tag:blogger.com,1999:blog-2949964747410221992.post2056713419248568661..comments2024-03-26T02:35:07.114-07:00Comments on A Slice of Mind: IN DEFENSE OF SLOW LEARNERS/TIPS TO HELP SLOW LEARNERS (LOWER IQ)Anonymoushttp://www.blogger.com/profile/13876754891701386069noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2949964747410221992.post-7671818472919315982015-09-15T10:58:09.444-07:002015-09-15T10:58:09.444-07:00Thanks for sharing this, Renee!
At first, I was...Thanks for sharing this, Renee! <br /><br />At first, I was surprised---I wouldn't expect such an assertive and articulate person such as you to self-identify as a slow-learner. <br /><br />When I started teaching English as a 2nd language, learning one myself became imperative in order to appreciate what students must be experiencing.<br /><br />During B.Ed. studies, self-efficacy theory greatly intrigued me, as it related to what I'd call our inner dialogue. I remember the day I bet $50 to prove to one of my very first students that his belief about his ability was not only erroneous, but the primary impediment to his sense of well-being. <br /><br />Rigid belief is very much an impediment to so much it seems. Last year, I learned of quantum physicist David Bohm's notion of 'proprioception' of mind/thought---a sort of mental supervisor. In 'Bohm Dialogues' members are asked to suspend judgment and belief in order to fully explore and experience other viewpoints.<br /><br />Renee, you mentioned the importance of 'consolidating' understanding and the difficulty slow learners have with that process. It would seem that would directly relate to the lack of neural connections between various regions of the brain. <br /><br />Lately, on lunch breaks in parks, or on subway commutes, I've been studying the response of various toddlers (aged 2 to 4) to my presence here in China. Some immediately perceive me as a threat due to my towering height and foreign features and a few even cry at the mere sight of me. What's intrigues me about their behavior is the apparent lack of signs of an internal dialogue one would naturally expect were I a real threat--crying loudly and pulling frantically at its mother's clothing. Instead, the deer-in-the-headlight phenomenon they exhibit as they hide behind their mother suggests the inner dialogue---the neural connections between various brain regions, has been compromised. Perhaps we should consider such shyness a sign of poor mental health.<br /><br />My guess is the lower limbic (emotional) system is not able to communicate with the frontal cortex. When this 'inter-brain communication' functions normally at this age, the child is naturally curious and sees by my face I pose no threat. <br /><br />Could such children not only be more verbal and inquisitive at an early stage, but more emotionally stable and critical thinkers throughout their lives? And what about those in or past mid life who still cling to New Earth Christianity, like your grandfather, Renee? How afraid would he have been as a 2 year old if a smiling black man approached? Would he have hid behind his parent?Ein~+einhttps://www.blogger.com/profile/11095408278627252919noreply@blogger.comtag:blogger.com,1999:blog-2949964747410221992.post-48949163625469317542015-08-18T02:06:16.123-07:002015-08-18T02:06:16.123-07:00I have had teacher who are guilty of some of the t...I have had teacher who are guilty of some of the things done on this list. One of my history teachers (who knew her stuff very well) would go on the lecture in a way that was to fast to write down notes accurately. She would have slides on the board but her lecture did not go in the exact order of the slides. Frustrating when trying to look back o your notes.<br /><br />One of the things the ticks me off is when teachers give a piece of information once or twice and tell more of others things more often. The stuff they emphasis more is what you write down and focus on. Then when you are tested on the stuff, you come across something you don't recall or can think through. You miss that question. You come to the teacher and discuss this and they tell you "Oh we mention that weeks ago remember?" And I'm like in my mind, "Yeah, one time awhile back and it was note stress as a important note unlike other parts of the lecture." <br /><br />One thing teachers could do is look over their stuff and think "How could one misunderstand this information?" This should promote better teaching methods.johnsuttonhttps://www.blogger.com/profile/04548989640535234663noreply@blogger.com