Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id QAA16902; Tue, 4 Jan 2000 16:53:05 -0500 (EST) Date: Tue, 4 Jan 2000 16:53:05 -0500 (EST) Message-Id: <20000104.163440.-9491.0.norwoodga@juno.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: Joyce O Sundstrom <norwoodga@juno.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:207] I hope my learning theory will help X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain X-Mailer: Juno 4.0.5 Status: OR As a teacher, I was taught our current method of learning: that students are naturally (and more permanently) strong in some areas and weaker in other areas. However this model of teaching and learning is hurting children and adults. It is creating feelings of permanence in mental ability and tremendous anxiety for students. This in turn is creating many escapes and other problems for students such as dropouts, drug/alcohol abuse (even teen sex related), violence, and suicide. I have developed a learning theory which I feel will offer two large variables of learning improvement (intelligence) for children and adults. By providing these variables of learning improvement, we will release students from our current model of teaching and learning. By showing students how our individual environments greatly affect our ability to think and learn, students will have more respect and esteem for themselves and for others. By providing students with ways of improving their ability to think and learn, students will have the continuous hope of developing in time, many of the qualities they admire in their peers. 1. All of us are acclimated to different amounts or layers of residual stress (layers of mental issues or conflicts) which combine to create our residual stress. This impedes our ability to think and learn. We cannot just relax to lower our residual stress. When we attempt a new mental work, the mental issues are still present, and our residual stress will return to its average. We can however, learn to understand and approach the elements of our individual environments and weights we apply to our life more delicately to understand, resolve, and remove, layer by layer, our residual stress. With each removed layer, we will improve our ability to think, learn, and develop skills over time. 2. As our pace and intensity in approaching mental work exceeds our present knowledge, confidence, and experience, we create exponentially greater friction to learning. We can learn the skill of approaching mental work (especially new mental work) more correctly and improve again our ability to think and learn. We can begin new mental work with simple reflection and allow our pace and intensity to increase naturally along with our knowledge, confidence, and experience. These two variables of learning are keys to long-term motivation in mental areas, esteem, and hope for children and adults. By providing these variables to students, we will reduce many problems such as dropouts, drug/alcohol abuse, violence, and suicide. My complete learning theory with applications is on my web site at http://homestead.juno.com/norwoodga/Theory.html Rick Lynn Teacher 5012 Seaboard Ave. Jacksonville, FL 32210
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