Study Abroad Letter Of Reccomendation

effects of media use among children

I just after the interesting discussions with my students during the school massacre Winnenden about the effect of media, especially on PC games for children once again been looking intensively for information or scientific findings. We find indeed for consumer opposition and representatives of the "educational value" mass material. What struck me is the distribution of contributions. The positive effects of TV and video games are claimed by industry and their paid scientists. Very reminiscent of the campaigns for "educational toy", and so is particularly colorful and a lot of noise.
The votes against (unrestricted) media consumption in children are consistently by independent scientists. The reasons for the rejection are either sociologically or statistically neurobiological psychologically based. For the former approach, I've found here a revealing report entitled "The Pisa losers". It is shown, among other things, why boys are the losers in school performance.

www.kfn.de / versions / kfn / assets / pisaverlierer.pdf

for the neurobiological findings need only google times the professors Spitzer and Huether.

conclusion is always that it is purely economic reasons that speak for the media habits of children. Even the supposedly valuable educational programs draw itself above all by making them less damaging.

learning Technically the most devastating are computer games because of the emotionally charged interaction over many hours need to know what was perhaps but somehow gets into the school to the brain, is cleared efficiently. It is first not even an ethical question whether murder games are bad, but a memory and psychological. Violence is extremely emotionally charged, that is particularly effective when deleting less emotionally charged information, such as schoolwork.

Why the policy spread these truths so little and so empowering parents in a position to make informed decisions, rather than to do with banning campaign debates, is probably a question that takes its place in the sadly long list of similar questions as to alcohol advertising, etc..

MP

Stranger Gropes My Wife

The problem of traceability of the assessment of student presentations

First version 10/17/2008

of current events and repeated experiences and conversations, I try the following, the complexity to illustrate the assessment of student presentations and to explain the occasional difficulty of accountability to outsiders.

Content Rating

Talks and lectures are held usually lead to different topics. Thus, the contents of the speeches are not comparable. As the subjects also usually more or less new / unknown for the class is for students not clear the extent to which the subject was fully covered.

important criteria that are comprehensible even with an unknown subject, form the obvious understanding of the topic and the "translation" to the public. Both will thus be seen that the speaker has not only stringing together facts, linked by phrases like "... and now I come to my next point ..." "... now I want to talk about ..." etc., understanding one's own information reflected in the fact that they be declared . That is, the student links the logical facts, draws conclusions and shows connections to . Depending on the approach of the presentation and evaluative comments are possible.

·

interaction

This ability to explain the information in a logical fit, comes the ability to adjust in his explanations to the audience. Ie to consider all cases be that the audience is missing all the background knowledge, has selected from the speaker's lecture content. The information presented to the audience have to be consistent with itself!

interaction belongs to the speech. This is a school-specific problem. The speaker ultimately lies in the dilemma to either adjust to the more or less good language level of the majority of their fellow, or, if it is possible to speak English is an overwhelming, proving his excellent vocabulary knowledge and formulation ability. In my view, student presentations are used in teaching English to all first-language acquisition, so that the student should decide to present it, his best English, then come along even if not all. Any language comprehension problems of peers need to be mitigated by supporting handouts and vocabulary lists. Also, it possible to adjust the speed of speaking to the audience. Of course also includes a to subsequent protection of the important information transfer activities such as the formulation of summaries or the application of advanced tasks.

·

clear language

Unlike in written work, where the pupils are painted error and could compare the number with the other students, is such a comparison is not possible in lectures.

most important criterion for me here is the extent to which students speak freely, that is to be read without the script. Coarse said the rule applies:
The freer the speech, the more errors may happen .

Furthermore it is decisive how complex topic and its accompanying vocabulary. Here is the analogous rule
more complex the subject, the stranger the vocabulary, the more errors are allowed .

It must respect the students, however, always insisted that he knows what he's saying. Wrong debate can happen. to use words without knowing the meaning is a serious mistake.

General said in all productive sectors is more complex the language, the more errors are allowed. Otherwise, the students hit upon the possible to form simple sentences, so he can get his error count to zero easily. This, however, the training objective would be wrong. This aspect of the complexity of trying in the evaluation matrix, "range" cover.

When lectures clear language very much determined on the correct pronunciation. Not only the pronunciation of individual words or technical terms, but the flow of language heard in its entirety. The intonation and melody of the stress (prosody) must sound English. It is not enough to express complex and eloquent, it must also be spoken in English.

Evaluation

All of these factors ultimately result a note. The task of the central finding is extremely complex and undeniably relatively subjective. Subjective because they are valued at the same time with the performance, ie the teacher has little opportunity to reflect in peace, even with notes. Thus, the teacher depends primarily on his experiences growing expectations and his listening skills. In addition daytime and class situation. absorb all this, there is the one clear guidelines for the performance expectations (eg, matrices). On the other hand there are the individual notes some leeway or buffer to fluctuations. This affects the way both for the students themselves and their daily condition.

It is obvious and compelling, that the value end of his standards is so transparent as possible. The process of valuation is so complex and at the same time limits that he must take place mainly intuitive. That is, it is impossible to give a comprehensive word sentence to each lecture. Since only focus can be shown, there is a danger that students equate this with the overall assessment. Meanwhile, I know I must take that risk.

is completely impossible in my view it compare to two different lectures. The problem is reminiscent of the judges in sports, where no time or height / width can be measured, but notes be given. There is buffered from the problem through the use of multiple judges. In class that is not yet possible. What ultimately is comparable to the lecture are the scores as a result of the evaluation. Actually, that's the purpose of notes to make incomparable comparable.

·

As the students could handle it

First, it is prerequisite that the student is informed about what is expected of him. I see a major problem with student performance, as I realize again and again, that tasks are processed, although clearly demand that the student did not understand.

Another problem I see is that students often show a resistance to instruction. Far too often I experience that, after developing the "right" approach will be ignored in the next moment in the application completely. I am aware that new techniques will first create discomfort because you feel so insecure, because it is an extra effort to acquire this, and because we generally prefer to remain in a comfortable rut. Of course, the student is to choose to ignore the instructions. This may be accompanied but not that bad results with the inefficient method as "fate" or injustice be excused by the teacher.

It would be helpful to question the methods of the teacher, if one believes the old are better. Even more useful would be to follow the instructions to try hard and make an informed choice after all the best for oneself appropriate method.

Last is a systemic problem was addressed. Even in relatively small classes / courses there can be only a relatively small number of student papers for each student. So it is simply impossible to build on the experiences of teaching in-depth routine, even when speaking and short presentations will be practiced. Therefore, it is with the students to to provide as much exercise as he needs for a successful routine. It begins with the fact that you so much and often as possible, speak English. The only way you will not feel uncomfortable when it is present, a large lecture. If you are already insecure in his ability to speak, it can be carried the burden of the complex content of the lecture topic only get worse.

Furthermore, it is as useful for all the challenges to prepare targeted and manageable steps on it. In the first lecture, the contents should be clear, then the way of mediation, ie, structure and language. The latter must have arisen from the former. That is, one selects only what one understands. Then you wear it before as good as you can, including not more complex and difficult vocabulary than is effectively controlled. Both should work together to reduce the stress significantly and thus allow a confident persuasive presentation.

And here it is highly advisable to seek timely advice and support. For knowledge, too, to be on track to reduce tremendously the stress. Of course, it also reduces the element of surprise in the assessment ...

It Hurts Down There When I Have My Period

basic conditions for successful learning

Below I try to outline my vision of successful learning. The text was written in an exchange with parents and from my · Employment with the results of brain research to learning. As a source of examples serves me as an English teacher of English language teaching. Most statements are valid but in my view for any subject.

·

learned helplessness - "I can not ..."

I have the feeling that very many students is not about any recommendations as a recipe for "good student". My remarks therefore called also the conditions under which anyone, be it teachers, parents can help at all, at least in schools. My

Impression is in focus, that most students with serious problems of note once again have to experience success with small steps and goals so that they experience themselves as competent again, instead of as "problem students". Problem students, or "bad student" is usually the label for failure learned (learned helplessness). It has failed so often that one has learned that it really can not. Pressure helps in any case, for example by preaching.

know how to successfully learn

Another fundamental problem for me lies in the ignorance of themselves for a reasonable Learning strategies and learning methods. Upon request, I hear far too often, we must stop "clean look" more. It must be encouraged more strongly to specific work practices and habits.

·

This also means that the students overcome their resistance to instructions and actually do what was instructed. Even if that means that it initially takes more time or effort. With practice the learning and work for it is much more efficient. This saves time and energy, and still fulfills the requirements of those who rate a last.

The benefits of performance assessments beyond the grade
tests and KA for the detection of their own learning needs extremely useful because there the teacher reveals the clear knowledge gaps. Thus, the correction is actually catching up to the lack of learning material. The school system, unfortunately, led to mark off material also be examined because he is so apparently no longer needed. As a student you finally do not track what comes in the following school years. This short-time learning on the control point is then used in later school years event. This is for me the main reason why the benefits from Class 8 to sag so often rapidly. The student will be collected by the gaps.

Be prepared

as a learning prerequisite
The "clean look" should routinely pass the knapsack packing, not with the purpose of learning new things but to remember once again what has been recently developed. This is already an expectation for the next hour structure so that the new knowledge "dock" light can, because the brain can only learn to associate only with existing knowledge that is new and needs.

This fact should be borne in learning even with homework. Therefore, I recommend that the teacher asked, or self-selected homework to make just that you yourself actually get anything or that it sets itself means something. The brain needs a relationship to, learns what it is. The fear of the test is the worst.

·

First, you should be aware, why does the task, that is what you will learn to really. And second, you should always get the job done so that it challenges you. Only when we feel challenged to feel you are successful. Just the fact is the basis of motivation.
When we read in English, you will write ten sentences to conditional II, then you do not just wear out like 10 down, simple sentences, so that the page is full, but attempts to formulate sentences a kind of joy do it because they are so funny or weird or complicated. If possible it should be something to do with self. The brain needs excitement and fun. And the last sentence should be significantly better than the first, otherwise there was no progress.

same is valid for all areas. I am aware that not all homework may seem to provide these opportunities. Here I examine myself as a teacher constantly self-critical. At the same time, students should definitely complain about (seemingly) meaningless HA or request an interpretation, unless it can not succeed himself. Or they look for an alternative even with the same learning goal and show that with appropriate justification. I am about students with initiative far more delighted than those that work off stupid without effect given.

The need as a source of learning
All this drivel just as smart as all the tips and recommendations remains over the years, as long as no attempt is made out with their individual needs. And needs arise infrequently from sermons, neither teachers nor parents. I think a lot of things that have required schools to do little in itself to the needs of students like to learn about grammar, or to solve certain mathematical problems that have nothing to do with student life have.

try the one I am a teacher, as well as possible to make sense and benefit to the students visible. This is only a limited extent, because each student has individual ideas and needs. Therefore, each student must find his own motivation. I can only offer not motivate. Good grades are not bad, but just who, until the note is given.

I think the only really put on so many fundamental motivation for the school year in the joy of self-determined success if you create a (self-imposed) challenge when you work on by himself again a little bit is better. This good Feeling to achieve something, to grow beyond itself, · motivated and much more durable than any good notes ever could.

When is the improvement of their own success then, then you can enjoy even if the rating given by the teacher was still only a four because it's just a difference whether you get to four with 20 or 29 of 50 points . And because we know so obvious that the next time you get over 30 points, so to three.

need this self-motivation self-perception.

I need to know what I want.

Then I have to figure out what I need for it and what I like and what I already can not. Then

I can figure out what I must do so that I can.

And because I WANT, CAN I finally do what is necessary to achieve my goal.

experience success rather than fear of failure
All this does not work if it is directed to a distant and abstract goal that you can not really imagine how "good Abi", "good job". School itself still focused too much on grades and education, rather than the substantive success, and at the same time students are complaining that only work for grades.

If the good grades fail, the motivation is gone faster than one time would need to find the right path to success.

order not to lose just half way to the courage, because it has become as well the third attempt from the four no one, you have to set achievable goals is essential. Not doing so, crushed one of the mountain of the task before it has even begun. So rather than stand frozen in front of the mountain, you have to train guards step into beat. Will soon arrive ahead not only easier but also has success that spurred a further step with any more.

Translated that means for example that discouraged one of the thick binders or the text book just before the performance review by his mere sight. The steps to irreversible would be manageable sections for which you have to be scheduled enough time. This requires precisely that we know in time what to do and how to do it. And then you have to start on time. Wait for the mountain will not shrink ...

What I try to describe as, works only as a habit. The habit of wanting to be better, no matter what one's life just a challenge.

This is very simplified, because of course you have to set priorities and pay attention to its strengths and weaknesses. When I look at really successful students / people who are still happy with their effort, I think is it because they have this ambitious attitude and strive for self .

You learn only what a self-benefit
repetition is the principle of learning. Only when something is used several times successfully, it stores the brain in the long-term memory and makes it easier and easier accessible. Success is, so that the challenges were overcome. For example, it is a managed several occasions with the vocabulary to express what they wanted to say the opposite. Conversely, this explains why the hundreds of words of the 8 years of English are gone ...

·

repeated as a habit
habits have the advantage that they relieve an enormous. You can not always be new time and motivation, and think about the how. So they are very energy efficient and extremely effective, provided they are useful routines.

A useful habit would, for example, tasks of the day again be solved (in samples) to check the learning progress and detect vulnerabilities. Where it "hangs" then the path of learning should be once again gone back to be reworked with that book and staple the rest. At the same time provide easy repetitive tasks motivating successes.

You could still buy the Workbook and solve again. Likewise, in previous years. One would have in any case the material covered in each school year and with a known system and vocabulary. Requirement is as shown above, that you know what you are doing and why.

The same principle applies to all already completed tasks, and exercises. Only if I can start writing the text a second time, he may be better than the first.

From the principle of repetition benefit is simply that one should surround themselves with the foreign language in general as much as possible, such as original films, books, radio, multi-language brochures, Internet, etc. The trick is that there are things that one does not because of the language, but for other reasons / uses, so on their own needs, for example, because the movie is great place or would be delighted to talk to the people. Above all, this interpersonal use promotes the "Save" extreme. We are social beings. Who could be better suited to practice his English, when the friendly / friendly fellow students, not just in the classroom. With it, you have a real need for communication. Just use general language.

why it is so important to DO things with the language to use the language as a tool. In the group of creative writing write texts, too, because one would like to improve his German, but because you want to announce something or process.

The described principle works not only for foreign languages, but any learning content. In the natural sciences, I do not really learn the formula, if they give me only for the test helps, but if I can so solve my problem. If I have none, I have to ask the teacher what could be such a problem. Not for MY problem, the challenge is to something that I still can not. This works but unfortunately after a certain age and more difficult ...

·

Find your Sherpa ...

the end it is always wise to seek the appropriate "guide". Usually you do not see the way out of sheer rocks. Experts, ie, mainly teachers need to know specifically, however, and in some cases, what and how one should learn, not least because they share even the goal.

I am aware that student-being is more complex and difficult. I begin to understand it the first time what it means. With my remarks, I hope to give some suggestions and also gives an insight into my understanding of learning. What derives from it for me as a teacher, I can only show in the classroom.

PS: My basic understanding of learning has given me brain researcher Professor Gerald Huether, among other things, his book: The biology of fear. His colleague Professor Manfred Spitzer was very helpful.

Pavilion Treiber T3000

mountain climbing as a metaphor for learning in the class / course system

mountain climbing as a metaphor for learning in the class / course system

it helps me very much to translate a complex problem into a well-known and imaginable for me or image to associate with it. So a useful test to me is the idea of teaching as mountain climbing. I'm down economical with the indication of back-translation, as I'd like everyone to his own - find translation - helpful.

Mount ...
(high school, class work, exams, tests generally important)
... is high = distant goal - it is not clear, an unknown experience and is so afraid.
... is not chosen you = want to go and looking forward to the success, or ... ...
heteronomous = nothing is as exhausting as unwanted tasks.

The rise ...
(lessons and independent work and learning - the learning path specified)
... is either steep and fast = strenuous and dangerous
(the risk of falling is high and increases with increasing altitude)
... or gradually increasing = Requires more time, longer distance but less power and risk.

The roped
... (course, class)
depends ... as a group on the same rope = common success or not.
... all help each other forward by keeping on the path and overcome problems together.
... The strongest, go ahead and go with the slower ones. The next mountain (eg specialist) is changed. With the help of well-being is created at all = condition for success.
... by using manual is both exercise and deeper understanding of the helper.

The Sherpa = Guide ... (teacher)
knows ... the way to the stages and the goal. (Exams, graduation, curriculum, etc.)
... has the technical know-how to go the way (right way of solutions)
knows ... the methods to make themselves fit for the ascent = trainer (learning methods, methods of operation) .

The climber ... (students) ...
has individual goals and his style, the way to go.
... must ultimately decide themselves on difficulty and time required for its route (as far as possible in the school system) has
... bring individual skills in rope team.
... can only climb the mountain itself, ie, solve the learning path and test stages itself.

mountain, roped and Sherpa, you can not choose the school system generally, but one can determine how to deal with them.

climbing you learn only by climbing.

determines the strength of the rope team to the success of the individual.
determined the contribution of the individual, the strength of the rope team.
who runs ahead and who falls, weakens the rope team.

Trust is the basis of all advancement. This applies to rope team and Sherpa.

Common Issues: Missing

Fitness: by cable car driving is not learned mountain climbing! The
for the target or the stage necessary skills are not sufficiently consolidated.
Lack of security and unclear solution cause a disproportionately large amount of time required and the excessive expenditure of energy in the solution ("smoking heads").
under stress block the uncertainties also the existing skill.

Poor orientation - knowledge of destination and route:
students run directly without preparation and planning of the (solution) path and without sufficient Clarity about the target release, that it is not clear what exactly needs to be done, nor how exactly you can do that. As we noted in the labyrinth
thus first that it is the wrong way if it does not go any further.

sample text work:
read selectively Instead of text on the task will only read and then looked for what purpose and tasks based marks and notes (if any).

sample text production: instead
content outline (outline, structure, etc.) is immediately losgeschrieben and thought it about the content. That is despite exam stress and complexity of the task forces to the brain to process all aspects simultaneously: the WHAT (content) and the HOW (structure and language). The overwhelmed not only a student ...

overwhelmed by unreasonable length and difficulty of the road:
instead of learning in small, manageable units over a tolerable period of time and practice, just before the "all mountain" is tackled so stapler and an . The mass of the already frightened then. The size of the task is also to address the least. Hardly anyone can survive without training for a marathon. Nor can the brain process and store unlimited number of new information in a given period, and then provide for the test (= marathon) again. In the work There is then (amplified by the stress) total chaos.

Lack of communication: Instead
eliminate uncertainties due to questions will be attempted only once and started to. This is too often wasted much time and energy on non-targeted tests. At the same success and failure are defined as "fate" dismissed.

ANGST
overload and uncertainty cause anxiety. The first leads to aggression against the cause (eg the subject, the examiner), then to escape (avoidance of anything that has to do with the postponement of the work) and finally to solidification (capitulation. I can not do that I am a [xy] failure).

solutions

accessibility
small, achievable steps form a chain of small successes and lead to the great goal.
manageable effort motivated and receives power for the greater good.

self-discipline :
Each explains his personal motivation for
Each determines its own realizable claim, as well as their individual needs for time and energy.
Any checked himself, if he understood the way and goal enough. Everyone is making itself
the necessary steps to move forward.

teamwork :
all pull together, ieeg clear agreements, mutual help and feedback. But make each other courage and panning.

guide :
follows the roped the guide. His instructions are (individually) followed. With him, the objectives and procedures be clarified that anyone can make sense to go forward. Something went wrong, causes and solutions are clear.

Do you understand or not the target or are unsure, ask your Sherpa.
(example: Summary)

Do not you know what you should do, ask your Sherpa.
(summarized topic)

Are you unsure how you can make it, ask your Sherpa.
(steps and to content)