Most students- of any age- are familiar with cramming for a test. Cramming means that a student tries to learn all the material one or two days before a test. Cramming does not work for most people. When a student crams, the student tries to memorize a set of words that go with a definition or concept. The problem is that if the test question asks for the information in a different manner, the student is at a loss to answer it because it was not asked the way it was memorized.
Daily learning means that a student adds between 5 and 10 minutes to homework for a subject. During this time the student learns the material. Information should be put in the student’s own words. If a teacher insists on an exact definition from a text, then the student should make a flashcard and highlight the important words to remember.
Doing daily learning will also help the student learn information to make sure it is completely understood. This gives the student extended time to learn the information and to be able to use it from memory.
For more information on learning go to: educationsage.net. Contact Beth Silver at 310-720-0390 or email@example.com
A standard in education is a measure of a norm that is used in comparative evaluations. Standards are written for various school curricula. This sets the plan for the instruction that will take place in a course. It is up to the school, administration and teacher to implement these standards in their teaching methods.
Benchmarks are points along the way to completing a full standard. Students may take tests in school that are called benchmarks or assessments. This helps to evaluate the academic progress of a student.
Standardized testing is found in most of the schools in grades 3-12. A standardized test is one that is given and scored in a predetermined manner. There are two kinds of standardized tests. One is an aptitude test which will predict how likely the student will perform. The other is an achievement test. This test shows what the student knows by evaluating their skills such as reading comprehension.
It is important to follow a student’s progress through the testing. Sometimes parents are confused by the data and information presented. If you need help with this issue, please contact Beth Silver. You can reach her at: firstname.lastname@example.org or 310-720-0390.
Students often state that they have test anxiety when taking a test. This is true for students of all ages – including adults who must renew drivers’ licenses by taking a test!
Preparation for tests is important. Too many students wait for a test to be announced and then they cram the material to be learned. Cramming helps a small number of people. For most students cramming is not the technique to use to get ready for a test.
Test preparation should be ongoing and done daily. For example, when information is given that contains vocabulary to be learned, that vocabulary should be learned the same day as part of the “homework” package that a student does. This is for vocabulary in all subjects.
Reviewing reading notes and textbook materials. In math, for example, there is usually an end of chapter review. Let’s say the assignment is to do exercises for chapter 3.4. In addition, the student should go back and review 3.1, 3.2 and 3.3 that nights. Just one example from each section will work.
Learning concepts should be done daily. Review class notes. Check in the textbook. Watch an online video. The more the student understands the concept material the better prepared the student will be.
A student who is really prepared and studied for the test will find that test anxiety is not as high and is manageable.
When a child says to a parent that the teacher does not like the child, the parent has a tough choice. It is important to remember that this is the student’s perception. What to do?
Make contact with the teacher and find out exactly how the student is doing in that class or other classes. It is important to find out if what the teacher is requiring of the student is something that the student truly understands. Frequently the communication between teachers and students is not clear. Help the student understand what the teacher wants in terms of the student’s behavior and performance.
The student may be sensing a teacher who is negative and works harshly with students. If this is the situation, then it is best to try and resolve it at the administration level of the school. Work with the principal or counselor to see how to resolve the issue(s).
Help the student at home by giving the student coping skills to use in the classroom. These are probably the same skills that a student uses with a parent when the parent is angry and upset with the student.
Do not let the situation continue indefinitely. Students exposed to negative learning environments generally become procrastinators and find excuses to escape from the work. That means then students are not learning. That is not a good outcome.
For more information, contact Beth Silver. Email: email@example.com Phone: 310-720-0390 Website: educationsage.net.
Homework anxiety is the most difficult issue for many families. Not only do the kids have anxiety about doing the homework but the parents and other adults have anxiety about having the kids get it done. What a mess! There are some things that can be done to make this issue easier.
Make sure the student really knows what the assignments are. Sometimes, students write assignments in their planners and then forget what the instructions were on how to do the work. Check to see if the teacher has left a posting on a school website or other one. If the student cannot really get started on an assignment, email or text the teacher and explain the difficulty. Tell the teacher that this assignment cannot be completed for lack of information and ask for the due date to be extended.
It helps for students to have “study buddies”. The student should have two friends in a class that can be contacted for additional information on an assignment. Encourage the student to make these contacts. The parents should connect with each other so they understand the mutual help being done. This is also extremely helpful for absences.
If the tension in the homework situation is very high, consider the option of limiting what homework and study work gets done or taking a “mental health” pass and not doing the homework at all. This is a bold step, but sometimes there is just no way the work is going to get done.
For more suggestions and information about learning look at Beth Silver’s website or contact her. Website: educationsage.net Email: firstname.lastname@example.org. Phone: 310-720-0390.
Sometimes students have trouble staying focused in class. They may tend to wander away from the activity that is happening and then lose the sequence of the topic being taught. One of the easiest ways to help stay in focus is for the student to have a “job” to do during the class session.
The “job” can be to take notes. Notes can be taken in word format, picture format or diagrams and charts formats. Whether the instructor says to take notes or not makes no difference to someone who has a hard time with focus. Notes- in some format- should always be taken in every class. This requires the person taking the notes to listen carefully and create the notes for information given. This is the best way to help a person stay focused.
Learning Styles are important for people to understand how to put information into memory in a way that retrieval is easy. People use a combination of learning styles. The best known ones are: auditory, visual-spatial and kinesthetic.
Auditory learners are ones who can listen to an explanation and remember it. These learners do well taking class notes or following a lecture. It is helpful for this learner to “talk” their way through reviewing their notes, vocabulary and concepts in preparing for a test. This learner should find someone to talk to and teach the other person what he/she has learned.
Visual-Spatial learners are ones who can see a diagram, chart, graph or picture and remember it. These learners do well taking class notes in picture formats and labeling the parts of the picture. This learner does well with geometry concepts in math because he/she can “see” the relationships in remembering the information.
Kinesthetic learners are ones who can touch, trace or write words. Taking lecture notes for this learner is difficult because the auditory part of the brain does not work as well as the kinesthetic. It is best for this learner to get notes ahead of a lecture. Then ideas can be added to notes. It is also possible for this learner to get notes from another student or from the teacher or professor. Tracing words for spelling is a good technique for this person.
For additional information contact Beth Silver at email@example.com or visit her website -educationsage.net.