The Elf’s Journey – Steffi (aged 9)

elfIn the North Pole just before Christmas, the eves were busy wrapping presents for big and small children.  The smallest elf worked very hard like all the others but he could stretch so that he could stack the highest presents on the very top of the gift mountain.  One day he stretched so high, he reached up out of the factory where he saw the world and was interested to find out more.  He packed his bags, took a reindeer and sped off across the ice, over the mountains until he reached the edge of Greenland.  Instantly he missed all the other elves and wondered if they were thinking about him too.

by Steffani (aged 9)

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The Cat’s Adventure – Arun (aged 7)

Flying catOnce upon a time in a cave there lived a magic cat whose power was to fly as fast as a spear.  The cat had a fluffy tail, black eyes and grey fur.  One day a person called Mimi, whose power was mind control, came and wiped out the cat’s memory so he would forget he could fly.  The cat was a fast thinker and he remembered his power and so he flew off back to his cave.   The magic cat lived happily ever after.

By Arun – aged 7.

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Stories For Boys – By Jack (aged 10)

At midnight behind the enemy lines under a full moonlight sky, two ragged figures stood in the shadows.  The British spies behind the general’s office were feeling nervous and in danger.  It had taken them four days on rough seas to arrive undetected in the middle of a freezing winter night.

They were sent overseas and under cover to receive vital information on the Germans’ military strategy.  On that night behind the office these two men discovered information that would win them the war.

By “The Jackster”, aged 10

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HYPERACTIVITY & ADD IN A NUTSHELL

Kinaesthetic learner, Attention Deficit Disorder or hyperactivity, it doesn’t necessarily help the situation when you have a name for a particular behaviour.  In fact some people resign from any responsibility for their actions when they are labelled.  The problem is what can be done?

According to Henry Osiecki (B.Sc. Grad. Dip Nutr. & Dietetics) some symptoms of ADHD are similar to those of essential fatty acid (EFA) deficiencies.  Behavioural and learning problems, tantrums and sleeping disorders are common to both.  Supplementing with omega 3 has been shown to improve learning and concentration behaviour.

Other Nutritional Deficiencies in Learning – if your diet is inadequate then consider a quality multi-vitamin

B Complex

The functions of the B vitamins in mental alertness and energy are well established.

EFA – Omega 3 & Omega 6

Introducing fish oil into a youngster’s diet may do wonders for concentration.

Zinc

The functions of zinc and the immune system have been known for over 100 years.  Knowledge of its other functions is relatively recent. Low levels of zinc are associated with low alertness, inability to think along abstract lines (learn a language e.g. English), mood and memory problems.

Magnesium

One of the most deficient minerals in the modern western diet.  Low brain magnesium gives unrefreshed sleep, causes easy fatigue (important for the Krebs Cycle of energy production), poor concentration and daytime sleepiness.

Of course nothing replaces a good healthy eating habit.

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Sometimes There Might Be Learning Difficulties

I don’t know where this statistic arises from but I read that about 5% of public school children suffer from a learning disability.  The difficulties experienced by students include language, reading and mathematics.  At times social skill, emotional and behavioural problems are associated with learning disabilities. As a parent what can you do?

There are many services available to help parents with children who have learning difficulties but, according to Henry Osieki [B.Sc. (Hons.) & Grad. Dip. Nutrition and Dietetics], one of the prime causes is malnutrition.  He suggests certain factors as possible causes to learning disorders include:

Heavy metal toxicity – in the past lead toxicity has been associated with learning problems.

Nutritional Deficiencies – The most common nutrients associated with difficulties with learning are B-vitamins, iron, iodine, magnesium, and zinc.  This can be linked directly to a poor diet.  Here is an example diet for you to consider:

  • Breakfast – bowl of low nutrient cereal; or nothing (because the parent has not prepared a breakfast for their child).
  • Morning tea – nothing.
  • Lunch – hot dog and can of soft drink; or nothing.
  • Afternoon tea – junk food purchased from local shop on the way home or nothing as both parents work.
  • Dinner – sausages, vegetables and gravy with ice cream for dessert.

A child of any age is growing pretty rapidly and is in need of food for energy and nutrients (protein, carbohydrates, vitamins and minerals) to help supply the body with the building blocks to allow the cells to multiply and the body to grow.  If the dinner from the above example was to become the breakfast you would have an alert, bright student sitting in the class until about lunch time.

Impaired hearing – inner ear infections or inflammation of the ear drum from allergies will hamper the early learning stages of pre-schoolers.  I am talking about your toddler here who is doing their best to learn a language so they may communicate with the world.  Parents need to be vigilant when it comes to ear infections at this stage.  Image the problems caused with learning a language when a child hears only the first part of a word the first time and the last part the next time.  To them they are hearing two separate words relating to the same subject.

Osieki states that dyslexic children tend to have a higher concentration of copper in sweat and hair and this may be reduced by taking zinc and vitamin C.

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Is It Worth Being A Student Who Plans?

Quite often students begin the year in a casual stride and who is to blame them? After all they have just come off holidays (about  1½ month’s worth). I come from a sports training background and I can tell you that an athlete who wants to perform well will not take two months off their training year. The repercussions are too great as they will lose too much form and have to work way too hard to get back to square one.

A dedicated rugby player will take one month off and during that time will be maintaining his/her aerobic level of fitness with moderate exercise. When January comes around he/she is ready to start full swing on improving their strengths, building on fitness and working on skills. That is how you stay ahead of the pack.

I often wonder why students don’t undertake the same planning when it comes to academic performance. Most students and parents of students are willing to let the achievements of the final months of the previous year disappear through resting the brain after the school year. The brain does not need that much time to recover. In fact that length of time of recovery is detrimental. The last month of knowledge learned prior to exams has been lost and has to be relearned in the first month of the new year!

During long Christmas holidays many students maintained their academic conditioning by attending the Tuition Room at Ferny Hills.  They used their academic coach (their tutor) to work on their weaknesses from last year while others used the time to get a head start on the subject matter they knew was coming this year. These guys were staying ahead of the pack. Is it worthwhile? You bet it is. They will go into the new year confident and stress free. They have locked in with their coach who is helping them to perform at their peak

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I Forgot To Tell You How To Improve Your Memory

“I just don’t get this!” is a cry for help from a student of any age.  Here is the first thing about the learning process – if you don’t get it you won’t remember it and you won’t learn it. A student must understand a concept, in their own words, to be able to learn it.

So the first step to learning something effectively is to understand it.  If you do not understand it then ask your teacher or instructor to explain it another way.  You will not be the only person not understanding and it is your teacher’s job to see that you do understand.

Once you think you understand it then write it out in your own words, this will help to put it into short term memory.  This is where most students stop and then wonder why they cannot remember material.  Short term is good for a few minutes, hours or days, after that it is gone.  You have to take the next step to move it into long term memory.

Recitation (saying something over and over again) has been proved to be the most effective way of placing information into long term memory. And by long term I am talking about a life time.  Reading something quietly over and over again to yourself or writing it down a number of times is not as effective as reading the material, in your own words, over and over again ALOUD.

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“LET ME SEE, I’M A VISUAL LEARNER!”

visual“Let’s look at this differently”, “I can’t see the big picture”, “See how this works?” – stand back here comes a visual learner and a future artist, builder, inventor or musician, that is if they can get through our education system.

These right hemi-sphere thinking (that’s creative thinking) students are not wired to produce written reports on the thoughts they visualise in their mind, at least not until they learn how.  They think and learn in multi-dimensional images.  Our education system is more geared to teach left hemi-sphere thinking auditory learners who think and learn in words rather than images.

A visual-spatial learner may be good at spelling and lousy with names, needs a quiet study time, likes colour and is good with charts, maps and diagrams.  They remember pictures and are good with direction.  They will always have trouble remembering verbal instructions and have to learn by taking notes.

As a parent you can help by explaining a project you wish them to do by explaining why you want them do something, because they need to see the big picture first.

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SPEAK UP, I’M AN AUDITORY LEARNER

Auditory‘Sounds good to me’, ‘It’s starting to ring a bell’; these are a couple of the phrases used by roughly twenty per cent of the population that help to identify them as auditory learners.  Of course your little one may not be using such readily identifiable markers, but you may still be able to see qualities that help to give you an insight as to the type of learners they may be.

An auditory learner enjoys movies and music and probably notices the sound effects in movies more than other people.  They will readily put up their hands for discussion, happily participate in discussion groups and be involved in discussions without a group as they use self-talk.  These students are not afraid to speak in class and may be accused of speaking in class as they process the information through self-talk.

They will perform their worst at reading passages and writing answers relating to those passages in a timed test, but excel in responding to what they have heard and in oral exams.

The auditory learner learns best when reading aloud, receiving verbal instruction, repeating facts with eyes closed and memorising steps and procedures by repeating them.  Older auditory learners need some external sounds (T.V. or music) while they are reading their notes or processing their homework.  Writing their notes and recording them to listen to later is their best way of obtaining and retaining information.

Remember, though they may be looking out of the window while the teacher is talking does not necessarily mean they are not completely aware of what is being said.  Auditory learners do not require a visual context in order to learn.

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HOW DO YOU CHOOSE A TUTOR?

The process of choosing a tutor can be daunting and confusing. Generally when a parent is told by a teacher their child is struggling it comes as sudden news to the parent but has been viewed as a gradual process by the teacher or various teachers. One wonders why measures were not taken sooner to halt this process.

For whatever reason your student now requires tuition so how do you choose? I have seen many one-on-one tutors who do very fine work helping the student with maths at their current level and at times this is successful. School results improve and grades come up, but this system has its limitations.

Learning maths is a progressive process building upon previous knowledge of various maths strands until eventually the student is able to solve complex problems by drawing on their various knowledge strands. If there is a hole in their knowledge strands this makes solving these complex problems more difficult. This hole may have appeared years before and not been repaired.

The tuition process you choose should be able to identify these knowledge holes and plug them. By doing this your student is armed with complete knowledge that allows them to move to the top percentage of their class.

Your tutor should be able to identify the time when your child started to have difficulties; set up a program to begin at the point of trouble; move progressively forward plugging up other holes as they are identified; monitor the student’s progress (we do ours daily); provide progressive reports (our parents receive monthly progress reports on students); and set goals that engage and reward students (this keeps them motivated).

This method takes time but produces the best long term results.

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