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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 ----------------------- 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 Learn ways to help: fearful students disruptive students withdrawn students learning-disabled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. ----------------------- 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. ----------------------- 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. ----------------------- 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. ----------------------- 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. ----------------------- 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. ----------------------- 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. ----------------------- 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. ----------------------- Read more philosophies on line. Print out personal
copies of our manuals. Loan them to your teachers and friends. ----------------------- Be a good example. Learn to evaluate students. Learn variations for: infants toddlers gifted needing challenge high verbal manipulators withdrawn, lonely
children ----------------------- 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. ----------------------- 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. ----------------------- 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. ----------------------- SO STUDENTS CAN TALK Allow students to tell-back to
partners:
and before memory decay.
or memory patterns that re-trigger the
input.
prior knowledge. Teachers listen to
students in order to gauge their
ability. Teachers score their
students during fast-writes. Teachers who talk limit their students' recitation
opportunities. ----------------------- INSIST ON TALKING 1. Students' watching
the teacher |