Come On, Speak to Me

Before writing about a topic, thinking, talking, and fantasy writing transpires for days. Then, dictionary.com provides a definition for the main words that have been running through the head. The left-brain needs to communicate with the right-brain more so that these steps are reversed. Communication¹ has been the issue bouncing around in grey matter for some time. Many thoughts and concerns have tried to determine whether the correct amount of water, oxygen, and fuel have been available to assist in all that needs to be happening. The reader will be the final judge.
One-way communication is a concern. Someone makes a comment and there is "dead silence," if there is such a thing. Guilt lies on these shoulders but that is a difficult habit to break. Nevertheless, it must be broken. When someone makes a comment, the listener needs to say something, at least nod his or her head, or at least smile. Nonverbal communication is better than no communication.
Many people have this crazy habit. It’s annoying in one-on-one conversation and it could have changed history. An acorn falls on Chicken Licken's head in an English fable and she says, “The sky is falling in.” If Cocky Lockey looks at her with a blank stare, that pretty much ends that conversation and the fable dies. Thank goodness, Cocky Lockey speaks up and everyone escapes from an enemy and live happily ever after.
      This blank stare response in a group meeting can be rather embarrassing. A discussion is going on and a participant says, “Similar programs have caused problems in at least one other community that had low income families.” Once again, six other participations were completely silent.
      In both examples, the communication was negative. Appropriate questions and comments usually eliminate embarrassment and hard feelings. Questions and comments also show respect to speakers. Respectful two-way communication is always preferred to awkward one-way communication. Adding a smile and eye contact are personal touches that help to make the communication more effective.

¹The exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior

Surprise Teacher

You are not "a teacher" but find yourself in a teaching position with a church or maybe a not-for-profit organization. Perhaps you are "reluctant teacher" or at the other end of the spectrum and thinking, "Anyone can do this." The significance to your position is not where you are teaching, how you got to this point, nor whether you receive pay or are a volunteer. Another fact that may be of interest is that teaching children, teenagers, and adults requires very similar skills. Following some basic principles of instruction will help you be an effective teacher and result in your students feeling good about their learning experiences.

The fundamental key to everyone’s success is preparation. If you are not prepared, no amount of charm, charisma, or positive thinking will hold the students' attention or give you the success you want. If you have a good instructor’s manual, you have a good foundation for your instruction. Most manuals usually provide many helpful hints.

Preparation begins with goal setting. Once you have established written goals for the course and each lesson, you can begin to determine course content details. After you have determined the goals or outcomes for your students; then, you can begin to determine how you want to get your message across.     

·                    Lectures

·                    Visual Presentations

·                    CSI Style Discovery Methods (hands-on
                   activities)

·                    Group Reading with Questions and Answers

·                    Internet Research followed by Group
                   Presentations

Lesson preparation and appropriate teaching methods go together to help students learn. However, even more critical is how teachers communicate with students. Communication, verbal and non-verbal, interpreted by students as negative, obliterate intended messages. Messages perceived negatively cause the learning brain to shut down.

For example, a student may ask, "Why are we studying this?" If the teacher says, “We will cover that later." Many students see this comment as being dismissive, causing the student to feel unimportant.

Alternative responses could be, "That is a good question. Can I get back to you in a couple of minutes?" or "Good question. If it's okay, I'd like to cover that a little later." These second responses reaffirm the student but still allow the teacher to meet her goals.

A couple of examples demonstrate how a teacher can show respect to a student. Another example: A shy student makes an incorrect statement, "The woman is working as a gardener, but earlier she worked in the governor's office."

 The instructor says, "No, the writer was talking about two different women." The student shuts down and offered no additional comments for the discussion that day.

The instructor could have shown respect to the student and been inclusive by saying something such as," I see how you could get that understanding. (Show acceptance of the student.) However, if you look at paragraphs three and five again, I think you will see the author is referring to just one woman." (Respecting the student's ability to see what the author wrote.)

In summary, teaching includes knowing the topic, knowing several ways to present the information, and most importantly, know how to communicate with students in a respectful manner. Showing respect verbally and non-verbally insures students will enjoy learning difficult things.

Be Alert – Write Now

There is no time like now to begin transforming your brain. In his book, 20 Years Younger, Bob Greene describes how consistently following a vigorous exercise program can transform our bodies. Even though we may have neglected to do so for many years, we can start now and the body will repair itself, once we do the appropriate things. I am proposing that to save our brain, one thing we can do is , write ten to thirty minutes per day, several days each week.

Writing for others is challenging but fun and it may be something you have had in the back of your mind for many years. It is not easy and requires discipline and learning. According to UC Irvine neurobiologists Lulu Chen and Christine Gall, everyday forms of learning animate neuron receptors that help keep the brain cells functioning at optimum levels. (Nauert, 2010)

An article in Newsweek reported that individuals who combined exercise and a healthy diet with mental exercises and stress reduction techniques showed significant improvements in both their brain functions and metabolism. (Barrett, 2006) Writing provides the mental exercise in this equation.

Writing is a perfect brain exercise. To begin with, many people think, "I have this personal story that I want to write about and share with my family. I do not care if anyone else ever sees it but I want to share my history. I also want exemplary writing." Others say, "I have had a very interesting career or fulfilling life. So much has happened to me, I need to share my experiences with others."

There are many reasons to write. Come on: you will find it fun and may bring joy to many people. On the other hand, just staying mentally active as we age can keep those neurons signaling at a constant rate, which may limit memory and cognitive decline. If these are the only benefits to writing, I say, "Let's do it."

_____________________

Barrett, Jennifer, HEALTHY CHOICE, Newsweek, 00289604, 6/12/2006, Vol. 147, Issue 24

Vasich, Tom. "Learning helps keep brain healthy, UCI researchers find." Uc Irvine Today - News Release. March 02, 2010. http://www.today.uci.edu/news/2010/03/nr_gall_100302.php (accessed June 11, 2011).