Free Slow Learner Essays and Papers

course. I’m a fast leaner in a class where there’s lots of hands on work, sort of slow in math, and not a fast learner in classes like History. I tend to lose interest in History class. Especially when there’s a lot of notes, and I get lost in the lecture part of it. I loved reading books for my 091 English class that actually held my attention; Otherwise, I probably would not have learned anything. I am not a fast learner, but I can focus long enough to get the work done. If people are talking and being

The second group of learners found in a general educational classroom is the ‘slow learners’, who perform poorly at school yet are not eligible for special education” (Mercer, 1996). Slow learners may have difficulties with math, reading or penmanship (Eastmead, 2004), but their strengths are in intelligences such as music and kinaesthetic expression, that are often overlooked. T&T’s education system did not facilitate this type of learner during the colonial and post-colonial era. Education was

SLOW LEARNERS “Learning is a continuous process from cradle to grave” Every student has his own style of learning. Some student’s way of learning and ability will be entirely different compared to other students. If we watch them closely, we can find some abnormality in them due to various reasons. The slow learners look like normal students only but they will have some abnormality compared to normal students. They are normal students but they take more time to learn .Such students won’t show much

of a slow learner. Growing up, I was a slow learner, I know the term "slow learner" have different definition such as retarded, dumb etc. for some people but I am not retarded nor am I dumb. Slow learners are people who learn slower than his or her peers, he/she might have to read repeatedly before they can fully understand something clearly but a faster learner gets it once. Even though there are multiple disadvantage of been a slow learner, there are also advantages as well, most slow learner remember

Pynchon's Gravity's Rainbow Thomas Ruggles Pynchon was born in 1937 in Glen's Cove, New York. He is the author of V., The Crying of Lot 49, Gravity's Rainbow, Slow Learner, Vineland, and Mason & Dixon. Nothing else is known of this author (not exactly true, but close enough to the truth to make that last blanket statement passable). He has attempted to veil himself in total obscurity and anonymity. For the most part, he has succeeded in this, save for a rare interview or two. In 1974 he

Comparing Gravity's Rainbow and Vineland From the author of Gravity's Rainbow (1973), the famous apocalyptic novel of World War II, comes Vineland (1990), a trip into the California of 1984: a Reagan-era wasteland of yuppies, malls, food-preservatives and, above all, the Tube: the Cathode-Ray Tube. The opening line of Gravity's Rainbow, "A screaming comes across the sky," which describes a V-2 rocket on its lethal mission, finds a way into Pynchon's latest work, albeit transformed: "Desmond

PARADISE FLUBBED: Pynchon & the New World When, in Gravity's Rainbow, "A screaming comes across the sky," it is the sound of a V-2 rocket arcing up and over the English Channel.But the rocket's vapor trail (which Pirate Prentice sees from kneedeep in the primordial mulch of his bananararium) points further on: over the Atlantic, on toward America, the New World, Tyrone Slothrop's "yearned-for, perhaps illusory home." The rocket's path ends a fraction of an inch above the reader's head, the

When one is invited to a ‘60s, ‘70s, or ‘80s decade theme party, they would expect to walk into a colorful room, perhaps with people dressed in miniskirts and tie dye, patent leather and knee-high white boots. Maybe the Beatles, Jimi Hendrix, or even Madonna would be playing in the background as peace signs are held up in pictures and phrases such as “Rad!” and “Groovy!” are flung around. However, one would not expect to walk into a decade theme party and see a simulation of a police state, with

cause a child to be considered an underachiever or a slow learner. Confusion regarding this topic needs to be reduced in our schools. Some teachers are just too quick to identify and also to attempt to correct learning disabilities without the proper training or knowledge on the subject. Developing Strategies to Impart Learning There are several general categories into which most teachers will tend to group each child who is a slow learner. The classifications will be made according to the likeness

experience between the learner and computer in which the computer provides the majority of the stimulus, the learner must respond, and the computer analyzes the response and provides feedback to the learner (1995). Although this definition is quite dated, and CBT has evolved considerably since 1995, it adequately describes the key roles the computer and the learner have in the process. CBT (Computer Based Training) can encompass any type of training that involves a learner interacting with a computer

Curriculum from an Academic Point of View Curriculum from an academic point of view is the vehicle by which learners are introduced to subject matter disciplines and to organized fields of study. The various academic subjects represent a range of approaches to truth and knowledge. Academicians define knowledge as justified belief, as opposed to ignorance, mere opinions, or guesses (McNiel, 1996). An academic curriculum is very hard to create. Many believe that the development of a rational

those of the "ordinary" child, but the means of achieving those goals and fulfilling those needs may be different. The following general practices are crucial in teaching exceptional children. 1. Maintain a positive attitude toward exceptional learners. Special children require a great deal of encouragement and understanding. Show that you are interested in them: talk with them about their geographic interests; places they have been; be friendly and encouraging. Give each child's personal worth

Lastly, Csete and Gentry (1995) use the term "learner controlled instruction" instead of a student-centered approach. Learner controlled instruction can be termed as when the learner has some control in the type of instruction that is given. The control factors can range from "procedures" to "time restraints" to "evaluation". The point is that each student’s needs are different and in student-centered learning and learner controlled instruction the learner can decide how and what they want to learn

Constructivism is a defined, when referring to the learner, as a "receptive act that involves construction of new meaning by learners within the context of their current knowledge, previous experience, and social environment" (Bloom; Perlmutter & Burrell, 1999). Also, real life experiences and previous knowledge are the stepping stones to a constructivism, learning atmosphere. (Spigner-Littles & Anderson, 1999). Constructivism involves the learner being responsible for learning the material and, not

Classroom Management Plan Building a strong, successful and caring relationship with my students is the backbone of my classroom management plan. My philosophy is that when there is mutual respect between me and my students, my class will run most smoothly. My experience has shown me that when the students respect and like their teacher, they perform the best for them. Therefore, by building this rapport with them, I prevent management problems and create a more pleasant environment for me

different ways that children learn. The purpose of this paper is to explain the different learning styles that students may possess and to discuss the importance of planning a lesson that includes different techniques to meet the needs of individual learners. These different learning styles may include the show and tellers, seer and feelers, leader of the packs, verbal gymnasts, wandering wonderers, and movers and groovers (WEAC, 2001). The different learning styles possessed by the student can be

accounts for the variety of instruction and activities is a differentiated classroom. This phrase is thrown around and many teachers may not understand how a differentiated classroom works. “In a differentiated classroom, the teacher assumes that learners have differing needs. Therefore the teacher proactively plans a variety of ways to ‘get at’ and express learning” (Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more work to the smart children. Instead

Learning to Speak: Reflections of a Learner in ENG 100 This summer, after I was informed that I had been offered a teaching assistantship, I was terrified. I was not sure that I was capable of teaching students about a discipline in which I still possessed such a conscious doubt of my own abilities. For most of my life I was what you might call a non-achiever. When my parents strongly suggested that I enroll in college (the other option being to leave the house) everyone around me just sort

Learner Styles Technology is given in many forms, as television, computer, internet and cell phones. All of these are different types of technology. All of these different forms of technology help us to communicate with one another faster, relay quicker messages as well as learn. There are many ways to use technology to create different learning styles within the classroom. Creating different ways to learn is easier now that technology has given us different methods to choose from. These different

mandatory as one of the NCTM (National Council for Teachers of Mathematics) standards. The technology principle states that technology helps students to fully understand mathematical concepts (Principles 25). They are great tools for any type of learner. The hands on experience helps the students to remember the concepts because they have something visual to reference (impact). The NCTM standards states, “Technology is essential in teaching and learning mathematics; it influences the mathematics