Tag Archive for education

Tables Schulte

Read all the same? I guess. Tables Schulte – a model of text. If someone finds a fast number in these boxes, it does not mean that it will be quickly read. Skill necessary to carry the book. Three minutes of the tables – then read the text line by line, with a vertical movement of sight. And so a few times. Then, just a book. That porridge again? Very well, we work with it.

Practice. Oh! What do I hear? In the books a lot of water? Oh, yes. You are making progress. They do a lot of water. You are making progress. What do you think about these books before? You feel like you grow up? I'll offer one more thing he wanted – read the lines, but faster than usual. So, okay. And now even faster.

What? It became easier to understand? Why? Because the text faster browsing, easier to sculpt a complete picture, holistic way. – But there is no picture, I can not see! – You are right, do not consciously see. The image may be unconscious, most of them subconsciously. And it does not prevent us to understand. And now accelerate, read more faster. Now what? Worse? That's right. We need to know your optimal reading speed. Well, now relax. I have a case still exists. Please open the book. And I Pepsi. Thank you. Now read on! You have 15 seconds per page. Forward! (Later) – How many read it? – 50 pages. – For how long? – 12 minutes. Many carried a meaning? What, again porridge? Oh, something clear? Then tell you to-morrow will read these same pages slowly. – How slow? – What is forgotten, as it slow? According to the old. Well, until tomorrow. (Next day) – Well, like, read? – Yes. So nothing new there I found none. It turns out that all took yesterday. And slowly read it so boring. – Well, but do you think? – Hooray! – Do not obsess over! Now, to the day on 200 pages as the bush (an hour a day). Form must be kept. Now let's go to the book market. And me something to grab! Comment: Many things I have not described intentionally. They are presented on the site training Speed reading memory development and creativity. In order not to bother your head. The more zamorochek, the slower being trained. It's like a centipede. Ran-ran, then thought: "And as I crossed all the legs?". AND crashed to the floor with all his might. Then, I forgot what I thought, and then ran. In general, the important thing is that next to you was a good mentor.

The Memory

Vision of some teriocos in the relation affection and development the emotions have essential paper for the psychic development of the human being, and are the great stimulant for the acquisition of the knowledge, that is, the emotional bonds that constitute the relations influence in the construction of the personality, of the auto one esteem, consequently providing the acquisition of the learning. Taking as base the theoreticians: Wallon, Vygotsky and Piaget, argued for Oliveira (1992), we intend to demonstrate that, affectivity and cognition must walk together, especially in classroom, the relation between educator and educating that they must interact mutually. In accordance with Davis (2008): Affection and cognition constitute non-separable aspects, gifts in any activity, even so in changeable ratios. The affectivity and intelligence if structuralize in the actions and for the actions of the individuals. The affection can thus be understood as the energy necessary so that the cognitiva structure pass to operate. more: it influences the speed with that if he constructs the knowledge, therefore when the people if feel insurances, they learn with more easiness (p.83). Harlan (2002), affirms that: Estressantes environments in classroom can increase the level of cortisol of the people, an element biochemist who inhibits the memory processes. A positive climate in classroom can increase the level of endorfinas element biochemist who induces the pleasant sensations, what he facilitates the memory (Apud SYLWESTER, 1994) (p.24). We can affirm that displayed pupils the situations of estresse, fear, anguish, anxiety, frustrations amongst other types of negative feelings, do not obtain to have a good development of learning, therefore in these occasions the brain liberates one substance called cortisol that it inhibits the neuronais ramifications, hindering that the pupil fixes the information that are being received for the brain. Contrary effect happens when the same it is displayed the situations pleasant, that comfort provides, confidence, joy amongst other positive feelings, at this moment the set free substance for the brain is the endorfina, that stimulates the neuronais ramifications, fixing for more time the acquired knowledge in classroom.