Similar Posts
Not This Again!
Well, yes. I’m writing about doing “this” again, and again, and again. I’m talking about practice as another factor in improving your student’s memory of what you’re teaching. Practice, though, is not simply doing something over and over again. When you think about setting up a practice strategy, you have three questions to answer. They…
Solvitur ambulando – It is solved by… Walking! ~Augustine
I don’t know about you, but I’ve ingested way too much digital content lately. Of course, the catalyst for why I’ve been overindulging was the election. That includes the analysis of the results, the implications of the results, and of course the back and forth of who is to blame or is to receive credit for…
Good Night
It’s been a year since my stem cell transplant. My previous post was an update. This one is a reflection. Some readers appreciate “reflection posts” because while our journeys are different, we all share one thing in common- difficulty and trouble. Sooner or later, “tribulation” as Jesus promised, shows up in our life. “Christianity without…
Tip of the Week! Coming Soon: How to Improve your Student’s Memory
I’m sure you’re familiar with the commercial in which the pharmacist approaches a customer and the narrator asks, “Are you concerned with mild memory loss?” As I watch it, I answer to myself, “Well maybe, but I don’t remember.” Sarcasm aside, there are several factors to be aware of that if implemented will help your…
Actions, Consequences, and Surprises
All of us tell our kids that “actions have consequences.” What we don’t tell them, maybe because we haven’t thought this through ourselves, is that there are initial or first order consequences and there are second order consequences. There may even be third order consequences. First order consequences are often very different, surprisingly different, from…
Considering Baseline Testing?
The word is out among public schools. According to one study, the average student could begin the new school year having lost a third of reading progress and up to as much as half a year of math progress. How will they know? They won’t unless they do some baseline testing. Establishing a baseline means…
