Teach Better Learn Better

Contents

A professor English and a current principal of a school, gives testimony to the effectiveness of Roy Andersen’s method of teaching

Teachers try hard to improve the learning and grades of their students. It is not easy! In a book offering many thoughts, new understandings and lot of tips for any teacher, at any level, they will have the means to teach that little bit better. “The bit” that does make the difference!

It used to be that parents were excluded from what really goes on in the classroom. It still is with some schools. But the pandemic opened up the importance of parental involvement in the learning process. This is a book every parent should read, as it gives clear insight into how the teachers of your child could teach better and where you can take over at home to help your child keep up.

As children today live in a highly toxic world of bullying and game playing addiction, the relationship between the teacher and the parent has never been more important than it is now. With both working together, the child stands a better chance to survive in the competitive world of the classroom.

This is a book that addresses the real problems and issues that students face in their learning. Key points and clear guidance is given to help teachers understand how to teach better, and for parents to know how to better support the teachers of their children.

What the experts say:

“Roy’s series of books clearly and methodically map out exactly how students learn. He isn’t afraid to address head-on the many misconceptions that are plaguing our society and thus having a negative impact on our students’ learning. Parents and educators who read these books will not only have a better understanding, but will also be inspired to change in their attitudes and preconceived notions on how students can excel in their learning. If you’ve ever wanted to unravel how student’s learn, then these books are the answer you have been looking for! They should be mandatory reading for every parent and educator.”

Erin Calhoun. National Institute of Learning Development. USA

“Dear Roy, What you have done should reach out to all the parents, parents-to-be and other practitioners such as kindergarten teachers, primary and secondary teachers. You have done extraordinary work!”

Chun Hong Zong. Educator. China

“Roy Andersen is an amazing educator who continually stretches the minds of students and teachers alike.”

Dan Skognes. Educator. USA

“These ideas in your books are ground breaking, profound indeed. I need to share these with teachers I train in my country.”

Daniel Mabalane. Educator. South Africa.

https://www.amazon.com/Teach-Better-Learn-Understanding-Sensitivity/dp/B0BZ6Q7NGL

Page Samples:

Chapter Four

What can be done to improve the learning of students?

Example A:

The understanding for being “Sensitive in Awareness” is what is and always has been missing in all ideas to improve learning. Failure to know of this and just as important to know how to be effective with it, lies in a basic ignorance of how the brain learns through the mind. This we shall come back to later.

For now, let me share insight into how to actually develop the ability of your students, with nothing more than learning to be aware to be sensitive in awareness. Let me give examples to this:

In this example, we have a teacher teaching her students how to write the letter “a.” This is only an example, and it could be any learning experience. We see the little girl happy. She adores her teacher and by this wants to be like her, and so writes her “a” the best way she can and as near to the example given her. Now, the boy is happy too, but he wants to go and play football in the break. So, his mind is thinking about how to write the “a,” but he is also thinking about his friends, the bell to ring and who is looking after the ball. In other words, his mind is drifting. He is not concentrating on what he is doing. By their degree of concentration we can see how the girl’s “a” is closer to the model given to them by the teacher than that of the boy’s.

At the end of the lesson, the bell will ring and the teacher will regard each student as having written the letter to the best of their ability, and so will notice a variation in understanding and effort. The teacher has done her job, and in the following lesson she will move to the next stage in the learning process — how to write a “b” or whatever this happens to be.

As we can see, the boy’s effort was disturbed by other factors on his mind, and so his degree of sensitivity in what he was doing was much less than that of the girls. This factor of sensitivity is really the driving factor behind school performance and what we call intelligence.

However, the problem for the boy is that in the next lesson and so the next year, this “a” will be taken as “his ability.” With this being thought to be so, his effort will be more readily accepted by future teachers, rather than them wondering how to retrain this skill — which simply developed through earlier learning experiences. When the principle of this is not truly reasoned by educationalists, the idea of an inherited or genetic ability comes to the forefront of their thinking, with the consequence that the ability of all students fail to be better developed.

This example of the little boy here is actually built upon a real-life experience, which we would like to share with you. The story of Mathew will help you to understand not just how students develop poorer skills, but more importantly how you can dramatically improve their ability in these through understanding how they came about.

This will help you to understand the importance of “sensitivity in awareness,” both from the ways you introduce and guide the development of information in your students, to how you can better encourage them to be more aware of the need for sensitivity in the interactions and explanations they make. The following account was taken from our book “For Parent For Teacher: Mediation: Crafting the Ability of the Child for School.” In this and other books where we discuss Mathew (this is not his real name), we did not discuss another problem he had, which we want to bring out here. He was said to be dyslexic.

The section you are about to read will give you a hands-on understanding of the meaning and the value of the art of sensitivity in awareness, when it fails and the value of it when it is developed in the student. …….

Example B:

I am sure you would know who would get the better mark between these two students. It is the same right throughout the academic structure from play school to Ph.D. Evaluation in the academic world is only about how well the individual knows how to present information, and how they have learnt to find it or have developed good memory structures to retain it. Solving problems is simply a matter of a long chain of experiences with different applications that brought insight. All of which, all of this, relies upon the individual developing competence with the rules of academia. Consider, now, how learning the rules of a language, and practicing them to become proficient with the use and order of them, much decides the ability of the student.

When the Student Learns and Practices the Rules, they:

Can negotiate through a learning task.
Have high confidence.
Interested to explore by themselves.
Will ask questions more.
Will interact more and share thoughts more.
Be interested to remember knowledge.
They will develop better neural efficiency.
Feel Inspirational.Be more creative and will carry the skills from this subject into other areas and develop high academic performance.
Get Good Marks/Grades.

However, when the Student Does Not Learn and and does not Practice the Rules, they:

Feel lost in negotiating through a learning task.
Low Confidence.
Be dependent on others guiding them.
Will be reluctant to ask questions.
Will be passive.
Be little interested and develop poor memory.
They will be causal in how they identify with information.
Have no interest in the subject.
Think the subject is boring and have little interest.
Get Poor Marks/Grades.

The importance of understanding the value of rules in a student’s learning cannot be overemphasised. Their competence with rules does explain why they vary in their performance in a class. Thus, a student’s performance is not decided by their intelligence or natural ability, but often by the skill of the teacher to generate a desire for the student to want to keep up and to help them to believe in themselves, which gives the confidence for the student to take their control over their own learning. ……