However, the following post will give you some guidance.
Before I explain the resources, we use, please can I explain briefly how I believe we learn. This is something that we have studied at Clara James Tutoring for the past 20 years, and implemented since the business was first established in 2012.
However, if they are in a situation where they are not thinking in a linear fashion, perhaps their teacher has just pounced on them for an answer, or they are sat in an exam, or they are dyslexic or similar, it is probable that their mind will not come across that one memory that they have made.
So, as a basic example if we are practicing the times tables we might have a pairs game, a game of bingo, noughts and crosses (tic-tac-toe), a game of snakes and ladders or a board game where every square on the board relates back to the relevant times table you are focusing on.
We might also have a game of Jenga. Each brick has a number printed on it. As you remove the brick you must multiply it by your chosen times table. The person causing the tower to fall loses.
The use of games is based around the idea that if the child is relaxed, they are in a better state of mind to store the information that you are given. Games are also generally deemed as enjoyable so it is more likely a child will want to participate. The more they participate the more practice they get. With practice comes ability and confidence and it becomes a positive spiral.
We will also create mind-maps of how to solve things step-by-step or complete exam style questions. Ideally, we would use a combination of all the resources, but it is completely at the child’s discretion. We have worked with some children who never want to play games, others who never want to do worksheets. It’s their time, they know how they learn best, and our goal is to support and complement that.
(PS. Most of the resources can be used online or face-to-face)
Morning,
I hope the week is going well.
So many people seem to be doing D of E and work experience
at the moment, good luck if that’s you and if you’re at Marlow Camp next
fingers crossed for good weather!
I’ve just finished a lesson on division. It seems to be
something that messes with the brains of so many people.
I found it got easier when I stopped thinking about it as
division and instead thought about it as multiplication. So, if for example I
had the question 396 divided by 3, I would look at it as 3x what = 3. My answer
would be 1. How many times would I need to multiply 3 to get to 9, (my answer
would be 3). Then 3x something = 6. My answer would be 2. Giving me the overall
answer of 132.
I know that’s a really simple example but hopefully it explains
my point.
Thankfully in schools they don’t often seem to need to do
long division, but I’ve worked with a couple of adults (generally nurses for
some reason) who have needed it.
I think I’ll explain this one in a video, as it will be too
complicated to explain it with words as bits get put all over the place. I hope
this makes sense though:
Enjoy the rest of the week and speak soon,
Dawn