LEARN TO TEACH

READING OR WRITING

Free classes and materials

for parents, teachers,

and their students.

Learn to use our free materials

with infants, pre-schoolers,

and school-age students.

Learn how controlled successes

make for rapid learning progress.

Learn how our system accomplishes:

extensive time-on-task

cooperation with teachers

immediate student participation

and optimism for learning

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START BY LEARNING TO BE

A MODEL STUDENT

Experience the rules

as a student.

Experience for yourself

how it feels

to learn this rapidly.

Learn to measure the success

of the students

in the classroom.

Compare the improvement

of different students

with your own progress.

Learn ways to help:

fearful students

disruptive students

withdrawn students

learning-disabled students

hearing-delayed students

Relearn many topics

in history,

literature, and science.

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FREE TEACHER TRAINEE

PROGRAM: OUTLINE

6 weeks of free classes

include:

Ten classes or 20 hours

of being a student.

Ten classes or 20 hours

of being a model student

and an assistant.

Ten more optional classes.

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RULES:

FIRST TEN CLASSES/ 20 HOURS

Students come first.

No visiting with staff

or trainees.

Ask your questions

in writing.

CP will supply the answers.

Don't talk to the teacher

or other teachers

and parents

during classes.

Enjoy the reviews

of topics.

Observe the value of:

teacher silence

teacher modeling

teacher routines

teacher preparation

teacher report cards

teacher pay outs

teacher/parent counseling

teacher counting pages

teacher scoring of report cards

Compare the positive effects

of strict timing

with chaotic classrooms.

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MORE RULES

Don't be authoritative.

Ignore student questions.

Be an example.

Listen attentively.

Don't show off

during tell-backs.

Don't ask

prompting questions.

If students have

a short tell-back,

let them copy

or read aloud from

the lesson.

Move to another chair

between two students

each 15 minutes.

Move to sit

next to a non-complying

student.

Move back if the child

is still not complying

or doesn't stay on task.

Let the teacher handle

ALL problems.

Observe the teacher.

Don't sit with teachers.

Get proficient with

chorusing, timing,

and  tell-backs.

Watch procedures.

Only compliment

a student's

fast-writing quantity,

participation in class,

or task completion.

-----------------------

WATCH THE RATE

OF CHANGES

Evaluate students.

Observe progress

by labeled students.

Identify our solutions.

Anticipate next moves.

Listen to tell-backs.

Learn to be

a silent teacher.

Learn to be

a classroom manager.

Write and turn in

twenty questions

or statements per day.

-----------------------

SECOND 10 CLASSES/20 HOURS

Start to be

a teacher's assistant

or apprentice.

Be a good example.

Copy procedures faithfully.

Count money.

Prepare page pay envelopes.

Watch procedures.

Pass out materials.

Learn options within

the system for:

infant

toddler

school age

remedial

gifted

Observe short parent

conferences

before and after class.

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AFTER FIRST 20 HOURS

You can choose

to start your home program

regardless of child

cooperation.

Be a model student at home.

Don't respond

to interruptions,

demands,

or the telephone.

Stop if there is

a real emergency.

Return to 444

as soon as possible.

Make 444 your highest priority.

If you are inconsistent,

your child will be

inconsistent.

Tell our teachers

if you are having trouble

teaching at home.

Perhaps you can

do a working scholarship

and leave the teaching

to our teachers.

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LIVE OUT OF DENVER OR KC?

If you can't come

to the adult

scholarship program,

follow the rules:

2 hours per day

for 250 days.

You will be amazed.

Start downloading

your materials

from the Internet.

Be a model student

and your children

will copy you.

Establish a pattern

of daily 444 at home.

You can teach yourself

and all your children.

-----------------------

OPTIONS

Keep your notes

or memory patterns

in a notebook portfolio

forever.

Visual patterns trigger

auditory,

kinesthetic,

and tactile memories

created when you made

the notes.

TEACHING SPANISH

OR ANOTHER LANGUAGE?

Take care of all

conversations

before or after class.

Use your new words all day.

Play our free immersion CD

24 hours per day

in your home.

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ENHANCE YOUR KNOWLEDGE

Read more philosophies

on line.

Print out personal copies

of our manuals.

Loan them

to your teachers

and friends.

-----------------------

REVIEW OF ESSENTIALS

Be a good example.

Learn to evaluate

students.

Learn variations for:

infants

toddlers

gifted

needing challenge

high verbal manipulators

withdrawn, lonely children

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TALKING TO LEARN

1. Maximize student tell-backs.

2. Maximize writing.

Use oral recitation and inner speech.

Why?

Speech is the fastest way

to make your mind accountable.

(Inner speech may be 2-4000

words per minute or more).

(Speaking aloud, 150 - 300

words per minute).

Speech forces your mind

to use your thinking skills

(taxonomy for thinking.)

Talk to yourself as

you make notes

on memory patterns.

Add to your pattern

while your partner is speaking.

You are restating words

with inner speech

as your partner says them.

Your partner's words help you

re-organize your notes

The speaking is a rehearsal

for the fastwrite.

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TALK TO REMEMBER

The mind stores

most information auditorily.

Short-term auditory memory

is three-quarters of a second.

Short-term visual memory

is one-quarter of a second.

Short-term semantic memory

is one or two seconds.

Short-term memory transfers

to long-term memory

if you write notes continuously

during the recorded input.

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WRITE TO LEARN

1. Writing notes on memory patterns

requires use of inner speech,

and so helps build memory.

2. Write notes during your partner's

tell-back.

3. The fastwrite forces you

to continue the reorganizing

and storing process.

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LIMIT TEACHER TALKING

SO STUDENTS CAN TALK

Allow students

to tell-back to partners: