

By discovering their mistake and correcting themselves, they are learning the underlying principle contained in that work.  This is a much more fruitful, holographic and lasting method of absorbing knowledge.  This makes the student the source of their own learning.  They are in charge of uncovering and discovering the knowledge they seek.

From The Absorbent Mind by Maria Montessori
“We come to a scientific principle which is also a path to perfection.  We call it “the control of error.”  Whatever is done in school, by teachers, children or others, there are bound to be mistakes.  So we need this rule as a part of school life: namely, that what matters is not so much correction in itself as that each individual should become aware of his own errors.  Each should have a means of checking, so that he can tell if he is right or not.”

“One of the first exercises done by our children is that with a set of cylinders of equal height but varying diameter, which fit into corresponding sockets in a block of wood.  The child begins fitting them one at a time into their sockets, but finds when she comes to the end that she has made a mistake.  One cylinder is left which is too large for the only remaining hole, while some of the others fit too loosely.  The child looks again and studies them all more closely.  She is now faced with a problem.  There is that cylinder left over, which shows that she has made a mistake.  It is just this that adds interest to the game and makes her repeat it time after time.”

“The child might say, “I am not perfect, I am not omnipotent, but this much I can do and I know it.  I also know that I can make mistakes and correct myself, thus finding my way.”  If in the daily routine of school we always arrange for errors to become perceptible, this is to place us on a path to perfection.”

Mistakes or errors are part of Montessori.
Embrace your path to perfection.


I rescue failing students by remedying the Barriers to Learning

Sunday, December 23, 2012

Merit Based Scholarships


Merit Based Scholarships

Our society was built on the idea of meritocracy.  A person advances based on their abilities.

Twenty-seven states (54%) have a merit-based college scholarship program.

Help your child qualify for a merit-based college scholarship by remedying the Barriers to Learning, so that your child excels in school.

I rescue failing students by remedying the Barriers to Learning.  www.howtolearneasily.com


Wednesday, December 19, 2012

Learning Barrier One - Purpose & Value


Purpose & Value – Learning Barrier # One

From Education Week, December 11, 2012
U.S. Math, Science Achievement Exceeds World Average

In a finding that may come as little surprise, students across nations seem to lose some enthusiasm for math as they get older. Nearly half (48 percent) of 4th graders said they “like learning mathematics,” but that slipped to one-quarter (26 percent) by the time they hit 8th grade. And at both levels, that attitude has a correlation with test scores. That is, the less students like math, the lower their achievement, on average.

Another troubling indicator is that, across the globe, students report a drop in engagement with math lessons as they move from 4th to 8th grade. And once again, that level of engagement is correlated with a slip in average scores. The Engaged in Mathematics Lessons scale was based on responses to five questions, including “I know what my teacher expects me to do,” and “I am interested in what my teacher says.”

Meanwhile, many 4th graders around the world (69 percent) had math teachers who reported making efforts to use instructional practices intended to interest students and reinforce learning, such as posing questions to elicit reasons and explanations, and bringing interesting items to class. At the 8th grade, however, only 39 percent of students internationally reported that their teachers frequently related lessons to their daily lives, and just 18 percent said they had teachers who routinely brought interesting materials to class.

This is a PERFECT example of Learning Barrier # One – Purpose & Value.

What’s the purpose for learning a particular subject?  Why learn geometry, history, grammar, chemistry or any subject?

Related to that, what is its value?  What is it good for?  How can I use it in my life?

When a child doesn’t know the purpose for the subject, and can’t see any use for it in their life, they’re not going to pay attention and will probably do poorly in the subject, as is cited in the study above.

The way to remedy this Learning Barrier is to make sure your child understands why they need to learn a particular subject, and more importantly, how is the knowledge relevant to them?  How can they use it in their life?

For a step-by-step remedy to this Learning Barrier go to howtolearneasily.com .

Sunday, December 9, 2012

'Soft Skills' Pushed as Part of College Readiness


'Soft Skills' Pushed as Part of College Readiness
Education Week,  November 14, 2012

To make it in college, students need to be up for the academic rigor. But that's not all. They also must be able to manage their own time, get along with roommates, and deal with setbacks. Resiliency and grit, along with the ability to communicate and advocate, are all crucial life skills. Yet, experts say, many teenagers lack them, and that's hurting college-completion rates.

"Millennials have had helicopter parents who have protected them," said Dan Jones, the president of the Association for University and College Counseling Center Directors. "They haven't had the opportunity to struggle. When they come to college and bad things happen, they haven't developed resiliency and self-soothing skills."

College enrollment is growing, but graduation rates remain flat.  As educators look for ways to turn that showing around, many schools are incorporating the softer, non-cognitive skills into college-readiness efforts. The ability to solve problems and be resourceful are viewed by some experts as being as important as mastering mathematics and reading. Helping teenagers develop those skills is being addressed in high schools, college-freshman orientation, youth-development organizations, and parenting programs.

While I’m not a Millenial, these are skills I wish had been taught to me before going to college.  These were lessons that I, unfortunately, had to learn the hard way – living life.

I applaud schools looking beyond academics to prepare students for college with skills that will help them succeed in college as well as life.

I rescue failing students by remedying the Barriers to Learning.


Sunday, December 2, 2012

Single Gender Education May Be the Answer


Single Gender Education Is Often Better

Boys learn differently from girls, this is why single gender schools are often better.  Classrooms are currently designed for the way girls learn but we’re asking boys to fit into them and learn.  Boys are spatial and need room to move around.  The Cherokee Creek Boys School understands this and has a unique blend of therapy, academics and outdoor activities. 

This school emphasizes Character Education through the use of Angles Arrrien’s Four-Fold Path.  The Four Fold Way is an educational experience that demonstrates how to “walk the mystical path with practical feet.”

The components are:
·         The Way of the Warrior or Leader
·         The Way of the Healer or Caretaker
·         The Way of the Visionary or Creative Problem Solver
·         The Way of the Teacher or Counselor

To learn more about the benefits of single gender schools go to  http://thelearningcurveradioshow.com/?cat=42

Sunday, November 25, 2012

Peace Education


At S.C. School, Behavior is One of the Basics
Education Week, October 25, 2012

This is an article about the implementing of Positive Behavioral Interventions and Supports (PBIS).  While reading this article it reminded me of Maria Montessori’s Peace Education, for which she was nominated for the Nobel Peace Prize.

The three basic principles of Peace Education are:
1. Freedom of choice and self-determination – which leads to self-respect, security and creativity.  These, in turn, lead to self-knowledge.

2. Respect and cooperation with our peers – once a child/student has achieved the security of genuine self-respect, that child has the ability to truly accept and respect others.  A deep understanding and acceptance of another person enables one to respect the other person and collaborate constructively with them.

3. Respect for the environment – for the immediate environment as well as for the whole planet.

Adults (teachers and parents) are responsible for creating a learning environment in which children/students can express their free choice and self-respect, and experience respect from and cooperation with their peers.

Adults also need to model the behavior they wish their children/students to follow.  We want them to absorb the behavior from our beingness, not from our classroom presentations.

Teachers should establish a special area in their classroom where students can go to work out their conflicts.  This might be a Peace Table or a Peace Corner with two chairs.  Some rules of behavior need to be established and followed, rules that follow and enhance to three basic principles of Maria Montessori’s Peace Education.



Sunday, November 18, 2012

Reducing Science Education


Shocked & Appalled

Report: Science Reduced in Kan. Elementary Schools
Topeka, Kan.
Elementary schools in Kansas and four surrounding states have drastically reduced or even eliminated instruction in science because teachers feel pressured to improve performance in math and reading, according to a survey conducted by a Kansas school superintendent.

We cannot teach subjects in silos.  Math and science are intimately related, to reduce one reduces competency in the other.

George Griffith, superintendent of the Trego school district and a member of a Kansas committee drawing up new national science standards, told the Kansas Board of Education on Tuesday that he surveyed more than 900 elementary teachers in Kansas, Colorado, Missouri, Oklahoma and Nebraska as part of a doctoral dissertation.

His survey found as many as one in five elementary teachers in the states are reporting science grades on student report cards, even though they don't teach the subject or test pupils in it, The Lawrence Journal-World reported. The teachers said pressure to increase performance on reading and math tests prompted them reduce class time for science.

"I identified that a little over 55 percent of our K-6 teachers have decreased science education," Griffith said. "The average was between 30 minutes to an hour per week that they have cut it, with the main reason that they want to focus on reading and math assessments."

He said some of the pressure was from administrators and some came from the teachers' own beliefs.

Griffith said when he presented his findings to national organizations of science teachers, few people were surprised.

"This seems to be an ongoing theme around the country," he said. "It's not just in Kansas."

The federal No Child Left Behind Law tied federal funding for schools that serve high concentrations of low-income families to student achievement on reading and math tests. All schools were required to meet increasingly higher benchmarks each year for the number of students who scored proficient or better on standardized tests in those two subjects.

Kansas schools no longer have to meet those benchmarks because the state recently received a waiver from No Child Left Behind. But schools are still accountable for student performance in reading and math, using different measurements that consider more than the number of students who score above a certain level.

Board member Ken Willard, a Hutchinson Republican, said he wanted to know more about teachers who give grades in science without teaching it.

"That is unconscionable. It reflects a lack of integrity and it is not appropriate for Kansas students," he said.

Copyright 2012 Associated Press. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

We’re reducing science education and then weep & cry, and beat our breasts about how low our student are ranked in the subjects of Science, Technology, English and Math.
Shame on us!!!

Monday, October 29, 2012

Stages of Student Decline


An article in Education Week titled “Studies Link Students’ Boredom to Stress” October 9, 2012 talks about possible reasons for students being bored in school.

“. . . the experience of boredom directly connects to a student’s inability to focus attention.”

“Boredom is one of the most consistent experiences of school and one that can be frustrating and disheartening for teachers.”

If you notice, they all seem to center on something being wrong with the student.

We disagree!  We think every student wants to explore and learn about their world.

One of the reasons a student can exhibit boredom is because they’re in the last and final stage of the Three Stages of Student Decline.

Teachers and parents need to be aware of these Stages of Decline so that they can recover their child/student before they decline too far and are beyond reach.

It’s all too common that a child’s/student’s want to learn and contribute is trampled on.  Their free will, sovereignty and right to choose are suppressed.  The child/student is dominated, overwhelmed and made subservient to their environment.

This trampling of free will produces the Three Stages of Student Decline:
1. Protest and rebellion – the child/student begins by protesting and rebelling against this domination and overwhelm.  If it continues, then,

2. Appeasement and passivity – the child/student will be passive and try to make themselves liked by the teacher/parent.  If the overwhelm and domination continues, then,

3. Dejection and despondency (otherwise known as boredom) sets in – the child/student gives up and abandons participating in any activities, in any type of learning.  Their free will has been suppressed for so long that they simply give up.

This can be reversed by allowing the student/child to exercise their free will, their right to choose and their sovereignty.

Monday, October 22, 2012

Gifted Children - But Gifted in What Way?


Big Change in Gifted & Talented Testing
Wall Street Journal, October 8, 2012

The test for entrance into New York City’s gifted & talented program is being overhauled.  The Naglieri Nonverbal Ability Test (NNAT) will become the major measuring stick by which student will be assessed.  This test relies on abstract, spatial thinking and eliminates language, even in the instructions.

I’m glad to hear that NYC is embracing the idea that our children can be intelligent in many ways.  Howard Gardiner’s work on multiple intelligences documents this.  The NNAT may also help to show that children who are dyslexic are not disabled or handicapped, but actually demonstrating a higher form of intelligence.

But the point we must recognize and appreciate is that there are many ways our children can be gifted.  Parents, too often, can be concerned that their child is not academically gifted and fail to see that particular gifts their child has, and then work to facilitate and strengthen those gifts.

As Francie Alexander, Chief Education Officer for Scholastic Inc., said, “Children can demonstrate their various intelligences and gifts by being socially gifted, athletically gifted, and/or artistically gifted.  Being gifted is not restricted to math, language and science.”

Parents should focus on their child’s strengths and enhance them, not fret over apparent “below expectation” levels of skill or ability.  Validating what the child does well actually lifts all other aspects of the child’s endeavors.  By stressing and fretting over the child’s apparent lesser abilities only drags down the child’s confidence and self esteem and damages their overall achievement.

The traits of gifted children:
Language development
Questioning & probing
Integrating advanced words into their conversation
Focused on the pursuit of a purpose
They love to learn
Physically, they have good eye-hand coordination
Love to play and excel at a sport
Able to take any object and create something from it

There are extensive resources for facilitating gifted children at www.scholastic.com



Monday, October 8, 2012

Ensure Your Child Thrives in Class This Year


Ensure Your Child Thrives in Class This Year

Howard Gardiner developed the Theory of Multiple Intelligences.  Traditional IQ tests measure potential in logical-mathematical intelligence and spatial intelligence, basically, can the child understand words and numbers.

Gardiner says that there are a myriad of ways kids can be intelligent.  We need to acknowledge these various ways.

As we move more and more towards standardized testing, society continues to drop recognition of the other intelligences.  They only emphasize logical-mathematical and linguistic intelligence.  This results in kids, who are stronger in one of Gardiner’s other intelligences, being made to feel stupid and unable to learn.

Kids will then not see the potential career paths available to their type of intelligence.  They will switch off and not participate in school.  They may even switch off from life.

We’re losing so much potential for our future because we insist that logical-mathematical and linguistic intelligence are the only intelligences worth having.

By using the learning style evaluator on the Kidzmet website, you are now ready to have a conversation with the school principle about how your child learns best and in which teacher’s classroom your child will thrive.

Listen to our discussion with Jen Lillienstein, Founder of Kidzmet
http://thelearningcurveradioshow.com/?p=227

www.kidzmet.com


Sunday, September 30, 2012

Vanquishing Math Phobia


Vanquishing Math Phobia

Sue Shellenbarger, in a Wall Street Journal article titled A Worksheet for Math-Phobic Parents (August 29, 2012), talks about how most parents, being math-phobic, are transmitting that attitude to their kids, thus perpetuating math phobia and incompetence.

I too was math-phobic until I learned about the Barriers to Learning.  It turns out that my math teachers had been committing/inflicting several of these Barriers on me.

The Barriers that my teachers inflicted on me were:
  • Too steep a gradient of information
  • Using non-defined words and symbols,
  • Why this subject was important to learn, and
  • How was the knowledge relevant to my life.

When I applied the proper remedies listed in the book How to Learn – How to Teach: Overcoming the Barriers to Learning, I vanquished my math phobia, and recovered my math education.

I vanquished my math phobia to such an extent that I now tutor in math for Literacy Partners.  And I did such a good job communicating math concepts to my students that they created a math class just for me called Applied Math.

Math is not scary once you remedy your Barriers to Learning.

Sunday, September 23, 2012


Socratic Parenting

Imagine a parenting technique that doesn’t tell you what to do, but teaches the art of self-discovery that can be implemented with your child for their benefit.
What would happen if you used “open inquiry” questions (open ended questions) to help your child discover and learn, rather than tell and indoctrinate?  Would it lead to greater self-discovery and appreciation of the truth?

Socrates educed from his students so they could discover the truth for themselves.  He stated that: A mind is a flame to be ignited, not a vessel to be filled.  Only the practice of “open inquiry” opens the mind for ignition.

Many wise educators have deplored the current educational system’s practice of treating children as sponges to be filled up and squeezed out on a test.  It is an unwise parenting practice as well.  There’s nothing more useless than a mind filled with other’s thoughts.



Saturday, July 21, 2012

Are You Really Ready for College?

Are You Really Ready for College by Dr. Robert Neuman


Our guest, Dr. Robert Neuman, states that, “Learning is a process and a complicated process.”

I agree and disagree with that.

I agree that learning is a process, which is a series of steps taken to achieve a goal or end result.

The definition of complicated is complex, confused or difficult.

Given that definition, I wholeheartedly disagree that it is a complicated process.  If it were complicated we wouldn’t do it naturally and young children wouldn’t do it naturally.  It’s only complex, confused and difficult when something gets in the way of the natural process.

There are seven Barriers to Learning that parents and teachers trip over when educating their children.

One of these is Absent Definitions and Misunderstood Words and/or Symbols.

Want to know more about the Seven Barriers to Learning?  Go to www.howtolearneasily.com

Hear more from Dr. Neuman at www.thelearningcurveradioshow.com





Sunday, July 15, 2012

Groups Urge Balance Between Censoring and Stopping Bullies


Groups Urge Balance Between Censoring, Stopping Bullies
Education Week May 22, 2012

“Unless it causes a substantial disruption, it’s important for administrators not to overreact by simply trying to censor the speech of a student.”  Schools are a training ground for teaching student to live in a democratic society, one where censorship isn’t the first reaction to offensive speech.

“We want a respectful exchange of ideas.  Schools should sincerely work on that – teaching students to express views without hurting people.”  Blocking students’ ability to express themselves could backfire with students taking more drastic action in response.

“People in our society do not have a legal right to prevent criticism of their beliefs or even their way of life,” a judge wrote.

The above is a wonderful and precise way to express my views on the subject of bullying.  It seems to me that as soon as someone disagrees with another’s point-of-view or criticizes it, the speaker is immediately labeled as a bully.

That’s not always true and that label is being used too freely these days.  The judge’s pronouncement above helps me to differentiate between expressing one’s views and beliefs, and bullying.

Sunday, July 8, 2012

Is the Traditional School Schedule Outmoded?


Is the Traditional School Schedule Outmoded?

Education Week Teaching Ahead blog  June 21, 2012

How do you think schools can maximize what time they do have with students?  How might teachers’ time be structured differently to achieve better results for students?  Is the traditional six-hour day/ 180-day year still the most viable or productive student schedule?

There are countless options for restructuring “school time” that have yet to be explored.  What do you imagine the school “day” or “year” could look like in the future?

I’m so glad that we’re finally asking these types of questions and really examining how we’re preparing our children to be productive members of the world society.

Our current structure for teaching children was born in the days of the industrial revolution where everything was done on a production line according to a set schedule, and all the products had to be the same.  Our society is no longer in the industrial revolution, why is our method of schooling still stuck there?

It’s unfortunate that it has taken this long to finally come to this discussion; and unfortunate for all of the children who have endured their tradition-bound schooling for the past decades.

Wednesday, July 4, 2012

Why Charter Schools Work


Why Charter Schools Work by Deborah Kenny
from the Wall St. Journal, June 25, 2012

Accountability for results and freedom from union rules attract the best teachers into the profession.

Charters succeed because of their two defining characteristics – accountability and freedom.  In exchange for being held accountable for student achievement results, charter schools are generally free from bureaucratic and union rules that prevent principals from hiring, firing or evaluating their own teams.

Accountability attracts the best teachers into the profession.  Smart, driven people want to work in a place that holds them accountable, where they’ll work alongside educators who share their values – first among them, a belief that all children can learn at a high level.  It’s exciting to work with talented colleagues who believe enough in their own abilities that they are willing to be held accountable for student learning outcomes.

Every school in this country can and must be filled with teachers like that.  When the union and political forces that are protecting the status quo finally come around to doing what’s best for children, they will find that it is also what’s best for the majority of teachers.  Then we will see the best and brightest minds competing for the privilege of working in the teaching profession – a profession that will finally be elevated to its rightful place as the noblest in our nation.


I think Deborah Kenny writes a very lucid explanation as to why Charter Schools are superior to public schools.  She makes an excellent point when she says, “Accountability attracts the best teachers into the profession.  . . . talented colleagues who believe enough in their own abilities that they are willing to be held accountable for student learning outcomes.”

When we finally give schools the freedom from bureaucratic and union rules, is when we will finally have the “best and brightest minds competing for the privilege of working in the teaching profession.”  That day cannot come soon enough.

Sunday, June 24, 2012

To Pass of Not to Pass?

To Pass or Not to Pass?  The End of the Year Dilemma
by Colette Marie Bennett
Education Week Teacher June 19, 2012

This is a story about an English teacher with a bright student who left assignments incomplete and did little classwork.  The student would lose materials and lost interest in editing or revising any of the work she did complete, although she demonstrated she was quite capable of writing at grade level.

While in class the student participated.  She often had insightful comments about the story they were covering  at the time, and she encouraged all students to participate in the discussion.

Her teacher said that she "cajoled, teased, chided, scolded, and threatened the student into completing work."  I don't find that to be a productive teaching method.

If find this teacher's philosophical/moral question - To Pass or Not To Pass - irrelevant.
If I were this teacher, the question I would ask myself is: How can I engage and reach this student?
What is this student's learning style?  Maybe she's bored with presenting her knowledge in written form.
What method of presentation would be of interest to and a challenge for her?  Creating a play?  Creating a movie?  Writing a song?

From this article it sounds as though this teacher is stuck in the same old method of teaching that's been failing our kids for a generation - everyone needs to conform and perform according to a predetermined, cookie-cutter model.

Hopefully this student can be recovered by another more insightful, thoughtful and innovative teacher.


Monday, June 18, 2012

Through the Bully's Eyes

During our radio show on Bullying with Vicki Abadesco, I realized that I was approaching the issue from the perspective of receiving bullying.  Vicki, however, approaches the issue from the perspective of the bully.

Once I understand what's going on in the bully's life, the label of bully comes off and I can feel more empathy for that child.  Not that it negates what happened to the child they were bullying, but it puts the situation in a different perspective.

When Vicki talked about finding out what is happening in the bully's life and empathizing, I immediately felt a wall of resistance fall and I was able to empathize with that child.  This helped me to undo all of the teasing I received as a child.

Vicki's response: Thank you so much for sharing your thoughts and feelings.  Your experience is exactly what most young people feel.  When they walk around with "why is the bullying happening to me" and internalize all of those feelings of hurt, rejection, anger, confusion, sadness, etc. they don't really get an answer to that question.

When victims hear about what someone is going through - the labels fall away from both the bully and the victim.  There is empathy from and with both sides and the playing field is evened out.

Hear Vicki's entire interview about bullying at: http://thelearningcurveradioshow.com/?cat=26

Sunday, June 3, 2012

Does a Cyber Charter School Fit Your Lifestyle?


Does a Cyber Charter School Fit Your Lifestyle?

A cyber charter school has on-line curriculum for the homeschooling parent combined with an online teacher for back-up and testing preparation.

The benefit of this for your children is that, while they have to meet the state testing standards, parents can allow their child to progress through each item on the curriculum at the pace that suits them best, and also ensures mastery on all the subjects studied.

This also allows your children to learn in the style that best suits them, and further enhances the practice of Student Led Learning.

This method of teaching can develop in your children a wondrous love of learning, and the ability to discover and master anything they will ever that to deal with later in life.

The big bonus is that Cyber Home Schooling can allow families to be flexible in meeting all of the needs of each member of the family.


Sunday, May 27, 2012

Brain Fitness – It’s Not Just For Adults


Brain Fitness – It’s Not Just For Adults

The architecture, the super highway of the brain, is laid down in the first years of life as parents talk to their very young children.  The left hemisphere is where skills for language and math are stored.  The right hemisphere is where skills for social interaction are stored.

Both adults and children need to exercise their brains just as they exercise their muscles, in order to improve their ability to learn.

Memory games are exercises that help improve the ability to pay attention and concentrate.  These types of exercises can be done at home, in the classroom, while traveling, anywhere.

For the child who always asks “Why?” play games that channel their natural curiosity and thirst for knowledge.  The brain loves new things and will thrive when learning something new.


You can also go to www.scilearn.com for brain games to use with your kids.

Sunday, May 20, 2012

Grade the Work, Not the Behaviour


Grade the Work, Not the Behaviour
by Cindi Rigsbee
Education Week Teacher – May 8, 2012

“You can’t give a student a zero for cheating.  You have to separate behavior from academics.”
I now respond by reassigning the work or re-administering the test by making it different and, if possible, more rigorous.  What was, at first, a multiple choice quiz may become an essay when I re-test the student.

Maybe the problem is that the student needs a different way of showing they’ve learned the concepts and principles.

I believe cheating would go away and not be a problem if students were allowed to demonstrate, in their own way, their understanding of the material.

This could mean a drawing or diagram, making a model, writing a song, performing a short play, conducting an experiment, etc.  This is truly testing for knowledge and application of that knowledge.

No student would WANT to “cheat” because they would be too eager to express and share, in their own way, what they’ve learned.

For more about How to Learn go to www.howtolearneasily.com


Sunday, May 13, 2012

Celebrate Your Family Team's Successes


9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.

Secret #9 – Celebrate, learn from and remember your successes.  Learn from and move past the disappointments.
Celebrate your family team’s successes.  Learn what it was the team member(s) did that led to the success.  Knowing what was the successful action(s) will allow your team to create more successes in the future.

Learn from your team’s disappointments as well.  Brainstorm as a team ways to do the action(s) better in the future.  Then move past the disappointment.  Don’t hold onto it, and don’t assign blame.


Monday, May 7, 2012

Be Brave - Not Afraid


9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.

Secret #7 – Be brave not afraid.  Trying and failing is better than not trying at all.

Know that if you try something and it doesn’t work out as planned, your family team members are there to support you, to give you honest feedback, and help you get what you want.  So be brave – not afraid.  Your family team is behind you.


Sunday, April 29, 2012

Doodling for Dollars


Doodling for Dollars 
(Wall St. Journal, April 25, 2012)

Companies are encouraging their employees to “put down their smartphones and doodle their ideas and draw diagrams to explain complicated concepts. . . .”

To facilitate this, companies are installing white boards, chalk boards and writable glass all over the workplace.

This is a perfect demonstration of Learning Barrier Five – An Imbalance of Theoretical Knowledge versus Practical Experience, or in this case, the physical drawings, doodlings, and 3-D models.

Imagine trying to learn to ride a horse simply by reading a book and not getting on a horse.  Until you balance that theoretical knowledge with the practical experience of getting on a horse, you haven’t really learned to ride a horse.

The same phenomena can happen when trying to explain an idea or concept using only words.  Many times people need the practical experience of a diagram, drawing or 3-D model.

The next time you’re not understanding a concept or idea, don’t feel dumb, ask for a diagram or 3-D model.

Learn about other Barriers to Learning at: www.howtolearn-howtoteach.com


Sunday, April 22, 2012

Flattening the School Walls


Flattening the School Walls from Education Week Teacher April 18, 2012
http://www.edweek.org/tm/articles/2012/04/18/projbased_or.html?tkn=NZVFqKAh4pcArVkG95BHxBDNvSfdqTHSASwV&cmp=ENL-TU-NEWS1

"Principal Tom Horn has transformed a troubled alternative high school in Oregon by introducing a radical project-based learning model."
I applaud Mr. Horn’s change to the typical cookie cutter method of teaching, however there is nothing “radical” about this approach to learning.  The Montessori Method had been addressing learning with this model for over 100 years.

"He instituted a cohort design in which students remain with the same teacher all day."
In Montessori and Waldorf schools, the students remain with each other and their teacher for 3 or more years.  So again, there is nothing “radical” about this approach except that it is being instituted in a public school.

"At Kennedy, teachers’ first concern in engagement – keeping kids in school.  'You get kids hooked on personal interest,'"
This is a main tenet of the Montessori Method.  The student is always allowed to follow what interests them.

Virginia Koenig – Education Consultant

Monday, April 16, 2012

The REAL Benefits of Your Child Going to Camp

What Are the Real Benefits to You and Your Child of Going to Camp?

Did you know that many families go to camp as a family rather than sending the kids off along?  Camp these days are for ages 3 to 93.  Family camps include a week of the family experiencing camp together.  Some families make this their annual family vacation.

How does a parent go about choosing a camp for their child(ren)?  Sleep away camp or day camp?  Camp is an important experience on a child’s development.  Get them involved in researching and choosing the camp.

Research and evidence shows that children with a camp experience have higher self-esteem and self-confidence.  They seek out new learning opportunities.  Those who are active learners – they learn by doing – flourish in a camp environment.

Experience with nature is important for developing creativity and problem solving skills.  Camp also helps prevent the Summer Slide that can happen when kids are not challenged and learning during the summer.  Children who experience successes at camp are more likely to return to school more enthusiastic about learning.

Hear about more about how camp helps children succeed in life at:

Sunday, April 8, 2012

It's Impossible to Observe WHY

9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.

Secret #6 – It is impossible to observe why.  You can see what a family team member does, and how they do it, but you can never see why they do it.  Never make up “why”, ask questions to find out why.

Due to a family team member’s interpretation of words, phrases, moods, or events, they may be doing something that is contrary to the survival of the family team.  Assume the positive.  Assume they’re acting for the good of the family team, and ask why.

Roger and Virginia interview Dr. Robyn Odegaard PhD., on issues concerning the drama of upset relationships and disharmony in families, sports teams and the corporate workplace. “Doc Robyn” reveals the 7 No-Fail Secrets to Stop the Drama.

http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/

Sunday, March 25, 2012

You Cannot Observe How or What Someone Is Feeling

9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.

Secret #5 – You cannot observe how or what someone is feeling.  Only external symptoms of feelings can be observed.  Realize that your interpretations of those symptoms might be wrong.

Going back to Secret #3 – Support each other by checking in.  Check in with your family team member to find out how they’re really feeling.  Allow them to express their needs.

Roger and Virginia interview Dr. Robyn Odegaard PhD., on issues concerning the drama of upset relationships and disharmony in families, sports teams and the corporate workplace. “Doc Robyn” reveals the 7 No-Fail Secrets to Stop the Drama.
http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/

Sunday, March 18, 2012

Care Enough to Give Tough Honest Feedback

9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.

Secret #4 – Care enough to give tough feedback and trust each other enough to apply it.

Care enough about your family team members that you give honest, enhancing feedback.  Trust that your family team members have your and the family’s best interests in mind.  Assume the positive, believe that they have a positive reason for what they’re saying or doing.

If you have respectfully dealt with your children, then they will respectfully deal with you.  Trust that they will give you positive enhancing feedback.

Roger and Virginia interview Dr. Robyn Odegaard PhD., on issues concerning the drama of upset relationships and disharmony in families, sports teams and the corporate workplace. “Doc Robyn” reveals the 7 No-Fail Secrets to Stop the Drama.

http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/

Sunday, March 11, 2012

9 Secrets to Great "Family" Teamwork

9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.
Secret #3 – Support each other by checking in.

Know what your family team members look and act like when under stress.  If they say or do something that’s out of character for them, realize they could be under some stress.  Ask the family team member how you can support and help them.

If you’re not getting help and support from your family team members, don’t build up stress, ask for it.  Going back to Secret #1 – express your needs.  If you don’t say it, they can’t help you achieve it.

Roger and Virginia interview Dr. Robyn Odegaard PhD., on issues concerning the drama of upset relationships and disharmony in families, sports teams and the corporate workplace. “Doc Robyn” reveals the 7 No-Fail Secrets to Stop the Drama.

http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/

Sunday, March 4, 2012

Hold Each Other Accountable

9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.

Secret #2 – Hold each other accountable.  Each family team member has certain tasks and responsibilities to the team so that it functions well.
If one of the team members is not fulfilling their responsibilities:
·         first assume the positive – that they are trying to meet their responsibilities,
·         second, ask how you can help them to step up and meet their responsibilities.

It may be that they need re-educating in a subject, or some temporary help because of an overload in another area of their life.

Roger and Virginia interview Dr. Robyn Odegaard PhD., on issues concerning the drama of upset relationships and disharmony in families, sports teams and the corporate workplace. “Doc Robyn” reveals the 7 No-Fail Secrets to Stop the Drama.

http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/

Sunday, February 26, 2012

9 Secrets to Great "Family" Teamwork

9 Secrets to Great “Family” Teamwork
Each family is a team, and as such they should be supporting and enhancing each other.

Secret #1 – Set expectations, express your needs.  You can’t expect your family team members to try to meet your needs if you never tell them what your needs are.

Your needs can be as simple as, “I need help unloading the car.” Or “I need quiet while I finish this project.” up to “I need help exercising more or changing what I eat.”

If you don’t say it, they can’t help you achieve it.

Roger and Virginia interview Dr. Robyn Odegaard PhD., on issues concerning the drama of upset relationships and disharmony in families, sports teams and the corporate workplace. “Doc Robyn” reveals the 7 No-Fail Secrets to Stop the Drama.
http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/

Sunday, February 19, 2012

No Fail Secret to Better Talks with Your Kids, Your Spouse, Your Colleagues

Secret #5 – Ask Before Giving Feedback.  No one likes to be blindsided, including your kids, your spouse and your colleagues.  Ask if now is a good time to talk.  If not, set a definite day and time to talk and keep the appointment.

If your child, spouse or colleague can’t keep the appointment, remind them that they set the day and time, it’s up to them to live up to the commitment they made and have the talk now.

To hear more about Doc Robyn's 7 No Fail Secrets go to:
http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/

Sunday, February 12, 2012

Create and Use a Team Vocabulary

7 No Fail Secrets to Stop the Drama!

Secret #6 – Create and Use a Team Vocabulary: create phrases and words that everyone on the team understands in a given context.  Many miscommunications happen because words provide less than 10% of the meaning of the message.

Each family is a team and as such they create their own phrases and words that everyone in the family understands.  The family creates their own unique communication fingerprint/style amongst themselves.  This is made up of the connotations or words, plus the mood and body language used.

Children initially learn their communication fingerprint/style from their family.  The meaning of words and phrases used by one family may not mean the same to another family.  Therefore, when children use their family’s communication fingerprint outside of the family, communication misunderstandings and conflict can occur.

To fix this when it happens:
·         Realize that your understanding of a word or phrase can be different from another’s.  So don’t assume everyone understands your unique communication fingerprint/style.
·         When a misunderstanding happens, assume the positive – give the other person the benefit of the doubt.  Believe that person has a positive reason for what they’re saying or doing.
·         Find out what is the misunderstood phrase or word and explain what you mean.  Now allow the other person to express their understanding.  Remember, they will have their own family and/or cultural communication fingerprint/style.
Roger and Virginia interview Dr. Robyn Odegaard PhD., on issues concerning the drama of upset relationships and disharmony in families, sports teams and the corporate workplace. “Doc Robyn” reveals the 7 No-Fail Secrets to Stop the Drama.
http://webtalkradio.net/2011/05/30/the-learning-curve-%e2%80%93-dr-robyn-odegaard-reveals-the-7-no-fail-secrets-to-stop-the-drama/