Here are the main nuggets of information from the provided text, summarized and oriented toward your interest in unconventional ways (such as the Mozart Effect) to improve student performance:

**Social and Emotional Learning & Engagement**
- Social and emotional learning is central to student success—engaging students emotionally is crucial.

- Creating classroom conditions where students feel motivated, excited, and involved boosts performance.

- Providing choices and opportunities for students to pose their own questions increases intrinsic motivation.

- Long-term memory, deep thinking, and conceptual mastery are better supported when students have agency and the context is engaging.

**Non-conventional Learning Methods**
- Recent research suggests writing by hand (not just typing) significantly improves learning and memory retention due to the creation of additional neural connections.

- The myth of "effortless genius" can harm learning; students benefit from praise that acknowledges effort, which builds resilience and better learning outcomes.

- Deep learning arises from integrating arts into education, highlighting the value of holistic, non-rote methods—including the arts, music, and discussion-based learning.

**Music and Concentration: The Mozart Effect**
- Anecdotal advice from productivity sources says Mozart’s compositions can aid concentration and productivity, advocating for music—particularly by Mozart—in work and study environments.

- The key claim of the Mozart Effect is that listening to pieces like Mozart’s Sonata for Two Pianos in D Major may lead to a **temporary improvement in cognitive tasks, particularly those involving spatial reasoning**.

**Recent Research and Data-driven Insights (Relevant to the Mozart Effect)**
- While early studies reported a mild, temporary boost in spatial reasoning tasks after listening to Mozart compared to silence or relaxation tapes, more recent, large-scale research shows that this effect is **small, short-lived, and not unique to Mozart’s music**.

- Meta-analyses and replications from the 2000s to 2020s conclude that the "Mozart Effect" is likely due to increased arousal and mood improvement/rather than specific structural features of Mozart’s compositions.

- Other engaging music, or activities that boost alertness and positive mood, can also yield similar short-term cognitive benefits.

- There is **no sustained or general improvement** in overall intelligence or academic achievement solely from listening to Mozart.

- However, music in the classroom (including classical music) may indirectly support learning by **improving mood, reducing stress, and creating a positive, calm atmosphere** that primes students for better engagement and focus.

**Practical Classroom Implications**
- Playing classical music during breaks may help create a more enjoyable and relaxing classroom; this could modestly support learning by improving the classroom climate, not by directly boosting IQ or academic skills.

- For sustained learning benefits, strategies that combine active engagement, choice, social and emotional learning, and the arts are more effective than passive listening alone.

**Conclusion**: The Mozart Effect, in terms of directly enhancing cognitive performance, is modest and transient.

Its real classroom value is likely environmental—using music to enhance mood and focus—rather than as a cognitive booster by itself.

Combining music with engagement and agency provides the best outcomes for student performance.

**Summary of Key Nuggets from the Provided Text Relevant to Improving Student Performance (including the Mozart Effect context):**

1.

**Sleep & Learning:** Sufficient sleep and proper rest are crucial for effective learning and memory consolidation.

Neural connections are strengthened during sleep.

Repeating information before bedtime can improve retention.

**Individual Differences:** Students differ in their optimal sleep-wake cycles; flexibility in scheduling (like later school start times) can aid learning and well-being.

**Emotional State:** Emotions, especially positive or intense ones, can enhance learning and memory.

Creating a pleasant classroom environment (possibly with music, humor, or enjoyable activities) enhances student engagement and receptivity.

**Attention & Focus:** Despite modern trends towards "clip thinking" (fragmented attention due to rapid media consumption), cultivating focus on less exciting tasks is valuable for future success.

Building sustained attention remains a practical skill.

**Creativity:** Focusing on the process (not just outcomes) fosters creativity.

Methods include uninhibited drawing and imaginative exercises that let students work without fear of mistakes, boosting cognitive flexibility.

**Instructional Tools:** Encouraging use of digital platforms (e.g., MozaBook, educational videos) caters to diverse learning styles and leverages technology to enhance comprehension.

**Music & Empathy:** Studies (e.g., from Lomonosov Moscow State University) show that music education can develop empathy and emotional understanding.

This may support the broader cognitive and social-emotional benefits of exposure to music, such as classical (including Mozart).

**Games & Cognitive Skills:** Board games support mathematical and cognitive abilities, showing that learning through play is effective and develops reasoning and numeracy.

**Assessment Practices:** Modern assessment emphasizes collaboration between teacher and student, formative feedback, and individualized targets, rather than just traditional grading.

**Inclusivity in Evaluation:** Teachers adapt tasks and assessments to meet varying student needs, gently increasing difficulty as students progress to build confidence and competence.

**Teacher Engagement:** Dynamic approaches (such as thematic dress-up, humor, and personalized engagement) make lessons memorable and encourage connection and interest from students.

**Relevance & Adaptability:** Teachers are encouraged to remain relevant, adapt to student interests, and integrate current technology and trends, helping students relate to content and stay motivated.

**Teacher as Role Model:** Teachers model curiosity, resilience, and positive learning behaviors, directly influencing student attitudes and dispositions.

**Resilience & Burnout:** Teacher well-being and renewal are crucial.

Shared joy in activities like music can prevent burnout and revive passion for teaching.

**In Connection to the Mozart Effect:**
Although the provided text doesn’t mention the Mozart Effect directly, it supports the use of enjoyable, emotionally uplifting, and cognitively stimulating environments—including music—to enhance learning.

Current research suggests that the "Mozart Effect" itself (as a direct, unique cognitive boost from Mozart's music) is debated, with many studies failing to find strong or lasting effects on general intelligence.

More recent analyses indicate that temporary enhancements in spatial reasoning, when present, may be due more to improved mood and arousal after listening to pleasant music, not uniquely to Mozart.

However, exposing students to classical music still has potential benefits for mood, classroom atmosphere, empathy, and creative thinking, which collectively support better learning outcomes.

**Bottom line:** Holistic approaches combining sleep, positive emotional climate (potentially with music like Mozart), creative activities, digital tools, and inclusive pedagogy foster cognitive development and improved student performance.

Here are the key summarized nuggets of information from the provided text, focusing on non-conventional teaching methods, the importance of choice, brain function, and the potential impact of music—including references that align with your interest in the Mozart Effect for classroom enhancement:

1.

**Power and Impact of Choice:**
    - Choices are central to personal and professional growth, including teaching.

Decisions by educators—like creative teaching techniques or integrating unconventional methods—can significantly shape students’ lives and learning paths.

**Importance of Understanding Brain Function in Learning:**
    - A strong connection exists between understanding brain function and developing effective educational strategies.

Teachers who comprehend the brain’s information processing can help students learn more efficiently, recalling knowledge and applying it to problem-solving.

**Effective and Inspiring Teaching:**
    - Successful teachers love learning themselves and transmit this enthusiasm to students, often through unique or creative approaches.

Outstanding teachers address the individual needs of students, cultivating inspiring and supportive environments.

**Balancing Learning and Leisure:**
    - Finding a balance between instruction and enjoyable activities is vital.

Engaging students in activities that promote connection, calmness, and fun—such as music—can reduce stress and enhance learning.

Leisure activities are therefore seen as essentials, not luxuries.

**Music as a Medium for Learning Enhancement:**
    - Music (including classical music) is emphasized as a key element of life and an influential teaching tool.

There are suggestions in the text that integrating music into math classes may ease student anxiety, highlighting the shared elements of mathematics and music—like symbols and symmetry—which can foster a more enjoyable learning experience.

**Potential of Mathematics-Music Integration:**
    - Joint planning between math and music teachers could help demystify mathematics for students, making it less intimidating and more interactive.

**Philosophical and Ethical Dimensions in Learning:**
    - The development of conscience, self-awareness, and the will are considered essential in educational reform.

**General Caveat:**
    - Not every theory is beyond critique, but human and student potential is vast and often underutilized.

Here are the main nuggets of information from the provided text, summarized and oriented toward your interest in unconventional ways (such as the Mozart Effect) to improve student performance:

**Social and Emotional Learning & Engagement**
- Social and emotional learning is central to student success—engaging students emotionally is crucial.

Title:

Content: Opinion Blog

Classroom Q&A

With Larry Ferlazzo

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to lferlazzo@epe.org. Read more from this blog.

Teaching Opinion

How to Get, and Keep, Your Students Engaged

By Larry Ferlazzo — March 29, 2023 14 min read
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We teachers can never get enough ways to help create the classroom conditions for students to motivate themselves.

This post kicks off a series sharing lots of ideas, and today’s contributors also participated in a ten-minute podcast we did together.

‘Build Great Relationships’

Chandra Shaw has more than 24 years of experience in education, as a teacher, reading specialist, instructional coach, and now a literacy consultant at one of her state’s regional service centers. Chandra is a TEDx speaker and amateur YouTuber:

One of the best strategies to create classroom conditions where students are more likely to motivate themselves is to build great relationships with students by making learning relevant, making them feel comfortable, showing how much you care about their learning, and teaching them what they need to know.

One way I did this was to start off the year by asking students to imagine this being the best school year they’ve ever had. I’d ask them to write down and discuss what I would need to do in order for it to be the most successful and best year for them. They’d work in groups and create a list. As they worked, I’d walk around and read through some of the things they’d written, affirming pretty much anything they’d put down by saying, “Oh yeah, I can definitely do that.” Once they’d shared their lists with the entire class, we’d make the class’ top 10 list from the things that had appeared the most on the groups’ lists.

Each year, the students’ lists would undoubtedly include things like, “You need to be nice, provide treats, not show favorites, play games, allow student use of phones in class, and teach them what they need to know to be successful.” OK. That last one is what I’d often suggest as I walked around listening to their groups, and they usually agreed it was important and added it to their lists. At any rate, once the class list was done, and I’d assured them that I would absolutely do everything they’d listed in order to make this year the best year ever, I’d then share MY list of what I needed from them!

Throughout the year, I’d point to the list and ask if I was holding up my end of the bargain. And if they weren’t holding up their end of my list, I’d point that out as well. By returning to our lists again and again, it showed that WE were in this together and all trying to make this the best year. It really seemed to motivate the students when they saw how consistent I was with doing what they needed to succeed.

Asking Questions

Irina McGrath, Ph.D., is an assistant principal at Newcomer Academy in the Jefferson County public schools in Louisville, Ky. She is a co-creator of the ELL2.0 Google site and is a co-director of the Louisville Writing Project (LWP) and a University of Louisville and Indiana University Southeast adjunct professor:

Over the years, I have discovered that certain strategies are more effective than others at getting and keeping students - especially English Language Learners - motivated to learn . One such strategy is simply giving students the opportunity to ask questions and search for answers on their own. Studies have shown the power of asking questions, and some cognitive scientists believe that they are so important that we cannot learn properly until the right one has been asked: If memory does not ask the question, it will not know where to index the answer” (Bain, 2004). By encouraging students to pose their own questions about what they are learning, teachers will be able to help fuel students’ curiosity and promote further engagement in the classroom.

A great way to stimulate question asking is the Read Aloud Response Cards strategy, which teaches students to pay attention to the metacognitive process happening in their heads while listening to a passage being read out loud. The activity involves colored cards indicating tasks for the students to perform based on the card they receive: Those with yellow cards generate questions, green document their connections, red create a summary of the passage, and purple draw images either on paper or in their minds while listening to the passage. When the passage is completed, the students are sorted based on card color and work together to discuss and compare the results of their task, and eventually representatives from each group speak to the rest of the groups about their discoveries and questions during the activity. Ultimately, once posing questions becomes a routine and students realize that they are welcomed and encouraged, ELs’ curiosity will start fueling their learning and desire to discover something interesting and new.

Another strategy that promotes conditions for students to motivate themselves is choice. Students get excited when they are provided with options for books to read, topics to study, assessments of learning, and final product. Every student is a unique learner, and by offering them a choice, we offer an opportunity to build on their interests and talents and take on a new topic in a way that brings joy to learning and gets students excited. For example, if we think about the end of the lesson reflection, there are different ways English-learners can accomplish that when they are provided with choice. Students can either list three or more things they learned that day or create three true statements and one lie about content covered in class. They can also use Vocaroo, Padlet, or any other app/platform to record a note to themselves with advice on how they might approach the lesson’s task differently. Students can even create a two-minute video or a sketch to help classmates understand the lesson’s content better.

Overall, students are more likely to be motivated to learn if given a sense of autonomy and self-derived excitement for a topic. The best ways I have found to help them have confidence and interest is to allow them to pose questions and to give them choices in their projects.

‘Opportunities for Choice’

Meg Riordan, Ph.D., is the chief learning officer at the Possible Zone, a youth-entrepreneurship and work-based learning program with a mission to advance economic equity. She has been in the field of education for almost 30 years as a middle, high school, and college teacher; researcher; leadership coach; school designer; and director for a network of schools:

While many factors influence students’ motivation and engagement, it is central to ignite connection via relationships, share and uphold expectations, uncover and tap into students’ strengths, create relevant learning experiences, and design for choice. Such strategies can unlock students’ motivation for learning that lasts a lifetime.

Prior to the pandemic, a student survey of over 3,000 schools found that motivation and engagement declines as students progress in school; while 5th graders reported their engagement level at almost 75 percent, by 10th grade, students’ engagement hovered at 33 percent. Read that again: 33 percent. Despite this stark statistic, there is hope: two items drive motivation and engagement: 1) when students “strongly agreed” that school was “asset- and strengths-based” and 2) when they affirmed that they had “at least one teacher who made them excited about the future,” they were 30 times more likely to be engaged compared with those who disagreed. Search Institute research corroborates that students are motivated and goal-oriented when they feel a sense of belonging, safety, and acceptance.

Since the pandemic, additional forces amplified students’ lack of motivation: virtual instruction, social distance from peers, economic hardships, and racial reckonings, to name a few. Given these conditions, what strategies can educators employ to create classrooms where students motivate themselves and sustain engagement? I explore ways to motivate, engage, and support learners.

1. Build relationships and seek out students’ strengths

Research shows that young people who experience strong developmental relationships demonstrate increased academic motivation, social-emotional growth and learning, and a sense of responsibility. Developmental relationships are “close connections through which young people discover who they are, cultivate abilities to shape their own lives, and learn how to engage with and contribute to the world around them.” In the classroom, this might take the shape in the following ways:

  • Design opportunities for students to show who they are: Kick off the school year with a project in which students take selfies or create profile silhouettes of themselves and share words, symbols, and pictures of things that they value; teachers can connect with and build from students’ assets. Throughout the year, educators can provide opportunities for two-minute interviews in which students speak on a topic they’re passionate about (e.g: the worst pizza in town or why Serena Williams is the best athlete ever); knowing who our students are and seeing their strengths is a powerful driver to build relationships and spark motivation.
  • Provide clear expectations, ask what students expect from you, and strive to uphold and meet expectations: When educators are clear about expectations and invite students to share their needs, the relationship becomes bidirectional and is more likely to offer space to express care and challenge growth, both key aspects of developmental relationships. School designs like EL Education promote co-creation of norms and ongoing opportunities for students and educators to revisit and reflect on owning and meeting shared expectations; this cultivates an environment where voices and actions are valued.

2. Create relevant learning and opportunities for choice

Students experience motivation and engagement when educators help them get excited about the future. To see oneself in the future, it’s important to activate students’ self-concept and create opportunities to develop self-efficacy and agency. Consider these ideas:

  • Create authentic projects for real audiences: Research shows that when students actively pose questions and problem-solve real issues, conduct fieldwork, talk with experts, and produce meaningful work with impact beyond the classroom, not only does engagement soar but so does achievement. While educators may feel constrained by standards, consider small and larger steps to integrate relevant projects. This might include integrating interviews into a unit or, go big, like The Possible Zone, which engages young people in consultancies with local industry partners to solve authentic challenges and present solutions. Schools like High Tech High offer models of projects for inspiration.
  • Embed options throughout students’ learning experiences: Student choice and autonomy develop agency, building decisionmaking skills for careers and lives. In the classroom, this might include entry points such as choosing where to sit, “how” to learn (e.g.: reading, listening to podcasts, interviewing an expert), or choice of topics (e.g.: demonstrating research and synthesizing skills via a topic determined by student interest). When designing—or co-designing—learning environments with students, educators should ask: Where can I offer productive choices? When determining where to sit, for example, a teacher might suggest, “Choose a seat where you’ll be most engaged,” or “Sit where you’re comfortable.” Students can revisit choices and reflect on their predictions.

Classroom Culture

Andrew Sharos is a teacher, administrator, speaker, and author in Chicago. He wrote the Amazon-best-selling book All 4s and 5s, which has become the road map to instructional methods and culture building for gifted and talented teachers. He also co-authored Finding Lifelines, a book for new teachers and their mentors:

Motivation for students really comes back to classroom culture. We hope to create a classroom culture that is so fun, engaging, and magnetic that students actually WANT to be in school. Teachers who engage students are ones who create a unique and different experience for the students every day.

In terms of concrete strategies, I like to have students learn outside the classroom in the halls, courtyard, on the grass, or in the auditorium. The walls of a classroom have limitations, and mixing it up in different spaces keeps the students on their toes.

I enjoy having a theme every day, like Weekend Monday, Positive Tuesday, Thankfulness Wednesday, Joke Thursday, and Cookie Friday. It might waste a few minutes at the beginning of every class, but it is time well wasted if the students are more engaged after we engage in some playful dialogue at the beginning of class. These are hallmarks of the class and moments students enjoy.

When students are not engaged, the teacher has to find ONE thing that connects the student and the teacher. The teacher could, and maybe even should be the reason why the student wants to come to school. This can only be made possible when there is a relationship built on love and trust.

Sometimes, this takes time. One student of mine was impossibly difficult to connect with, or so I thought. I recited a movie line from “Ace Ventura” one day, and she was the only person in the class who “got it.” From that moment on, we connected. We have to keep chipping away at the less motivated. The students don’t have to love the content and skills we are teaching, they just have to feel connected to us to be motivated to learn.

This is the first post in a multipart series.

The question of the week is:

What strategies have you used to create classroom conditions where students were more likely to motivate themselves, including those who didn’t initially seem very engaged?

Chandra Shaw, Irina McGrath, Meg Riordan, and Andrew Sharos kicked off this series today.

Chandra, Irina, Meg, and Andrew were also guests on my 10-minute BAM! Radio Show. You can also find a list of, and links to, previous shows here.

Thanks to Chandra, Irina, Meg, and Andrew for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at lferlazzo@educationweek.org. When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching.

Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all EdWeek articles, has been changed by the new redesign—new ones are not yet available). And if you missed any of the highlights from the first 11 years of this blog, you can see a categorized list below.

I am also creating a Twitter list including all contributors to this column.

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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- Creating classroom conditions where students feel motivated, excited, and involved boosts performance.

- Providing choices and opportunities for students to pose their own questions increases intrinsic motivation.

- Long-term memory, deep thinking, and conceptual mastery are better supported when students have agency and the context is engaging.

**Non-conventional Learning Methods**
- Recent research suggests writing by hand (not just typing) significantly improves learning and memory retention due to the creation of additional neural connections.

Title:

Content: in

A Recent Study Involving University Students Revealed That Writing By Hand Boosts Learning And Memory Much Better Than Typing On A Keyboard

Research and study methods have undergone tremendous change over the past few decades. After relying on resources like hard-copy encyclopedias and tools like notebooks, pencils, and typewriters, the advent of computers and the internet completely changed how students learn and work.

But, despite classrooms now being equipped with Smart Boards and most students learning to type in grade school,  a recent study revealed that older learning methods actually have a larger impact on memory.

More specifically, a research team in Norway found that writing by hand instead of typing on a keyboard can actually boost both learning and memory.

The study involved 36 university students who were tasked with either handwriting or typing words shown on a screen. Then, the researchers used 256 sensors to monitor brain activity and found that handwriting notably improved the connections between various brain regions, a phenomenon not observed during typing.

“We show that when writing by hand, brain connectivity patterns are far more elaborate than when typewriting on a keyboard,” said Audrey van der Meer, a professor at the Norwegian University of Science and Technology (NTNU).

“Such widespread brain connectivity is known to be crucial for memory formation and for encoding new information and, therefore, is beneficial for learning.”

In the study, participants wrote in cursive on a touchscreen using a digital pen and typed using a single finger on a keyboard. The research team employed a high-density EEG, a specialized cap fitted with 256 sensors, to track the brain’s electrical activity.

This cap was worn by the participants, who had their brain activity recorded for five-second intervals each time they were instructed to write or type.

The researchers suggest that the process of meticulously crafting letters by hand offers more cognitive stimulation than the repetitive action of pressing keys with the same finger. Additionally, they pointed out that although digital pens were used for writing in the study, the outcomes would likely be comparable if the participants had used an ink pen and paper.

Sign up for Chip Chick’s newsletter and get stories like this delivered to your inbox.

Prev1 of 2

- The myth of "effortless genius" can harm learning; students benefit from praise that acknowledges effort, which builds resilience and better learning outcomes.

Title:

Content: Skip to content
Neuropsych

Stanford duck syndrome: How the myth of effortless genius hurts learning

When we view hard work as a sign of low aptitude, it harms our ability to learn and grow.
Key Takeaways
  • Research shows that like a muscle, our brains really do get "stronger" through effort and hard work.
  • When people work hard to learn something new, they develop more neural connections between different brain regions.
  • Recognizing effective effort can increase motivation and help people overcome challenges, argues Mary C. Murphy in her 2024 book Cultures of Growth: How the New Science of Mindset Can Transform Individuals, Teams, and Organizations.
Adapted from Cultures of Growth: How the New Science of Mindset Can Transform Individuals, Teams, and Organizations by Mary C. Murphy. Published by Simon & Schuster. Copyright 2024. All rights reserved.

Just like a muscle, our brain gets stronger through hard work. The idea sounds catchy, but is it true? After all, our brain isn’t a muscle — it’s far more complex

Hoping to answer this question, a group of researchers placed study participants in an fMRI machine, then monitored their brain activity while they listened to two tones. Their task was to press a button to indicate whether the second tone was longer or shorter in duration than the first. In the “easy” portion of the test, the tones were more clearly differentiated, whereas in the “difficult” portion, the second tone was more like the first. As the researchers dialed up the difficulty, the participants’ brains began to light up: The more challenging the task was and the more effort it required, the more areas of the brain were recruited to help.

Not only was there more activity and connectivity among different parts of the brain during the challenging task, one of the areas that came online during the hard part was the dorsolateral prefrontal cortex. This part is associated with higher-level executive functions such as our working memory, ability to switch between multiple concepts, and abstract reasoning. The more we’re challenged, the more parts of the brain we call on to help us and that, in essence, increases our overall abilities to meet the goal.

Research also shows that it’s not just any effort that makes us grow new neural cells and pathways, but effort expended in the process of learning — something we call effective effort.

Scientists compared the brains of two groups of “gym rats,” which were put on different physical exercise regimens, with a control group of “cage potato” rats and a group of “acro-rats” who learned to navigate an elevated obstacle course — a task that was mentally, but not physically, challenging. Though both groups of gym rats developed a higher density of blood vessels in their brains than the cage potatoes, the acro-rats developed more synapses per nerve cell than all three other groups. When we’re working hard and learning something new, we develop more connections among different parts of our brain, and that helps us complete tasks more quickly and easily in the future.

The neural pathways we don’t use die off over time. What makes our brains hold on to these pathways — and create more — is not simply repeating the same things we’ve learned over and over again, but continually taking on difficult problems. Just like exercising our muscles or our cardiovascular system, once we’ve got something down so well that we can perform it with little effort, it may boost our ego, but it won’t boost our performance. We’ve got to keep dialing up the level of challenge.

If you’ve heard the advice that the way to keep your brain sharp is to tackle Sudoku or the New York Times crossword puzzle, those activities may serve you up to a point, but only so long as they remain challenging. Spending an afternoon with a Rubik’s cube would make my brain grow (and make me grow plenty frustrated), but not so for mathematician and data scientist Cathy O’Neil, who’s been solving them since she was 14. Neuroscientist David Eagleman says that in order to keep his brain healthy, he constantly invests in challenging activities, such as learning new software programs and wrestling with Mandarin.

Yet if multiple avenues of scientific exploration tell us that it’s only by engaging in challenging tasks that we develop and grow, why does the belief that having to apply more effort means less ability persist? What’s keeping it going?

Fueling false beliefs about effort and ability

You might be familiar with some version of the widely acknowledged “Stanford duck syndrome” — something I experienced personally in grad school. To be successful in the elite, high-pressure educational environment of Stanford, you were expected to glide gracefully across the water, though, beneath the surface, you were kicking like crazy to keep up. Hardship and struggle were expected to simply roll off your back.

In the day-to-day, undergrads, in particular, could be seen lounging around the student union or coffee shops, listening to music or socializing as if they didn’t have a care in the world. No one seemed to have to try hard to make it. By evening, they would begin to hit the books, sometimes studying alone in their rooms through the night in an effort to, well, hide their effort. The price they paid to align themselves with the cultural value of genius was a high one: Exhaustion and psychological distress were common.

Fellow researchers and I saw something similar at Cornell University. Through a series of focus groups with students, Cornell Health Counseling and Psychological Services counselors identified an unusual and disturbing trend. As is typical at many colleges and universities, companies selling a variety of dorm room posters — everything from puppies to popular bands — would come on campus to peddle their wares. During the most challenging times of the semester, such as during midterm and final exams, the most popular poster was one that was supposed to be motivational. It read, essentially, While you’re sleeping, someone else is getting ahead

One could argue that the posters simply encouraged the students to dig in and work hard. When such “motivation” links to a cultural belief system where hard work is thought to signal low ability or talent, it can fuel mental health issues.

These beliefs tend to start young. Kindergarten through sixth-grade teachers attending our summer institute often describe how difficult it is to counter children’s perceptions that if they have to try hard at something, it means they’re not good at it. The teachers, themselves, sometimes harbor these same beliefs. One of the ways we see this is when teachers take our baseline evaluation survey and they give an affirmative response to statements such as, I hate to see my students struggle; Seeing my students struggle makes me uncomfortable; and I am likely to assist right away when I notice my students struggling. However, struggle is a critical element of the learning process.

The idea of errorless learning — the perception that fewer errors on tests means better learning — leads one to assume that getting answers wrong would have a negative impact. In fact, the opposite is true; when we get a question wrong, we’re actually more likely to get it right in the future if we take the time to struggle with it afterward. Struggle enhances learning and recall.

Still, we don’t want to blindly encourage all struggle, but instead emphasize strategies that enable effective effort. It’s critical that we praise effort in the right direction. Research further clarifies that the effectiveness of what we refer to as effort praise is tied to our beliefs about effort and ability. Among students who believe that effort is an important way to increase their ability, having their effort praised boosted their views of themselves and their levels of intrinsic motivation. The stronger their belief, the bigger the boost.

Related

Up Next

- Deep learning arises from integrating arts into education, highlighting the value of holistic, non-rote methods—including the arts, music, and discussion-based learning.

Title:

Content: On Teaching (Elliot Eisner)

Too few policymakers have ever taught in public schools. Even fewer can say clearly exactly what it is about teaching young children, youth, and adults that binds teachers and students together and makes the experience of learning memorable, satisfying, and long-lasting. One person I knew well was Elliot Eisner. He has expressed the many satisfactions that inhere to teaching in a fluent and thoughtful way.

Elliot Eisner was Professor Emeritus of Education and Art at Stanford University. He taught in the Chicago public schools before becoming a professor. This is an abridged version of his 2006 Commencement talk to School of Education graduates and their families. Eisner died in 2014.

Among the many satisfactions in teaching there are six I would like to describe. The first pertains to the opportunity to introduce students to ideas that they can chew on for the rest of their lives. Great teaching traffics in enduring puzzlements and persistent dilemmas. Certainties are closed streets, not locations that interest the mind. Great ideas have legs. They take you somewhere.

Ideas can also provide a natural high. With them you can raise questions that can’t be answered. But why do puzzlements provide satisfactions? I believe because they invite that most precious of human abilities-imagination–an opportunity to take wing. Imagination is the neglected stepchild of American education. Questions invite you in. They stimulate the production of possibilities. They give you a ride. And the best ones are those that tickle the intellect and resist resolution.

Second, the satisfactions of teaching provide opportunities to reach out to students in ways that ensure your own immortality. The images of teachers past populate our minds and memories. They sit on our shoulders ready to identify infractions of one kind or another and to offer praise for work well done. Their lives live in yours and your life lives in theirs.

The immortality I speak of is the private, rather than the public immortality that is garnered by only a very few. Yet living through the memories of the great and not so great teachers we have known is no meager accomplishment; you don’t have to be a Mahata Ghandi to be remembered or to be loved.

Third, teaching makes it possible to play your own cello. Despite the beliefs of some well intended technocrats, there are no recipes for performance, no teacher proof scripts to follow. Teaching well requires improvisation within constraints. Constraints there will always be but in the end teaching is a custom job within which the teacher becomes an inseparable part of what is taught.

The inseparability of what is learned from the manner in which it was taught is a lesson best taught by the arts. The arts teach us that form and content cannot be divided; how something is described effects what is described. Curriculum once enacted cannot be separated from the way it was taught because how it was taught influences how it is learned.

Fourth, teaching provides ample opportunities for both artistry and for memorable forms of aesthetic experience. After forty years in the classroom I still have vivid recollections of my sophomore high school art class in which I taught thirty-five eager and some not so eager adolescents. Those memories, in many ways, are among the most aesthetically satisfying and vivid I own.

Teaching well also depends upon artistry. Artistry is the ability to craft a performance, to influence its pace, to shape its rhythms and to modulate its tone so that its parts merge into a coherent whole. You come to feel a process that often exceeds the capacity of language to describe.

Why are these memories so vivid? The nature of long term memory might have something to do with it, but I think there is more to it. I still remember my third grade teacher, Miss Eva Smith calling my name from one end of the classroom to the other to tell me, in a voice that the whole class could hear, “Elliot, Your work is getting better!” Oh how I needed to hear that; I did not do well in school. Or Miss Purtle who gave me a one person show of my paintings on the walls of her classroom when I was in the fourth grade. These were memorable events given to a nine year-old boy not knowing he would carry them with him for the rest of his life.

Fifth, teaching provides occasions to share with others your deep affection for what you teach. There is a sense of contagion when your eyes twinkle with delight at the prospect of introducing students to what you love. Your love of what you teach is conveyed to them; it is the sincerest and most powerful invitation you can extend.

Finally, teaching provides the opportunity to discover that something you once said in class that you cannot now remember made a difference to a former student who you happen to encounter twenty years later. Teaching is filled with such surprises. They reassure us that our contributions sometimes exceed what we can recall.

But the satisfactions of teaching extend beyond the academic. Indeed, the most lasting contributions come from rescuing a child from despair, restoring a sense of hope, soothing a discomfort. These are the occasions whose memories last longest because they are often the occasions that matter most. They are the occasions whose importance transcends academic interests. They address the human needs that all of us share.

It is especially important today at a time when schools are buffeted by performance standards and high stakes testing to remember that the student is a whole person who has an emotional and social life, not just an intellectual one. And this is as true for graduate students in the grandest citadels of higher education as it is for students in elementary school. The more we stress in school only what we can measure the more we need to remember that not everything that is measurable matters and not everything that matters is measurable. As the old progressives used to say, we need to pay attention to the whole child. This is accomplished by how we teach. How we teach is related to the deep satisfactions of teaching I described today.

I have had the moments that I have described-and you will too. I envy you the journey. Oh, to be able to begin that journey once again today!
No such luck!

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**Music and Concentration: The Mozart Effect**
- Anecdotal advice from productivity sources says Mozart’s compositions can aid concentration and productivity, advocating for music—particularly by Mozart—in work and study environments.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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- The key claim of the Mozart Effect is that listening to pieces like Mozart’s Sonata for Two Pianos in D Major may lead to a **temporary improvement in cognitive tasks, particularly those involving spatial reasoning**.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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**Recent Research and Data-driven Insights (Relevant to the Mozart Effect)**
- While early studies reported a mild, temporary boost in spatial reasoning tasks after listening to Mozart compared to silence or relaxation tapes, more recent, large-scale research shows that this effect is **small, short-lived, and not unique to Mozart’s music**.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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- Meta-analyses and replications from the 2000s to 2020s conclude that the "Mozart Effect" is likely due to increased arousal and mood improvement/rather than specific structural features of Mozart’s compositions.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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- Other engaging music, or activities that boost alertness and positive mood, can also yield similar short-term cognitive benefits.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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- There is **no sustained or general improvement** in overall intelligence or academic achievement solely from listening to Mozart.

- However, music in the classroom (including classical music) may indirectly support learning by **improving mood, reducing stress, and creating a positive, calm atmosphere** that primes students for better engagement and focus.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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**Practical Classroom Implications**
- Playing classical music during breaks may help create a more enjoyable and relaxing classroom; this could modestly support learning by improving the classroom climate, not by directly boosting IQ or academic skills.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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- For sustained learning benefits, strategies that combine active engagement, choice, social and emotional learning, and the arts are more effective than passive listening alone.

**Conclusion**: The Mozart Effect, in terms of directly enhancing cognitive performance, is modest and transient.

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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Its real classroom value is likely environmental—using music to enhance mood and focus—rather than as a cognitive booster by itself.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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Combining music with engagement and agency provides the best outcomes for student performance.

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The Sound of Success: Ideas in Music for Concentration and Productivity

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Does music help you concentrate? Since we spend a lot of time in front of computers trying to finish our work, wouldn’t it be nice to listen to some of music to help concentrate? Well, music lovers, it seems like Mozart and Beethoven could actually help you with your productivity. Beethoven once said: «Music is where the spirit lives, thinks and invents.»

This relationship between music and the brain is an area that has been intensively explored in research. Many studies point to the ability of music to help employees be more productive and help children in their learning process more effectively. University research in France found that students who listened to music for an hour while reading, scored significantly higher on a questionnaire compared to a group of students who read without music.

Your attention span is better when listening to music

It seems that music for concentration puts students in a heightened emotional state, so that they can be more receptive to information. «It is possible that music causes a change in the learning environment and influenced students’ motivation to stay focused while reading, which led to better performance on a multiple-choice questionnaire,» concluded the french research team in a recent article.

But before you start playing any type, you have to find the music that works better for the type of work you are trying to carry do. For example, the classic from the Baroque period is said to do wonders for brain activity when you are studying or writing. But not all classical music is created equal, so dramatic changes and complicated fugue changes may not be as conducive as a smooth piano piece. So if you have to choose a composer, we would say Mozart. There seems to be evidence that Mozart’s improves mental performance: it is called «The Mozart Effect”.

Build a harmonious space

If you don’t like classical, the discreet sound found in ambient music may work well for you instead. What is the purpose of this if you are not at the airport, you ask? Well, for creative purposes, it’s better than emptiness and silence. According to one of its pioneers, musician Brian Eno: “Background music must be able to accommodate many levels of attention when listening, without forcing one in particular. It must be as ignorable as it is interesting ”.

In fact, researchers have shown that a moderate level of noise, such as that found in the environment, can actually get creative juices flowing. Music with especially low-lows or especially high-highs should be avoided. Certain types of jazz instrumental melodies can also get your brain working.

Music without lyrics

In general, if you are doing work that requires writing, you should avoid listening to music with lyrics as the words in a song are especially destructive to your concentration. Since hearing words activates the brain’s language center, attempting to perform tasks related to another language would be like trying to have a conversation while someone else is speaking to you. But, if you are a cartoonist, and you don’t deal with sentence construction, hearing letters may not have the same effect.

Finally, studies show that listening to music you’re already familiar with may be better if you really need to focus. New songs take you into the unknown and your brain will want to listen closely to see what comes next. With the music you are familiar with you know what to expect, so it doesn’t distract you from your work. And if you like the tune you’re listening to try not to whistle it while you work, as that will only distract you.

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**Summary of Key Nuggets from the Provided Text Relevant to Improving Student Performance (including the Mozart Effect context):**

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Science30 November 2021 4: 00
Neurobiologist Asya Kazantseva: The right school is to study in the second shift, sleep a lot and walk
Why it is important for children, explains the famous scientific popularizer
The brain is great at growing neural connections in a dream.
Therefore, what you need to learn and remember should be repeated right before bedtime.
Photo by Shutterstock
What happens in the brain when we learn something new?
Nerve cells are activated and connect more strongly, forming new synapses.
The stronger and more branched the neural network, the smarter a person is.
However, the chemistry in my head will not happen if I listened half-heartedly or read half-heartedly.
Information needs to be understood, scrolled in working memory, and then it will go into the long-term, becoming knowledge.
We have a lot of neurons in our head - 86 billion: synapses can be grown indiscriminately.
But there are nuances, knowing which, you can learn more effectively.
Our expert - a neurobiologist by education, a graduate of three prestigious universities (St. Petersburg State University, HSE and Bristol University), a well-known popularizer of scientific knowledge Asya Kazantseva will tell about them.
FIRST LESSON IS NOT EARLY 10: 00
- Asya, in lectures you have repeatedly said that to force someone to study before nine in the morning - sadism.
And we have many schools and universities starting at eight.
What to do?
A person is able to perceive information early in the morning, but only if he sleeps.
Yes, and we are all different: it is easy for someone to fall asleep at 11 pm and wake up at 7 am, but someone can not and suffers from lack of sleep.
It affects age.
Children and adults can usually be taught to go to bed early and get up early.
But for adolescents, as studies show, this is especially difficult: hormonal adjustment is often accompanied by a shift in the daily rhythm of melatonin production, and it is difficult for them to fall asleep early.
There is a lot of scientific evidence that adolescents - especially those who are more inclined to an owl lifestyle - suffer so much from the school schedule that they begin to smoke to somehow cheer up; overeat to cope with stress; lash the energy; fall into depression.
In California, there is a big movement that is lobbying for a bill to make classes for high school students begin no earlier than nine in the morning.
In 2018, they managed to bring the document to the vote, but the legislators rejected the initiative: they say, we cannot, because we will have to change the schedule of school buses.
Buses are more important than children!
Are there any educational institutions that listen to the recommendations of neuroscientists?
- I had two master's degrees - at the Higher School of Economics in Cognitive Sciences and at the University of Bristol in Molecular Neuroscience.
Both classes didn ’ t start until ten in the morning, because the schedule was made up by neuroscientists who understand that there is nothing more pointless than teaching a person who does not get enough sleep.
When we come to power, nowhere will lessons begin before ten in the morning.
Popularizer of scientific knowledge Asya Kazantseva
- Hurry up!
The children will be happy.
Personally, I know teenagers who hate school because of early climbs.
- With children, there is another problem: for parents of junior high school students, school is also a place for storing children while adults are at work.
Both parents and parents are interested in getting them to school early.
It ’ s hard to make everyone happy.
But it would be interesting to open schools where classes begin later than usual, and then compare the academic success of students.
At the level of individual experiments, such data already exist.
For example, two groups of teenage students took the same course in starch chemistry, but some classes began at 9.00, others at 14.00.
So in the second, especially in owls, the assimilation of information was better by about 6% according to the test results.
In fact, it ’ s like six points on the exam, which can affect admission.
In addition, in the day group, both owls and larks themselves rated the course higher, saying that everything was clear and very interesting.
IMPORTANT TEACHING IN THE EVENING
- In addition to getting enough sleep, it is useful to walk a lot and play sports for learning - did I correctly understand another message from your lectures?
- That's a good idea.
It is impossible to learn effectively if you do it without interruptions.
Because they are also part of learning.
Information is not enough to simply load into the head, it must spin there, consolidate, take time for the growth of new neural connections.
And studies show that this process occurs most qualitatively when a person is idle in the intervals.
He does not think about anything new, walks and runs, saturates the brain with oxygen.
And the brain is great at growing neural connections in a dream.
Therefore, what you need to learn and remember should be repeated right before bedtime.
There is even evidence that people remember best what they dreamed, and dreams are more likely to what we think before we fall asleep.
Hence the advice to put the textbook under the pillow.
But just to put, without opening and reading, of course, is meaningless.
CONTRIBUTE OR SARRY
Parents often try to motivate their children to study by persuasion or intimidation.
If you study well, life will turn out well, but no, you will go to the courtyards for revenge.
What works best?
Negative stimuli work when you want to teach your child not to do something.
Do not put your fingers in the socket.
But if it is necessary for a person to do something, and especially something creative, complex and creative, then positive emotions work better.
Participants in laboratory studies better cope with creative tasks (to form associations, to come up with a new one, etc.), if they have created a good mood: for example, they showed a funny movie.
Not only the sign is important, but also the intensity of emotions.
For example, it is known that stress affects learning differently depending on its intensity.
A long time ago, in 1908, there were such psychologists Yorks and Dodson who showed that mice learn better if you create a mild stress - to shock, but slightly and not painful.
If they were not affected in any way, the results were worse.
But if the mouse is electrocuted too much, then it does not learn anything at all, it sits in the corner and cries.
Already in our time, these observations have been confirmed by molecular neuroscience: it turned out that there are two types of receptors for stress hormones, with different sensitivity.
And if stress is weak, then at the cellular level it contributes to neuroplasticity, and if strong, it disrupts the normal functioning of neurons.
If you apply this to school, then moderate healthy competition can have a good effect on the result.
Control, in which time is limited, but the student is not very afraid of either the subject or the teacher, he knew about the control in advance and could prepare.
And if an unexpected difficult exam happened and the child understands that he will fail him and fly for a deuce at home, then from fear he will stop thinking at all.
ABOUT CLIP THINKING
- There is a lot of talk about clip thinking in children.
How does this work in the brain?
As far as I know, “clip thinking ” is not a scientific term.
I am asked from time to time, I try to search for academic articles, but I find only some humanitarians who take this phrase for granted and do not give this term any definition.
In general, the brain is so arranged that what a person trains develops.
If in the course of work he needs to switch, he switches.
Although it is not so easy for the brain.
If you need to focus, then this skill is honed.
It makes sense to coach both.
It is definitely not necessary to remove from the school curriculum long and complex books like “War and Peace ”, because they develop the ability to focus on texts, and this is very useful.
Children grow up, and grow up taking into account the tasks that life puts before them.
A teenager can overcome even boring learning if he understands why he needs it, as it is consistent with his goals.
So the skill of focusing on the boring is quite useful in the future life and work.
HOME LEARNING IS A BAD IDEA
Asya, Wikipedia reports that you didn ’ t go to school until grade 10 – why?
Well, my mom is a consistent nonconformist.
She always liked to do things differently, including looking for non-standard ways to raise children.
In addition, it is convenient when the elders sit at home and ride with the younger ones.
For my education, of course, it was bad.
When I took my mind and entered the chemical and biological school in the tenth grade, it turned out that I more or less know chemistry and biology, because they were interesting to me before, and in mathematics and English, where systematic classes are important, I have a huge lag.
I caught up with him for a long time and painfully, and until the age of 26 I was deeply convinced that it was worse and dumber than my peers.
I only let it go when I was given the "Enlightener" award for my first book.
I tried so hard to catch up that I even overtook it a little.
- Home schooling is a difficult thing even for smart girls, so it turns out?
Training should be regular.
So I think homeschooling is generally a bad idea.
I had it arranged so that in the spring I started taking tests and exams, so every year there were a couple of months of intensive training, but the rest of the time I hardly studied.
Fortunately, I had a fairly intelligent reading family with a fairly wide range of communication, so it can ’ t be said that I didn ’ t get any intellectual stimulation at all in the other months, but it would have cost much more.
If I have children, I will not consider homeschooling for them.
Is regular education continuous?
What about the holidays?
By the way, this is a well-known and serious problem.
Holidays, like pandemic lockdowns, have very different effects on children from families with different levels of well-being.
If the parents are intellectually developed, talk a lot with the child, take him on excursions, read and discuss books including on holidays, especially long ones, then he returns to school wiser.
But if the family is less intellectually advanced, or just parents are completely absorbed in work, then during the summer holidays the child rolls back in his development, left without regular training.
KSTATI
Is it moving?
There is an expression: “Move the twists! ”
Are they really moving?
- Literally not.
In the brain, only microglia cells move - an analogue of the immune system: they can crawl around the brain and eat up something extra.
Nerve cells do not have contractile elements that allow them to move actively, they simply send electrical impulses.
And in addition, they can grow where they need to, build up spines that connect them with
READ ALSO
Why some children become excellent, and others are doubles
In vain, many people think that if a child has problems with, say, mathematics or chemistry, then you can only spread your hands - it is not given so much.
But, it turns out, and the trio can develop the ability even to the exact sciences (details)

**Sleep & Learning:** Sufficient sleep and proper rest are crucial for effective learning and memory consolidation.

Neural connections are strengthened during sleep.

Repeating information before bedtime can improve retention.

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Content: Inna Ryabenkaya: when the lesson begins, excitement fades into the background - RIA Novosti, 10.11.2023
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Year of Teacher and Mentor
Inna Ryabenkaya: when the lesson begins, excitement fades into the background
© Center for Public Communications SFU Graduate of SFU Inna Ryabenkaya
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A graduate of SFU Inna Ryabenkaya, after graduating from the master ’ s program of the Faculty of Physics of SFU, began working as a teacher of physics in the 112th school of Rostov-on-Don.
The year of the teacher and mentor in Russia will be remembered by the girl with the first participation in the contest "Teacher of the Year" - she won in the district stage in the nomination "Pedagogical debut".
Inna Ryabenkaya, while still a schoolgirl, looked with enthusiasm at the work of her teachers, it was then that she discovered the desire to become a teacher.
Inna graduated from the bachelor ’ s and master ’ s degree in “Pedagogical Education ” of the Faculty of Physics of SFU.
“Both school teachers and teachers of the physical faculty of SFU have rooted in me a love for this profession.
They helped to cope with all the difficulties of learning, always found time to additionally explain complex material, supported and calmed in difficult moments.
Having such landmarks, I want to be not just a teacher, but a good teacher and mentor, ” said Inna Ryabenkaya.
At the university, she studied physics, mathematics, pedagogy, information and educational technologies and much more.
Studying at the university gave her the ability to self-determination and development, the skills to interact with a large team, children and colleagues.
Inna shared that she is very grateful to many teachers of SFU, each of whom contributed to the formation of physics students both as researchers and as teachers.
Inna calls her mentor Zinaida Mastropas, associate professor of the Department of General Physics.
Zinaida Petrovna has been working at the university for 46 years, she began her teaching career at the Rostov State Pedagogical Institute, which later became part of SFU.
“Under her leadership, I did all the projects, coursework and qualifying work with pleasure, not with a sense of unwanted duty.
Zinaida Petrovna, having excellent motivational skills, always found a way to interest me, to "light up".
When something turned out well, she never stinged on words of praise, but could and cheat where necessary, doing it in such a way that I wanted to immediately correct all the shortcomings.
She has all the qualities that a mentor should have: patience, understanding and responsiveness, ” said Inna Ryabenkaya.
The graduate of SFU added that it is exciting and joyful for her to be a young teacher and mentor at the same time, because it means helping the child to believe in himself, to decide on a profession, to understand that he is important and needed in this world, that he can achieve a lot, to learn to cope with experiences, to overcome failures and move on.
“You realize that children look at you and take an example from you, look up to you, adopt some qualities and skills.
In order for the work of the teacher not to be devalued in the eyes of society, there must be a comprehensive work to increase the prestige of this profession: both at the level of the state and at the level of the family.
But the teachers themselves must be able to choose the forms and methods of work not only with children, but also with parents, ” said Inna Ryabenkaya.
Participation in the contest "Teacher of the Year" in the nomination "Pedagogical debut" was for Inna an exciting event and an opportunity to go beyond.
Preparation for the competition took almost all free time: it was necessary to get acquainted with the competition in more detail, with the conditions, stages, developments of the winners of previous years and come up with your own unique development of the lesson, show individuality.
“First, I had the idea of   the lesson –“ Archimedean power ”, and then the goal was set – to win.
In my work, I try to combine traditional methods of conducting lessons with non-standard ones, I come up with something interesting, especially since physics is a very visual science.
Just as Archimedes himself solved the problem of accurately measuring the volume and density of the golden crown, the guys in my lesson immersed various figures in water, observing that the pushing force exists and works according to certain laws, ” explained Inna Ryabenkaya.
In achieving the victory, the young teacher was helped by a whole team of colleagues: the school director solved all organizational issues, the director ’ s advisers supported, and, of course, the teacher-mentor Zinaida Petrovna helped to methodically competently build the prepared material.
“The most difficult thing for me was to cope with the excitement, I was very worried that I would say something wrong, I would forget something and so on.
At one of the meetings of the contestants, we were advised to enjoy what we do, from the competition.
And indeed, as soon as my competitive lesson began, the excitement faded into the background, I was so passionate about working with children, their interest in the eyes that I did not notice how quickly the lesson passed, ” concluded Inna Ryabenkaya.
The All-Russian competition "Teacher of the Year of Russia" is important for teachers as an effective school for their professional and personal growth.
It also becomes a mechanism for popularizing the profession and raising the status of a teacher, showing the country the achievements of the education system and the prospects for its development.
To be a teacher means to pave and illuminate the way for children to the world of knowledge!
Alexey Romanenko
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**Individual Differences:** Students differ in their optimal sleep-wake cycles; flexibility in scheduling (like later school start times) can aid learning and well-being.

**Emotional State:** Emotions, especially positive or intense ones, can enhance learning and memory.

Creating a pleasant classroom environment (possibly with music, humor, or enjoyable activities) enhances student engagement and receptivity.

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Why smartphones in the classroom is not a hindrance?
How will TikTok format help in training?
How to gain authority, if you have just come from a student bench?
What to do if the kids get bored?
How to "pull out" hopelessly lagging behind?
The answers to these questions are known by young and successful teachers who have managed to find contact with students and their parents, to establish a balance between education and training, to become popular, interesting and in demand.
On the eve of the Day, the teachers of Izvestia spoke with such teachers and found out how and what they teach children.
Correct views
English teacher Andrei Fedotov from Shukhov Lyceum in Belgorod is sure that the teacher should be a mentor, but not extol himself over schoolchildren.
He believes that with this approach, more knowledge can be conveyed to students.
Teachers are constantly competing with the internet.
However, it is foolish to deny progress, it is better to make it your pedagogical feature.
It is no secret that it is difficult for children to keep their attention.
Therefore, it is better to convey information to schoolchildren as concentrated and interactive as possible, he said.
The TikTok format is perfect for this: short commercials are easy to captivate children, and they themselves participate in the recording.
The young teacher does not hesitate to tell how to erase the deuce or write off the phone, jokes about the control works, dances, uses popular music and puts different challenges in front of him.
For example, he promised a week not to set a “homework ” if his video is commented by a user with a“ tick ” that acts in this social network as an indicator of quality and recognition.
School life itself acts as a screenwriter.
We have an open field of all sorts of topics.
The children run up to me at the break and offer to take something together.
But no matter how paradoxical it may sound, the views for some reason are of great importance to the guys.
I explain to schoolchildren that millions of views can be scored on beautiful, high-quality educational videos, where no one insults or humiliates anyone, ” he shared.
According to Andrey Fedotov, students are always ready to share their opinions and tell what they like in the video and what they don ’ t like.
It is much more difficult to keep the attention of students for 45 minutes.
So that classes do not bore children Andrei Fedotov holds quizzes.
And smartphones in this task are not an annoying hindrance for the teacher, but a necessary tool: children answer questions on vocabulary and grammar in the phone, and then the results are displayed on an interactive whiteboard.
At the end of the test, each child understands where he made a mistake and where he answered correctly.
Moreover, this form of knowledge control is liked by children of all ages, the teacher said.
Be relevant
History teacher from Zelenograd school No. 854 Alexander Ojo does not hesitate to come to the class and in the robe of a gladiator.
Children themselves begin to ask who wore it and why, and so they will certainly remember the events of a distant era, he said.
In the classroom, he constantly asks his students questions, encouraging them to look for answers.
But he is ready to learn - this, in his opinion, is the most important quality of the teacher.
Modern technology is a great help for teachers, Alexander Ojo is sure.
They are constantly improving, and they need to be mastered.
The main task facing a modern teacher is to be relevant, he is sure.
That ’ s why he runs blogs and social media pages.
There, Alexander Ojo publishes videos on historical topics, which he himself shoots.
They get thousands of views.
— Maintaining social networks is also an opportunity to convey something new to students with “soft power ”.
It is also an opportunity to implement their ideas, which in the lesson to embody is not always possible, he shared.
A non-standard approach to classroom and extracurricular activities can not only spark interest in the subject, but also help to gain authority among children, he is sure.
Contact with students helps to participate in joint activities.
Creating something of your own with the guys.
For example, we have a club of intellectual games, where the guys themselves come up with quizzes, conduct them and exchange experience on how to create them, ” added Alexander Ojo.
The teacher considers the study of history very important in modern life, because this subject gives the skill of working with information, with sources, teaches to determine the reliability of information.
— In history lessons, we study sources of different order.
This is the only way to teach children to analyze information, determine what is true and what is fiction, the teacher stressed.
Individual route
Today's children are very interested in modern technologies, and this is the tool that allows them to captivate their studies, agrees with a colleague, the teacher of physics, computer science, technology and astronomy Pavel Seleznev from school No. 12 in Orekhovo-Zuevo near Moscow.
— The subjects of technology and computer science now include modeling, so we with the guys sometimes hold competitions for the best 3D model, and then print it.
Last year, by March 8, students were making gift boxes to their mothers, we printed several of these works, ” he said.
According to the teacher, training and education are inextricably linked to each other.
In his lessons, children learn something new, at the same time they have perseverance, diligence and other qualities.
Pavel Seleznev has his own method of working with the laggards.
— In order for such children to be as few as possible, or not at all, it is necessary to give them tasks from the zone of closest development - something that the student is able to do himself or with the help of a friend, for example, when using work in pairs, group work, or directly with the help of a teacher.
To do this, I am trying to build an individual educational route using digital systems, for example, “Yaklass ”,“ Foxford ”, — said Pavel Seleznev.
He said that there is a minimum educational process that any student should master.
- Only a child who does not master the minimum can be unsuccessful.
However, if he does not succeed, then the teacher should try other forms of education.
The same test does not necessarily have to be evaluative, it can be formative, with an unlimited number of attempts.
Then in the process of completing tasks, he can achieve one hundred percent result, the teacher added.
Teacher guide
Julia Kuchanskaya teaches music at the European Lyceum in the Prigorodny settlement of the Orenburg region.
She calls herself a teacher-guide, going to knowledge with the child.
The most difficult thing in the profession of a teacher is to be an example for the younger generation, she believes.
— It is not enough for a school teacher to give children knowledge of a certain subject.
The main thing is to find contact with students at the level of teacher-psychologist.
Only in this case it is possible to raise children with spiritual, moral and creative personalities, ” said Yulia Kuchanskaya.
The child is inherently very curious, he himself will be passionate about studying, if he is interested, she believes.
Curiosity can be heated if you show the connection of one school subject with others.
“Music is not only the world of art, but also the world of physics, history, literature, ” the teacher shared.
She admitted that she had difficult moments when she wanted to leave the profession because of burnout.
The fact is that the work of a teacher requires a huge emotionality, empathy, a high level of responsibility.
One day I felt that my strength was over.
But I was stopped by a phrase in a conversation with a graduate student.
He said the best thing about it was in the music room.
Probably, any teacher, when he hears such words, understands why to work further, ” Yulia Kuchanskaya added.
You can joke and be friends.
Alexey Shabatko teaches in elementary school № 460 in Moscow and maintains a blog on social networks.
The young teacher is 26 years old, and he does not consider his age a hindrance to the profession.
Parents do not look at the age of the teacher, but at his attitude towards children.
When I came to work at school, I was 21 years old, but I was perceived and respected, ” he shared.
The teacher likes to be a mentor with whom you can joke, play, be friends and ask for advice.
He is not ashamed to talk to his children about himself.
When one day the students did not recognize him because of the new haircut and asked: “Alexei Sergeyevich, and where is your bangs? ” – I had to discuss with them their own hairstyle.
Alexey Shabatko began to lead the fifth year of work at school, when he felt that he was approaching emotional burnout.
Last year, I began to feel that I had no growth and development, and then I decided to participate in a joint competition from the Ministry of Education and the social network TikTok.
I became the winner of this competition, and I got a second wind.
It turns out people are interested in what I'm doing.
Now I continue to develop the blog and it charges, — said the teacher.
Alexey Shabatko is sure that if he had to choose a profession again, he would again become a primary school teacher.
Read also
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Title:

Content: 5 Ways to Become More Creative
It ’ s so nice to be an original / creative / interesting person.
But not everyone and not in all situations can quickly find unusual solutions.
The good news is that creativity is easy to develop.
How exactly, the teacher and creator of the school of painting, the artist Alexandra Ozerova will tell.
There are a lot of commercials on TV all the time.
But if you ask which ones, no one can remember half of what they saw.
Only a couple of the most original, “hooked ” advertisements remained in my head.
And their authors are already 100% praised for their creativity.
By the way, creativity is not given from birth and not only to the elect.
It can be developed and improved throughout life.
What is Creativity?
Creativity is the ability to make non-standard decisions, find new ways and approaches in familiar situations.
It is especially helpful when the situation seems hopeless and the solution is impossible.
In such cases, creativity turns out to be an even more important skill than clear, dry knowledge.
Method 1: Drawing as a Process
In ordinary life, people are mainly involved only the left hemisphere, which is responsible for logic.
What shirt to wear, where to park the car, what to cook for dinner - all these questions are easily answered by the left hemisphere.
It makes no sense for him to fantasize here and it will give rather predictable answers.
But in order to get unusual solutions, you will need to use the right hemisphere.
It can be easily activated, for example, during painting.
It is important to focus on the process, not the end result.
Only in this way the left hemisphere will rest, and the right hemisphere will enter into active activity.
Many people, even those who had never held a brush in their hands before, noted that while drawing, new non-standard solutions came to them in matters not related to painting at all.
Method 2: The Other Hand
There is another way that will help to include the right hemisphere in the work.
You need to start performing simple household actions with your left hand: brush your teeth, comb your hair, open the door with a key.
For the brain to do the usual action with the other hand is already a non-standard solution.
Over time, he will get used to the fact that his master is not looking for simple ways and at the time of a stressful situation will also offer a far from classical option.
Method 3: one hobby per week
Also, new activities are effective for the brain, which its owner has never done before.
You can make a list of such activities and once a week perform any of these items, for example, ride a horse or bicycle.
At such moments, the brain reboots and adapts more easily to the new.
Method 4: From blob to work of art
Another great option is to drive a pen on paper and draw an incomprehensible abstraction.
It is important to turn off the head, do not think about the result and make just a set of lines.
And then consciously take them and turn them into something recognizable: a character, an object or a whole landscape.
With this exercise, you can train your creativity anywhere and in any free five minutes.
You only need a pen and paper, even a napkin is suitable, let the brain itself creativit with the material too.
Method 5: 1 to 10
And the final exercise, it's pretty fun.
By the way, it is great for working with children.
You need to draw 10 red triangles or 10 blue squares, and then each of them to a certain object.
For example, one of the red triangles can become a carrot.
Then he'll have to finish his green ponytail on top.
And the next triangle will be a red flag, and the third - a man.
So you need to turn all the figures into real and, most importantly, non-repeating objects.
At first it may seem complicated, but then the right hemisphere connects and copes with this task perfectly.
The methods associated with drawing are especially insidious.
Now, every time you draw, the brain will automatically connect the right hemisphere and thus activate and further develop creativity, imagination and originality.

**Attention & Focus:** Despite modern trends towards "clip thinking" (fragmented attention due to rapid media consumption), cultivating focus on less exciting tasks is valuable for future success.

Building sustained attention remains a practical skill.

Title:

Content: 5 Ways to Become More Creative
It ’ s so nice to be an original / creative / interesting person.
But not everyone and not in all situations can quickly find unusual solutions.
The good news is that creativity is easy to develop.
How exactly, the teacher and creator of the school of painting, the artist Alexandra Ozerova will tell.
There are a lot of commercials on TV all the time.
But if you ask which ones, no one can remember half of what they saw.
Only a couple of the most original, “hooked ” advertisements remained in my head.
And their authors are already 100% praised for their creativity.
By the way, creativity is not given from birth and not only to the elect.
It can be developed and improved throughout life.
What is Creativity?
Creativity is the ability to make non-standard decisions, find new ways and approaches in familiar situations.
It is especially helpful when the situation seems hopeless and the solution is impossible.
In such cases, creativity turns out to be an even more important skill than clear, dry knowledge.
Method 1: Drawing as a Process
In ordinary life, people are mainly involved only the left hemisphere, which is responsible for logic.
What shirt to wear, where to park the car, what to cook for dinner - all these questions are easily answered by the left hemisphere.
It makes no sense for him to fantasize here and it will give rather predictable answers.
But in order to get unusual solutions, you will need to use the right hemisphere.
It can be easily activated, for example, during painting.
It is important to focus on the process, not the end result.
Only in this way the left hemisphere will rest, and the right hemisphere will enter into active activity.
Many people, even those who had never held a brush in their hands before, noted that while drawing, new non-standard solutions came to them in matters not related to painting at all.
Method 2: The Other Hand
There is another way that will help to include the right hemisphere in the work.
You need to start performing simple household actions with your left hand: brush your teeth, comb your hair, open the door with a key.
For the brain to do the usual action with the other hand is already a non-standard solution.
Over time, he will get used to the fact that his master is not looking for simple ways and at the time of a stressful situation will also offer a far from classical option.
Method 3: one hobby per week
Also, new activities are effective for the brain, which its owner has never done before.
You can make a list of such activities and once a week perform any of these items, for example, ride a horse or bicycle.
At such moments, the brain reboots and adapts more easily to the new.
Method 4: From blob to work of art
Another great option is to drive a pen on paper and draw an incomprehensible abstraction.
It is important to turn off the head, do not think about the result and make just a set of lines.
And then consciously take them and turn them into something recognizable: a character, an object or a whole landscape.
With this exercise, you can train your creativity anywhere and in any free five minutes.
You only need a pen and paper, even a napkin is suitable, let the brain itself creativit with the material too.
Method 5: 1 to 10
And the final exercise, it's pretty fun.
By the way, it is great for working with children.
You need to draw 10 red triangles or 10 blue squares, and then each of them to a certain object.
For example, one of the red triangles can become a carrot.
Then he'll have to finish his green ponytail on top.
And the next triangle will be a red flag, and the third - a man.
So you need to turn all the figures into real and, most importantly, non-repeating objects.
At first it may seem complicated, but then the right hemisphere connects and copes with this task perfectly.
The methods associated with drawing are especially insidious.
Now, every time you draw, the brain will automatically connect the right hemisphere and thus activate and further develop creativity, imagination and originality.

**Creativity:** Focusing on the process (not just outcomes) fosters creativity.

Title:

Content: 5 Ways to Become More Creative
It ’ s so nice to be an original / creative / interesting person.
But not everyone and not in all situations can quickly find unusual solutions.
The good news is that creativity is easy to develop.
How exactly, the teacher and creator of the school of painting, the artist Alexandra Ozerova will tell.
There are a lot of commercials on TV all the time.
But if you ask which ones, no one can remember half of what they saw.
Only a couple of the most original, “hooked ” advertisements remained in my head.
And their authors are already 100% praised for their creativity.
By the way, creativity is not given from birth and not only to the elect.
It can be developed and improved throughout life.
What is Creativity?
Creativity is the ability to make non-standard decisions, find new ways and approaches in familiar situations.
It is especially helpful when the situation seems hopeless and the solution is impossible.
In such cases, creativity turns out to be an even more important skill than clear, dry knowledge.
Method 1: Drawing as a Process
In ordinary life, people are mainly involved only the left hemisphere, which is responsible for logic.
What shirt to wear, where to park the car, what to cook for dinner - all these questions are easily answered by the left hemisphere.
It makes no sense for him to fantasize here and it will give rather predictable answers.
But in order to get unusual solutions, you will need to use the right hemisphere.
It can be easily activated, for example, during painting.
It is important to focus on the process, not the end result.
Only in this way the left hemisphere will rest, and the right hemisphere will enter into active activity.
Many people, even those who had never held a brush in their hands before, noted that while drawing, new non-standard solutions came to them in matters not related to painting at all.
Method 2: The Other Hand
There is another way that will help to include the right hemisphere in the work.
You need to start performing simple household actions with your left hand: brush your teeth, comb your hair, open the door with a key.
For the brain to do the usual action with the other hand is already a non-standard solution.
Over time, he will get used to the fact that his master is not looking for simple ways and at the time of a stressful situation will also offer a far from classical option.
Method 3: one hobby per week
Also, new activities are effective for the brain, which its owner has never done before.
You can make a list of such activities and once a week perform any of these items, for example, ride a horse or bicycle.
At such moments, the brain reboots and adapts more easily to the new.
Method 4: From blob to work of art
Another great option is to drive a pen on paper and draw an incomprehensible abstraction.
It is important to turn off the head, do not think about the result and make just a set of lines.
And then consciously take them and turn them into something recognizable: a character, an object or a whole landscape.
With this exercise, you can train your creativity anywhere and in any free five minutes.
You only need a pen and paper, even a napkin is suitable, let the brain itself creativit with the material too.
Method 5: 1 to 10
And the final exercise, it's pretty fun.
By the way, it is great for working with children.
You need to draw 10 red triangles or 10 blue squares, and then each of them to a certain object.
For example, one of the red triangles can become a carrot.
Then he'll have to finish his green ponytail on top.
And the next triangle will be a red flag, and the third - a man.
So you need to turn all the figures into real and, most importantly, non-repeating objects.
At first it may seem complicated, but then the right hemisphere connects and copes with this task perfectly.
The methods associated with drawing are especially insidious.
Now, every time you draw, the brain will automatically connect the right hemisphere and thus activate and further develop creativity, imagination and originality.

Methods include uninhibited drawing and imaginative exercises that let students work without fear of mistakes, boosting cognitive flexibility.

Title:

Content: Hacknem
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How does a student pass the session perfectly?
How does a student pass the session perfectly?
Hello, today I would like to share with you my observations and reflections on what things could facilitate the delivery of a session to a student of any direction of study.
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**Instructional Tools:** Encouraging use of digital platforms (e.g., MozaBook, educational videos) caters to diverse learning styles and leverages technology to enhance comprehension.

**Music & Empathy:** Studies (e.g., from Lomonosov Moscow State University) show that music education can develop empathy and emotional understanding.

Title:

Content: Music contributes to the development of empathy in children, psychologists found out - RIA Novosti, 23.07.2024
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Music contributes to the development of empathy in children, psychologists found
Psychologists of Moscow State University: music helps children better understand the emotions of other people
Read ria.ru in
MOSCOW, July 23 - RIA Novosti.
Music education contributes to the development of empathy in children and helps them better understand the emotions of others, experts from the Faculty of Psychology of Lomonosov Moscow State University found out.
Numerous studies confirm that music education has a positive effect on the development of memory, attention, speech and motor skills.
At the same time, information about the impact of music on the development of emotional competence is still insufficient.
Emotional intelligence: why it is important, how to develop, the advice of psychologists
“
“There is not much data on the role of music education in the development of emotional competence, which is why in our study we wanted to focus on this aspect, ” said Associate Professor of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Moscow State University, Candidate of Psychological Sciences Alexandra Dolgikh, whose words are quoted by the press service of Moscow State University.
Researchers have shown that music education contributes to the development of empathy in children, helping them to better understand the feelings of others.
Comparison of the development of emotions in children over two years who attended music classes and did not attend them, showed a significant increase in all indicators of understanding of emotions in favor of the former, although initially there were no differences in the ability to understand emotions.
According to the authors of the work, in many respects such differences are explained by the fact that at the initial stage of learning to play an instrument, children often learn melodies with “talking ” names and understandable words.
According to the title or text of the song, the child can easily imagine the plot or situation that he needs to convey musically.
Thus, the child can associate the mood of the composition with the plot or image that “describes ” this music, noted in a press release.
“In the process of learning music, the child learns that certain emotions can be experienced if you imagine or recall the situation that causes them, and that these memories can also cause emotions, ” said Anastasia Yakushina, a lecturer in the Department of Educational Psychology and Pedagogy at the Faculty of Psychology of Moscow State University.
Thus, the study emphasizes the positive impact of systematic music lessons on the development of emotional competence of children as one of the components of harmonious development, the report says.
In Russia, proposed a creative method of teaching students
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This may support the broader cognitive and social-emotional benefits of exposure to music, such as classical (including Mozart).

Title:

Content: Music contributes to the development of empathy in children, psychologists found out - RIA Novosti, 23.07.2024
Registration was successful!
Please follow the link from the letter sent to
Music contributes to the development of empathy in children, psychologists found
Psychologists of Moscow State University: music helps children better understand the emotions of other people
Read ria.ru in
MOSCOW, July 23 - RIA Novosti.
Music education contributes to the development of empathy in children and helps them better understand the emotions of others, experts from the Faculty of Psychology of Lomonosov Moscow State University found out.
Numerous studies confirm that music education has a positive effect on the development of memory, attention, speech and motor skills.
At the same time, information about the impact of music on the development of emotional competence is still insufficient.
Emotional intelligence: why it is important, how to develop, the advice of psychologists
“
“There is not much data on the role of music education in the development of emotional competence, which is why in our study we wanted to focus on this aspect, ” said Associate Professor of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Moscow State University, Candidate of Psychological Sciences Alexandra Dolgikh, whose words are quoted by the press service of Moscow State University.
Researchers have shown that music education contributes to the development of empathy in children, helping them to better understand the feelings of others.
Comparison of the development of emotions in children over two years who attended music classes and did not attend them, showed a significant increase in all indicators of understanding of emotions in favor of the former, although initially there were no differences in the ability to understand emotions.
According to the authors of the work, in many respects such differences are explained by the fact that at the initial stage of learning to play an instrument, children often learn melodies with “talking ” names and understandable words.
According to the title or text of the song, the child can easily imagine the plot or situation that he needs to convey musically.
Thus, the child can associate the mood of the composition with the plot or image that “describes ” this music, noted in a press release.
“In the process of learning music, the child learns that certain emotions can be experienced if you imagine or recall the situation that causes them, and that these memories can also cause emotions, ” said Anastasia Yakushina, a lecturer in the Department of Educational Psychology and Pedagogy at the Faculty of Psychology of Moscow State University.
Thus, the study emphasizes the positive impact of systematic music lessons on the development of emotional competence of children as one of the components of harmonious development, the report says.
In Russia, proposed a creative method of teaching students
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**Games & Cognitive Skills:** Board games support mathematical and cognitive abilities, showing that learning through play is effective and develops reasoning and numeracy.

Title:

Content: Winning in life.
Board games from an early age develop mathematical abilities
It turns out that Monopoly doesn ’ t just fuel family rivalry — it can contribute to your child ’ s mathematical abilities.
Related video
Even beyond laughing and having fun at the table, board games offer another advantage, especially for children.
They can be the key to developing your child ’ s math skills.
According to a study conducted by the staff of the Pontifical Catholic University in Chile, games with numbers and calculations, such as “Monopoly ”, can significantly increase the mathematical ability of a child, writes the Daily Mail.
In Focus.Technology appeared its own Telegram-channel.
Subscribe not to miss the latest and exciting news from the world of science!
This study, which examined 19 different other studies, found that board games can help children aged three to nine years to improve their understanding of numbers, score, addition, and ability to determine whether one number is larger or smaller than another.
The children in these studies participated in special board game classes, which were held twice a week, each lasting about 20 minutes for a month and a half.
Their mathematical abilities were assessed before and after classes.
The results showed a significant improvement in the mathematical skills of children after participating in these classes.
In fact, almost a third of the children who played these games did better at math tasks than those who did not participate in these special game activities.
But this does not mean that every child should give up everything and constantly play board games.
It ’ s just an interesting finding that such games can positively impact a child ’ s basic math skills.
According to Dr. Jaime Balladares, lead author of the study, further research is needed to examine the effects of these games on other cognitive and developmental skills.
Interestingly, a separate study published last week also found that integrating music and mathematics into learning can lead to improved outcomes, especially for younger students studying arithmetic.
After analyzing nearly 50 years of research, the authors found that children are better at math when music is included in their lessons.
According to the researchers, this may be due to enjoyment, increased student engagement, and a potential decrease in the fear or anxiety associated with studying mathematics.
This study takes a different look at familiar and fun family fun and suggests that there may be more learning happening at the game table than we think.
It ’ s not just about having fun — your child can develop their math skills and other cognitive abilities at the same time.
Previously, Focus wrote about the therapeutic effect of board games.
Therapists turn to role-playing games such as Dungeons and Dragons to help their patients improve self-esteem, socialization, and overall mental health.
Focus also wrote about the hidden history of Monopoly.
This article describes what is really hiding behind a game with contradictory twists and socialist principles.

Title:

Content: However, even in such a difficult time it is possible to learn and teach effectively.
Teachers told about their experience.
How to entertain a child if there is no light: 40 best games
How to teach children when there is no light
Biology teacher in Kiev gymnasium, the author of textbooks on biology, TV presenter Maxim Rudich told how to effectively teach children even in the event of a power outage.
This will help:
• mental maps;
• training platforms;
• social networks;
• Study outside the classroom.
• Mental map (map of thoughts)
To help students quickly catch up and remember the material of the "lost" lesson, the teacher suggests at the beginning of the next lesson to draw a mental map (map of opinions) of the relevant topic.
Children love this: they love to animate their notes.
It is good if your students will make mental cards with colored felt-tip pens and pencils.
So:
• choose the main theme of the mental map;
• from this topic, separate several lines - these are additional subtopics related to the main one (figure below);
• Communicate with children directly.
In addition to the fact that they draw a map for themselves in a notebook, they also actively express ideas and guesses.
Here is an example of creating a mental map and additional tasks from the biology textbook for the 8th grade (authors K. Zadorozhny, M. Rudich):
Drawing such a map of opinions very quickly activates educational activities, the teacher specifies.
And this activity helps to develop critical thinking.
Such mental maps can be created in any lesson and even at any stage of the lesson.
• Exciting research outside the classroom
Rudich advises parents to buy electronic designers.
That is, those that do not need power from the outlet, but enough batteries.
In drawing up the schemes, the child will learn a lot of important things in the topic of "Electricity" and expand the scope of natural competencies at a new level of critical thinking.
• Own school platform with materials for all lessons
It is vital for schools to create special platforms where all materials, video lessons, proposed literature, educational media files for all lessons will be stored.
The simplest of these platforms is Classroom.
Once the lights are turned on, students can work through the topic.
It is enough for the teacher to give a link to the necessary materials.
• Social network for communication with students
Teachers should have a chat with students where they will send interesting questions to a particular "lost" lesson or topic.
At the same time, they can send 3D animations, various short videos.
• Interested in MozaBook correlated with the topic of the lesson
Rudik also said that he asks his students to download the free MozaBook app to their phones or tablets.
It works even without an internet connection.
And when you turn on the light, the students already know that you can watch interesting things at this moment.
And these are digital lessons, 3D presentations, animations.
Breathe, move, relax: exercises for schoolchildren that will help reboot the brain
A chemistry teacher of the Lyceum named after Artem Mazur from Khmelnitsky, finalist of the Global Teacher Prize Ukraine 2020 Natalia Zima shared her method.
What will help:
• inverted class;
• HSE;
• feedback form;
• Testing without time limit.
• Inverted class method + feedback form
The idea of an inverted class is very helpful if the lesson is missed, and it is important for the teacher that the children learn this topic qualitatively.
You can proceed according to the following plan:
• give students a link to a video from the HSE platform or a lesson you personally made.
Important: there should be short and reasoned video explanations;
• Prepare practical tasks for the topic that students have worked at home.
And in the next lesson, the children will demonstrate what they have learned.
They will also find practical application of the information received;
• Send students a feedback form in the Google form.
Ask them to write in it all the questions that they had when watching the training video, working out the synopsis.
In the next lesson, work out these questions together with the class.
When your students learn to ask questions, the training will reach a new level.

**Assessment Practices:** Modern assessment emphasizes collaboration between teacher and student, formative feedback, and individualized targets, rather than just traditional grading.

Title:

Content: This is stated in the online course about the methods and nuances of evaluation in the NUS "Evaluation without depreciation".
Below are some practical tips from experts on the formation of an assessment system in an educational institution.
On the topic How students are evaluated in primary school of NUS: an explanation with examples for parents
How to evaluate students in NUS
More and more important is the formative assessment, aimed at identifying the successes, gaps and mistakes of each child and the lack of comparison of children.
The success of the child here is determined not by the score, but by feedback, in which the teacher accentuates success, recommending what and how else to work.
Thus, forming assessment is inseparable from the educational process.
In return, the final assessment (thematic, semester and annual) is conducted to determine how the real learning outcomes correspond to the expected ones.
The assessment is carried out by the teacher together with the child.
The final is the teacher, but he can offer the student to evaluate himself and compare this assessment with the teacher ’ s assessment.
A school psychologist can participate in the assessment of cross-cutting skills.
The teacher has the right to select the forms, methods and tools of assessment, based on the normative recommendations and educational technologies that he uses, as well as the individual characteristics of the students.
Evaluation functions in the NAS
When choosing a method of evaluation, it should be remembered that it has several main functions:
• motivational – activates internal and external motives for learning;
• diagnostic - helps to determine the level of competence of students, their awareness of gaps in their knowledge;
• Corrective – directs the efforts of students to overcome difficulties;
• predictive – sets learning goals for the future;
• developing – motivates to reflection and self-improvement;
• teaching – provides feedback between the teacher and the student;
• educational - adjusts the child to the development of his own organization;
• Management – provides the necessary information for decision-making.
For example, when the teacher receives feedback from the student, he understands whether he needs additional support when performing the task.
At the same time, the child can understand what needs to be improved in his skills.
Features of assessment of students with OOP
There are some differences in the criteria for assessing the learning outcomes of children with special educational needs.
To assess students with OOP, those knowledge, skills and activities that students cannot master or are difficult to master are withdrawn or replaced.
When choosing the forms of current and final assessment, the capabilities of children with OOP should be taken into account.
For example, a teacher may change the conditions, instructions, time, or place of the task.
So, for a child with hearing impairment, the traditional dictation should be replaced with a test task.
• Also in some cases, bright pages of the textbook with a lot of drawings will interfere with the student with OOP.
Then the teacher or his assistant covers the page of the textbook with a white sheet or offers each task on a separate sheet, avoiding unnecessary.
• If the child needs it, we can adapt the training material.
We can make the task easier.
Or we can make it more difficult if the child performs the exercise much faster than others, - says the teacher of the pilot class of NUSH Ekaterina Tsapenko.
• If it is difficult for the child to express his opinion in writing, you can make it so that he expresses it orally.
But gradually prepare for the fact that in writing it can work effectively.
How to Develop Your Own Student Assessment System
Discuss it at the pediatrician.
To begin with, teachers should familiarize themselves with regulatory documents and state requirements on the scale and assessment criteria.
After that, at the pedagogical council to discuss and decide on:
• which scale to apply – national or own, developed in the school.
If its scale is applied, it will need to be transformed into a national scale during the annual assessment;
• what form of "Certificate of Achievement" to use.
The MON offers a form, but it is not the only one allowed.
The school has the right to make changes at the level of subjects and learning outcomes;
• in what form to maintain documentation - electronic or paper.
Approved evaluation rules can be inscribed in the educational program of the educational institution.
Create learning goals for students
Also, for each subject, the teacher creates specific learning goals.
They can be broken down into smaller, intermediate results (e.g. by topic).
Also, for each of the subjects, the teacher must determine the number and format of the final assessment.
Teachers are encouraged at the beginning of the study of each topic to convey the expected results to the students, as well as their parents.
Decide how to record results
The teacher, together with colleagues, decides how to record the results of student learning.
This can be filling out forms of diagnostic work, evaluation in a written work, providing written feedback, saving works in the portfolio, etc.
Also, the teacher chooses where these works will be performed - in notebooks, on separate forms, as well as how these works should be signed and where to store them.
The teacher or teaching staff together with the administration must decide how to evaluate the current written work and how feedback is provided to the student and his parents.
Explain the assessment system to students
After that, it is necessary to develop and explain to students a scale of self-assessment and mutual evaluation.
For example, I did well / I did well / I still need to work and others.
The recommended point here is to plan individual work with students to help them set their goals for certain periods of study (this should be done after diagnostic work).
And be sure to plan how and when to hold scheduled meetings with students and their parents and inform all interested parties.
The government has adopted a regulation on lyceums: how they will work and how they will enroll students
By the way, the New Ukrainian School has changed the requirements for the knowledge, skills and competencies of schoolchildren, as well as approaches to assessing the achievements of children.
How to conduct the assessment of students in primary classes - read the article.

Title:

Content: Winning in life.
Board games from an early age develop mathematical abilities
It turns out that Monopoly doesn ’ t just fuel family rivalry — it can contribute to your child ’ s mathematical abilities.
Related video
Even beyond laughing and having fun at the table, board games offer another advantage, especially for children.
They can be the key to developing your child ’ s math skills.
According to a study conducted by the staff of the Pontifical Catholic University in Chile, games with numbers and calculations, such as “Monopoly ”, can significantly increase the mathematical ability of a child, writes the Daily Mail.
In Focus.Technology appeared its own Telegram-channel.
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This study, which examined 19 different other studies, found that board games can help children aged three to nine years to improve their understanding of numbers, score, addition, and ability to determine whether one number is larger or smaller than another.
The children in these studies participated in special board game classes, which were held twice a week, each lasting about 20 minutes for a month and a half.
Their mathematical abilities were assessed before and after classes.
The results showed a significant improvement in the mathematical skills of children after participating in these classes.
In fact, almost a third of the children who played these games did better at math tasks than those who did not participate in these special game activities.
But this does not mean that every child should give up everything and constantly play board games.
It ’ s just an interesting finding that such games can positively impact a child ’ s basic math skills.
According to Dr. Jaime Balladares, lead author of the study, further research is needed to examine the effects of these games on other cognitive and developmental skills.
Interestingly, a separate study published last week also found that integrating music and mathematics into learning can lead to improved outcomes, especially for younger students studying arithmetic.
After analyzing nearly 50 years of research, the authors found that children are better at math when music is included in their lessons.
According to the researchers, this may be due to enjoyment, increased student engagement, and a potential decrease in the fear or anxiety associated with studying mathematics.
This study takes a different look at familiar and fun family fun and suggests that there may be more learning happening at the game table than we think.
It ’ s not just about having fun — your child can develop their math skills and other cognitive abilities at the same time.
Previously, Focus wrote about the therapeutic effect of board games.
Therapists turn to role-playing games such as Dungeons and Dragons to help their patients improve self-esteem, socialization, and overall mental health.
Focus also wrote about the hidden history of Monopoly.
This article describes what is really hiding behind a game with contradictory twists and socialist principles.

**Inclusivity in Evaluation:** Teachers adapt tasks and assessments to meet varying student needs, gently increasing difficulty as students progress to build confidence and competence.

**Teacher Engagement:** Dynamic approaches (such as thematic dress-up, humor, and personalized engagement) make lessons memorable and encourage connection and interest from students.

**Relevance & Adaptability:** Teachers are encouraged to remain relevant, adapt to student interests, and integrate current technology and trends, helping students relate to content and stay motivated.

**Teacher as Role Model:** Teachers model curiosity, resilience, and positive learning behaviors, directly influencing student attitudes and dispositions.

**Resilience & Burnout:** Teacher well-being and renewal are crucial.

Shared joy in activities like music can prevent burnout and revive passion for teaching.

**In Connection to the Mozart Effect:**
Although the provided text doesn’t mention the Mozart Effect directly, it supports the use of enjoyable, emotionally uplifting, and cognitively stimulating environments—including music—to enhance learning.

Title:

Content: Music contributes to the development of empathy in children, psychologists found out - RIA Novosti, 23.07.2024
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Music contributes to the development of empathy in children, psychologists found
Psychologists of Moscow State University: music helps children better understand the emotions of other people
Read ria.ru in
MOSCOW, July 23 - RIA Novosti.
Music education contributes to the development of empathy in children and helps them better understand the emotions of others, experts from the Faculty of Psychology of Lomonosov Moscow State University found out.
Numerous studies confirm that music education has a positive effect on the development of memory, attention, speech and motor skills.
At the same time, information about the impact of music on the development of emotional competence is still insufficient.
Emotional intelligence: why it is important, how to develop, the advice of psychologists
“
“There is not much data on the role of music education in the development of emotional competence, which is why in our study we wanted to focus on this aspect, ” said Associate Professor of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Moscow State University, Candidate of Psychological Sciences Alexandra Dolgikh, whose words are quoted by the press service of Moscow State University.
Researchers have shown that music education contributes to the development of empathy in children, helping them to better understand the feelings of others.
Comparison of the development of emotions in children over two years who attended music classes and did not attend them, showed a significant increase in all indicators of understanding of emotions in favor of the former, although initially there were no differences in the ability to understand emotions.
According to the authors of the work, in many respects such differences are explained by the fact that at the initial stage of learning to play an instrument, children often learn melodies with “talking ” names and understandable words.
According to the title or text of the song, the child can easily imagine the plot or situation that he needs to convey musically.
Thus, the child can associate the mood of the composition with the plot or image that “describes ” this music, noted in a press release.
“In the process of learning music, the child learns that certain emotions can be experienced if you imagine or recall the situation that causes them, and that these memories can also cause emotions, ” said Anastasia Yakushina, a lecturer in the Department of Educational Psychology and Pedagogy at the Faculty of Psychology of Moscow State University.
Thus, the study emphasizes the positive impact of systematic music lessons on the development of emotional competence of children as one of the components of harmonious development, the report says.
In Russia, proposed a creative method of teaching students
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Current research suggests that the "Mozart Effect" itself (as a direct, unique cognitive boost from Mozart's music) is debated, with many studies failing to find strong or lasting effects on general intelligence.

More recent analyses indicate that temporary enhancements in spatial reasoning, when present, may be due more to improved mood and arousal after listening to pleasant music, not uniquely to Mozart.

Title:

Content: Music contributes to the development of empathy in children, psychologists found out - RIA Novosti, 23.07.2024
Registration was successful!
Please follow the link from the letter sent to
Music contributes to the development of empathy in children, psychologists found
Psychologists of Moscow State University: music helps children better understand the emotions of other people
Read ria.ru in
MOSCOW, July 23 - RIA Novosti.
Music education contributes to the development of empathy in children and helps them better understand the emotions of others, experts from the Faculty of Psychology of Lomonosov Moscow State University found out.
Numerous studies confirm that music education has a positive effect on the development of memory, attention, speech and motor skills.
At the same time, information about the impact of music on the development of emotional competence is still insufficient.
Emotional intelligence: why it is important, how to develop, the advice of psychologists
“
“There is not much data on the role of music education in the development of emotional competence, which is why in our study we wanted to focus on this aspect, ” said Associate Professor of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Moscow State University, Candidate of Psychological Sciences Alexandra Dolgikh, whose words are quoted by the press service of Moscow State University.
Researchers have shown that music education contributes to the development of empathy in children, helping them to better understand the feelings of others.
Comparison of the development of emotions in children over two years who attended music classes and did not attend them, showed a significant increase in all indicators of understanding of emotions in favor of the former, although initially there were no differences in the ability to understand emotions.
According to the authors of the work, in many respects such differences are explained by the fact that at the initial stage of learning to play an instrument, children often learn melodies with “talking ” names and understandable words.
According to the title or text of the song, the child can easily imagine the plot or situation that he needs to convey musically.
Thus, the child can associate the mood of the composition with the plot or image that “describes ” this music, noted in a press release.
“In the process of learning music, the child learns that certain emotions can be experienced if you imagine or recall the situation that causes them, and that these memories can also cause emotions, ” said Anastasia Yakushina, a lecturer in the Department of Educational Psychology and Pedagogy at the Faculty of Psychology of Moscow State University.
Thus, the study emphasizes the positive impact of systematic music lessons on the development of emotional competence of children as one of the components of harmonious development, the report says.
In Russia, proposed a creative method of teaching students
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However, exposing students to classical music still has potential benefits for mood, classroom atmosphere, empathy, and creative thinking, which collectively support better learning outcomes.

Title:

Content: Music contributes to the development of empathy in children, psychologists found out - RIA Novosti, 23.07.2024
Registration was successful!
Please follow the link from the letter sent to
Music contributes to the development of empathy in children, psychologists found
Psychologists of Moscow State University: music helps children better understand the emotions of other people
Read ria.ru in
MOSCOW, July 23 - RIA Novosti.
Music education contributes to the development of empathy in children and helps them better understand the emotions of others, experts from the Faculty of Psychology of Lomonosov Moscow State University found out.
Numerous studies confirm that music education has a positive effect on the development of memory, attention, speech and motor skills.
At the same time, information about the impact of music on the development of emotional competence is still insufficient.
Emotional intelligence: why it is important, how to develop, the advice of psychologists
“
“There is not much data on the role of music education in the development of emotional competence, which is why in our study we wanted to focus on this aspect, ” said Associate Professor of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Moscow State University, Candidate of Psychological Sciences Alexandra Dolgikh, whose words are quoted by the press service of Moscow State University.
Researchers have shown that music education contributes to the development of empathy in children, helping them to better understand the feelings of others.
Comparison of the development of emotions in children over two years who attended music classes and did not attend them, showed a significant increase in all indicators of understanding of emotions in favor of the former, although initially there were no differences in the ability to understand emotions.
According to the authors of the work, in many respects such differences are explained by the fact that at the initial stage of learning to play an instrument, children often learn melodies with “talking ” names and understandable words.
According to the title or text of the song, the child can easily imagine the plot or situation that he needs to convey musically.
Thus, the child can associate the mood of the composition with the plot or image that “describes ” this music, noted in a press release.
“In the process of learning music, the child learns that certain emotions can be experienced if you imagine or recall the situation that causes them, and that these memories can also cause emotions, ” said Anastasia Yakushina, a lecturer in the Department of Educational Psychology and Pedagogy at the Faculty of Psychology of Moscow State University.
Thus, the study emphasizes the positive impact of systematic music lessons on the development of emotional competence of children as one of the components of harmonious development, the report says.
In Russia, proposed a creative method of teaching students
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**Bottom line:** Holistic approaches combining sleep, positive emotional climate (potentially with music like Mozart), creative activities, digital tools, and inclusive pedagogy foster cognitive development and improved student performance.

Title:

Content: Music contributes to the development of empathy in children, psychologists found out - RIA Novosti, 23.07.2024
Registration was successful!
Please follow the link from the letter sent to
Music contributes to the development of empathy in children, psychologists found
Psychologists of Moscow State University: music helps children better understand the emotions of other people
Read ria.ru in
MOSCOW, July 23 - RIA Novosti.
Music education contributes to the development of empathy in children and helps them better understand the emotions of others, experts from the Faculty of Psychology of Lomonosov Moscow State University found out.
Numerous studies confirm that music education has a positive effect on the development of memory, attention, speech and motor skills.
At the same time, information about the impact of music on the development of emotional competence is still insufficient.
Emotional intelligence: why it is important, how to develop, the advice of psychologists
“
“There is not much data on the role of music education in the development of emotional competence, which is why in our study we wanted to focus on this aspect, ” said Associate Professor of the Department of Educational Psychology and Pedagogy of the Faculty of Psychology of Moscow State University, Candidate of Psychological Sciences Alexandra Dolgikh, whose words are quoted by the press service of Moscow State University.
Researchers have shown that music education contributes to the development of empathy in children, helping them to better understand the feelings of others.
Comparison of the development of emotions in children over two years who attended music classes and did not attend them, showed a significant increase in all indicators of understanding of emotions in favor of the former, although initially there were no differences in the ability to understand emotions.
According to the authors of the work, in many respects such differences are explained by the fact that at the initial stage of learning to play an instrument, children often learn melodies with “talking ” names and understandable words.
According to the title or text of the song, the child can easily imagine the plot or situation that he needs to convey musically.
Thus, the child can associate the mood of the composition with the plot or image that “describes ” this music, noted in a press release.
“In the process of learning music, the child learns that certain emotions can be experienced if you imagine or recall the situation that causes them, and that these memories can also cause emotions, ” said Anastasia Yakushina, a lecturer in the Department of Educational Psychology and Pedagogy at the Faculty of Psychology of Moscow State University.
Thus, the study emphasizes the positive impact of systematic music lessons on the development of emotional competence of children as one of the components of harmonious development, the report says.
In Russia, proposed a creative method of teaching students
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Here are the key summarized nuggets of information from the provided text, focusing on non-conventional teaching methods, the importance of choice, brain function, and the potential impact of music—including references that align with your interest in the Mozart Effect for classroom enhancement:

1.

Title:

Content: Read in the book: Characterizing Philosophy: Intellectual Education and the Routes of the Method
Written by dr.
Abdulrazzaq Balakrouz
The aim of this paper is to read the book entitled: “Characterizing Philosophy Intellectual Education and the Routes of the Method ” by the writer and thinker on contemporary moral problems Abderrazak Belakrouz. He is a professor of philosophy of values and knowledge at the University of Sitef2 Algeria and head of a research group at the Ministry of Higher Education and Scientific Research. The power of holiness, an introduction to general philosophy, the spirit of values and freedom of concepts.
As for the book “Philosophy. ”
The importance of intellectual education and the paths of the curriculum that we have in our hands comes in the study of intellectual education and drawing the paths of the curriculum necessary to address the diseases of the psyche and thought as well as diagnose the depth of the moral crisis because despite the abundance of theories in moral philosophy and the diversity of its models (recognition, communication and tolerance), but failed to address the social diseases of modern man. An integrated human being capable of reforming himself and evaluating his vision of the world, and before we examine and meditate on the contents of the book "The Characteristic of Philosophy..
We must first understand and reflect on the meanings of the concepts “characterized by philosophy ” and“ intellectual education ” The writer began by saying “the perfection of philosophy in obtaining the right to be characterized ” and this concept descends in the course of what is known as philosophy therapy and life philosophy, which means a program and systematic plan on the approach of philosophy from use to the path, ” In this philosophical line calls the concepts in his therapeutic program Spiritual, such as: faith, conversion, change, action, uprooting, psychological jihad, breaking into obstacles, spiritual sports, self-healing, changing qualities, the art of reading, the form in the world, dialogue with the self, the architecture of the apparent and the inner ” [1].
Intellectual education is the development of human spiritual, mental, intellectual, research and communication forces, according to an educational methodology whose purpose is always to renew, dialogue and acquire new knowledge because thought is extinguished when it repeats the acquired truth itself. Author Abdul Razzaq Balakrouz book “Characterized by philosophy..
Intellectual Education and Methods of Curriculum ” into three sections and each section includes a group of chapters.
We find the first chapter: Intellectual education and the approach of philosophy: from use to training and training, and in this section presented two chapters to be the first chapter entitled Obstacles of Intellectual Education: How to overcome them?
Where he diagnosed the obstacles of intellectual education, including mental, psychological, social and moral diseases, which distract the learner from achieving the maximum demands of intellectual education, characterized by its composition and exchange of the impact of aspects among them, there is the nature of the overall cognitive perception or vision of the world, there is the psychological and social impact on thinking, and there is the will of the authority to represent the standard of science and truth. Among them, the psychological (i.e. psychological diseases) prevents the mental from starting and thinking, and the social (what we later call cultural normalization) paints a picture of the world, the criterion of which is the demands of the group and the limits of the group, and therefore we always find these directives in Islamic culture the importance of implementing thought, putting the prevailing cognitive systems and the demands of the group in brackets, in order to fight against the right.
Here is the integration of thought between reason and creation, or between reason and practice “thought when characterized by the moral issue widened his perception and strong on vision and vision ” [4], the mental illness hinders intellectual education, and the writer points out that the knowledge of the disease that blocks man from creative thinking is“ overcome vital energy on man or control the forces of human nature and the rise of the fumes of this control to the mind and thinking. The forces of temperament or vital impulses (sexual impulse, nutritional impulse, possessive impulse, angry impulse, ego-centered) controlled the mind, and the thinking was reduced to the search for tricks to satisfy these vital impulses that obscure the mind and thought, and reduced its breadth to a narrow circle that prevented the movement of knowledge from starting and achieving.
One of the new diseases of the soul, especially with the revolution of media and communication, we note that the soul is sick when it is more inclined to pleasure, narcissism, love of appearance, individual tendency towards the love of possession and control, etc., thus drowning the soul in the depths of these pleasures and pleasures and losing the moral compass and obscuring scientific and behavioral purposes. The soul on moral action “intelligence always follows the state of the soul, if the soul loses its purity, the intelligence loses its depth ”, the intellectual education reveals to us these psychological diseases in order to purify the soul from all ills.
Cultural imprinting or imitation of antiquities is a system of commands and prohibitions characterized by directing minds and behaviors towards specific goals and produces methods that make them - that is, commands and prohibitions - maintain the fixed cultural structures in society and oppose any critical efforts of intellectual structures or moral bodies, because the cultural imprinting and intellectual industries is a stubborn obstacle to the project of intellectual education. “Their role is to weaken the intellectual forces in man, and weaken the face of the use of thought in human interests, intellectual eyes and logical measures are not universal standards for the weight of ideas and actions, but are human jurisprudence linked to its history and contexts, and therefore the thought that contains science and be a source of interests, warding corrupt, and traveling with the movement of architecture changed in its nature – is really the desired thought. ” [6].
Therefore, we find in the Holy Quran an integrated cognitive system to draw the features of intellectual education and strengthen the mental, spiritual and psychological faculties of man between the sources of knowledge and tools, the Holy Quran always addresses the human towards the realization of the queen of hearing, sight and heart to explore the worlds of existence witnessed and the realization of the heart, which is aware of knowledge and links between hearing and sight in an integrated manner.
As for the diseases of thinking: there are intellectual forms that express the disease of thinking such as fractional thinking, which teaches the fragmentation and separation of knowledge and then the inability to organize knowledge, and to miss the correct understanding of the curriculum of education, and also the disease of static thinking, which is derived from the knowing self only and does not exceed its effort to cope with human movement in the living reality. He thinks or struggles with the idea, but negates the one who thinks in front of him by seeing him upside down, and if the other is a proof, then I must be a negator, and so confrontational thinking confuses the whole consciousness and open thinking. ”
There is also anabatic thinking, which is the illusion of the readiness of ideas and answers to the complex questions of our time, that is, we resort to a figure of reference specialist or philosopher that he is the one who represents us in thinking and provides us with the methodology of reform, Anabatic thinking does not search and does not work only in ready-made ideas or systems without moving intellectual and voluntary jihad.
In this chapter of the book “Philosophy. ”
The author offers us ways to overcome these intellectual obstacles by strengthening awareness and inspiration by educating oneself and teaching vigilance and determination. He believes that the remedy of cultural and intellectual normality is intellectual trade and dialogue heat. The trade of ideas leads to the weakening of tendencies of trust and intolerance. Cultural tension and intellectual and doctrinal differences feed this intellectual trade. The new knowledge so that the intellect and the powers of the mind do not become dull.
As for the subject of the second chapter was about the scientific method and the disclosure of the philosophical saying from the content of philosophy to the tools of philosophy, which is the way of discussing the question of the method in the research of the philosophical saying, was the jurisprudence of philosophy is the science of the laws of philosophical industry to get out of intellectual dependence.
One of the characteristics of this methodology is: the scientific characteristic of the jurisprudence of philosophy, which comes from the scientific linguistic, and the integrative characteristic to achieve the overlap between science and openness to the people of logical, linguistic, social, literary and historical knowledge to liberate the Arab thought from the reductionist vision. One of the techniques of the method of jurisprudence of philosophy is translation “and if the ranks of the repeated translation are the summative translation that falls into the scourge of verbal literalism, the conductive translation that falls into the scourge of moral literalism, and the authentic translation that rises to a synthetic image between the total mental and the imaginary / indicative.
Second: The concept and here the Arab philosopher must be freed from the stagnation on the philosophical concept that comes through translation through the influence of concepts by investing in the potential of his Arabic language and analyzing concepts and revealing their structural elements.
Third: The definition of the principles of the philosophy of philosophy must apply the law of phrase and reference in the definition, the report is its Hebrew side and representation is its indicative side and to achieve creativity in the philosophical say must show the value of “representative definition, which derives its tools from the original deliberative field of the Arab philosopher, must - to flow philosophical concepts - from the achievement of combining the aspect of representation and the aspect of the formulation of the definition. deliberative, and the disbursement of representations quoted from other fields of circulation, because they do not serve the purpose and do not take the hand and do not tie the rope of participation with the recipient, then the role of representation in the use of the determination of philosophical meanings and the signature of its influence in the recipient audience ” [8].
Fourth: The evidence, and here the philosophical discourse is not purely deductive evidence, but the evidence must be enriched by imagination in the form of examples such as the story of Zoroaster Nietzsche, who gave us the philosophical statement in a painting that combines the intellectual and poetic aspects of metaphors and metaphors. within the deductive structure of the imaginary structure.
Fifth: The philosophical biography, which is concerned with the actions of the philosopher because the philosopher must strive and strive to achieve intellectual and practical values   and the approach of philosophy jurisprudence here translates the action into two forms expressive common reflects universal values and the second form is indicative varies according to different fields of circulation, the first is described as typical and the second is homosexuality. Harm her in this area.
Part II: The creation of the soul and the activation of ideas: From the world of meaning to the world of wak and includes in it the third chapter: between reason and creativity how the way to satisfaction with the dignity of morality.In this chapter the writer diagnoses the diseases of the times and the state of the contemporary man who drinks the final values of post-morality culture especially the value of enjoyment and narcissism Therefore, we must draw a method and look for ways to restore the modern man to satisfaction with the honors of ethics, those honors that modern man overlooked and abandoned under the pretext that they are mandatory, painful and narrow, so we should be the first way to strengthen the soul with mental sciences by investing the moral heritage of the architecture of subconscious learning and appearance. ” By strengthening the mental sciences by relying on the sciences of ethics and politics is the safe path towards this goal, said Abu Hamed al-Ghazali as a manifestation of this fact and not learning except to return the soul to its essence and bring out what is in its conscience to the action, in order to complete itself, and gain its happiness ” [9].
And the model of the remedy of this moral heritage we find the features of the spiritual jurisprudence of the greatest Ibn Arabi to take the moral structures inherent in his project where the detector of the limits of thought and be psychological impulses (angry and lustful harnessed in the hands of the rational discriminatory force, and look to the thought standard mind or light lights that shines from the suffering of business and drenched the pains of the moral struggle to describe self and cleanse, so, The mind is open and fluctuating because it is based on the principle of movement and effectiveness, “the mind is a continuous and fluctuating activity and intertwined with work and emotional conditions, and therefore, the movement of the mind and its strength and continuity is conditional on the spiritual work of the affective, which renews the inertia of the mind and frees the thought from its cognitive productions, which once returned to the power of licking was like lava in its boiling state. She stopped at her acquaintances and turned to thought alone, cooled and hardened. ” [10]
The first step to follow the paths of integration between reason and creation is sport, as formulated by Ibn Arabi to achieve the message of creation and to liberate the soul and inherit scientific feuds. Sport is to humiliate the soul and attach it to slavery, improve morals, train and practice good habits. Modern education is a culture of thought, because the thought under it lust and above it the mind supported by the spiritual essence, and since the prevailing educational thought is attracted to instincts and limited to training to master a profession of practice, it is true that we reconnect educational thought with spiritual discourse, or spiritual rooting of education, so that man can be free from inattention and awakened all his intellectual, spiritual and psychological potential. This new form of education is the most powerful tool in the fight against global education, which has reduced knowledge to information, information to advertising and marketing, and universities have become mere tools for conducting research for businesses. ”
Chapter 4: Conditions for the Effectiveness of Ideas in Current Challenges from the Logic of Health to the Logic of Validity.
Here is the search for tools that can transform the system of ideas from the logic of health to the logic of validity, extract the conditions by which effectiveness is achieved to complete the action, restore new ideas in the consciousness of man today and sharpen his spiritual energy to convey them to the social existence. The present in time, embodied in the form of civilization, is a qualitative action in which time does not return unless it carries a new original already, and this action is in the language of the German philosopher Hanna Arendt - self-exposure to others - it is a kind of second birth "[12], and the moral condition that takes a Muslim from his presence in the culture of health to his presence in the culture of validity. Thus, Malik bin Nabi insisted on the importance of the holy idea as a starting point for the activation of ideas, it is the true holistic vision from which the motivating energy of man emanates,“ This vision is the roots, the soil and the source that represents the dogmatic force that determines the nature of the emotional force that drives man and society, and determines their orientation and effectiveness. ” [13]
As for activating this religious idea or answering the question of how can this religious idea cause spiritual tension in man?
Malik bin Nabi explained how man should live with his motives, the motive of possession, the motive of nutrition, and the motive of reproduction, because the moral tension that gives man the shock of the heart as the first stage of civilization can only be achieved by the religious idea because it is the one that adapts the vital energy according to the religious idea, that is to find a balance between the requirements of vital energy in its reproductive, food and property motives. The concept of the culture of duties here is not cut off from its moral origins, but the duty is referred to spiritual strength, patience for the achievement of values and the conquest of obstacles and annihilation.
Chapter 5: From the reform of the mind to the renewal of the conscience, the writer believes that the depth of the crisis in the methods of thinking is not the mind and thought, but the will and conscience, so the need to recognize the value of conscience and spiritual and moral awareness in the act of reform, ” means that reform efforts start from the inside of man and not from outside, by awakening his inner motives or change in himself from within. By seeing from their common sensual rank to their common mental rank, and from absurd action to judgmental action. ”
It was noted that the perspective of conscience and will is the absent dimension in the Islamic reform projects, and the lack of energy and the stagnation of cultural effectiveness is due to the weakness of moral conscience and the strength of psychological motivation, so there is no possibility of reform unless the link between cognitive and existential. It is the revival of the heart of this dead man after being robbed of the consumer culture and became thinking about his individual and personal needs, and this revival is the work of purification that frees man from his psychological death to proceed towards the freedom of spiritual life, and creation by the best names because moral values are taken from the best names.
Title III: Moral models and the challenge of social and cultural crises: Here, the writer Abdelrazak Belakrouz shows us the transitions and transformations of moral models and the revealing of their limits and the typical nature of their assumptions and the context of their theories (tolerance, communication, recognition) We find the saying of tolerance, the saying of justice, the saying of communication and the saying of recognition. After analyzing and critiquing these concepts as well as demonstrating their unilateral dimension in providing solutions, the search was for “the most basic model that enables the mind to repair the manifestations of the corruption of acquaintance, so we foresaw the limits of the model of tolerance due to its emergence with political conflicts and the conflict of religious interpretations, … The model of communication taken by linguistic assumptions for the success of understanding, Building his moral system on deliberative values.
It has prompted the mind to correct this course and change its path from the legislation of communicative action to the phenomenon of the scramble for recognition through the forms of recognition: love, law and solidarity, but the philosophy of confession has been immersed in a purely cultural understanding in a psychological rather than a realistic form. ” [15] In the latter model we find the value of acquaintance, which recalls the value of the forgotten common spiritual one suited to contemporary human needs. At the forefront of which is the need to associate with the meanings of faith in life, so the need to teach the elements and pillars of acquaintance and the education of complementary acquaintance in urbanization.
Chapter 7: Moral Order and the Spirit of Awakening: How to Break Free from a Post-Moral Culture.
In this chapter, the author refers to the concept of post-moral culture to demonstrate that the moral crisis that humanity is going through is characterized by the loss of meaning and numbs the moral impulse where the human self dissolves and instinct takes over again, and art in pleasures and desires, forgetting the first motives of movement and creativity and prevents the moral spirit from breathing and launching. Commitment, as the pillars of this culture are the quality of life, well-being and narcissism, but pleasure and narcissism are the final values in the post-moral culture. As for the treatment of this crisis, we can recognize here cultural nationalism, which is a work and advancement supported by a system of guiding and sublime values that records its presence in the arena of feeling and action, to re-control the repressed instincts of what is known in the Arab moral heritage. Lust and power are two tools in the demands of rational power, as well as the need to pay attention to intelligence in the field of ethics or so-called intelligent and applied ethics, which is not ideal sermons spiritual separated from reality and life by making personal benefits moderate and seeking reasonable consensuses. SOCIAL CITY.
Enclosure: Greek visions of the world and the status of man.
Here, Dr. Belakrose wanted to show the inevitability of seeing the world in the relation of being to existence, and that the characteristics of the Greek philosophical systems that they are traveling in their sense, Greece has become to a large part of contemporary thinkers in Western thought a source of philosophy, a standard of creation, and a tasteful aesthetic judgment, so modern and contemporary European thought has opened the door of renewed cross-fertilization with Greek thought.
The conclusion of the spirit of social philosophy: The writer concludes with a set of methodological horizons for the ideas of the book “Characterizing philosophy..
We find that the key to reform the ways of thinking is the education of intellectual diligence and the integration of intellectual meanings with the movement of reality, and the reconstruction of a curriculum in intellectual education in which the spiritual breath is the motivating and lifting meanings and this is by teaching spiritual ethics and practice on the methods of creative thinking, and also the need to create self and activate ideas and be satisfied with Mkarem ethics and work and overlap between ethics and philosophy Social philosophy and the philosophy of religion, to lead the mind towards a positive intellectual education to free the soul from the diseases of negative thinking to be a question of social philosophy towards self-reform and self-motivation to act and build the torn social fabric.
[1] Abdel Razzaq Belakrouz, Characterizing Philosophy Intellectual Education and Methods of Curriculum, Thawah Center for Studies and Research, Lebanon, 1, 2022, p.
[2] Ibid, p. 28
[3] Ibid., p. 28.
[4] Ibid., p. 30.
[5] Ibid., p. 31.
[6] Ibid, p. 38.
[7] Ibid, p. 40.
[8] Ibid, p. 100.
[9] Ibid., p. 130.
[10] Ibid, p. 127.
[11] Ibid., p. 137.
[12] Ibid, p. 146.
[13] Ibid, 152.
[14] Ibid, p. 181
[15] Ibid, p. 233.
The materials published on the site do not necessarily reflect the opinion of IslamOnline

**Power and Impact of Choice:**
    - Choices are central to personal and professional growth, including teaching.

Title:

Content: Thursday 28 March 2024
Chairman of the Board of Directors and Editors
Abdurrahim Ali
Chairman of the Board of Directors and Editorial Board
Abdurrahim Ali
Free opinions
The Power of Choice
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The present you live and the future you look forward to depend on what you have already chosen.
The one who slept early chose to wake up early, while the one who stayed up all night, intentionally or without, had another choice.
The things of daily life that are entrusted to us, in which God has given us the power of choice.
From the beginning of his confession, God created this universe, and through the freedom of his worshippers, his praise and exaltation.
This is what makes a choice a power that humans possess that they may exploit in construction and development as they can also use it in destruction and destruction.
This is the first thing that our Lord Adam ’ s mind created, and he was held accountable for it.
It was a wrong choice, resulting from the landing on earth and the beginning of the journey of life that threw us into endless chains of choices.
The choice is obvious at every moment when the human mind is burning for a place where it will be held accountable.
As the pace of life accelerates, we find ourselves repeatedly at a moment of choice, loaded with decisions that will determine our future course.
Here or there, with or against, I accept or reject, so things go on this planet full of contradictions, which you pay us towards the freedom of life with which you live. I ’ m going to take it and take it to the next level.
The observable history of the events of the inhabitants of this planet makes us decide that choice is a real power like the rest of the invisible powers, my power. We are moved by sin and sin.
The power of choice is not just a philosophical concept separate from the reality that we are opposed to, but the results of a concrete reality that we live in all the details of our lives, resulting from what has happened. Our choices.
The power of choice is manifested by making a decision between multiple choices based on awareness and deep thinking.
It reflects the ability to guide our lives and determine our personal and professional path, and appears in many aspects of life, to demonstrate our ability to unite. You have set your goals and set your goals and set your values and principles.
The power of choice contributes to shaping the environment around us and enables us to influence ourselves and what is around us.
The power of choice requires conscious thinking and personal responsibility, which is why it is one of our most important tools in determining the course of our lives and achieving success and transformation. Eunuch.
The power of choice is perhaps a small moment at noon, according to the mere measure of time, but it carries with it a tremendous power, sufficient to reinforce the path we are taking, and perhaps to transform it. To another path.
In this context, the choice is a basic principle, as it is a practical exercise in taking responsibility, and this in turn makes us ready to bear the burden of the punishment. See, whether it be small or large, and to realize that every choice is heard with the whisper of the heart and the contemplation of the mind.
At crucial moments, we find ourselves standing in front of an internal struggle between multiple choices, and each option represents a different path.
This is where another aspect of the power of choice emerges. It can be as courage to explore the unknown or as a wise choice to move away from a path that is fraught with fear. Aah! Aah!
The extent to which the decision affects reflects the real power of our choice.
In the journey of life, our choices are not limited, and they have also drawn us into worlds we know nothing about.
And a chance to open new horizons, and explore our potential.
In this context, beauty appears in our ability to shape our lives and determine the way we walk.
The power of choice also manifests itself in how to deal with difficulties and challenges.
In the moments of crisis and pressure, it appears as a key to get out of the negative current and look for an answer solution.
Choice can be a critical turning point that makes us look at life differently, and take advantage of every challenge as an opportunity to learn and grow.
We cannot ignore the role of choice in forming our identity and building our character.
The collection of our decisions forms the map of our personal history, and carries in it innumerable details of our journey.
In this context, choice becomes a tool to carve out a story that expresses our own maturity and personal development.
The true power of choice is manifested in our ability to bear responsibility, and to understand that every choice carries weight that requires us to appreciate the results.
It can be the key to building a stable life filled with meaning, achieving the balance between ambition and satisfaction and embodying true success.
In the end, choice builds the moments of our lives and shapes them in a general way and determines the path we follow, and in this way we may have written with our own hands the life we love. To live it.
The power of choice is not just in the big decisions, but in every moment we go through.
It represents the moment when we decide how to continue in life and how to build our future.
With strength, we become an active force in our lives, charting our path in the colors of hope and optimism, carrying with unbounded confidence in our ability to fulfill wishes and make them possible. My dreams are real.
It is the religion and the dogmatic heritage, as well as the historical heritage, which carries within it clear examples that indicate the power of choice and its impact on the course of the event. And then I hit the ground running, and I hit the ground running.
He had chosen the wrong advice from the Iblis and had eaten from the tree in the hope of eternity.
But then he repented and chose obedience, and so his story showed the importance of making the right decisions and repentance.
It is also the case that Abraham chose to call people to God and reject idolatry, even in the face of pressure and threat.
His choice of truth and righteousness was a reflection of strength and fortitude.
Moses chose to raise the banner of justice and freedom for his people.
He chose to confront Pharaoh and lead Israel to freedom, and this choice shows his ability to lead.
He has chosen Joseph to remain pure, pure, true, even when his brethren have wronged him, and so is the trial of the prison.
His choice of honesty and companionship in the face of difficult circumstances highlighted the moral dimension on which he made the decision to choose.
These stories reflect the value of choice and its impact on the life of the individual and the community, and how individual decisions can affect the individual and the community.
Human history has also provided examples of people in whose lives choice has played a role.
Neil Armstrong, the first man on the moon in 1969, chose to be the first man to walk on the moon.
This was a bold and historic decision that changed the course of human history.
World boxer Muhammad Ali Clay refused to join the U.S. military because he objected to the Vietnam War and considered it unfair.
He used his right to make his own choice despite challenges and criticism.
After serving 27 years in prison for his struggle against apartheid in South Africa, Nelson Mandela chose to embrace dialogue and reconciliation rather than revenge when he became president in 1994.
These stories highlight how small or large decisions can significantly affect the course of life, and how individuals can determine their own destiny from within. The choice.
All of the above invites us to reflect seriously on this power and what it can affect our lives, which urges us to increase our children ’ s awareness of the importance of the strength of our brothers and sisters. See what impact you can have on their personal and community lives.

Decisions by educators—like creative teaching techniques or integrating unconventional methods—can significantly shape students’ lives and learning paths.

Title:

Content: How to Become a Distinguished Teacher?
No matter how far away they are from their school years, they are still likely to be able to name their favorite teachers.
Distinguished teachers are immortalized in the memory of their students, those who have done the task of teaching for many years but have left imprints on the lives of students.
When we graduate from high school the relationship with teachers may end, and then if we go to college or university after that, we become pupils of other teachers.
What makes some teachers different from their peers and noteworthy?
What do you remember after years and decades?
Distinguished teachers have a number of common characteristics:
They love students.
Good preparation and preparation
Deep understanding of topics
Engaging students
Challenge Based Education
A useful education for life
They have communication skills.
Love and appreciation of students
It is important to know this quality in a teacher without disclosing it because if he does not enjoy the company of students, perhaps the teaching profession is not the right field for him.
An outstanding teacher loves his students and shows his determination to improve the lives of future generations in his daily work.
It respects its students regardless of their age and skills, and makes them feel special, relevant and unique.
It invites students to be themselves by creating a welcoming and healthy environment that allows them to express their feelings and feel safe.
This distinguished teacher is a distinguished listener to his students, listening to the concerns expressed by students and parents and then building classrooms that take these needs into account.
Good preparation and preparation
The most effective teacher not only imposes homework, but also completes his own homework.
It ’ s a lot like a professional basketball coach making game plans for the team.
An effective teacher strategically plans to class with and in parallel with lesson plans.
The teacher sets educational goals for the day and the tasks required to enhance the teaching task and according to clear plans, the assignments allow students to practice and strengthen new skills.
An outstanding teacher also spends significant time outside of teaching periods planning future lessons and evaluating grades, allowing students to receive quick feedback.
An outstanding teacher uses these notes to determine how much time should be devoted to teaching a new skill or giving extra time to learn a difficult skill, whether a number of students need more individual attention, or what time is best for a new approach that improves the quality of the education provided.
Deep understanding
If you want to become a teacher, you need a deep understanding of your subject.
Education departments often require teachers to complete basic requirements or specializations in the subject they are going to teach – a thorough knowledge of a particular field is essential in an effective teaching profession.
One of the characteristics of a good teacher is that they never stop learning.
When they are more successful, they pass on their love of learning to their students.
They keep up with new knowledge in their fields as well as emerging teaching strategies, always trying to build their knowledge base for better student education, and when students see their teachers love to learn constantly it is contagious and will follow in their footsteps.
Engaging students
When you ask a number of people about their favorite teacher, it is likely that each of them will have a special story, they will remember a unique or creative technique used by a teacher.
Whether it ’ s sharing a book, visual or audio material, using a technological tool, or taking another imaginative approach, students will appreciate the extra effort.
A teacher wearing a dress that relates to a particular period of history can make history more interesting.
Similarly, hiking in nature can make identifying fallen trees more attractive.
When the teacher makes an extra effort and makes the subject more enjoyable, the lesson gets stuck in memory and hard to forget, and it pushes students to interact more and increases their appetite for learning.
Skilled and creative teachers are impossible to forget – or forget their lessons – because they understand the disparate learning styles of their students and strive to reach each.
Great teachers care and understand the unique needs and abilities of the children in their class, and work to meet those needs in an inspiring way.
Student Challenge
Students often enjoy teachers who are soft and easy to handle and have low expectations in the short term, but over time, they will often remember a tougher teacher who raised the bar high and pushed them to discover their potential and make them better students.
Distinguished teachers do not abandon students with low grades or short attention periods and also create new challenges for outstanding students, a great teacher has faith in the abilities of all his students.
Far from high expectations, good teachers challenge their students.
Students tend to enjoy challenges, as long as they are presented in a good spirit.
Instead of focusing solely on facts, teachers can ask the “why ” question to get students thinking about sequencing and predicting the world.
When teachers challenge their students, they push them to work harder, become better, and achieve more than they imagine.
Education for Life
One of the biggest perks of being a teacher is helping students not only learn academic subjects, but become better people.
Education for student personality formation is a responsibility that teachers share with parents, caregivers, families, schools, and community organizations.
By listening to students, telling them they are valuable, and giving them a supportive and caring school environment, teachers go a long way in passing on important lessons about teamwork, open-mindedness, and working through feelings and emotions to future generations.
Good communication with everyone.
Excellent teachers have excellent communication skills.
Communicate effectively with all segments of society: students, parents, principals and co-workers.
A good teacher enjoys strong relationships with his students because of his good management of warm human feelings and his mastery of communication with parents often despite all the challenges he faces.
A good teacher also improves interaction with administrators and other teachers to improve teaching and school level.
They possess a superior ability to communicate and work seriously with all administrative and technical groups.
Distinguished teachers excel in many areas.
They work first and foremost as teachers, but also as trusted friends, motivational speakers, classroom executives, experts in the subjects of their disciplines, supporters and motivators of their students, and possess the skill of the artist.
Overburdened with the responsibility of educating the next generation, teachers encourage and inspire countless students to become adults and learners.
Source: Walden University
The materials published on the site do not necessarily reflect the opinion of IslamOnline

**Importance of Understanding Brain Function in Learning:**
    - A strong connection exists between understanding brain function and developing effective educational strategies.

Title:

Content: Friday, 02 February 2024 09: 02 GMT
Spotlight on Nurturing and Teaching Languages
Since the 1950s, information processing and learning processes have been the subject of numerous studies in cognitive sciences.
The breakthrough in brain imaging research, especially in functional magnetic resonance imaging (fMRI), has contributed to enhancing our precise neural perceptions about the motor or verbal functioning of the brain in learning situations, opening the way for other work aimed at a more accurate understanding of the range of mental pathways required by the conditions of the brain. Lingual information processing in the brain during learning and learning pathways (Borst & Cassot, 2022).
As such, the year 2007 will mark the birth of the official name of noroeducation following the report of the Organization for Economic Cooperation and Development (OECD): Understanding the brain, the birth of a new science of learning, which led to new integrative links between neurology, education and learning according to the interactive scientific requirements of the field. Welcome to cognitive science.
In recent years, researchers in the field of education and language teaching (Fayol & Gaonach, 2007; Ehri, 2014; Fezjo, 2016; Collès, 2007; Griggs, Carol & Bange, 2002) have found that the results of their research related to enhancing the understanding of language in education and learning have shown that, in recent years, Research projects on education and learning should adopt a cognitive vision that derives its legitimacy from the impressive results provided by linguistics, education, psychology, education, and neurology.
In its latest scientific models, which are interactive and integrated with the theoretical constants and procedural steps it has produced, promote the essence of pedagogical and didactic work on the teaching and learning of languages in accordance with the manifestations of the two dimensions: reading / speech and writing / calligraphy.
This new knowledge, generated by various aspects of the planned intersectionality between neurology and education, has led to the emergence of the field of neuroeducation (Ansari, Smedt & Grabner, 2012), which is concerned with studying some educational issues at the level of analysis that was previously difficult to access: the neural level (Masson, 2012).).
However, this field seeks not only to identify the mechanisms associated with academic learning and teaching, but also to explore ways in which our knowledge of these mechanisms can provide new scientific evidence to facilitate better learning for learners (Masson, 2014a).
At the moment, the most important challenge for nurturing education is to deepen the scientific dialogue between specialists in the fields of education, linguistics, neuroscience, and language education.
The creation of a common language that draws on the brain sciences, and the understanding of the pathways of interaction and scientific integration between them and education is expanded more widely in educational circles.
Hence the urgent need for specialists who master cross-disciplinary communication, and understand the depth of the established lines of contact between all these sciences to enhance our understanding of them and to realize the conditions of benefiting from them in promoting strategies of education and learning in all its manifestations, and in all its contents.
Although educational decision makers and pedagogical engineers call for scientifically sound pedagogical practices based on the scientific facts presented by neuroscience regarding the mental processing of linguistic information in the course of the educational learning action, they do not There is little consensus on the need to engage qualitatively and intensively in adopting the conceptual and methodological foundations of all scientific efforts produced by research practices in this field.
Education, Learning and Cognitive Integration of Science
Learning has long been considered an epistemological phenomenon par excellence, and since it lies at the heart of intelligence, divided between two paths of inquiry: the first is natural and the second is artificial, it has to be studied within its "functional" aspects: neurological and biological, without being limited exclusively to purely behavioral appearance.
The results of empirical research based on brain science show a significant improvement in learning standards, but this insight into the neural structure of learning should not obscure all other perspectives required for pedagogical action, nor should it prompt specialists in neuropsychology, speech correction, or learning disorders. Neurological experts...
To preoccupy with the issues of the educational process of learning away from the experts of linguistics, didactic, and psychology...
The requirements of the cognitive understanding, constantly evolving and renewed, of the way language works in the brain and the brain works with language, an important neuroscientific depth; it enabled to provide new and accurate research paths to understand the nature of cognitive processing (linguistic and other) intellectually, to the extent of reaching the purposes of accurate linkage between Manifestations of cognitive learning and prerequisites for working on reading and writing neurons (Stanislas, D. 2007) in learning.
As we move on to the cognitive understanding of different learning processes, our interest within the field of language learning shifts to the intellectual depth that can be explored and experimentally studied, and it becomes possible to work on the development of the cognitive abilities of the learner and work, more scientifically, to transfer the goals of learning from the conditions of pleasure and achievement. It is essential to have the keys to engaging the learner with awareness and potential in the process of building, reinforcing and evaluating learning.
Our knowledge of how the brain works has evolved at an exponential rate since the 1990s thanks to the arrival of functional magnetic resonance imaging (fMRI) 25 years ago (Ogawa, Lee, Kay & Tank, 1990) – a technique that enables researchers to quickly and accurately obtain detailed images of the brain ’ s structure and various activities. An accurate ability to identify the brain ’ s primitives associated with various academic skills such as reading and arithmetic (Dehaene, 2007, 2011).
What is interesting, however, in the context of this new scientific path, is that many researchers not only understand how the brain works, but also engage in cutting-edge research projects to understand how this performance evolves, and how learning can influence this development (Ansari, 2008; Dehaene, Cohen, Morais & Kolinis). sky, 2015; Houdé & Borst, 2021;).
It unifies the paths of work in education and neuroscience, and creates a path of research in which diverse scientific disciplines intersect: linguistics, didactic, psychology...
One of his priorities is to study the mental pathways by which the brain learns, and the mechanisms by which it remembers the processes of its learning based on its components of lobes, biases, neurons...
The system of neural regions, lobes, and pathways that underlie our abilities to speak, hear, and understand language.
for example).
Therefore, it seems timely to consider how our growing understanding of brain function and functioning can be applied to exploring appropriate approaches to building learning strategies for the Arabic language that are consistent with how it functions, and that take into account the programmatic specificities of the Arabic language.
NuruLanguage Education
Dehaene (2007) showed that writing is a non-innate human invention, and the path to its constants requires very difficult learning processes; a significant number of our neurons are “reading neurons. ”
His meticulous research in the field has had immediate practical effects on patterns of writing and reading instruction, clearly demonstrating the absolute mismatch between the "holistic way" of teaching reading and writing and the peculiarities of brain functioning from the standpoint of brain physiology.
Masson (2020) and Masson & Borst (2017) reveal that the learner in the course of learning does not erase or restructure his previous knowledge, nor does he incorporate it into a new theory, but seeks to validate it to achieve conceptual change.
On the contrary, the syllabic method of teaching and learning to read and write corresponds to the constants of the functioning of the brain, as it is based on the constants of spelling and reconstruction / syllabic composition according to the requirements of a relational abstraction determined integrally between sound and letter, that is, between the verbal investigation of the linguistic voice and the linear investigation of it.
It is a delicate primacy for the regularity of two parallel tasks:
a. Processing of graphical / linear forms of phonetic units;
b) directly formulate the speech process corresponding to it.
Because Arabic is an alphabetical language, the child may not be able to perform these procedures in the first stage of the act of reading without identifying the pieces of sound (silent, sound and semi-silent) and the sound (composing these pieces of sound), and use them in the transitions from the spoken to the written units. Or vice versa, which means the nomination of various processors in the course of stabilizing the two acts: the reader and the writer to strengthen this important competence of possessing the linguistic system ” (Bouanani, 2019, 28).
We are in the process of asking a lot of scientific questions related to the ways in which our brain processes linguistic and non-linguistic information during the completion of many learning tasks, and enlightenment seems to be a very promising science for us, and will be able to answer our questions in depth and accuracy soon.
We should be informed by the role of multiple factors that can affect the quality of learning as we recall different types of memory, motivation, attention, intelligence, and emotional context.
The list is not exhaustive.
The importance of psychological and subjective factors related to the functioning patterns of the left and right sides of the brain brings us back to a deeper interest in the unconscious processes that manage our thoughts and learning.
Understanding their precise mechanisms, their regular programmed interactions, and their complementary function would help us to derive the best methodologies that can be activated in line with the brain ’ s functioning, or, conversely, neutralized when they are harmful.
...
How can we stimulate left-hemisphere pragmatism, marked by the specificity of logical and computational accuracy, with the ability to assess right-hemisphere sensitivity and its subjective and emotional orientations?
...
How can we improve positive functions in education and learning, and also remove barriers and barriers?
...
How can we make the functions of the brain in all aspects of its processing of information sound and at the lowest cognitive cost?
In our project to adopt the Noroeducation Constants for the development and effectiveness of effective learning strategies, it will be important to also consider improving the effectiveness of learning through biofeedback, which reduces stress by using different relaxation techniques, and to enhance the motivation of the learner by an educational action whose context determinants are necessarily involved in providing what is necessary and possible. The success of the educational and learning process: space, tools, and logistical possibilities.
Requirements for Understanding the Brain for Developing Learning Strategies
Is there a strong link between the requirements for a proper understanding of how the brain works and the development of effective and effective strategies for learning and learning processes?
To the extent that we currently have a lot of reasons to prove this question, based on the extraction of precise scientific facts provided by empirical research in the field (Bouanani, 2019); (Bouanani, Fizjo, Spring, 2018), to the extent that some misconceptions related to the propensity of some myths are prevalent. The results of empiricism, its distortion, its over-generalization, or the simplification of its interpretations are such that they feed our intuition with fears and hopes that they reinforce in some circles of the interested and easily solidify them into – sometimes – Northeastern mythology.
We may know what it means to have the “right strategy ” to learn, but often our intuition about what constitutes a good strategy (or even the right strategy for us) is inaccurate and sometimes incorrect.
Hence the importance of turning to the sciences that study learning and memory accurately and provide precise scientific conditions to provide the elements of answering accurate questions of the type of:
...
What are the best techniques for learning?
...
How can we help ourselves to learn specific learning content, consolidate learning, and retain a new concept or set of facts and actions that will be useful to us in the future?
...
How can we refill knowledge and find traces of it in our memory to solve a new problem?
...
Should learning be seen as something easy, an activity that comes to us effortlessly, or should there be a desirable level of difficulty to pursue to make learning more valuable, meaningful, and sustainable?
...
But before and after: how do we motivate both the teacher and the learner?
And how do we make attention a key entry point to attract and direct attention?
And making focus a filtering mechanism that allows us to select information and modify processing during learning?
The powers of the challenge in providing the answers to all these questions stem from the need to strike the necessary balance between three basic requirements:
...
Providing academic freedom for the entire educational context;
...
Establish clear research criteria on precise empirical and empirical terms that take into account the learner ’ s specificities, learning context, and the programmatic terms of the language (s) in which he / she is being taught;
...
Establish principles that allow for the dissemination and in-depth evaluation of the results of such research in the field of education and learning.
One of the most fundamental discoveries of modern neurology is that the structure of the brain is not fixed over time, and is not determined by genes alone; it is constantly changing as a person learns and interacts with their environment.
This is evident through the use of MRI to track reading activity within the brain, where activity is initially concentrated mainly in the prefrontal cortex, an area in the front of the brain used for attention, concentration, and short-term memory.
As the task becomes easier and its mechanisms are mentally created, the activity moves toward the upper and back of the brain, in the areas designated for this learning.
This allows for the release of the prefrontal cortex, thereby reducing the state of excess cognitive cost (Foisy & Masson, 2022).
The opposite happens when it comes to correcting long-standing mistakes that have taken root in learners ’ minds: it is difficult to eliminate misconceptions based on a well-established neural network.
Video clips from imaging the inside of the brain using rapid imaging (a process that speeds up the time of the procedure) demonstrate the ability of neurons to form new connections with each other very quickly through precise biochemical processes.
Accordingly, Masson (2022) compares the brain to the forest, and sees that when you always take the same path in it, you create a well-defined path within it.
The same goes for the brain.
Neurons that work together will connect to form a network.
The phenomenon by which the brain is able to modify its neural connections is called brain plasticity or neuronal plasticity.
Although learning is not a one-way, one-way, and unifying variable phenomenon, the neuroconstant is that our brain must not stop using its neural connections, so that its networks do not weaken or disappear at all.
This would explain why the reading gap between learners at the beginning of the second year compared to the end of the first year is related to their reading communication scores.
Children who maintained contact with books during the summer remained active in their neural connections associated with reading.
Guided Abstracts
Nuru-education and Nuru-education are not just catalogs (catalogues and ready-made recipes), but a mix of science that provides proven and validated scientific data according to strict empirical scientific controls; where those engaged in education and learning issues find food for thought and valuable ways to improve their practices while maintaining their mastery of art and freedom of thought. Academia.
It has become clear, through the results of research in the two fields of specialization, that the re-formulation of the cognitive vision of learning has been accompanied by changes in the essence of theoretical and procedural paths that work pedagogically, didactically, and neurologically on education and learning.
This will help us to understand how the brain works, the nature of the information processed within it, and the cognitive and metacognitive processes involved in different learning paths (Bouanani, 2020).
It will also help researchers specializing in the teaching of the Arabic language to enhance the cognitive understanding of the approach to teaching and learning the Arabic language in different levels and contexts, and enable them to have a wide scope of thinking to understand the ways of developing the educational action of learning in our Arab context in order to work on the Arabic language in all its linguistic components.
It also provides an opportunity to discuss many of the issues raised in it: promotion, accountability, enrichment...
This is the peculiarity of scientific research in this field.
* Professor of Arabic Linguistics, Cognitive Linguistics and Didactic Languages - Sidi Mohamed Ben Abdallah University Morocco
* Published in conjunction with Horizon Electronic Journal
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Teachers who comprehend the brain’s information processing can help students learn more efficiently, recalling knowledge and applying it to problem-solving.

**Effective and Inspiring Teaching:**
    - Successful teachers love learning themselves and transmit this enthusiasm to students, often through unique or creative approaches.

Outstanding teachers address the individual needs of students, cultivating inspiring and supportive environments.

**Balancing Learning and Leisure:**
    - Finding a balance between instruction and enjoyable activities is vital.

Title:

Content: Overcoming the stress of exams.
What is the role of the teacher?
AMMAN – Many students, at various levels of education, experience exam stress.
It is a psychological condition that has its own characteristics, as the student fears that he will not achieve the expected marks of excellence, or that he will not be able to pass the exam.
What is the role of the teacher in educating students and guiding them to overcome this stage?
And does the teacher succeed in managing the classroom classes (quarterly) and absorb the stress they suffer from and smooth the atmosphere so as not to increase their tension above their normal tension?
Educational consultant Dr. Ayesh Nawayseh says that the period of exams is one of the most stressful periods for students, as some see it as an emergency period, while others see it as a nightmare or two.
This is due to the way in which the tests are presented to the students.
Nawaysa explains, in an interview with Al Jazeera Net, that the majority of studies conducted on the reasons why students hate school showed that one of the most important factors are school tests that focus on the traditional method of assessment, namely the amount of memorization and indoctrination, and this omits the comprehensive aspects of modern education.
Preparing to deal with tests
Counselor Nawaisa believes that teachers and families have a great role to play in preparing students to deal with tests and alleviate their psychological pressures, by giving them the skills of time management, correct school habits, appropriate times, and how to deal with the curriculum according to its nature.
“Teachers should build tests according to the sound scientific foundations that distribute students according to their individual abilities, so that it is suitable for everyone.
Teachers should also set a suitable time and create a comfortable environment for students during the exam. ”
“Parents must be involved in preparing children for the test, by providing a suitable environment for studying at home and helping students with low abilities. ”
During the exam phase, Nawaisa advises that students should be trained to cope psychologically with the previous exam and prepare for the subsequent exam.
This requires the role of the school ’ s educational mentor, who has a great role in strengthening students psychologically and guiding them to the right habits of study.
Normal anxiety keeps the student awake.
Psychologist Dr. Ali Al-Ghazan believes that anxiety before the exam is normal and protects the person, which is a healthy feeling, as it keeps the student psychologically alert, and helps him achieve better results.
But excessive anxiety negatively affects his health, causing his performance to decrease.
And about the role of the family in the anxiety of the exam, says the invasion to Al Jazeera Net, "Some families are ready when the date of exams, whether at the secondary level or different levels of education, so the house prevails an emergency of behaviors that spread fear in the same student.
During this period, the student needs a family atmosphere of tenderness and affection, guiding him with good words, respecting his abilities and not exaggerating the expectations and results required of him. ”
A traditional teacher.
Another creative.
Each teacher has a pattern in dealing with students, according to Dr. Al-Ghazan, there is the traditional (classical) teacher who still practices the role of dictator with the student, dealing with him harshly generates an atmosphere of tension before the exam, and utters intimidating phrases and warnings that have a bad impact on the same student and increase his tension and anxiety, and remain stuck in his mind and accompany him when studying at the time of the exam.
The other model is a creative teacher who “facilitates the learning process ” and always tries to relieve students and reassure them of the exams, guide them to the right school habits, raise the student ’ s self-confidence and even if he fails an exam, reassure him that this is“ not the end of the universe ”, and he only has to try again later.
Invasion refers to the importance of training the student to perform some experimental exams (without counting the mark) to break the barrier of fear.
With this exam, the teacher and the student get a prototype of the expected results, the exam may indicate that all students have failed to solve a question, and here the teacher is required to re-explain the material (or lesson) again.
The teacher may notice the student's severe confusion and nervousness in the exam.
Here, the school counselor can be used to listen to him, and try to identify the reasons for his fear, so the teacher and counselor are able to intervene to address the student ’ s situation.
Advice for supporting students
Blog.optimus-education has published tips from psychologist Dr. Alistair Bailey on the best ways to support students suffering from exam stress, and the role of the teacher in doing so:
• Focus on the basics: Encourage your students to spend time thinking about the things that make up the cornerstones of health: sleep, nutrition, exercise and communication, and how they can be continually improved.
Be considerate of differences: direct your students to avoid trying to keep up with the same study routine as their peers, as they need to better understand the circumstances in which they are learning.
• Balance: There will always be a degree of stress in exams, and it is important that students work hard.
But it is necessary to find a balance between learning and leisure, engaging in things that evoke a sense of connection, calmness and fun is a necessity, not a luxury.
Breathing Techniques: In the hours leading up to the exam, your students should try to focus on breathing and relaxation techniques, to encourage themselves.
You should also advise them to manage their emotions to reduce stress and allow the brain to think properly and make rational decisions.
Self-confidence: Having self-confidence is essential when it comes to performing under pressure.
Help your students have confidence in their abilities, which has a profound impact on their performance and self-esteem.
Source: Al Jazeera + Websites

Engaging students in activities that promote connection, calmness, and fun—such as music—can reduce stress and enhance learning.

Title:

Content: Saturday, July 1, 2023
The main theme of our lives is music.
Is it the solution to be stronger in mathematics?
The music...
Is it the solution to be stronger in mathematics?
“Encouraging math and music teachers to plan to present their lessons together can help reduce students ’ anxiety about math. ”
- Advertisement -
Studies have shown that listening to music helps children improve their math scores, especially when music is an integral part of their lessons.
What if music makes math more fun?
This was suggested by researchers from the University of Antalya (Turkey) in a study, in which researchers analyzed academic databases, a research on the link between music and math scores, published between 1975 and 2022, and tracked participants from children ’ s homes to the university.
Three types of musical interventions were included in the meta-analysis: standard musical interventions (typical music lessons, where children sing, listen to and compose music), musical interventions (lessons where children learn to play an instrument, either individually or in a group) and integrated interventions in mathematics and music, where music is integrated into math lessons.
Before and after participating in these interventions, students took math tests, and their results were compared to those of young people who did not participate in the course.
According to work published in the journal Educational Studies, the use of music, either in separate lessons or as part of math classes, has been associated with greater improvement in math over time.
Moreover, classes that combine math and music have the most impact.
About 73% of students who received integrated interventions performed significantly better than those who did not receive the same interventions.
69% of students who learned to play an instrument and 58% of students who took regular music lessons improved more than students who did not participate in any musical intervention.
- Advertisement -
The authors added that music makes arithmetic easier when learning compared to other types of math, and has a greater impact on younger students and those learning basic math concepts.
Common points between mathematics and music
According to Ayça Akın, author of the study, “Mathematics and music have many commonalities, such as the use of symbols and symmetry.
Both subjects also require abstract thinking and quantitative thinking.
Computation especially allows people to learn it through music, because basic concepts, such as fractions and proportions, are also essential materials for music. ”
“Encouraging math and music teachers to plan to deliver their lessons together can help reduce students ’ anxiety about math, while improving outcomes. ”
Read also.
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LATEST

Leisure activities are therefore seen as essentials, not luxuries.

**Music as a Medium for Learning Enhancement:**
    - Music (including classical music) is emphasized as a key element of life and an influential teaching tool.

Title:

Content: Saturday, July 1, 2023
The main theme of our lives is music.
Is it the solution to be stronger in mathematics?
The music...
Is it the solution to be stronger in mathematics?
“Encouraging math and music teachers to plan to present their lessons together can help reduce students ’ anxiety about math. ”
- Advertisement -
Studies have shown that listening to music helps children improve their math scores, especially when music is an integral part of their lessons.
What if music makes math more fun?
This was suggested by researchers from the University of Antalya (Turkey) in a study, in which researchers analyzed academic databases, a research on the link between music and math scores, published between 1975 and 2022, and tracked participants from children ’ s homes to the university.
Three types of musical interventions were included in the meta-analysis: standard musical interventions (typical music lessons, where children sing, listen to and compose music), musical interventions (lessons where children learn to play an instrument, either individually or in a group) and integrated interventions in mathematics and music, where music is integrated into math lessons.
Before and after participating in these interventions, students took math tests, and their results were compared to those of young people who did not participate in the course.
According to work published in the journal Educational Studies, the use of music, either in separate lessons or as part of math classes, has been associated with greater improvement in math over time.
Moreover, classes that combine math and music have the most impact.
About 73% of students who received integrated interventions performed significantly better than those who did not receive the same interventions.
69% of students who learned to play an instrument and 58% of students who took regular music lessons improved more than students who did not participate in any musical intervention.
- Advertisement -
The authors added that music makes arithmetic easier when learning compared to other types of math, and has a greater impact on younger students and those learning basic math concepts.
Common points between mathematics and music
According to Ayça Akın, author of the study, “Mathematics and music have many commonalities, such as the use of symbols and symmetry.
Both subjects also require abstract thinking and quantitative thinking.
Computation especially allows people to learn it through music, because basic concepts, such as fractions and proportions, are also essential materials for music. ”
“Encouraging math and music teachers to plan to deliver their lessons together can help reduce students ’ anxiety about math, while improving outcomes. ”
Read also.
FOLLOW US
- Advertising -
LATEST

There are suggestions in the text that integrating music into math classes may ease student anxiety, highlighting the shared elements of mathematics and music—like symbols and symmetry—which can foster a more enjoyable learning experience.

Title:

Content: Saturday, July 1, 2023
The main theme of our lives is music.
Is it the solution to be stronger in mathematics?
The music...
Is it the solution to be stronger in mathematics?
“Encouraging math and music teachers to plan to present their lessons together can help reduce students ’ anxiety about math. ”
- Advertisement -
Studies have shown that listening to music helps children improve their math scores, especially when music is an integral part of their lessons.
What if music makes math more fun?
This was suggested by researchers from the University of Antalya (Turkey) in a study, in which researchers analyzed academic databases, a research on the link between music and math scores, published between 1975 and 2022, and tracked participants from children ’ s homes to the university.
Three types of musical interventions were included in the meta-analysis: standard musical interventions (typical music lessons, where children sing, listen to and compose music), musical interventions (lessons where children learn to play an instrument, either individually or in a group) and integrated interventions in mathematics and music, where music is integrated into math lessons.
Before and after participating in these interventions, students took math tests, and their results were compared to those of young people who did not participate in the course.
According to work published in the journal Educational Studies, the use of music, either in separate lessons or as part of math classes, has been associated with greater improvement in math over time.
Moreover, classes that combine math and music have the most impact.
About 73% of students who received integrated interventions performed significantly better than those who did not receive the same interventions.
69% of students who learned to play an instrument and 58% of students who took regular music lessons improved more than students who did not participate in any musical intervention.
- Advertisement -
The authors added that music makes arithmetic easier when learning compared to other types of math, and has a greater impact on younger students and those learning basic math concepts.
Common points between mathematics and music
According to Ayça Akın, author of the study, “Mathematics and music have many commonalities, such as the use of symbols and symmetry.
Both subjects also require abstract thinking and quantitative thinking.
Computation especially allows people to learn it through music, because basic concepts, such as fractions and proportions, are also essential materials for music. ”
“Encouraging math and music teachers to plan to deliver their lessons together can help reduce students ’ anxiety about math, while improving outcomes. ”
Read also.
FOLLOW US
- Advertising -
LATEST

**Potential of Mathematics-Music Integration:**
    - Joint planning between math and music teachers could help demystify mathematics for students, making it less intimidating and more interactive.

Title:

Content: Saturday, July 1, 2023
The main theme of our lives is music.
Is it the solution to be stronger in mathematics?
The music...
Is it the solution to be stronger in mathematics?
“Encouraging math and music teachers to plan to present their lessons together can help reduce students ’ anxiety about math. ”
- Advertisement -
Studies have shown that listening to music helps children improve their math scores, especially when music is an integral part of their lessons.
What if music makes math more fun?
This was suggested by researchers from the University of Antalya (Turkey) in a study, in which researchers analyzed academic databases, a research on the link between music and math scores, published between 1975 and 2022, and tracked participants from children ’ s homes to the university.
Three types of musical interventions were included in the meta-analysis: standard musical interventions (typical music lessons, where children sing, listen to and compose music), musical interventions (lessons where children learn to play an instrument, either individually or in a group) and integrated interventions in mathematics and music, where music is integrated into math lessons.
Before and after participating in these interventions, students took math tests, and their results were compared to those of young people who did not participate in the course.
According to work published in the journal Educational Studies, the use of music, either in separate lessons or as part of math classes, has been associated with greater improvement in math over time.
Moreover, classes that combine math and music have the most impact.
About 73% of students who received integrated interventions performed significantly better than those who did not receive the same interventions.
69% of students who learned to play an instrument and 58% of students who took regular music lessons improved more than students who did not participate in any musical intervention.
- Advertisement -
The authors added that music makes arithmetic easier when learning compared to other types of math, and has a greater impact on younger students and those learning basic math concepts.
Common points between mathematics and music
According to Ayça Akın, author of the study, “Mathematics and music have many commonalities, such as the use of symbols and symmetry.
Both subjects also require abstract thinking and quantitative thinking.
Computation especially allows people to learn it through music, because basic concepts, such as fractions and proportions, are also essential materials for music. ”
“Encouraging math and music teachers to plan to deliver their lessons together can help reduce students ’ anxiety about math, while improving outcomes. ”
Read also.
FOLLOW US
- Advertising -
LATEST

**Philosophical and Ethical Dimensions in Learning:**
    - The development of conscience, self-awareness, and the will are considered essential in educational reform.

**General Caveat:**
    - Not every theory is beyond critique, but human and student potential is vast and often underutilized.

Title:

Content: 5 minutes
There is no end to human potential.
I'm sorry.
Alaa Jarad
It seems that our ancestors enjoyed extraordinary abilities that may be considered supernatural by our standards these days, through different times man developed his abilities and capabilities, so that he had the ability to see at a distance, or what is known as visual clarification.
In the modern era, the United States has conducted experiments under the Remote Viewers project, and unlike the accounts of human abilities in the past, science tells us that the human mind has enormous potential to accomplish great things, which people often do not realize and may not imagine that they can achieve those achievements.
In 1960, a movement called the Human Potential Movement was formed and its principles were derived from the anthropological psychology of Abraham Maslow.
William James, Carl Rogers, and Jane Houston were interested in promoting the idea of the individual ’ s right to self-realization, and the movement was seen as a methodology for psychotherapy and exploring feelings and relationships, and these techniques were further developed through training centers and books, where publishing contributed to the movement, especially books such as “Be Here Now ” by Ram Das, and“ I ’ m Fine ” by Thomas Harris.
Such works have helped to publish best-selling self-help methods and books.
The movement received increasing attention in Europe thanks to training courses for managers, graduate students and the unemployed, funded by the European Union in the 1980s and 1990s.
These 900-1200 hour training programs aim to foster creativity and innovation, including entrepreneurship, and Philip Kotler ’ s book Marketing Management was particularly influential in the 1980s in publishing many of the concepts of the human potential movement that were “embedded ” in the book and entered the work and management community.
In the field of education, the works of Maria Montessori were adapted to these concepts in her model of self-learning, sensory exploration, training children in physical activities, empowering their senses and thoughts through exposure to sights, smells and experiences through touch and, later, problem-solving.
The movement has been criticized that its practitioners focus and promote self-love, moreover, self-development is a response to helplessness, where the individual cannot change the world, so all he has to do is focus on himself.
Of course, there is no theory that is perfect or free of criticism, but indeed man still has great potential that he has not yet reached to exploit, and science may come up with ways and practices that help us to explore the depths of the human soul and benefit from abilities that may be supernatural.
Nowadays, the movement has expanded in many directions and has been adopted in professional associations, such as the Society for Humanistic Psychology (AHP), hundreds of self-development centers and training organizations around the world.
There are more than 400 courses and programs.
Staff and management training, and teacher training are increasingly focused on the emotional field, using frameworks such as transactional analysis, and role-playing.
No theory is perfect or critique-free, but indeed man has great potential that he has yet to exploit.
@ Alaa _ Garad
Garad @ alaagarad.com
To read the author ’ s previous articles, please click on his name.
Print

Title:

Content: People 's Daily Online > > Education > > Examination and Research Channel _ Education Channel _ People' s Daily Online
People 's Network > > Education > > Text
2013 National Master 's Entrance Examination Education Question
01 / 06 / 2013 16: 42 Watch the news on mobile
2013 National Master 's Entrance Examination
1. Single multiple-choice questions: l to 45 questions, 2 points per question, a total of 90 points.
Of the four options given in each of the following questions, only one meets the requirements of the topic.
Kelov's "Pedagogy" has had a major impact on the theory and practice of education in China, and the main characteristics of its thinking are ()
A. Explaining the pedagogical process through psychology
B. Emphasis on the optimization of the teaching process
C. Systematic learning with emphasis on knowledge and teacher leadership
D. Emphasis on intellectual development and creative development
Reference answer: C
Chapter 6: Modern Foreign Education: The Development of Education in the Soviet Union.
Teachers help and guide students to learn identity and role positioning, so that they consciously in accordance with the requirements of the role.
This reflects education.)
A. Individual socialization function
B. Individual personalization functions
C. Individual livelihood function
D. Individual enjoyment of functions
Reference answer: A
Chapter 3: Education and Social Development: The Role of School Education in the Development of Man's Body and Mind
Some Western scholars have found that most teachers in the United States come from the middle class and are accustomed to using the values of the middle class as the standard of reward and punishment, that is, if they do not meet their requirements, they will be punished.
In essence, it is the teachers who use education to carry out culture.
A. Transmission
B. Options
C. Creation
D. Dissemination
Reference answer: B
CHAPTER III EDUCATION AND SOCIAL DEVELOPMENT: THE CULTURAL FUNCTION OF EDUCATION AND THE CULTURAL CHOICE OF EDUCATION
The reason why education can promote the development of children is that it has the development of children ()
A. Periodicity
B. Sequence
C. Imbalances
D. plasticity
Reference answer: D
CHAPTER IV EDUCATION AND HUMAN DEVELOPMENT: MAIN FEATURES OF HUMAN BODY AND MIND DEVELOPMENT
According to the Marxist classics, the basic way to achieve the comprehensive development of human society is ()
A. Productivity development
B. Elimination of the social division of labour
C. Education for all
D. Integration of education and productive labour
Reference answer: D
Chapter 5: The Purpose of Education and the Goal of Training: Marxist Theory on the Comprehensive Development of Man
According to the provisions of the Education Law of the People's Republic of China, the following belong to the basic education system of China:)
A. School district education system
B. Adult education system
C. Teacher education system
D. Teacher qualification system
Reference answer:
Check the knowledge points:
The form of organization of a certain type of course is shown in the figure on the right: this type of course is ()
A. Related courses
B. Integration courses
C. Wide area courses
D. Core courses
Reference answer: C
Chapter 7: Comprehensive Curriculum of Course Types and Wide Area Curriculum
8. The form of teaching organization for students to conduct self-study and independent work around the learning contract between themselves and the teacher is ()
A. Wenatchee card system
B. Dalton system
C. Trump system
D. Mannheim system
Reference answer:
Check the knowledge points:
9. To avoid indoctrination and preaching, use a large number of moral problem situations to stimulate students' role taking and active thinking moral education models, in addition to moral models, there are
A. Modalities of understanding
B. Values clarification model
C. Social learning models
D. Collective teaching model
Reference answer: A
Chapter 9: Moral Education: Understanding Model of Moral Education
According to the Education Law of the People's Republic of China, the specific meaning of students' right to education is ()
A. Students have the right to participate in various activities organized by the educational program, to use educational and teaching facilities, equipment, books and materials
B. Students have the right to appeal against the sanctions imposed by the school to the relevant part
C. Students have the right to receive scholarships or grants in accordance with the provisions of the State
D. Students have the right to obtain a degree certificate and a degree certificate at graduation or completion
Reference answer: A
Chapter 10: Teachers and Students: Students' Rights and Duties
Since the 1980s, China ’ s education reform has gradually shifted from extensive development to implicit development, and the landmark document that clearly reflects this transformation effort is ()
A. Decision of the CPC Central Committee on the Reform of the Education System
B. Outline of Education Reform and Development in China
C. Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Education Reform and comprehensively Promoting Quality Education
D. Outline of the National Medium- and Long-Term Education Reform and Development Plan
Reference answer:
Chapter 6: The Education System Since 1949
12.
The general trend in the development of secondary education is ()
A. Integration of general and vocational education
B.
Integration of general education and general education
(c)
General education and primary education
D.
General Education and Higher Education
Reference answer: A
Chapter 6: Education System: School Education System
13. Beginning in the 1950s, it took almost 20 years for the end of compulsory education to be extended from 14 to 16 years in various parts of Norway.
Some researchers based on the intelligence test data of Norway's military recruitment in the late 1950s and early 1960s, studied the IQ scores of 19-year-old young men who were recruited by 107,000 soldiers during that period.
Statistics and analysis found that the average IQ scores of people who attended school for nine years were 7 points higher than those who attended school for seven years and 4 points higher than those who attended school for eight years.
This study shows that ()
A. School education can improve people's intelligence
B. At that time, the tools and methods for measuring IQ were quite perfect.
C. School education does not significantly improve human intelligence
D. IQ level affects the length of education
Reference answer: A
Examining Knowledge Points: Chapter 4 Education and Human Development
The number of years of university education is divided into two stages, the first from the first year to the seventh year, the second from the eighth to the ninth year, and the ninth year, which is called ()
A. Doctor
B. Success
C. Hanlin
D. Dharamshala
Reference answer:
Check the knowledge points:
When it comes to language learning, children should ()
A. Emphasis on learning a common language
B. Emphasis on learning local dialects
(c) Use as many dialects as possible
(D) to master the language at different stages as much as possible
Reference answer:
Check the knowledge points:
The establishment of the Guangwen Museum indicates the Tang Dynasty government ().
A. Emphasis on the education of students coming to Tang
B. Strengthening the hierarchical nature of education
(c) Importance of Examination
D. Strengthen the training of Broadcom personnel
Reference answer: B
Chapter 1: Education in Ancient China: The Perfect Management System of the Education System of the Feudal State in the Tang Dynasty - Six Studies and One Hall.
17. The following traditional literacy materials are listed in chronological order, correctly ().
A. "First Aid", "Thousand Characters", "Three Characters", "Hundred Family Names"
B.
"Thousand Characters", "Three Characters", "Hundred Family Names", "First Aid"
(c)
"Three Characters", "Hundred Family Names", "First Aid", "Thousand Characters"
D.
"First Aid", "Thousand Characters", "Hundred Family Names", "Three Characters"
Reference answer: D
Chapter 1: Education in Ancient China: Private Schools and Mengxue Textbooks
18. In the modern history of education in China, gender differences in the right to education have been basically eliminated, and the school system in which primary schools can be coeducational is ().
A. Ren Yin system
B. Education system
(c) The teaching system
D. Ren Xu School System
Reference answer: C
Chapter 2: Modern Education in China: The Reform of the Modern Education System in the First Year of the Republic of China.
In order to enlighten the people, an important measure that distinguishes the reform education from the foreign affairs education is ().
A. Reform of the Section
B. Publication of the press
C. Establishment of schools
D. Translation of the Western Book
Reference answer: B
Chapter 2: Education in Modern China: The Establishment of Modern Education System and the Educational Practice of the Modernist School.
It is not only by educating everyone that we can change society, but also by transforming society that we can have a good education, a proposition that comes from the period of the "May Fourth" New Culture Movement.
A. Intellectuals who advocate ergonomics
Intellectuals who advocate nationalism
Intellectuals with Communistic Ideas
D. Intellectuals with populist ideas
Reference answer: B
Chapter 2: Education in Modern China: The Educational Thoughts of the New Culture Movement and the Nationalist Educational Thoughts of the Educational Reform Movement in the 1920s
The trend of educational independence in the 1920s demanded, in addition to the independence of education funding, the independence of education administration, and the independence of education from religion.
A. Independence of education legislation
B. Independence of the right to education
C. Independence of the content of education
D. Independence of educational supervision
Reference answer: C
Chapter 2 Education in Modern China: The Education Death Penalty and Practice of Cai Yuanpei in the Reform of Modern Education System.
In May 1928, the first National Education Conference of the Republic of China University College proposed to collate the "consolidation of the Republic of China school system", and promulgated the "Wuchen school system", which has been enacted many times after the local Zeng and adjustment, more and more attention ().
A. Rural education
B. General education
C. Teacher education
D. Vocational education
Reference answer: D
Examining Knowledge Points: Chapter 3 Modern Education in China: Wu Chen Study System.
In order to change the face of rural education, Tao Xingzhi explored a new model of rural education, and the educational model he advocated was ()
A. Alumni system
B. Small gentleman system
C. Apprenticeships
D. Internship system
Reference answer: B
Chapter 3: Modern Education in China: Tao Xingzhi's Thought and Practice of Life Education.
The education system of the aristocratic schools established in Japan during the period of great renovation is modeled on that of China.
A. The education system of the Han Dynasty
B. The education system of the Tang Dynasty
C. Song Dynasty education system
D. Yuan Dynasty education system
Reference answer:
Check the knowledge points:
25.
In ancient Greek and Roman education, the main difference between Athenian education and Smeda education, ancient Roman education is ()
A. Emphasis on military education
B. Focus on girls' education
C. Education for the harmonious development of mind and body
D. Strengthening national commitment to education
Reference answer:
Check the knowledge points:
The following statements reflect the education of the Locke gentleman ()
A. The spirit of health resides in the healthy body
Physical health over mental health
C. Mental health over physical health
D. Abstinence and punishment can promote mental health
Reference answer:
Check the knowledge points:
27. The educational process in Herbart consists of three interrelated and interlinked parts, namely ()
A. General perception, teaching and training
B. Interest, teaching and training
C. Associations, teaching and training
D. Management, teaching and training
Reference answer:
Check the knowledge points:
In the 19th century, the German educator Humboldt promoted the new university movement and created the Berlin University model, which added to the university.
A. Talent training function
B. Scientific research functions
C. Social service functions
D. The function of cultural communication
Reference answer:
Check the knowledge points:
In the development of modern and modern education in the West, different types of education administration systems have gradually formed, among which the education administration leadership system with local education authorities as the main body and the combination of central education administration institutions and local education is formed in ().
A. United Kingdom
B. France
C. United States
D. Germany
Reference answer: A
The Development of English Education: The Balfour Education Act and the Change of Educational Administration System
"Education is life" is one of the basic views of Dewey's education essentialism, its main meaning is ().
Education is the preparation for future life, not the process of children ’ s lives.
Education is not a preparation for future life, but a process of children's life.
Education is the life of the school, not the life of the child
Education is not the life of the school, but the life of the child.
Reference answer: B
Examining the Knowledge Point: Dewey's Educational Thought of "Education is Life"
In the 1950s and 1960s, the Soviet educational theorists carried out a series of educational experiments on education and development, forming a system of experimental teaching theory, the representative of which is ().
A. Makarenko
B. Zankov
C. Babanski
D. Sukhomlinski
Reference answer: B
Investigating Knowledge Points: The Development of Soviet Education and Zankov's Theory of Developmental Teaching
In the 1960s, the United Kingdom began to reform the "three-point" secondary education system with grammar schools, technical secondary schools and modern secondary schools as the main body, trying to eliminate the inequality of students in different types of schools in employment and further education, and vigorously promoting the establishment of ().
A. Unified schools
B. National secondary schools
C. Intermediate schools
D. Comprehensive secondary schools
Reference answer: D
Title: The Education Act 1944
In 1959, the American Academy of Sciences held a meeting to improve natural science education in primary and secondary schools, which set off the curriculum reform movement in the 1960s to strengthen the teaching of basic subjects, write new teaching materials, and pay attention to the concept and system of subjects.
A. Transformist education
B. Fundamentalist education
C. Structuralist education
D. Eternalist education
Reference answer: B
Chapter 6 Foreign Modern Education: The Essentialist Education of Modern European and American Educational Thoughts.
According to Maslow ’ s hierarchy of needs theory, the following options are missing needs ().
A. Need for self-realization
B. Need for self-esteem
C. Cognitive needs
D. Adequate needs
Reference answer: B
Chapter 4: Learning Motivation: The Theory of Requirement Hierarchy
35.
Learning the word basket helps to learn basketball.
The resulting migration is ().
A. Resilient migration
B. Low-road migration
C. Horizontal migration
D. Special migration
Reference answer: A
Chapter 5: The Construction of Knowledge: Application and Transfer of Knowledge.
36. The following phenomena that have not yet occurred in learning are ().
A. Cup bow snake shadow
B. Bees for honey
C. Thirsty
D. The old horse
Reference answer: A
The definition of learning is learning about a more permanent change in behavior or thinking caused by experience.
When a student does his homework, he often judges the right and wrong of the question based on the facial expressions of the teacher around him and quickly changes the answer.
This student's cognitive style is likely to belong to ().
A. Field dependent
B. Field independent type
C. Impulse type
D. Meditation type
Reference answer: A
Knowledge Points: Differences in Psychological Development and Education: Differences in Cognitive Style and Education, Field Independence and Field Dependency.
A student is very afraid of cats, the teacher first let him look at the picture of the cat, talk to him about the cat, and then let him see the cat in the cage, and finally let him touch the cat, hold the cat, help him gradually eliminate the fear of the cat reaction, this method of changing behavior belongs to ().
A. Behavioral plastic law
B. Systematic desensitization
C. Relaxation training method
D. Cognitive therapy
Reference answer:
Check the knowledge points:
One researcher tried to test the hypothesis that “indoctrination stifles students ’ creativity ” with experimental methods.
This is contrary to educational research.)
A. Principle of objectivity
B. Innovative principles
C. Principle of linking theory with practice
D. Ethical principles
Reference answer: D
Chapter 1: Introduction to Educational Research, Basic Principles of Educational Research
"Have you ever cheated on an exam?" is a question asked by a researcher in the "Questionnaire on the Current Situation of College Students' Learning".
(a) Overly written
B. Ambiguity of the term
(c) is suggestive
D. Addressing sensitive issues
Reference answer: D
Chapter 5: Education Survey and Research: Basic Requirements for Questionnaire Design
44. In education measurement statistics, the type of measurement that applies to the number of percentage counts and not to the median, is ().
A. Naming measurements
B. Sequencing measurements
C. Fixed distance measurement
D. Ratio measurement
Reference answer: A
Chapter 5: Education Survey and Research: Naming Measurement of the Type of Survey.
45. Inductive analysis is one of the main methods of qualitative analysis.
Under other conditions, if a certain degree of change occurs in one phenomenon (X) and a certain degree of change occurs in another phenomenon (Y), then the previous phenomenon X may be the cause of another phenomenon (Y).
This method of analysis is ().
A. Common law
B. Exceptional law
C. Covariate approach
D. Surplus law
Reference answer: C
Chapter 8: The collation and analysis of educational research data: the inductive analysis method in the main methods of qualitative analysis.
Second, the analysis of the question: 46 to 48 questions, each sub-question 15 points, a total of 45 points.
First judge right and wrong, and then state the reasons.
46. Dewey's pragmatism taught that children were the centre of education.
Reference answer:
Confucius taught his disciples in the six classics of Poetry, Book, Ritual, Le, Yi, and Spring and Autumn, which is the “Six Arts ” education.
The answer is: error.
(1) Confucius mainly took the six arts of the Western Zhou Dynasty as the main teaching content, absorbing useful disciplines, and creating new disciplines according to the actual needs. Although he used the name "six arts", he adjusted the disciplines taught and enriched the content.
(2) The six arts are the basic subjects of education at all levels of the Western Zhou Dynasty, and the six arts refer specifically to etiquette, music, shooting, imperial power, books and numbers.
(3) "Poetry", "Book", "Ritual", "Le", "Yi" and "Spring and Autumn" are six kinds of teaching materials that Confucius formed after finishing the cultural classics of the Western Zhou Dynasty in the course of founding private education.
When a student fails to learn, the teacher only needs to direct him to do the effort attribution to stimulate his motivation for further learning.
The answer is: error.
(1) According to Wiener's theory of attribution of success or failure, there are six main factors: ability, level of effort, difficult task, good or bad luck, physical and mental state, external environment, etc.
(2) Students ultimately attribute their success or failure to what factors are affected by multiple variables.
Attributing failure to effort can lead to shame and guilt, which can have a negative impact on students ’ motivation.
Short answer questions: questions 49 to 53, 15 points per question, a total of 75 points.
49. Describe the main features of the knowledge centre curriculum.
The course theory of knowledge center can also be called the course theory of discipline center, represented by Spencer, Herbart and Bruner.
It is suggested that the school curriculum should be based on the classification of disciplines, with the teaching of disciplines as the core, and aim at mastering the basic knowledge, basic laws and corresponding skills of the disciplines.
Explain the basic meaning of "respect for students".
(1) Respect for students is the new teacher-student relationship is the teacher's attitude towards students in the teacher-student relationship.
Respect for students means that teachers should respect the social status of students, respect the status of students in the educational process, fully respect the personality and self-esteem of students, and respect the autonomy and choice of students.
(2) Respect for students, in particular, respect for the personality of students, protect their self-esteem, safeguard the legitimate rights and interests of students, and avoid confrontation between teachers and students.
Teachers must deal with problems impartially, so that students can be convinced.
Briefly describe Liang Qichao's views on the role and purpose of education.
The main points of the answer: (1) Liang Qichao believes that the strength of the country changes with the education level of the people.
It clearly links "opening up the wisdom of the people" with "promoting civil rights", and believes that "in order to extend civil rights, we must take the wisdom of the people as the first meaning".
(2) He proposed that education should establish the purpose, should be based on the analysis of the advantages and disadvantages of national culture, and should be based on the wide absorption of the excellent achievements of the civilizations of the world; it should include moral, intellectual and physical education, and should cultivate "new people" with new morals, new ideas, new spirit, new characteristics and qualities
52. Explain the plateau phenomenon of operation skill learning and its main causes.
(1) In the formation of students' motor skills, there is often a temporary pause in progress to a certain stage of practice, which is called the "plateau phenomenon".
It manifests itself as the practice curve has been maintained at a certain level without rising, or even falling.
(2) There are two main reasons for the occurrence of the plateau phenomenon: First, when the practice performance has reached a certain level, continuous progress requires changing the existing activity structure and the way to complete the activity, and replacing it with a new activity structure and new ways and means to complete the activity.
Second, after a long period of practice, the students' interest in practice will decline, or even produce boredom, or physical fatigue, which will lead to temporary stagnation of practice results.
Briefly describe the basic content of the research topic of education.
Answer points: The topic argumentation is the researcher's own analysis, prediction and evaluation of the selected problem, and it is the process of further concretization, clarification and systematization of the topic.
The basic contents of the project argumentation are as follows:
(1) Valuation of the topic.
(2) Review of relevant research literature
(3 basic ideas of research
(4) Project research steps, methods and means of demonstration.
(5) Feasibility study of the topic.
Fourth, the analysis of the topic: 54-56 questions, each sub-topic 30 points, a total of 90 points.
54. Read the following materials and answer questions as required:
(1) From the perspective of "social function of education", analyze the rationality of the views in the following materials;
(2) Analyze the value orientation of educational purposes in the following materials according to relevant theories;
(3) In connection with the practical aspects of moral education in schools, the practical significance of the views in the following materials is expounded.
The purpose of education cannot be limited to the individual.
Today, the most important purpose of education is to seek the progress of the whole society. ----- If you do not swear at others, do not steal, do not anger, do not panic, do not offend others, etc., in the past, most of this moral high, but this is negative, can not be called moral today.
Gaibi, but no fault only, with the society if there is no.
Now, for the sake of social progress, we should set another moral standard, which is that "the greater the human being can do the social public service, the higher his morality."
Otherwise, there is no morality.
In other words, those who are able to serve in society have morals, otherwise they have no morals.
May all living beings use the measure of human quantity, and become a trend, so that the society gradually uses this measure, and the measure of income will go, so that the so-called social consciousness, social progress is not far away. (Excerpt from Zhang Boling, "Taking social progress as the purpose of education", 1919).
55. Analyze the historical significance and limitation of the western naturalistic educational thought in modern times.
Please choose one of the questions I and II to answer. If you answer both questions, you will be awarded points based on the results of the first question.
The information processing model describes human learning and memory in terms of mental structures and the operation of these structures and so-called cognitive processes. Read the picture below and answer the questions as required:
(1) Write the terms represented by the famous letters on the answer card.
(2) Interpretation of the terms written in the alphabetical order in the diagram.
(3) Explain the important enlightenment of this information processing model for knowledge learning.
In order to improve the effectiveness of mathematics teaching in a middle school, an experimental study was carried out.
The researchers selected the top 80 students in the second grade of the school's junior high school to participate in the experiment, and divided the students into two classes by using two different teaching modes, traditional teaching and "group cooperation learning".
The experiment lasts for one school year, and the two classes are tested before and after the experiment by using math blood level test papers A and B respectively.
(1) Design a topic name and research hypothesis for the experiment
(2) The independent, dependent and independent variables of the experiment
(3) Write the name of the experimental design type and its format
(4) What is the problem with the sampling method?
How will it affect the experimental results?
Reference answer:
(1) Subject name: Study on the effectiveness of different mathematics classroom teaching modes.
Hypothesis: The effectiveness of mathematics classroom teaching under the teaching mode of "group cooperative learning" is better than that of mathematics classroom teaching under the traditional teaching mode.
(2) Independent variables: dependent variables: changes in student test scores after the experiment, independent variables:
(3) Experimental type name: non-random distribution control group before and after test format:
(4) Defects in the operation of the experimental method
Source: Wan Xuehaiwen
(Editor: Yuan Bo, Li Fang)
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