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YOU are better than YOU think. Show yourself how:
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-/[]\- Logic chapters 1 to 5 re- appear not in sequence, as is or longer, in Volume 1A, Pattern Based Reason, Bon Appetite. Logic
Mastery Logic mastery makes the hard, easier. Logic mastery leads to better, stronger and richer comprehension. Logic mastery improves reading and writing. Logic mastery ease learning difficulties. Logic mastery gives a headstart. In sum, logic mastery will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck. After logic, (a) continue reading Three Skills for Algebra, chapters 8 to 14 and do so alongside site area on solving liinear Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes & More Math, chapters 2 to 6;
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-/[]\- What may be learnt and when depends on how skills and concepts are developed. Making the hard easier and clearer will allow earlier & richer development of skills and concepts. Try the Twiddla
Whiteboard. In principle, it allows
to people to draw and chat together online on a copy of this webpage or a clean
sheet. The chat may be via text or audio. Visit www.twiddla.com
to set up whiteboards to work with the webpage of your choice. |
Parents: Talk to your children and teens. Ask them about their school days. See if they are passive learners - working to rule - doing the least amount possible, or opposing their own instruction. Regardless, encourage your offspring to be positive, independent, self-directed learners, learners actively and deliberately seeking to obtain and perfect skills and knowledge - alone or with help from readings, tutors and teachers. Teachers may meet dozens or hundreds of students each week, and not the time nor inclination to be personal tutors. So active cooperation with attention to details, the will to listen and try, instead of passive or overt opposition or resistance to education, will all help your charges in school and out. Modern education theory calls for instructors to engage, charm and motivate all students through class activities and kindness. While charm is best, charm may not work, or be absent, and your children and teens have decisions to make. Whether to try or not, to cooperate in their own education is one of them. The proper choice may be harder when a teacher is not charming but the decision still has to be made. So talk to your children and teens. Ask them about their school days, and guide them if you can. In raising kids, if you are unlucky, there may be two difficult even stormy periods or growth (?) spurts - the horrible two's and the horrible teen years. Wait for the storms to pass, if you can. Giving your child or teen the will to learn counts more for his or her education than being well-educated yourself. Students with limited gifts or abilities with the will to learn and to keeping trying may go further and deeper than student with many gifts. A teenager planning to become a policeman said he did not work at learning mathematics, that he was doing the least possible (in fact less) to pass, since his mother had told him, mathematics after arithmetic was a waste of time. My late or too late objection to that came as a surprise - no earlier teacher had done that. For students to do better in school, they do not need well-educated parents, they need parents who value education and say so repeatedly. While I disliked writing essays and book reports as a teen, had difficulty deciding what to writing, I would not today tell any child of mine that reading and writing skills, and understanding the characters in book or play, is unimportant. With the passage of time, I might have acquired the maturity to do well and avoid the misery of my earlier high school days in expressive, non-deterministic, subjects. |
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www.whyslopes.com
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