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.
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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.
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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.
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.
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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 ...
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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 ...
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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.
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