Whether you're learning a new language, learning to cook, learning a musical instrument, or simply training your memory, it's good to know how the brain learns new information.

Each person is unique, but in the process of learning we all show similar psycho-physiological tendencies. Understanding these patterns will help you develop the most effective strategy for acquiring new knowledge.

Let's look at 6 basic principles of learning that everyone should know.

1. Visual information is best absorbed

50% of brain resources are spent on visual perception. Think for a moment: exactly half of your brain activity is occupied by vision and understanding of what you see, and only the rest goes to other receptors and internal processes of the body.

However, vision is not only the most energy-consuming channel of perception. Its influence on the rest of the senses is so great that sometimes it can significantly distort the meaning of the information received.

50% of brain activity is used to process visual information.
70% of incoming information passes through visual receptors.
It takes 100ms (0.1 seconds) to decipher the visual scene.

An example of such an influence is an experiment in which more than fifty passionate wine lovers could not determine which drink was in front of him - red or white wine. Before the start of the tasting, the experimenters mixed a red pigment without taste and smell into the white wine. As a result, without exception, all the subjects claimed that they drink red wine - the influence of the appearance of the drink on taste buds turned out to be so strong.

Another surprising finding was that the brain perceives text as a set of images, so reading this paragraph now, in fact, you are doing a great job of deciphering many "hieroglyphs", which are letters, into semantic units.

In this regard, it becomes clear why reading takes so much effort compared to looking at illustrations.

In addition to static visual objects, we also pay special attention to everything that moves. That is, drawings and animations are the best companions when learning something, and all kinds of cards, images and diagrams can serve as a good help for the successful assimilation of new information.

2. First - the essence, then the details

In an effort to master a large amount of new information at once, you risk creating a terrible mess in your head. To avoid this, keep in touch with the big picture: after learning something new, go back and see how it can relate to what you already know - this will help you not to get lost.

In fact, the human brain tends to catch the general sense of what is happening first, and only then the details, so why not use this natural feature to your advantage?

Having received a portion of knowledge, find a place for them in the general system - this will significantly increase your chances of memorization. Also, before learning anything, it can be helpful to first understand the general point: knowing what will be discussed as a whole serves as a support for the nervous system to perceive finer details.

Imagine that your memory is a closet with a bunch of shelves: each time you add a new thing to it, you think about which category it belongs to. For example, you bought a black sweater and you can put it on the black shelf, the sweater shelf, or the "winter" shelf. Obviously, in reality, you can't put one thing in more than one place at once, but hypothetically, these categories exist, and your neurons regularly do this job of correlating new incoming information with what is already available.

By making graphs and writing about the place of the subject being studied in the overall picture of knowledge, you will achieve better assimilation of information.

3. Sleep significantly affects memory and learning ability

Studies have shown that when learning new information is followed by a healthy night's sleep, this has a positive effect on the retention of knowledge. In the Motor Skills Experiment, participants who had 12 hours of sleep before the test showed 20.5% improvement, while the other group, who had learning a new skill and testing it on the same day with a difference of 4 hours, achieved an improvement in everything. by 3.9%.

However, a modern person does not always have the opportunity to fully sleep, and in such cases a short daytime nap helps. University of California experiment ( The University of California) found that students who were asked to sleep for a while after completing a challenging task performed much better on the same exercise after sleep than those who remained awake between the two tests.

Sleeping before learning new material can also be very helpful. Dr. Matthew Walker Dr. Matthew Walker), who led the study, states that "sleep prepares the brain for new knowledge and makes it look like a dry sponge, ready to absorb as much moisture as possible."

Learn a new skill or read about something before you go to bed: when you get up and try to remember what you learned before going to bed, you will be surprised how much you remember.

4. Lack of sleep affects cognitive performance

Not having a complete understanding of the nature of sleep and its purpose, sometimes we neglect this natural need, causing ourselves to lack it, or.

But despite the fact that the process of sleep itself is not fully understood, scientists have long known what its absence leads to: high nervous tension, increased caution, risk avoidance, reliance on old habits, as well as susceptibility to various diseases and physical injuries, such as how tired organs lose their normal tone.

Lack of sleep also affects cognitive activity: the ability to absorb new information is reduced by 40%. From this point of view, a good night's sleep and a fresh head in the morning can be much more beneficial than staying up late at night on work or textbooks.

• irritability
• cognitive disorders
• memory lapses, forgetfulness
• amoral behavior
• non-stop yawning
• hallucinations
• symptoms similar to ADHD (attention deficit hyperactivity disorder)
• slow motion
• trembling limbs
• muscle pain
• incoordination
• cardiac arrhythmia
• risk of heart disease
• risk of diabetes
• growth suppression
• obesity
• fever

Harvard Medical School ( Harvard Medical School) conducted a study in which it was found that the 30 hours following the training are the most critical for consolidating new knowledge, and lack of sleep during this period can negate all your efforts, even if after these 30 hours you get enough sleep.

Therefore, leave night gatherings in the past: the most productive time for learning new things is during the daytime, when you are alert and full of energy, and for the best memorization of information, do not forget to get a good night's sleep right away.

5. We remember information best when we teach others.

When we have to explain to others what we ourselves have just learned, our brain absorbs information much better: we organize it more clearly in our minds, and memory stores the main points in more detail.

A group of participants in one experiment were told that they would take a test to test their newly acquired knowledge, while the second group had to prepare to explain this information to others. As a result, all the test subjects passed the test, but those who thought that they would have to teach someone remembered the material much better than the rest.

Study author, Dr. John Nestojko ( Dr. John Nestojko), says that the mental attitude of students before and during training can have a big impact on the cognitive process. " To set the students in the right mood, sometimes it is enough to give them a couple of simple instructions.“, he declares.

Although we may not always be aware of it, the need to communicate our knowledge to others forces us to use more effective methods: we better highlight the main thing, make connections between different facts more easily, and organize the information received more carefully.

6. Information is remembered better when it alternates with another

"Block Practice" ( block practice) is a fairly common approach to learning, named as such by the scientist of the University of California, Dick Schmidt ( Dick Schmidt). This approach involves learning the same things in blocks, that is, by repeating information or a skill over and over again over a long period of time, such as continuously reading a history textbook or mastering a single serve in tennis.

Schmidt himself advocates a fundamentally different method based on the alternation of information in the learning process. His colleague, Bob Bjork, is investigating this approach in his psychology lab by giving participants pictures of two different art styles, with some subjects studying the work in blocks of 6 pictures of each style, while others view the pictures in turn.

As a result, subjects who were shown pictures in blocks were much worse able to distinguish one style from another (30% correct answers) compared to those who watched pictures of different styles mixed up (60%).

Surprisingly, before the start of the experiment, about 70% of the participants said that they find the block approach more effective and that it helps them in learning. As you can see, our ordinary ideas about the cognitive process are often far from reality and need to be clarified.

Björk believes that the principle of alternation works better because it is based on the brain's natural ability to recognize patterns and differences between them. As for the study of new information, the same principle helps to notice the new and correlate it with the data already available.

This approach can be used in preparing for exams, when you do not improve each skill separately, but in turn: oral, written and listening comprehension when learning a foreign language, right and left serve in tennis, etc.

As Björk says, we all need to learn how to learn. " Almost any job involves continuous learning, and understanding how you can influence the effectiveness of this process will greatly increase your chances of success.».

By the end of the 20th century, English had finally secured the status of a world language. In most schools of the world, its study became mandatory, and the teaching methodology began to develop by leaps and bounds. Not everyone could afford to attend courses, which provoked the emergence of the first method of self-study of the English language. Subsequently, many authors have attempted to create an effective English language learning program on their own, but we will focus on the 8 most popular ones.

Schechter method

In this way of learning English, the basis is not the classical model "from theory to practice", but the reverse, more natural system of perception. It is very similar to how we learn our native language. The author cites as an example how young children learn to talk - after all, no one explains to them the rules for constructing sentences, cases and parts of speech. In the same way, Igor Yuryevich Shekhter suggests studying English.

The essence of the modern method of learning English lies in the fact that from the first lesson, students are given a specific task, for example, to learn about the profession of the interlocutor. Further, all students play the so-called "etudes", where they try on various roles and try to solve the problem. Due to the fact that communication takes place between people with approximately the same level of language proficiency, the fear of using foreign speech disappears, which occurs when communicating between a teacher and a student.

This technique of the English language consists of three stages: at the first, lexical units, words and expressions are given, and only then, at the second and third, the use of grammatical and syntactic structures is corrected. The system has repeatedly confirmed its effectiveness and is currently one of the most successful from the point of view of educational psychologists.

Pimsleur Method

Dr. Paul Pimsler has developed a special system of thirty-minute lessons, designed not only for the perception of information, but also for its reproduction. Each lesson is voiced by two people: our compatriot and native English speaker. Thanks to this, as well as a special memorization technology, any student learns up to a hundred English words and expressions for each lesson. The essence of the lesson is the sequential execution of tasks that are spoken by the announcers.

The undoubted advantages of the technique include its mobility - you can perform audio tasks anywhere: standing in a traffic jam, heading to work, in the subway on the way to a date, or lying in bed before going to bed. The downside will be the lack of a quality test of pronunciation and mastery of knowledge.

Dragunkin method

A feature of the system of Alexander Nikolaevich Dragunkin is the orientation to the native Russian language when studying any foreign language. Very boldly calling English simple, the author claims that its roots go back to the Old Russian language, especially the system of grammatical tenses. Students of the Dragunkin course learn new words transcribed in Russian letters, and grammatical constructions are divided not into 12 tenses known to us from school, but into the past, present, future and their variations.

Alexander Nikolayevich has his own network of schools, where you can master three types of courses: basic, short and conversational. For self-study, the book " Small jump in English”, which outlines the innovative approach of a linguist to learning a language. Using his system, you can easily deal with the use of English verbs, remember the rules for using articles and easily master the basic principles of constructing sentences. However, the Dragunkin technique has many negative reviews that criticize the pronunciation and the insufficient amount of theoretical knowledge.

Petrov's method

Dmitry Petrov claims that you can learn English in 16 hours. True, the author further clarifies that this is not about mastery of the language at the level of a native of the UK, but about basic knowledge. His lessons are enough to survive in an English-speaking environment, explain your needs and understand the answer.

Methodology of the English language " Polyglot» Petrova proved her effectiveness live on the Kultura TV channel (since 2010 - Rossiya K). The basis of the methodology is artificial immersion in the language environment. From the first lesson, the participants of the show are required to speak a foreign language. To do this, the author gives the necessary lexical minimum on a given topic, as well as models of speech structures. Most of the lesson is devoted to the repeated repetition of the given structures, their “honing” and, thus, a strong memorization occurs.

Frank method

Ilya Frank is the author of an original methodology for learning English, based on reading specially adapted literature. Small fragments of the text are submitted with consecutive translation in brackets. So one big sentence is divided into separate phrases, and as soon as the reader finishes reading the phrase, the translation is immediately given in brackets. In this way, it is possible to compare the original text and the translation and fill in the meaning of those words that were not known before. After the entire fragment is read in parts with translation, the same text follows, but without the “crutch” - the Russian analogue.

Using the method of Ilya Frank, the student subconsciously learns the meanings of new lexical units, as well as ready-made patterns of using and constructing phrases. The main disadvantage of the methodology is the accumulation of only passive knowledge of English - adapted texts do not carry exercises for applying the acquired knowledge. It is worth using the methods of learning English according to Ilya Frank as an additional means of increasing vocabulary.

Umin Method

By publishing the book Foreign easily and with pleasure”, Evgeny Aleksandrovich Umin (Umryukhin) on 50 pages outlined the method of motor and auditory engrams for pronunciation and perception of phrases in English on the machine. The author calls engrams “memory traces”, which help the brain to absorb information more easily. Based, like Schechter, on the example of teaching speech in young children, as well as on his research on the mechanisms of the human brain during learning, Wuming developed a system of daily activities. According to him, by doing just 15-20 minutes a day, you can achieve significant success in a year. If you increase the duration of classes to 1-1.5 hours, then in a year you can start speaking English at the same level as a native speaker.

Zamyatkin method

Book " You cannot be taught a foreign language for many was a revelation. In it, Nikolai Fyodorovich Zamyatkin reveals the reasons for the unsuccessful learning of English at school, and also describes the method of "matrix tai chi", which actually helps to learn a foreign language. His methods of learning English are based on gradual immersion in the language environment and the formation of an artificial "information hunger" - the brain's need for new information.

According to the method, first there is listening to dialogues, then reading books, and then watching English-language films. Each stage is worked out carefully, it takes 3-5 days to listen to one dialogue in order to parse each phoneme and understand each word. By connecting with the techniques of meditation, it turns out to achieve amazing results. In other matters, the author honestly warns that "there is no miracle" - it will take a lot of time and a significant level of self-discipline to master the language.

The Rosetta Stone Method

The last technique on our list will appeal to those who spend most of their time at the computer. A specially designed computer flash program gradually immerses the user in a foreign language environment, just as children immerse themselves in the world of adults. The stages are designed with a tendency to gradually increase in complexity, the student progressing from simple to complex. First, individual simple words are offered for memorization, then more complex lexemes are given, then speech constructions are introduced, and then syntax and grammar.

Conclusion

The methods of learning English described above can really help you learn English on your own, but only up to a certain level. Do not forget that for effective use you need to be able not only to understand the text and speech by ear, but also to master conversational skills. And it’s almost impossible to independently determine how correctly certain words are pronounced. From this follows the conclusion that effective learning of English requires at least an interlocutor (who can be found in our conversation club). But it is best if this interlocutor can not only talk, but also competently explain incomprehensible moments of speech and be able to act as a mentor, and our English teachers on Skype will do an excellent job with this task.

Our school offers its students a comprehensive approach to language learning. Difficulties with grammar will be successfully resolved in individual lessons. Group classes in a conversation club and webinars will help you build your communication skills in English. The online simulator will help to usefully kill time between classes and repeat the material covered. New vocabulary can be learned from articles on a wide variety of topics, and you can prepare for communication at work or a new place of study in specialized courses.

Anyway, the rolling stone gathers no moss, so come join us and you'll love English as much as we do.

Big and friendly family EnglishDom

There are many ways and methods for both effectively studying Tarot cards, and for benefiting and receiving positive emotions. Like the previous exercises, these methods should be used regularly, even after several years of tarot card teaching. Here are a few golden rules to keep in mind both during and after the tarot course:

Remember that you can never know everything about Tarot. This is a huge system, to which there is always something to add and which can always be rethought on a different level.

From time to time, look at Tarot cards with a beginner's eye in order to get rid of stereotypes.

The journey called "Tarot" has no end point, but it is a journey to the top. Enjoy it and don't be afraid to get to the end!

Tarot Diary

A tarot diary is not just a fun and effective way to study tarot cards, but also a way to record your progress, thoughts and discoveries. When studying Tarot cards, it is convenient to keep all the records in one place. The Tarot Diary is a repository of the wisdom that you gain in the process of learning, as well as your own views and experiences. If you still have notes from the previous exercises, you can now put them in a blank diary (specifically the "mission statement" from the previous lesson) and make it your personal tarot diary.

Anything can become a Tarot diary: a simple notebook, a beautiful notebook, or a notebook with rings. The latter option may be the most convenient, as you can organize posts into sections and quickly find the information you need. You may be more comfortable typing on a computer than writing by hand, but this method will not be very effective for some exercises and sketching.

What can you write in your Tarot diary?

The meaning of the cards: these can be cards chosen by you during the interpretation, or those that accidentally came to you during the day; cards that you have seen in a book or the Internet, or values ​​given to cards by other people. Therefore, it is useful to dedicate several pages of your diary to each card.

Card Reasoning: This allows you to expand on the meaning of the cards and typically includes scenes from movies, excerpts from books and poetry, quotes that may seem appropriate and help you understand the meaning of the card. Have you watched Star Wars - and the analogy with the Death card came to your mind? Write down your thoughts!

Interpretations: If possible, write down your interpretations so that you can look at them later and see how accurate they were. This method is effective not only for evaluating your skills, but also for realizing those cases when the meaning of the card can be interpreted a little differently.

Daily sketches: see exercise 2.4.

Philosophy: includes your thoughts about what tarot cards are, how they work, how they can be used, etc. These thoughts will develop as you study tarot cards, so it is useful to write them down at least for to sort out your own thoughts.

Ratios: Includes elements of astrology, Kabbalah, alchemy, and other systems of symbolism and how they relate to cards. In the following lessons, you will see that there are many other systems of symbolism related to Tarot.

Studying specific tarot decks: If you have several tarot decks that you would like to use, consider creating a separate section for them in your diary. In this way, you will be able to distinguish between the study of the symbolism of certain decks, which can change during the course of the course.

Images that you think represent the meaning of the card particularly well. Their source may be magazines and photographs collected together.

Spreads: Includes spreads that you have created yourself and spreads that you will find in books, the Internet, or that you learn about from other interpreters. Try to dedicate one of the sections of your diary to spreads so that you can quickly find the information you need.

Exercises: All exercises that you think might be useful to you (including those in this book) should be recorded in a diary so that you can refer back to them if necessary.

Book Lists: If you've been recommended a certain book but can't get it right now, why not write the title at the end of your diary to start a list of books you'd like to read? That way, at least you won't forget the title of the book, and you'll also have a list handy to give to family and friends the day before your birthday! The Tarot Diary is a private thing and no one should see it. It will help you develop as a tarot reader by giving you the opportunity to create your own understanding of the cards. Over time, your Tarot diary may even become a standalone, complete book to help others on their journey called Tarot.

The practice of interpretation

Practice leads to perfection. In this course there will be no clear indication where I will tell you: "Now you know enough about the Tarot to proceed with the interpretation." Ideally, you should start right away, even if you don't know anything about the meanings of the cards. Your goal is not to "get the value right"; your goal is to familiarize yourself with the process of interpretation. You must learn to recognize the symbols depicted on the cards, to select the necessary information. You must learn to weave the story into consistency and consistency, even if the story is completely inaccurate.

To be able to practice more, reach out to a friend or family member who is interested in your success. By explaining to them that at the moment you need a "guinea pig", you will ensure that they will not judge you harshly. If you are still very nervous about the interpretation of the cards, there are other ways (therefore - no excuses!):

You can interpret the meaning of the cards for your dog or cat;

You can interpret the meaning of cards for fictional characters. Ask how they feel at this point in the story, even if you know the answer to that question. You will still be able to effectively analyze the meaning of the cards, and knowing the ending of the story, you will have the necessary information about how the cards relate to reality. (I especially recommend Shakespeare, because his works are full of a wide variety of characters, as well as various plots, twists and mysteries.);

You can interpret the meaning of the cards for yourself.

Exercise 2.3

Choose a character you know well from a story, movie, or fairy tale: Snow White, Cinderella, Bambi, or Romeo. Now draw one card from the deck to represent this character. Try to look at this card as your chosen character. What scene is shown? What feelings are expressed? I" IMIO action? What symbolism?

I remind you once again: if you do not have the slightest idea and the meaning of the card, described in books or accepted according to traditions, it's okay! At this stage, it is important that you begin to see the symbolism and imagery of the card.

Studying books

And it's common in our culture to learn a new subject with instructions, and instructions are most often taken from books. With the advent of the printed press, it became possible for people involved in arts, crafts or sciences to publish the results of their work, which people living in other cities and countries will learn about. This tremendous achievement and development of mankind is used in the world of Tarot no less than in other areas, and I strongly recommend that every person who studies Tarot take full advantage of these advantages.

You may not be able to find a reputable tarot teacher in your area for group or private lessons, or the teachers you do find may charge too high a fee. In this case, a good book on the topic comes to the rescue, being a completely accessible and convenient solution to the problem. You can use it anytime and anywhere.

Nowadays, many tarot lovers turn to books for information about the meaning of the cards, for understanding the insight and wisdom of the tarot. Many believe that this is another form of dogma offered to students. But the same can be said for "animated" tarot teachers and other ways of learning how to use the cards. Dogma itself is not found in written or oral form, but is manifested in the desire of the reader or listener to accept it as absolute truth.

Thus, I advise from the very beginning of your journey called "Tarot" to read as much literature on the subject as possible. Over the past decades, a number of brilliant tarot authors have put their experience, which they have gained over the years, into writing. And while no work by any one author should be accepted by you as an indisputable truth, reading a significant number of books will introduce you to a variety of views, ideas and perspectives. This will open up new possibilities for you that you may not have known about, and allow you to develop your own understanding of the cards.

However, a complete understanding of the Tarot cards cannot be achieved through books alone. To do this, you will need a large amount of other literature - you need to read a wide variety of novels, classics, newspapers, magazines, etc. All of them form our worldview and teach us to be human. The more we learn about the world around us and the people we interact with every day, the more we understand the concepts depicted on the cards, and the more we become ready to convey these concepts to others.

What if you don't like to read? Well then watch the movies! Watch documentaries and news programs. Visit museums and galleries. The more you learn about the world around you, the better. Regardless of the method you choose.

Most teachers care about the results of their students. There is no doubt that educators influence how well their children do in school. However, if you look at thousands of studies on this topic, it is clear that some learning strategies have a much greater impact than others. What is effective learning? What are its methods, means, forms and techniques?

Clear lesson objectives

Strategies for providing effective evidence-based learning include the following points:

• Goals. What you want students to learn in each lesson is critical. Clear lesson objectives help you and your students focus on every aspect of your lesson, on what matters most.
• Show and tell. As a general rule, you should start your lessons with some sort of show, performance, and story. Simply put, storytelling involves sharing information or knowledge with your students. Once you have clearly communicated what you want your students to know and be able to tell by the end of the lesson, you should tell them what they need to know and show them how to solve the problems you want them to they were able to decide. You don't want to spend your whole lesson getting the kids to listen to you, so focus on your show and tell what matters most.

Questions to check understanding

Teachers usually spend a large amount of class time asking questions. However, few teachers use questions to test comprehension in class. But you should always check for understanding before moving on to the next part of your lesson. Effective ones such as answering at the blackboard and "tell a friend" will help you check your understanding before moving on from the show to the next part of the lesson.

Lots of practice

Practicing helps students retain the knowledge and skills they have acquired and also gives you another opportunity to test your understanding of what you have learned. Your students should practice what they learned during your presentation, which in turn should reflect the purpose of the lesson. Practice is not meaningless employment in the classroom. An effective form of teaching involves solving certain problems that have already been previously modeled. Students absorb information better when their teacher makes them practice the same things for a set amount of time.

Using Effective Learning Tools

This includes mind maps, block diagrams, and Venn diagrams. You can use them to help students summarize what they have learned and understand the relationship between aspects of what you have taught them. Discussing a graphic summary is a good way to end your show and pre-story. You can refer to it again at the end of the lesson.

Feedback

It is the "breakfast of champions" and is used by the world's best educators. Simply put, feedback involves seeing how students have completed a particular task together in ways that will help them improve. Unlike praise, which focuses on the student rather than the task, feedback provides a tangible understanding of what they did well, where they are, and how they can improve their performance.

Flexibility

This is another effective teaching method. Be flexible about how long it takes to study. The idea that, given enough time, every student can learn effectively is not as revolutionary as it sounds. This is at the core of how we teach martial arts, swimming and dancing.

When you master the art of learning, you differentiate yourself differently. You keep your learning goals the same but change the time you give each child to succeed. Within the constraints of a crowded curriculum, this may be easier said than done, but we can all do it to some extent.

group work

The most effective teaching methods involve group work. This method is not new and can be seen in every class. However, productive group work is rare. When working in groups, students tend to rely on the person who appears to be the most competent and capable of the task at hand. Psychologists call this phenomenon social idleness.

To increase the productivity of teams, you need to choose the tasks that are assigned to them and the individual roles that each member of the team plays. You should only ask the groups to perform tasks that all members of the group can successfully perform. You also need to make sure that each member of the group is personally responsible for one step in the task.

Learning Strategies

Effective learning systems include a variety of strategies. It is important not only to teach the content, but also how to use the appropriate strategies. When teaching children to read, you need to teach them how to memorize unknown words, as well as strategies that will deepen their understanding. When teaching math, you must teach them problem solving strategies. There are strategies that underpin the effective completion of many of the tasks you ask students to do in school. And you need to educate students about these strategies, show them how to use them, and give them guided practice before asking them to use them themselves.

Nurturing Metacognition

Many teachers find that they encourage students to use metacognition when they simply ask students to use effective learning strategies such as making connections when reading or self-verbalizing when solving problems. Encouragement to use strategies is important, but it is not metacognition.

Metacognition involves thinking about your options, your choices, and your outcomes, and this has an even greater impact on outcomes than the learning strategies themselves. Students may consider how effective a form of learning they would choose for themselves after reflecting on their success or lack thereof, before continuing or changing their chosen strategy. When using metacognition, it is important to think about which strategies to use before choosing one.

Conditions for a highly effective educational process

During the educational process, conditions for effective learning should be created.

• Think about the relationship between teacher and student. This interaction has a big impact on learning as well as on the "climate in the classroom". It is important to create a classroom environment that "constantly asks for more" while affirming students' self-esteem. Success must be attributed to effort, not ability.
• Behavior management plays an important role. It might seem that this is not as important as knowledge of the subject and learning in the classroom, but behavior is a powerful factor contributing to the success of a teacher. But classroom management - including how well the teacher uses class time, coordinates class resources, and manages behavior - is noted as critical to effective learning.
• Good relationships with colleagues and parents. A teacher's professional behavior, including supporting peers and communicating with parents, also has a moderate impact on effective student learning.

What can teachers do to improve their skills?

What do teachers need to grow professionally? Keep track of your successful peers, just sit back and watch respected and dedicated employees practice their craft. Teaching can become an isolating profession if we allow it to be, and getting into other people's classes breaks down those walls and helps teachers grow in the process. Use technology to see others in action. Not only will you be able to select specific tips to improve your skills - organizing work, making homework more efficient, etc., but you will also be able to make connections with colleagues that you would not otherwise be able to reach.

One effective learning tool is the open-ended question at the end of the test, where students can comment on how well the teacher helped them learn the material. Going beyond the curriculum is a habit of the best teachers. Be sure to research your topic broadly and try to consistently look for ways to bring new information into your practice.

Organization of effective learning: methods and mechanisms

To survive and thrive, you need to be organized and disciplined. Effective teaching of children of senior school age and university students is carried out using three approaches to teaching:

1. Lectures. They are organized for the whole class and determine the content and scope of the material taught. They do not necessarily teach everything there is to know, but provide a foundation for further exploration of topics through other forms of learning (practical work, supervision) and through independent reading. At the same time, it is important to visit and interact with the information provided. One must be prepared to take notes from the main points and determine which areas of the lecture are less clear so as to be considered later. Most lecturers provide some form of handout. The handouts are not meant to replace the lecture, but are provided to give you a "breather" to engage more closely with the lecture.

2. Practice. Practical work typically serves to illustrate topics from lectures and to convey the skills necessary to apply these concepts in a practical or experimental manner. All practical work should be approached with a positive attitude and strive to learn from examples or experiments.

3. Supervisions are small group training sessions that are a unique learning opportunity. This is a good chance to clear up any confusing points from lectures or practicums and a good way to evaluate understanding and progress.

Characteristics of the high performance class

There are some sort of criteria for measuring how productively you use effective learning tools. Here are the characteristics of a highly effective learning environment:

1. Students ask good questions.

This is not a very good result, but it is very important for the whole learning process. The role of curiosity has been studied (and perhaps under-researched and underestimated). Many teachers force students to ask questions at the beginning of the lesson, often to no avail. Cliché questions that reflect a lack of understanding of the content can hinder further skill acquisition. But the fact remains that if kids can't ask questions, even in elementary school, there's something wrong. Often good questions can be more important than answers.

2. Ideas come from various sources.

Ideas for lessons, readings, tests, and projects should come from a variety of sources. If they all come from narrow slivers of resources, you run the risk of being stuck in one direction. This may be good or not so good. Alternative? Consider sources such as professional and cultural mentors, the community, subject matter experts outside of education, and even learners themselves.

3. Various models and techniques for effective learning are used.

Inquiry-based learning, project-based learning, direct learning, peer learning, school-based learning, e-learning, mobile learning, flipped classroom - the possibilities are endless. Chances are none of them are incredible enough to satisfy every element of the content, curriculum, and student diversity in your class. The hallmark of a high-performing classroom is diversity, which also has the side effect of improving your long-term ability as an educator.

4. Learning is personalized according to various criteria.

Personalized learning is probably the future of education, but for now, the burden of routing students lies almost entirely on the shoulders of the classroom teacher. This makes personalization and even consistent differentiation a challenge. One answer is the personalization of learning. By adjusting the tempo, entry points, and rigor accordingly, you'll have a better chance of discovering what students really need.

5. Criteria for success are balanced and transparent.

Students shouldn't have to guess what "success" looks like in a high-performing classroom. It also shouldn't be fully weighted by "participation", evaluation results, attitudes or other individual factors, but rather melted into a cohesive structure that makes sense - not for you, your colleagues, or the expert book on your shelf, but for yourself. students.

6. Learning habits are constantly being modeled.

Cognitive, metacognitive and behavioral "good things" are constantly being modeled. Curiosity, persistence, flexibility, priority, creativity, collaboration, revision, and even classic habits of the mind are all great ideas to start with. Therefore, often what students learn from the people around them is less direct didactic and more indirect and observational.

7. There are constant opportunities to practice.

Old thinking is being revisited. Old errors are reflected further. Complex ideas are rethought from new angles. Divergent concepts are opposed. New and effective teaching technologies are used.

It doesn't matter what, it matters how

The characteristics of effective learning are divided into three groups: play and learning, active learning, creation and critical thinking.

• Play and study. Children naturally play and explore in order to satisfy their natural curiosity. They manipulate the environment, test it, and draw their own conclusions without any hidden intention. They react with an open mind to what happens as a result of their experiments. The nature of their learning is always hands-on and children are the authors who shape the experience. They use their existing knowledge and understanding of the world and bring it to their exploration. Using their imagination and creativity, they improve their understanding and explore their interests. When children play and explore, when they feel motivated to do so, they are also naturally more willing to take risks and try new experiences.
• Active learning. Learning is effective when it is motivated. Then attention and concentration on experience and activity are at their peak level. When children are excited about what they are doing, they become completely absorbed in the activity and focus on its details. They will also be more likely to stay motivated enough to try again if they fail, overcome difficulties and improve their performance. They will do this to achieve their own personal goals, not just the goals of others, which is necessary to sustain their long-term success.
• Creation and critical thinking. Children understand the world when they are free to explore it, when they use their existing knowledge to creatively experiment with their environment, solve problems, and improve their experience. They test their own hypotheses, come up with their own ideas on how to transfer their experience further. Using what they already know, children connect different interdisciplinary concepts and this helps them to predict, find meaning, arrange events and objects in sequence, or develop an understanding of cause and effect. By organizing their experiences in their own way, children learn to approach tasks, plan, change their plans and strategies.

For learning to be effective, what matters is not what children learn, but how they learn, and this is something that educators should consider when planning learning environments for their children.

Are you studying French and want to achieve good results in a short period of time? Learning French effectively? We will help you with this. We offer you a few rules that will help you improve your French learning process. You need to slightly change your learning process and standard teaching methods. If you follow our advice, success will soon overtake you, and you will see real results.

Effective learning step by step

When learning vocabulary, instead of individual words, try to learn easy small dialogues right away, then complicate them and add more material. When learning any foreign language, especially French, grammatical material is the hardest to master. Learn not only, but also the most common phrases with these verbs in French. To get started, master the conjugation of phrases in the first and second persons, learn how to ask questions correctly with these verbs, and also do not forget about the singular and plural. When you are sure that you have learned the material and can master it, start to complicate the phrases.
Reading and translation are very important techniques for learning French. But, instead of translating a few phrases in writing every class, do some interpreting. Set yourself a goal - to translate at least one hundred phrases orally in one lesson. Listening to the language plays an important role in learning a foreign language. Before reading new material that needs to be learned, listen to it, take it by ear. This is one of the best ways to master new material.
Very often, while studying the grammar of a foreign language, the teacher makes students perform a large number of written exercises. But actually this is not correct. We, in turn, recommend writing less and talking more. Repeat as much as possible the material and vocabulary covered, pronounce it, use it in dialogues, essays, poems and songs. Do not start learning grammar in the standard sequence, as this will take you a long time. This is not effective learning. The best, easiest and most affordable way to learn grammatical material is a gradual mastering, which allows you to effectively and quickly form a system of the French language. Gradually add new, more complex material to the material already covered. Try to form your French speech from ready-made phrases, and not compose each individual phrase with grammar in mind.
Follow our little tips, and learning French will become more efficient and productive for you.