| Subject: Re: HELP THESE KIDS |
Author:
Keith
|
[
Next Thread |
Previous Thread |
Next Message |
Previous Message
]
Date Posted: 13:24:35 11/16/10 Tue
In reply to:
ISAAC
's message, "HELP THESE KIDS" on 23:52:58 11/02/10 Tue
I am very sorry to hear the situation these two kids are in. I have to admit even here in the states it is very difficult to get the appropriate help as well. Though I can imagine your feelings that at least the kids would be in a situation that would be much more likely to be able to give the help needed.
It is not about money, time, trying hard, location or any of those other things, but about trying to work smarter. I learned through my struggle through school it is not about trying to find ways to work harder but smarter.
I know this may not be what you are seeking but it may actually be a much more pressure benefit to the children. Have the parents, and anyone else that wishes to help in the area do this. Put a side a little time to assist them at doing their homework. If they dont have homework then try to get a book to practice homework on. Practice finding skill for the children that will help them improve in school. Do experiments, trial and error, honestly see where they may be having difficulties and come of with different approaches to assist them through each difficulty they may have. Many times it will be something that is very little and obvious if the person just honestly looks to see what is happening and does not make assumptions to what is happen. Look for what is and not what it should be is what I am saying.
here are some examples of what I had growing up. I had difficulties know when reading a book if I should read a paragraph and then go to the next paragraph below, or to the next column over. So, I had two ways of reading when I was young. I would read vertically one paragraph at a time until I finished the last paragraph, and then would go over to the next column. Orrrrrrrrrr I would read one paragraph on the left side of the page, then move over to the right column and read one paragraph, then move to the left column and read one paragraph. Switching back and forth from column to column all the way down one paragraph at a time until I was done with the page. If someone had just spent the time watching me read a whole page, they would have easily been able to explain how to look at each page and corrected my confusion. We could have looked at different pages to see how they were set up so to show me how to notices how a page can differ and to be able to understand with each difference how to approach and read.
Another example. People were so busy thinking all I had to do was learn how to read better that they did not stop to think there is a giant difference between how to read for enjoyment, reading every word and picking out what you liked and what you may think is important to you. Andddddddd how to ready for information for a test. These are two very different skill sets. Reading for information is not about reading every single word but knowing how to pull out relevant information that would very likely be a test question. Skimming for such information. Yes skimming for information, not reading every word. If a person reads every word and does not know how to skim for information it is setting them up for failure. This is because many test are not designed based on every single word stated in a book, but just relevant information. These two ways of reading changes the perception of what is being asked and how it is looked at. Most test questions are based on skimming for information rather than every word in the book. Because of this they miss little differences here and there. Those differences are the differences between getting the question right or wrong. If the student does not read the book the same way as the teacher does, they will develop different answer. Though I personally believe the answers will be more correct ,the teacher will not see it as such. And, after all, it is the teacher who grades the test and puts those grades in the grade book.
The goal here it to teach the students how to be good students grade wise, and good test takers. Nothing else really matters until they can perfect this one goal.
When reading a book for information, you can first look at the chapters, sections, and subsections. Take the time to understand how they are written so to make the distention between each. I had problems with making this distinction until the last few years of college. These headings will help guide a student to how the chapter is organized and how the peaces fit into the whole picture. From there you teach them to look at the bold print in each paragraph. These will most likely be the test questions and what they need to learn. 99% of all test questions. They will need to know the key word that is in bold print, and a few key words at the appropriate/answer response whenever seeing such key word. 1% of the time the teacher may want to ask more specific questions, these will be the key words in italic.
If the kids can learn to read the book like this, they will also learn to be able to see the test questions written in the same manner. Meaning this is just how the teachers read the book and ask their questions.
It will also help teach the students not just how to read for information and test better,but how to sort out a teachers lecture and select key words, relevant information, instead of trying to write down every single thing that is said in class and/or written on the board.
By doing this method it will allow the kids to focuses on only what is important, which will be about 1% of all the static unneeded busy words we may use to get to one short statement.
I give other examples in my other responses but I believe this will be the number one most important example I can give.
[
Next Thread |
Previous Thread |
Next Message |
Previous Message
]
| |
Feedback: 