The Philosophy and the Practice of The Andersen Attitude Method of Teaching

The purpose of The Andersen Attitude Method of Teaching is to provide an education, to the
teacher of education, that will enable them to improve the learning ability and performance
of all of the students in their classes.

This is most necessary today, because school is not now the institution of learning it once
was. By this failure, school is not now preparing the child of today with the skills of an
adaptable reasoning and greater sensitivity in how they process information, and in how
they support each other in their social environment, for the very different economic and
social world they must live and work in.

The operation of school does not, therefore, recognize how the work and social world our
children will move into will be increasingly dominated by a controlling artificial
intelligence and beset with huge social problems as masses of people will be forced to
resettle through the effects of global warming. In consequence of this, school is not
providing its students with the very necessary skills of higher reason they will need for their
time as a citizen worker.

Instead, and because of factors of competition, school has become a processing of the child
on the apparent ability they display, in order to present an image of a successful institution.
To this end, students are deprived of a clear instruction that compensates for the distractions
that play upon their minds and interests, and are drilled on past examination papers, taught
exam techniques and given special assistance, where necessary, to gain a better grade. The
pressure upon schools to appear successful has developed an increasing tendency to expel
students if they are expected to obtain low pass marks in their final examinations, which
would affect the status or reputation of their school. Accordingly, in 2017, 15,000 students
were expelled from British schools because their teachers could not bring them up to a
satisfactory level of performance for their final examinations, and so avoided their schools
losing prestige in the national ranking system. The schools of very many other countries
adopt the same strategy for the same purpose.

This failure of the teachers to successfully develop the learning ability of their students lies
in the philosophy they were educated in and caused to work under, which sees the ability of
the student as a greater consequence of social and inherited factors and less so the ability of
the teacher. This belief has created within teachers a mind-set that fails to understand the
sensitivity of the mind and how this constructs the functioning of the brain to learn.

The Andersen Attitude Method of Teaching offers to reconstruct education globally, by
training teachers to understand how this relationship of the mind and the brain of their
students is one that their attitude greatly influences. Through this understanding, teachers
are caused to be more aware of how their students perceive their presence and feel
emotionally able to relate to them and the information their personality introduces them to
and requires their understanding of.

It achieves this by firstly explaining why student ability is not the same as intelligence, and
is therefore set about factors of language and emotional content within the student. By a full
realisation of this, the teacher will be caused to accept less the apparent ability of the
students in their classes and consider more how they may improve this ability by their
attitude:

Firstly, in the manner of their familiarity, sincerity and wisdom to inspire emotional stability
within their students to want to learn, and

Secondly, by the patience and sensitivity by which they explain information, to develop a
clear and secure understanding of what is to be learned within the mind of each and every
student in their classes, to develop this learning.

Through realising why school ability is not a factor of intelligence, but one that evolves
through the “brain environment complex,” teachers of long experience will be caused to
realise how and why they are not as effective as they once thought they were.

Once, they have been trained to understand what sensitivity means in how they present their
attitude to their students, teachers will witness how their students will be more able to focus
on their learning and present a more supportive behaviour towards them and their peers in
the classroom, just as their attitude develops greater care in how they relate to, process and
present information. By their greater understanding to all that is happening in the learning
process, teachers will be better able to guide their students to be more sensitive in how they
interrogate information to be clear in understanding it, to be more sensitive in associating
this to previous learning experiences to be more accurate and faster in the responses they
recognise from these relationships, and, then, to be more sensitive in how their present their
mind to the question or response required for their evaluation.

The Andersen Attitude Method of Teaching has evolved through 40 years of a combination
of scientific research in how the brain actually develops to learn and practical teaching
experience from kindergarten through the school years to the university level, to bring a
new psychology to the education process. This psychology will enable teachers to be better
able to develop a higher reasoning ability in their students as to what they are learning,
which will enable them to obtain higher results in their final examinations. However, and far
more importantly, it will enable them to be more proficient in how they reason once they
leave school, to make their world a safer, happier and fairer one for all, and so cause school
to be the learning institution it was once designed to be.

You can find out more about The Andersen Attitude Method of Teaching by clicking on the
ON-LINE Course: Teaching and Learning in the 21st Century.
Roy Andersen