Friday, December 30

ABC of Success


A guide that seem so simple yet so true, some thoughts that I would like to pass on to you, that might help you now and in the future


A - Arrive early on any appointment.
B - Be enthusiastic.
C - Complete all assign task.
D - Do a little more than what you are expected for.
E - Express Yourself.

F - Feel comfortable by acting yourself.
G - Give Love.
H - Help yourself and anybody who needs help.
I - Identify yourself by acknowledgment.
J - Join in . . . help.

K - Keep yourself Alive.
L - Listen with your ears.
M - Music soothe the feelings.
N - Never give up.
Open your heart.

P - Please yourself by pleasing others.
Q - Quiet time for yourself.
R - Read. Research. Review
S - Study, study, study.
T - Take opportunities.

U - Use your time wisely.
Value your meals.
W - Work hard.
X - X any quality that will ruin yourself.
Y - You are your most important asset.
Z - Zest makes you change.



Sunday, August 14

Kinesthetic Learners


Kinesthetic learners are learners who prefer to process and learn information through large and small muscle movements and hands-on-experiences. Large and small muscles hold memory, so involving movements in the learning process creates muscle memory.  

The following are additional characteristics of kinesthetic learners:
  • Learn best by working with physical objects and engaging in hands-on learning that involves feeling, handling, using manipulating, sorting, assembling and experimenting with concrete objects.
  • Can recall information by duplicating the movement or hand motions involved in the learning process.
  • Learn well by using large muscle or full body movements, such as movements used when working at large charts, working at chalkboard or white board, role playing, dancing or performing.

  • Work well with their hands in areas such as repair work, sculpting and art.
  • Are well coordinated with a strong sense of timing and body movements.
  • Have a strong awareness of their need or interests to add movement to study and work situations.
  • Are able to focus better when they can engage in movement, which may include wiggling, tapping hands or feet, or moving legs when sitting.   
Kinesthetic learners often prefer to use strategies that engage their small and large muscles in the learning process.  The following essential strategies for kinesthetic learners strengthen and utilize kinesthetic skills.

  • Use hands-on learning. Handle objects, tools or machinery that you are studying.  For processes such as computer applications, repeat the hand-on learning applications several times to create muscle memory.
  • Create hands-on study tools. Create flash-cards that you can shuffle, spread out, sort, categorize and review.  Copy charts, diagrams, visual mappings or hierarchies; cut them apat and practice reassembling the pieces.
  • Get out of the chair.  When you study, engage large muscles by using exaggerated hand expressions or body movements.  Pace or walk with study materials in hand.
  • Work standing up.  Work at a chalkboard, white board or flip chart to list, drw, practice, or rework problems.  Use poster paper to create study tools, such as large visual mappings, chart or timelines. 
  • Used action based activities. Create ways to add action to the learning process; for example, if you are studying perimeters, tape off an area and walk the perimeter.
  • Use a computer or electronic devices. Type information and create notes, tables and charts on the computer.  Enter or access information on electronic devices.  Keyboard strokes help create muscle memory that you can use to simulate the actions and recall information. 




Saturday, August 13

Auditory Learners


Auditory learners are learners who prefer to process and learn by hearing and discussing information. They prefer to have information presented to them verbally instead of , or in addition to, in writing. They learn by listening to others explain, debate, summarize or discuss information about topics they are studying.  Auditory learners, however are not passive.  Auditory learners like to talk and listen as they learn.

The following are additional characteristics of auditory learners:

  • Often engage in discussions and enjoy the process of communication
  • Learn by explaining information in their own words, expressing their understanding or opinions and providing comments and feedback to other speakers.
  • Can accurately remember details or specific information heard in conversations, lectures, movies or music.
  • Have strong language and vocabulary skills and an appreciation of words, their meaning and their etymology.
  • Have strong oral and expressive communication skills and are articulate.
  • Have "finely tuned ears" and may find learning a foreign language relatively easy.
  • Have above average ability to hear tones, rhythms and notes of music and often excel in areas of music.
  • Have keen auditory memories.
Auditory learners often select learning strategies that code or process information through their auditory channel into memory.  The following essential strategies for auditory learners strengthen and utilize auditory skills.  You might already doing these strategies but for those who are not but willing to try these strategies.
  • Participate in discussions. Actively engage in group activities, discussions, study groups and in tutoring sessions.
  • Paraphrase and summarize. Express your ideas to others,paraphrase sepakers and summarize what you learn from lectures, conversations and discussions
  • Ask questions. Show your interest and clarify information by asking questions.  Practice recalling information and answers that you hear.
  • Verbalize. Read out loud to activate your auditory channel or auditory processes. For difficult materials, read with exaggerated expression as the natural rhythm and patterns of language tend to group words into units of meaning when spoken.
  • Recite frequently. Reciting involves stating information out loud, in your own words, in complete sentences. and without referring to printed information.  Reciting provides you wish feedback to gauge how well you remember and understand information.  
  • Record lectures. In difficult classes, request permission to record lectures.  Use the recording to review and complete your notes after class.
  • Use technology. Check with your learning labs, library, internet resources and electronic applications for audio materials and products to use to reinforce learning. 





Friday, August 12

Visual Learners



Visual learners are learners who prefer to process and learn information in visual forms such as pictures, charts, lists, paragraphs, or other printed formats.  They learn and remember best by seeing and visualizing information.

The following are additional characteristics of  visual learners:
  1. Can easily recall information in the form of numbers, words, phrases or sentences.
  2. Can easily understand and recall information presented in pictures, charts or diagrams.
  3. Have strong visualization or visual memory skills and can look up and "see" information.
  4. Make "movies in their mind" of information they are reading.
  5. Have strong visual-spatial skills, that involve sizes, shapes, textures, angles and dimensions.
  6. Have a good eye for colors, design, visual balance and visual appeal.
  7. Pay close attention and learn to interpret body language(facial expressions, eyes, stance)
  8. Have a keen awareness of aesthetics, the beauty of the physical environment and visual media.
Visual learners often favor creating and using visual strategies when they study.  Having something that they can see examine for details and memorize as a mental image is important and effective for visual learners.

The following visual strategies for visual learners strengthen and utilize visual skills. Are you already doing these strategies or you might like to try these strategies .


  • Highlight textbooks and notes. Used colored highlighter pens to create a stronger visual impression of important facts, definitions, formulas and steps. 
  • Write notes in textbooks. Write questions in the margins, highlight the answers and then picture the answers as you review the questions.
  • Create movies in your mind. Use your visual memory as a television screen with the information that you read.  (and hear) moving across the screen as a "movie with the cameras rolling"  Practice reviewing or replaying the movie in your mind.
  • Use color coding. Color-code different levels of information in your visual tools, your textbook highlighting, your time management, schedules and your notes.  Using different colors facilitates the process of memorizing and recalling visual images.
  • Visualize information.  Visually memorize pictures, graphs, study tools or small sections of printed information.  Practice looking away, visualizing and then checking the accuracy and details of your visual images.
  • Add pictures.  As you expand chapter visual mappings, hierarchies and other visual study tools or as you review your notes ad study tools, add pictures that depict the information.  The pictures become association cues to assist recall of the information stored in memory.

  • Write to remember. Copy textbook information into notes because information written in your own handwriting often is easier to visualize and recall than printed text.
  • Make writing a habit.  Create the habit of writing directions and other important information in notebooks, on small note pads, or in electronic devices as words you write frequently are easier to visually memorize and recall. 
  • Be observant.  Pay attention to details of objects and people.  Observe nonverbal clues for body language that signal attitudes, feelings or important points. 


Monday, August 8

Types of Learning


All students need to develop their learning skills to be successful in their studies.  It is important that you gain an understanding of how you learn as this will help you to make the right learning choices, improve your ability to learn and help you to develop your study skills.

Learning is not just by memorizing facts, it includes the development of skills, knowledge, critical thinking and power of argument.  Learning also helps us to carry out tasks more successfully and efficiently. There are three main types of learning:
  • Leaning that helps to improve your physical abilities.  For example, at school you may have been taught how to play basketball or tennis, or you may have been taught how to swim as a child.  Indeed, as a very young child you learned how to stand, walk run and skip.
  •  Leaning that helps you to develop and increase your knowledge.  Everything that you know has been learned at some stage in your life. 
  •  Learning that helps you to change your attitude and beliefs.  This could be in formal learning setting, such as school or college, or you may have experienced a situation that tested your existing assumptions, helped you to learn something new and changed your attitude.
Through your own experience you will be able to relate or identify in which you consider your learning to have been successful or unsuccessful. Here are some reasons for success and failure of learning:

Succeeding to Learn 
It is clear that for successful learning to take place, the following should occur:
  • The skills to be learned are relevant to you and your needs
  • You are interested in your learning
  •  You are motivated to learn
  •  You can learn to use skills in different contexts and activities
  • You are actively involved in the leaning process
  •  You are able to think, develop ad work at your own pace.
  • You feel comfortable in your learning environment
  •  You are comfortable with the teacher, teaching method and teaching materials
If you are studying a course that meets the criteria for successful learning, you will find that you enjoy the course and are motivated to learn, as a consequence you should be more successful in your studies.

Failing to Learn
Some reason that have been identified for unsuccessful learning:
  • Poor teaching method or teaching materials
  • Uncomfortable learning environment
  • Lack of time
  • Lack of confidence
  • Low opinion of self and ability
  • Stress and anxiety
  • Lack of motivation and interest
  • Irrelevance to life and interests
  • Being forced to do something you don't want to do
It is important to be aware that some of these reasons are due to external factors that may be difficult for you to overcome. If this is the case you have to discuss the issues with your tutor or teacher.