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Great Teaching
Great Teaching
INTERACTIVE
MOTIVATE
COMMUNICATE
KNOWLEDGE
POSITIVE
UNDERSTANDING
ANALYSIS
MANAGEMENT
STUDENTS
DISCUSSION
LEARNING
BRAIN
COMMUNICATE
BRAIN
PLAN
SUCCESS FULL
Great
Teaching
TEACHERS
Joanna Brown
TEACHERS
DISCUSSION
MOTIVATE
STUDENTS
STRATEGIES
FACILITATE
DEVELOP
STRATEGIES
UNDERSTANDING
KNOWLEDGE
POSITIVE
ATTITUDE CLASSES
COMMUNICATE COMPREHENSION
MEMORY
PLAN ABILITY EVALUATION
EVALUATION
CLASSES
TEACHING BRAIN
MEMORY
FACILITATEDISCUSSION ATTITUDE
LEARNING SUCCESSFUL
BRAIN
STUDENTS
TEACHING
DEVELOP
FACILITATEINTERACTIVE
MANAGEMENT
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in your teaching.
! Learning occurs in the brain. Every cell in the body from the skin to
the muscles can receive information that contributes to learning,
but it all goes through the brain. Our skin, the bodys largest organ,
receives stimuli constantly; from the corn on our little toe, to the
tight belt, to the air conditioner blowing on the back of our neck.
The more neurons that are affected by stimuli coming in from many
sources, the stronger and longer lasting the memory and recall
ability will be. We do not learn by heart, as some think, or by
kidneywe learn by brain. It is by stimuli, and, the more and greater
the variety of stimuli, the better it is for remembering.
! Learning is a social activity. We learn from the company we keep.
What we value in learning depends on what those around us are
learning. Teenagers walk, talk, dress like each other. They change
their music, hair style, language, slang constantly to separate
themselves from other groups; and they copy the behaviors of
those in their own group, meticulously. Learning is very closely
related to socialization with the subcultures to which kids relate or
identify. Some common subcultures of schools are known as eggheads, nerds, geeks, preppies, rah-rahs jocks, jerks,
thugs, dopers, and freaks. Teachers see transfer students
enter school and within minutes easily find and relate to students of
his or her type.
! Learning is predictable. Learning follows laws, patterns, and
procedures. The laws apply to attention, remembering, retrieval,
and forgetting. We already know what turns kids on; what gets their
attention what gets them excited, interested, and motivated; and
what their reaction will be to certain activities. This is the reason
that teachers have intuitively learned to utilize kids interest in
holidays, sports, and extra curricular activities as motivation to
learn. Teachers can learn to use their intuition and their own
personal action research to make better connections with student
intereststhe most predictable precursor for natural learning.
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