Teaching is one of life’s gifts, and there are several methods, such as understanding and building confidence in students, that allow school scores to skyrocket. And when such raises occur, a certain feeling of accomplishment joins in to enlighten the moment. Not for the sole reason that the school rank went up, but because the level of education also went skyrocket. If the high school or college graduates decide to further their education and/or join the workforce, they will not be surprised by material “they should have learned”. Instead, they will have a solid foundation in their subject area, and will leave school with a positive future. A positive future that the educators helped create with improved teaching methods.
Understanding students to skyrocket scores
Experiments, such as those with Paul Muter at the University of Toronto, have proven that the brain cannot process and memorize to the extent that a computer can. According to the score report, semantic memory fails about 53.4% of the time; even in school. Although all students would love to have a perfect memory, it’s sadly impossible.
It may become tempting for all people – not only teachers – to speed through certain sections, hoping all the information is remembered so the students may sky-rocket in their scores. Of course this will not occur, as it is out of reach. Instead, a better approach would be to walk in the shoes of the students and adopt teaching methods according to their needs to score high.
By recognizing confusion from their point of view, it becomes simple to understand their frustrations and assess them. As many educational psychologists would argue, it’s the process of efficiently reacting to their confusion, so that they will learn, that truly counts; leading to the skyrocket of scores. Another way of interpreting this is to give such a process the name, emotional intelligence. And just like the term suggests, it’s the understanding of people’s emotions and how to act as a result.
Questioning to Skyrocket School scores.
Some questions that should be asked when trying to understand others may be similar to, “Will Sue reach her potential in Calculus working in groups or by herself, and once she learns the material, should I have her teach someone else to make sure she knows what to do?” and/or “Steve was able to learn the Civil War well with a timeline. Will the results be the same for learning WWII? If not, how should I change it?”
Once questions similar to these have been answered, its’ important to take the next step to skyrocket school scores.
Sevenfold guarantee; a Teaching method
Throughout school, we are repeatedly told to practice something over and over until it’s understood. This avoids confusion, and allows for a greater potential in any field. Many say to only repeat something three times, but the following method is to engrain the material in the mind for at least a couple of months so
school scores may skyrocket, thus it includes a seven step process. It goes as follows:
1. Lecture and ask the students to take notes. Do NOT hand out prewritten notes. It’s proven that taking notes boosts memory and scores. This is also part of the method in which everything should be taught slowly; it should not be rushed. Begin at the basics and have a structured format; some use Roman Numerals.
2. Give an easy example of what was taught. To emphasize, it must be an extremely easy example. By doing this, confidence will build up amongst those one is teaching. If one begins with a difficult example, some may feel discouraged and not take the extra effort to even attempt the problem; leading to the opposite of a skyrocket in school scores.
3. Repeat the same problem, but with different variables or words for this method – depending on the subject. Allow the students to work through the problem themselves. This will engage their mind, and force them to learn the material during class instead of at a later time. NEVER lecture the entire period; students will learn far less and will have less of a chance to skyrocket in school scores.
4. Increase the difficulty of the problem and allow enough time for everyone to think about and complete the problem again. It’s a better teaching method for the students to work solo in the beginning, so that they do not feel rushed; as they would in a group. This will allow the entire class to better grasp the subject as they become more independent.
5. Address any questions that students may have concerning the examples. Some students need to know the reason behind the formula or statement to skyrocket in school scores. Others may want to know why they need to know the concept; how will they apply it in real life. This will begin to clarify the idea and prove that what was taught is valid. After all, one is more willing to remember and accept something that is true.
6. Hand out worksheets with several problems; anything equivalent can be substituted for this method. Allow them to work solo for half of the problems to see if they can skyrocket as an individual. After they have finished the first half, allow them to work in groups for the second half; let them score each other. This allows questions to be answered by other classmates. The groups should have no more than 4 people. If too many join one group, then a discussion may be more destructive than constructive.
Also, the worksheet should have an equal amount of easy, intermediate, and difficult questions. This type of structure/method will lead to greater gains than one level, as the students will be given a chance to build themselves up, instead of “running into a wall” at the very start.
7. Discuss every problem that students have difficulty with. There will be some students that do not like asking questions during class. By being approachable and open after class, their chance to aid in the
skyrocket of school scores. Extra homework is recommended. If they practice enough, difficult questions will quickly become easy.
Sky rocketing scores in other areas.
This process is mainly for teaching in school, but it can be modified to teaching skills or other trades. A pupil is given a foundation to begin with and then allowed to progress as the year goes on. There is rarely an occurrence in which someone should be overwhelmed with work. Being overwhelmed is similar to learning how to swim by being thrown in the deep end of pool. It will usually lead to more harm then benefits. If such an instance occurs, students will not skyrocket and instead will tend to accumulate a large amount of stress; which may increase the likelihood of failing.
Teaching methods that don’t skyrocket school scores.
Given that the majority of people are in school for about twelve years of their life, there is a great chance that everyone has had at least one teacher that would not be recommended by others. Many sites such as collegeconfidential.com and jingo.com discuss the many times in which they received a poor teacher. Many were upset and stated they learned near to nothing during the semester. One of the most frequent comments stated that, “the professor sped through the curriculum and/or did not present examples clearly.”
Similar cases occurred in high school and even earlier. From this, it can be supported that learning is a continuous process whose potential lies largely in the hands of its educators; those who have control over their own teaching methods, which could or could not lead to the sky-rocket of school scores.
Merdock. Memory and Cognition: Vol. 6(1), 9-12. Psychonomic Society, 1978.
Ormrod, Jeanne Ellis. Educational Psychology: Developing Learners. Prentice Hall, 2009.
Boyle, James. Kelly, Barbara. Woolfson, Lisa. Frameworks for Practice in Educational Psychology: a Textbook for Trainees and Practitioners. Kingsley Publishers, 2008.
Image: jscreationzs / FreeDigitalPhotos.net