CoMe LeArNinG

Ways of Starting Math Lessons in Interesting

2009-12-12T14:15:00.004+07:00

Lots of math teachers who use class time by 45 minutes following activities:

30 minutes-to discuss the tasks and
10 minutes of new-member classes.
5 minutes member task to the students.

This approach is done almost every day, can only be categorized as a "BED"
Boring
Endanger
Destroying the entire interest of students

Although it is important to discuss the tasks that have been given, but a teacher does not need to start lessons as way above, and should not use most of the time in class to discuss the tasks and then. The first five minutes often mean the success or failure of a lesson. Thus it is important to discuss ways to start the lesson the students attention.
Among them:

1. Starting the lesson with a defiant challenge
2. Challenge
3. Using historical topics
4. Utilizing props effectively
5. End the lesson with something special, for example with the game, so that students miss for the next class with a new topic.

How To Be A Good University Student?

2009-11-09T11:45:00.002+07:00

Is university life different from school life? The answer is yes or no. As far as I concerned, university life and school life are the same. Both the demand that work hard. There are some differences. Of course, however, I prefer not to talk about similarities or differences. I suggest that we talk about how to be a good university student. You do agree with me, don’t you? Many people believe that a good student does not need to be one who has very high intelligence.

And I do agree with them. I see many examples of students who are smart but who are not so successful in their study. On the other hand, I see many examples of student who are not so smart, but who are quite successful! What are their secrets? I don’t think that there are such secrets. All this is common sense.

First, Plan well: quarterly, weekly, and daily. A task well planned is a task a half done. At the beginning of the semester, you will meet you academic adviser.

Second, Attend classes well. This may sound weird to you. But do attend classes. Try not to miss even one. Of course you are given 25% of the time to be absent.

Third, Be resourceful. What the teacher tells you in class is just a very small amount of the body of knowledge that you can find from various sources. The teacher’s is to open the door. You must enter by yourself. Go to the library and find books which give you more information. You must go to the library at least three times a week.

Fourth, Know yourself. Ask yourself these questions: do I like this subject or that? Am I feeling happy, or unhappy, studying this subject? Am I not very enthusiastic, Am I feeling bored, or Am I being distressed? You must be familiar with these feeling.

Fifth, Pray. Man proposes, God disposes, whatever come out your endeavors. Always thank god. There are times when you are successful and times when you fail. Even when you fail, there is always something that is good for you: blessing in disguise. Every religion has its ways for one to communicate with god.

7 Tips To Wake Up Early

2009-03-28T11:10:00.002+07:00

For you everyday to be a student, working in an office that requires come sooner, or you are hard up in the morning, following I will present the 7 Tips To Wake Up Early ...

1. Make sure that you have a really good reason to wake up early. This is the most important thing when it comes to rising at an early hour. If there is no motivating factor, you would probably just stay in bed. Make sure your reason is a good one. It helps to make a list.

2. Get stuff done in the AM. Make sure that you give yourself specific tasks to accomplish. If you don’t accomplish your tasks, you will be less likely to get up early next time. Make sure that you use your time effectively.

3. Make sure that you catch enough ZZZ’s the night before. If you are tired during the day, then getting up early may be causing more problems than it is fixing. Make sure that you get a full night’s rest. Go to sleep earlier, so then you can wake up early and feel rested!

4. Calculate how much sleep you will need. Make sure that you give yourself enough time to begin to get ready for bed so that you can wind down properly and still get enough sleep. Everyone needs a different amount of sleep, find what works for you!

5. Sleep Better. Many people need to sleep “better,” not just longer. Make sure that you have a high quality pillow and a relaxing environment.

6. Don’t hit snooze! Make sure that you put your clock far enough away so you have to get up. Don’t listen to the voice in your head that tells you to sleep in! Get up when you plan on to.

7. Get straight out of bed! When that alarm sounds, get a move on! The longer you stay in bed, the more likely it is that you will sleep in.

I hope these tips helpful, if you have other tips please add in comments column.

Make Notes On A Subject Using A Mind Map

2009-03-17T10:57:00.000+07:00

The original Mind Tools site was planned and researched using Mind Maps. They are too large to publish here, however part of one is shown below. This shows research into time management skills:

To make notes on a subject using a Mind Map, draw it in the following way:
1. Write the title of the subject you're exploring in the center of the page, and draw a circle around it.

2. As you come across major subdivisions or subheadings of the topic (or important facts that relate to the subject) draw lines out from this circle. Label these lines with these subdivisions or subheadings.

3. As you "burrow" into the subject and uncover another level of information (further subheadings, or individual facts) belonging to the subheadings above, draw these as lines linked to the subheading lines.

4. Finally, for individual facts or ideas, draw lines out from the appropriate heading line and label them.

As you come across new information, link it in to the Mind Map appropriately. A complete Mind Map may have main topic lines radiating in all directions from the center. Sub-topics and facts will branch off these, like branches and twigs from the trunk of a tree. You do not need to worry about the structure produced, as this will evolve as you develop your mind map.

Source: http://www.mindtools.com/pages/article/newISS_01.htm

Ten Steps To Writing An Essay

2009-03-12T10:43:00.000+07:00

Below are brief summaries of each of the ten steps to writing an essay. There are:

1. Research: Begin the essay writing process by researching your topic, making yourself an expert. Utilize the internet, the academic databases, and the library. Take notes and immerse yourself in the words of great thinkers.

2. Analysis: Now that you have a good knowledge base, start analyzing the arguments of the essays you're reading. Clearly define the claims, write out the reasons, the evidence. Look for weaknesses of logic, and also strengths. Learning how to write an essay begins by learning how to analyze essays written by others.

3. Brainstorming: Your essay will require insight of your own, genuine essay-writing brilliance. Ask yourself a dozen questions and answer them. Meditate with a pen in your hand. Take walks and think and think until you come up with original insights to write about.

4. Thesis: Pick your best idea and pin it down in a clear assertion that you can write your entire essay around. Your thesis is your main point, summed up in a concise sentence that lets the reader know where you're going, and why. It's practically impossible to write a good essay without a clear thesis.

5. Outline: Sketch out your essay before straightway writing it out. Use one-line sentences to describe paragraphs, and bullet points to describe what each paragraph will contain. Play with the essay's order. Map out the structure of your argument, and make sure each paragraph is unified.

6. Introduction: Now sit down and write the essay. The introduction should grab the reader's attention, set up the issue, and lead in to your thesis. Your intro is merely a buildup of the issue, a stage of bringing your reader into the essay's argument.
(Note: The title and first paragraph are probably the most important elements in your essay. This is an essay-writing point that doesn't always sink in within the context of the classroom. In the first paragraph you either hook the reader's interest or lose it. Of course your teacher, who's getting paid to teach you how to write an essay, will read the essay you've written regardless, but in the real world, readers make up their minds about whether or not to read your essay by glancing at the title alone.)

7. Paragraphs: Each individual paragraph should be focused on a single idea that supports your thesis. Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you. In other words, instead of writing the essay, try talking the essay.

8. Conclusion: Gracefully exit your essay by making a quick wrap-up sentence, and then end on some memorable thought, perhaps a quotation, or an interesting twist of logic, or some call to action. Is there something you want the reader to walk away and do? Let him or her know exactly what.

9. MLA Style: Format your essay according to the correct guidelines for citation. All borrowed ideas and quotations should be correctly cited in the body of your text, followed up with a Works Cited (references) page listing the details of your sources.

10. Language: You're not done writing your essay until you've polished your language by correcting the grammar, making sentences flow, incoporating rhythm, emphasis, adjusting the formality, giving it a level-headed tone, and making other intuitive edits. Proofread until it reads just how you want it to sound. Writing an essay can be tedious, but you don't want to bungle the hours of conceptual work you've put into writing your essay by leaving a few slippy misppallings and pourly wordedd phrazies..

Source: http://www1.aucegypt.edu/academic/writers/

Theory Of Constructivism

2009-03-08T10:16:00.000+07:00

Constructivism is the theory that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When learners encounter something new, they reconcile it with previous knowledge and experience. They may change what they believe, or they may discard the new information as irrelevant. To be active creators of their knowledge however, they must be able to ask questions, explore and assess what they know.

In the classroom, the constructivist view of learning means encouraging students to use active techniques such as experiments and real-world problem solving using authentic data if possible, and to create knowledge and reflect on their understanding. Constructivism modifies the role of the teacher so that teachers help students to construct knowledge rather than reproduce a series of facts.

The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities so that students can formulate and test their ideas, draw conclusions and inferences, and convey their knowledge in a collaborative learning environment.

The teacher must understand the students' preexisting conceptions and guide the activities to address this knowledge and then build on it. Constructivist teachers encourage students to assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students become expert learners as they learn how to learn. The students then have the tools necessary to become life-long learners.

Process Of Cognitive Development

2009-02-27T10:04:00.001+07:00

As a biologist, Piaget was interested in how an organism adapts to its environment (Piaget described this ability as intelligence.) Behavior is controlled through mental organizations called schemes that the individual uses to represent the world and designate action.

This adaptation is driven by a biological drive to obtain balance between schemes and the environment (equilibration). Piaget hypothesized that infants are born with schemes operating at birth that he called "reflexes." In other animals, these reflexes control behavior throughout life. However, in human beings as the infant uses these reflexes to adapt to the environment, these reflexes are quickly replaced with constructed schemes.

Piaget described two processes used by the individual in its attempt to adapt:
• assimilation and
• accomodation.

Both of these processes are used thoughout life as the person increasingly adapts to the environment in a more complex manner.

Assimilation
The process of using or transforming the environment so that it can be placed in preexisting cognitive structures. Example: an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle.

Accomodation
The process of changing cognitive structures in order to accept something from the environment. Example: the infant modifies a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle.

As schemes become increasingly more complex (i.e., responsible for more complex behaviors) they are termed structures. As one's structures become more complex, they are organized in a hierarchical manner (i.e., from general to specific).

Piaget’s Theory of Cognitive Development

2009-02-19T09:54:00.000+07:00

Jean Piaget (1896-1980) was one of the 20th centuries most influential researchers in the area of developmental psychology. He was a child prodigy who published his first article in a refereed journal at the age of 11. Piaget originally trained in the areas of biology and philosophy and considered himself a “genetic epistimologist.” He was mainly interested in the biological influences on “how we come to know.”

Piaget believed that what distinguishes human beings from other animals is our ability to do “abstract symbolic reasoning.” Piaget's views are often compared with those of Lev Vygotsky (1896-1934), who looked more to social interaction as the primary source of cognition and behavior. This is somewhat similar to the distinctions made between Freud and Erikson in terms of the development of personality.

While working in Binet’s test lab in Paris, Piaget became interested in how children think. He noticed that young children's answers were qualitatively different than older children. This suggested to him that the younger children were not less knowledgeable but, instead, answered the questions differently than their older peers because they thought differently.

This implies that human development is qualitative (changes in kind) rather than quantitative (changes in amount).

There are two major aspects to his theory:
• the process of coming to know and
• the stages we move through as we gradually acquire this ability.
• Piaget’s training as a biologist influenced both aspects of his theory.

Different Ways To Classify Learning Styles

2009-02-14T09:32:00.000+07:00

There are many different ways to classify learning styles. These fall into general categories: perceptual modality, information processing, and personality patterns. The categories represent ways to focus on the learner.

Perceptual modalities define biologically based reactions to our physical environment and represent the way we most efficiently adopt data. We should learn our perception style so we can seek out information in the format that we process most directly. Educators should pay attention to modalities to ensure programs strike all physiologic levels.

Information processing distinguishes between the way we sense, think, solve problems, and remember information. Each of us has a preferred, consistent, distinct way of perceiving, organizing, and retaining information.

Personality patterns focus on attention, emotion, and values. Studying these differences allows us to predict the way we will react and feel about different situations. We will spend our time here on perceptual modalities because it has the most implications in education.

How To Write A Literary Analysis Essay

2009-01-14T13:09:00.000+07:00

The purpose of a literary analysis essay is to carefully examine and sometimes evaluate a work of literature or an aspect of a work of literature. As with any analysis, this requires you to break the subject down into its component parts. Examining the different elements of a piece of literature is not an end in itself but rather a process to help you better appreciate and understand the work of literature as a whole. For instance, an analysis of a poem might deal with the different types of images in a poem or with the relationship between the form and content of the work.

If you were to analyze (discuss and explain) a play, you might analyze the relationship between a subplot and the main plot, or you might analyze the character flaw of the tragic hero by tracing how it is revealed through the acts of the play. Analyzing a short story might include identifying a particular theme (like the difficult of making the transition from adolescence to adulthood) and showing how the writer suggests that theme through the point of view from which which the story is told; or you might also explain how the main character’s attitude toward women is revealed through his dialogue and/or actions.

Writing is the sharpened focused expression of thought and study. As you develop your writing skill, you will also improve your perceptions and increase your critical abilities. Writing ultimately boils down to the development of an idea. Your objective in writing a literary analysis essay is to convince the person reading your essay that you have supported the idea you are developing. Unlike ordinary conversation and classroom discussion, writing must stick with great determination to the specific point of development. This kind of writing demands tight organization and control. Therefore, your essay must have a central idea (thesis), it must have several paragraphs that grow systematically out of the central idea, and everything in it must be directly related to the central idea and must contribute to the reader’s understanding of that central idea.

**Good Luck**

Tips How To Be A Good Teacher

2009-01-03T19:47:00.000+07:00

First of all you need to have a good command of your subject, and be able to know it inside and out. Being able to teach something to someone is hard enough, but if you have to think about what is being taught while you teach it, you will not be teaching it effectively. A teacher that can go on and on for hours without interruption is the one that is going to be the most effective. This is because the material will be taught more dynamically, and with more enthusiasm. You need to have a passion for teaching. Teaching kids is not going to be an easy task, and getting through to those who don't understand, or don't care can be a problem. How are you going to react when you feel like the entire room just wants to fall asleep?

Are you going to just keep droning on, or are you going to liven up the lesson so that your kids can really feel what it is that you are teaching them? Also, if you are going to teaching the same material every single year, you are going to need to be able to teach it like it is the first time you have ever taught it each year. It could get old, but to the kids it is the first time they have heard of what you are saying. Along with a passion for teaching, you need to care about each of your students. Nobody is too dumb to be left behind, or not taught all the material.

A teacher has to be able to get in there and make sure that everyone learns the material, and not just leave it to the smart ones to learn, and the rest to just fail all the tests, and not get the material. To be a good teacher you need to be able to connect to your students, and be able to instill the same passion in them that you have for the material. You need to be able to convey what it is that you are saying, so that they will understand. Teaching is sort of like writing, where you have to take material that you know a lot about, and break it down into pieces that everyone can understand. If you can do that, you will make a great teacher.

Mind Map

2008-12-29T12:27:00.000+07:00

Mind Mapping is a useful technique that improves the way you take notes, and supports and enhances your creative problem solving. Spacer Spacer. By using Mind Maps, you can quickly identify and understand the structure of a subject, and the way that pieces of information fit together, as well as recording the raw facts contained in normal notes.

More than this, Mind Maps encourage creative problem solving, and they hold information in a format that your mind finds easy to remember and quick to review. Popularized by Tony Buzan, Mind Maps abandon the list format of conventional note taking. They do this in favor of a two-dimensional structure. As such, a good Mind Map shows the 'shape' of the subject, the relative importance of individual points, and the way in which facts relate to one another.

Mind Maps are more compact than conventional notes, often taking up one side of paper. This helps you to make associations easily. And if you find out more information after you have drawn the main Mind Map, then you can easily add it in. Mind Maps are also useful for:

* Summarizing information.
* Consolidating information from different research sources.
* Thinking through complex problems.
* Presenting information in a format that shows the overall structure of your subject.

What's more, they are very quick to review as you can often refresh information in your mind just by glancing at one. In the same way, they can be effective mnemonics: Remembering the shape and structure of a Mind Map can give you the cues you need to remember the information within it. As such, they engage much more of your brain in the process of assimilating and connecting facts, compared with conventional notes.

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2008-12-14T12:12:00.001+07:00

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2008-12-13T12:20:00.000+07:00

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About Me

2007-01-11T11:24:00.000+07:00

Hello,

I'm Just man who want to learning with you