Boys like to be involved in gadgets. A boy came in for a lesson last week asking our opinion about speed in miles per hour and the accuracy of his mother’s `Sat Nav’ system.
He explained that the speed on the family’s `Sat Nav’ system was a little faster than the actual speed shown by the family car. From the heated faces, and the remarks flying around, it seems that the boy had made a remark about his mother’s driving. He was not concerned that he was being ferried to his lesson in a big and beautiful car. He simply thought that his mother could have set the cruise control to two miles an hour faster.
The discussion, as far as outsiders could understand, revolved around the fact that while cruise control had been set to 50 miles per hour, the satellite navigation system showed the car travelling at 52 miles per hour.
The mother’s case was that the two of the overhead `Distance between Two Points’ camera systems would have tracked her digitally – and therefore accurately – so she needed to err on the side of safety.
The boy’s case was that his mother should have trusted the `Sat Nav’ gadget more than the cruise control on the very expensive vehicle. I understood that one of the arguments was that the technology used in the `gadget’ was used in space flights – and therefore needed therefore to be set up correctly.
We were asked to behave as judge and jury.
Was this `discussion’ really about speed and accuracy or did it escalate into a battle of wills? The mum was under pressure on a journey that would have taken a much shorter time – but for the presence of the cameras. The boy was simply a little tired from a full day at school. Mum was on a mission- to deliver her child safely to the lesson. The boy was on different tack – he wanted recognition of his ability to conduct an argument where he felt he was in full possession of the facts.
We took the easy way out. We offered mum a cup of tea before she went off shopping. We gave `our pupil’ a soft drink and asked him if he would like to do some `Speed Time and Distance’ questions.
Neither party mentioned speed to each other after the lesson. In any case mum had decided to go home on a different route. The diplomacy of a mother! What lengths mums have to go to maintain the peace and quiet! I wonder if she muttered very quietly: `Next time I will let him walk.”
Monday, January 22, 2007
Sunday, January 21, 2007
Keeping Our Options Open
Some how or another our ten year olds have to find some strength and wisdom while they are still only in Year 5 at school. At times they have to be single minded and even virtuous as they try to maintain a balance between their studies and the rest of their lives. But what makes a ten year old feel virtuous?
The often quoted lines from Proverbs comes to mind: "A virtuous wife is worth more than rubies." But we must appreciate that this is not quite the same virtuous feeling that we hope our ten years olds will attain.
The word `ruby’ comes from Latin - well it would, wouldn’t it? I was in the lower end of the Latin form at school. I never ever felt virtuous learning Latin. I do remember, however, that a word like `ruby’ in Latin could be Masculine, Feminine or Neuter - and it could even be Singular or Plural.
Rubeus
Rubea
Rubeum
Some one far more erudite than me would be able complete the exercise - and then go on to use the words in a series of sentence.
Some of our eleven plus children will enjoy reading and learning Latin at school. We know that the numbers of children learning Latin at Grammar School has fallen over the years. There still are some pockets, however, of dedicated teachers who continue to value Latin. I wonder if there are more after school clubs where children can learn jewellery making than there are clubs teaching Latin?
There is another quotation (this time from Job) which says: `The price of wisdom is beyond rubies.” This phrase points out quite clearly the immeasurable value of wisdom. Our ten year olds could certainly strive for wisdom in their lives. I wonder if a ten year old would find it easier to be virtuous than wise?
We can only hope that our children, when they land up at Grammar School, will continue to be both virtuous and wise. We hope that the pressure of the eleven plus examinations does not rob them of their love for learning or even their innocence.
We hope too that one day, through hard work and discipline, coupled with a thirst for knowledge, that they will be able to afford the rubies of their choice. To make sure that your child is both virtuous and wise on the day the examination you will have to make sure they are wearing a pure and thrice blessed ruby. This way you will be keeping a few more eleven plus options open.
The often quoted lines from Proverbs comes to mind: "A virtuous wife is worth more than rubies." But we must appreciate that this is not quite the same virtuous feeling that we hope our ten years olds will attain.
The word `ruby’ comes from Latin - well it would, wouldn’t it? I was in the lower end of the Latin form at school. I never ever felt virtuous learning Latin. I do remember, however, that a word like `ruby’ in Latin could be Masculine, Feminine or Neuter - and it could even be Singular or Plural.
Rubeus
Rubea
Rubeum
Some one far more erudite than me would be able complete the exercise - and then go on to use the words in a series of sentence.
Some of our eleven plus children will enjoy reading and learning Latin at school. We know that the numbers of children learning Latin at Grammar School has fallen over the years. There still are some pockets, however, of dedicated teachers who continue to value Latin. I wonder if there are more after school clubs where children can learn jewellery making than there are clubs teaching Latin?
There is another quotation (this time from Job) which says: `The price of wisdom is beyond rubies.” This phrase points out quite clearly the immeasurable value of wisdom. Our ten year olds could certainly strive for wisdom in their lives. I wonder if a ten year old would find it easier to be virtuous than wise?
We can only hope that our children, when they land up at Grammar School, will continue to be both virtuous and wise. We hope that the pressure of the eleven plus examinations does not rob them of their love for learning or even their innocence.
We hope too that one day, through hard work and discipline, coupled with a thirst for knowledge, that they will be able to afford the rubies of their choice. To make sure that your child is both virtuous and wise on the day the examination you will have to make sure they are wearing a pure and thrice blessed ruby. This way you will be keeping a few more eleven plus options open.
Saturday, January 20, 2007
Team Building
One of the great problems of the eleven plus examinations is that the examination is aimed at finding individuals who can pass an examination.
Think how much easier it would be for children if they could enter the examination as part of a team. Just think of the manner in which parents, teachers and tutors would be able to change they way they prepare children. The key naturally would be learning to be part of a team.
Instead of your child sitting quietly at a desk ,working steadily through a paper, you would be working together on team building skills.
Instead of struggling over the order of letters in a verbal reasoning exercise your loved one would be sitting precariously on a raft - bouncing down rapids.
You would be sitting with other parents watching a team of seal like children rehearsing a synchronised swimming exercise.
Best of all you, as parents, would be sitting quietly in the lounge of your prestigious local hotel while a top American T.V. star regaled your children. You would be able to tell your family and friends that the weekend’s team building exercise cost over £300.00. Does that not sound so much better value for money than stating that you stayed in while your child completed a sample 11+ paper?
The children would be working together - developing skills they will need for the rest of their lives. Leadership and motivation would be polished and developed.
When this carefully bonded team reached senior school they would work and play together. They would assist each other with homework. They would study together. What a potent force! What a pleasure to teach. What lucky teachers!
So here we have it. A child working studiously through a sample paper or a team of happy and stimulated children enjoying leaning life skills. Deep in your heart - which would you prefer?
Think how much easier it would be for children if they could enter the examination as part of a team. Just think of the manner in which parents, teachers and tutors would be able to change they way they prepare children. The key naturally would be learning to be part of a team.
Instead of your child sitting quietly at a desk ,working steadily through a paper, you would be working together on team building skills.
Instead of struggling over the order of letters in a verbal reasoning exercise your loved one would be sitting precariously on a raft - bouncing down rapids.
You would be sitting with other parents watching a team of seal like children rehearsing a synchronised swimming exercise.
Best of all you, as parents, would be sitting quietly in the lounge of your prestigious local hotel while a top American T.V. star regaled your children. You would be able to tell your family and friends that the weekend’s team building exercise cost over £300.00. Does that not sound so much better value for money than stating that you stayed in while your child completed a sample 11+ paper?
The children would be working together - developing skills they will need for the rest of their lives. Leadership and motivation would be polished and developed.
When this carefully bonded team reached senior school they would work and play together. They would assist each other with homework. They would study together. What a potent force! What a pleasure to teach. What lucky teachers!
So here we have it. A child working studiously through a sample paper or a team of happy and stimulated children enjoying leaning life skills. Deep in your heart - which would you prefer?
Friday, January 19, 2007
Hopes and Dreams
Do you remember the first time you saw a picture of your `Eleven Plus Child’? Do you remember the excitement and wonder as you looked at the results of the first scan? Can you remember taking photocopies of the of the pictures so you could send them all over the world? Grandparents, best friends, family - in fact any one and every one who may or may not be interested.
This all took place around eleven years ago. In all that time you have hoped that everything would be all right. You will have prayed that there would be no major illness or sickness. You will have worked hard to be able to provide food and shelter as well as a warm and loving environment. As a parent you will have had a wealth of hopes and dreams.
At the time of the first scan you is unlikely that you would have been able to work out your child’s disposition or even ambition to work. Your fierce determination to do as well as possible to educate your child will have sustained you over the years.
You will have winced every time your child has been hurt. You will have taken to heart every single piece of warranted praise - and hated every unsought for comment. You will have repeated the positive comments - and rejected any that were adverse and uncalled for.
You will have agonised over which eleven plus papers to buy. You will have worried about stories about one set of papers being harder than others. You will have done research and investigation into methods of teaching. At times you will have longed to interfere but will have held back for fear of compromising the situation.
In all this time you will have been a parent - just doing the best you can. But, and there is always a but in life, the pleasure and excitement you feel is nothing to the thrill that you will be giving to your parents as they think of a grandchild. You have thrown down a marker with your first scan. And as the eleven plus results come in - for better or for worse - just be thankful that you have been able to have had the roller-coaster ride of being a parent.
This all took place around eleven years ago. In all that time you have hoped that everything would be all right. You will have prayed that there would be no major illness or sickness. You will have worked hard to be able to provide food and shelter as well as a warm and loving environment. As a parent you will have had a wealth of hopes and dreams.
At the time of the first scan you is unlikely that you would have been able to work out your child’s disposition or even ambition to work. Your fierce determination to do as well as possible to educate your child will have sustained you over the years.
You will have winced every time your child has been hurt. You will have taken to heart every single piece of warranted praise - and hated every unsought for comment. You will have repeated the positive comments - and rejected any that were adverse and uncalled for.
You will have agonised over which eleven plus papers to buy. You will have worried about stories about one set of papers being harder than others. You will have done research and investigation into methods of teaching. At times you will have longed to interfere but will have held back for fear of compromising the situation.
In all this time you will have been a parent - just doing the best you can. But, and there is always a but in life, the pleasure and excitement you feel is nothing to the thrill that you will be giving to your parents as they think of a grandchild. You have thrown down a marker with your first scan. And as the eleven plus results come in - for better or for worse - just be thankful that you have been able to have had the roller-coaster ride of being a parent.
Thursday, January 18, 2007
Who really is the `Clever Clogs'?
We have all played the game `20 Questions’. Various forms of the game exist on radio, television, in homes and schools. In a formal setting the questioner has the name of an article on a card. The players are allowed 20 questions about the article to discover its identity. If the answer is guessed correctly then a point is awarded. At home the word is held in the questioner’s mind. I am sorry to report that this word can be changed in mid game depending on the pressure from the other players!
One of the most helpful questions is: “Is it animal, vegetable or mineral?”
Our average eleven plus child would easily distinguish between these three areas. When questioned about oil, for example, we would say `animal’ because oil is thought to have formed from small marine organisms.
The eleven plus child is, however, sometimes recognised to be a `clever clogs’. So if your loved one suddenly thinks of the word `protein’ do you call unfair? We know that proteins are compounds made from carbon, hydrogen, oxygen and nitrogen. The proteins are present in small quantities in foods so therefore a protein is _______ .
So when the game breaks up in an uproar, and all around there are sulky faces, harping on about unrecognised genius, as responsible parents we simply pull the plug and start a different game with different questions.
What about: `We need food to grow. There are many people in the world who do not have enough food. There are some rather inhospitable areas on our earth where food is not currently grown. Can you think of any crops that could grow in parts of the Artic and the Antarctic?’
We pose the 20 Questions type of question because we want our children to think, argue, discover and enjoy a game.
The question about crops, food and Artic conditions requires a different type of thinking. If we become so blinkered that we tend to concentrate precious time on completing 50 verbal reasoning questions under specified conditions, then we may be stifling creative thought.
What could your child learn about growing food in cold conditions in the same amount of time as he or she would need to spend writing an eleven plus paper? How are you going to contribute to your child’s social conscience if you spend key growing up time working through papers?
We may not need to have much creative thought to be able to pass eleven plus examinations. We know that the examinations are looking for children who have ability at the top end of the scale. Some adults will live happy and fulfilled lives working at worthwhile jobs, and being wonderful parents, and be perfectly content not to have to solve problems about growing food in the Antarctic.
But as parents we do need to be able to quell a battle in the middle of 20 Questions when we have to argue why `corrosion’ is or is not a suitable word. What about the word `pollution’? Is it animal, vegetable or mineral?
But then we know that all parents are `clever clogs’. All parents know the answers to everything. Parents know how to stop fights and arguments. We don’t need a twenty question test to work out just how clever parents really are.
One of the most helpful questions is: “Is it animal, vegetable or mineral?”
Our average eleven plus child would easily distinguish between these three areas. When questioned about oil, for example, we would say `animal’ because oil is thought to have formed from small marine organisms.
The eleven plus child is, however, sometimes recognised to be a `clever clogs’. So if your loved one suddenly thinks of the word `protein’ do you call unfair? We know that proteins are compounds made from carbon, hydrogen, oxygen and nitrogen. The proteins are present in small quantities in foods so therefore a protein is _______ .
So when the game breaks up in an uproar, and all around there are sulky faces, harping on about unrecognised genius, as responsible parents we simply pull the plug and start a different game with different questions.
What about: `We need food to grow. There are many people in the world who do not have enough food. There are some rather inhospitable areas on our earth where food is not currently grown. Can you think of any crops that could grow in parts of the Artic and the Antarctic?’
We pose the 20 Questions type of question because we want our children to think, argue, discover and enjoy a game.
The question about crops, food and Artic conditions requires a different type of thinking. If we become so blinkered that we tend to concentrate precious time on completing 50 verbal reasoning questions under specified conditions, then we may be stifling creative thought.
What could your child learn about growing food in cold conditions in the same amount of time as he or she would need to spend writing an eleven plus paper? How are you going to contribute to your child’s social conscience if you spend key growing up time working through papers?
We may not need to have much creative thought to be able to pass eleven plus examinations. We know that the examinations are looking for children who have ability at the top end of the scale. Some adults will live happy and fulfilled lives working at worthwhile jobs, and being wonderful parents, and be perfectly content not to have to solve problems about growing food in the Antarctic.
But as parents we do need to be able to quell a battle in the middle of 20 Questions when we have to argue why `corrosion’ is or is not a suitable word. What about the word `pollution’? Is it animal, vegetable or mineral?
But then we know that all parents are `clever clogs’. All parents know the answers to everything. Parents know how to stop fights and arguments. We don’t need a twenty question test to work out just how clever parents really are.
Wednesday, January 17, 2007
A Little Break!
We went to a family wedding some time ago. There was a happy and cheerful piper who piped the bride into the chamber in the castle and then piped the happily married couple back into the car. The piper also piped during the photographs.
He piped the couple into the reception hall, piped the cutting of the cake and piped the couple leaving.
The piper, bless him, was not allowed to pipe for us to dance the Gay Gordons and less well known reels like `The Wind on Loch Fyne’. It was not in his contract.
You do need to know about pipers because every child who passes the eleven plus examinations has the opportunity of having a party with their own piper.
You are all aware that you, and other parents, have been casting around trying to work out what to do with their now restive eleven year olds. The great majority of the eleven plus examinations are over. Perhaps a little weekend break is due.
You can only be preoccupied with the standardised scores, a mere 92% on an Eleven Plus paper, and the unfairness of the eleven plus system for so long. Rumours about hard papers and questions will only occupy your thoughts for brief periods before your natural resilience takes over.
There is a limited amount of time that you need to rehearse your speech to the appeal panel. I mean what can you say? Was it the type of questions in the test? Your child’s ability to make use of opportunities at school and at home? Was it illness? A reading problem, a mathematics phobia, nerves or even ordinary bad luck?
This is why we need a piper at some time in our lives. The piper makes us think of brave men putting their bodies on the line. We have all seen pictures of lone men standing on a hillside while the rest of the regiment `go over the top’.
Confide your deepest fears to your best friend. Maintain a cheerful façade to your eleven plus candidate. Contemplate taking up Scottish Dancing as an antidote to your occasional blues. Best of organise a blissful weekend in Scotland for the whole family. Go as far as possible from books, papers, telephones and all the impedimenta of every day living. Relish your family and your time with them.
Please, please find a piper because `He who pays the piper calls the tune!’ Remember that this proverb means that if you pay for something you will be able to exercise authority over the events.
So if you pay for the holiday surely the rest of the family can respect your wishes and give you a well deserved rest?
Tuesday, January 16, 2007
Going It Alone - Or - Mum is always right!
Every now and again the question of what makes a good eleven plus tutor comes up in discussion. If you want your child to pass the eleven plus examinations you will naturally strive to find the best possible tutor you can.
When you have gone through all the local options – and even the internet based options - you may decide that you would like to do it all yourself. Once you have made your decision – you obviously have the `power’ to change your mind. You may land up working with your teachers at school or a tutor.
So what do you, as a parent, need to be able to do when you start working with your child?
You need some information about the examination your child will be facing. You will find this information through the school, listening to other parents and as a result of your own research.
You are going to have to remember than when you are talking about the eleven plus with your child and your family you will be wearing two hats.
On the one hand you will be mum or dad the provider. You will provide food, shelter, love and attention. In other words you will be a parent.
You will also, however, be mum or dad the tutor. This means that you have to look at your child a little dispassionately at times. You know deep in your heart that praise, reward and recognition will get better results than tears and tantrums. (Here we are talking about your tears and tantrums – not your well balanced child’s reactions to your teaching!)
Now you need to set some goals. You know that a timetable will help with short term goals and organising time. You know that you will also need to set some long term goals.
You will need to be confident about your subject matter, it does not matter that you were taught long multiplication in a different way as long as you understand that you can find out how it is being taught in school – and you can adapt and be positive about what you know. If something `goes wrong’ in your tutor role simply say – `I am sorry I don’t know – but I will try to find out as soon as possible.’ This will work for methods of teaching as well as solutions to hard questions.
Something that may be hard to take on board is that a topic you find blindingly easy may not engender the same degree of excitement in your child. You will, at times, need to display the patience of Jove. Be prepared to teach, revise and re-teach – just like a proper teacher!
It is vitally important that you must be flexible. If your child is bored, or hungry or irritable be prepared to change the topic you are working on. You do not need to make tutoring sessions into a battle of wills. Imagine that you had an outside recording one of your sessions – and that the methods and content of the lesson would be displayed for all to see. Would you continue to use the same vocabulary? Would your tone of voice change? Would you continue to insist that your way was the best? You need to be able to step back.
What ever you do not provide all the answers. Encourage your child to work independently and solve problems. Allow some frustration and challenges. It is all part of growing up.
And finally. Think – if you were paying a tutor – would you allow the tutor to take a personal call in the middle of a lesson? Would you sanction a tutor leaving the room to put the supper on? If you were paying good money to some professional body would you allow them to break off and have a chat?
But more importantly – what an adventure! What a challenge for you and the family. What deep pleasure you are going to get if you and your child achieve the goals you have set for yourselves.
When you have gone through all the local options – and even the internet based options - you may decide that you would like to do it all yourself. Once you have made your decision – you obviously have the `power’ to change your mind. You may land up working with your teachers at school or a tutor.
So what do you, as a parent, need to be able to do when you start working with your child?
You need some information about the examination your child will be facing. You will find this information through the school, listening to other parents and as a result of your own research.
You are going to have to remember than when you are talking about the eleven plus with your child and your family you will be wearing two hats.
On the one hand you will be mum or dad the provider. You will provide food, shelter, love and attention. In other words you will be a parent.
You will also, however, be mum or dad the tutor. This means that you have to look at your child a little dispassionately at times. You know deep in your heart that praise, reward and recognition will get better results than tears and tantrums. (Here we are talking about your tears and tantrums – not your well balanced child’s reactions to your teaching!)
Now you need to set some goals. You know that a timetable will help with short term goals and organising time. You know that you will also need to set some long term goals.
You will need to be confident about your subject matter, it does not matter that you were taught long multiplication in a different way as long as you understand that you can find out how it is being taught in school – and you can adapt and be positive about what you know. If something `goes wrong’ in your tutor role simply say – `I am sorry I don’t know – but I will try to find out as soon as possible.’ This will work for methods of teaching as well as solutions to hard questions.
Something that may be hard to take on board is that a topic you find blindingly easy may not engender the same degree of excitement in your child. You will, at times, need to display the patience of Jove. Be prepared to teach, revise and re-teach – just like a proper teacher!
It is vitally important that you must be flexible. If your child is bored, or hungry or irritable be prepared to change the topic you are working on. You do not need to make tutoring sessions into a battle of wills. Imagine that you had an outside recording one of your sessions – and that the methods and content of the lesson would be displayed for all to see. Would you continue to use the same vocabulary? Would your tone of voice change? Would you continue to insist that your way was the best? You need to be able to step back.
What ever you do not provide all the answers. Encourage your child to work independently and solve problems. Allow some frustration and challenges. It is all part of growing up.
And finally. Think – if you were paying a tutor – would you allow the tutor to take a personal call in the middle of a lesson? Would you sanction a tutor leaving the room to put the supper on? If you were paying good money to some professional body would you allow them to break off and have a chat?
But more importantly – what an adventure! What a challenge for you and the family. What deep pleasure you are going to get if you and your child achieve the goals you have set for yourselves.
Monday, January 15, 2007
The First Day
The first day at the new school has arrived. In the days before you have talked about the new school. You have driven past the gates on a number of occasions. You bought the new uniform about a month ago. As you look at your child you wonder why you did not buy one size larger – there has been so much growth in just one month.
You have checked the contents of the school bag at least twice. Pens, pencils, scientific calculator, rulers, rubbers – even a very small packet of tissues are counted and recounted. As you walk outside to the car you will be horrified to see your son drop the brand new school bag in a muddy puddle. (If it is too new it won’t look cool.)
You will turn the CD player up as high as you can dare make it go. Good rocking music to cheer your heart. You will share a bite of your healthy cereal bar. Your driving will be ultra careful – you will display unusually good manners. You will let through cars until the vehicle behind starts to hoot in frustration.
As you turn into the school road your first half formed sentences will be forced out.
“Now remember that I will not be here to pick you up today as I am going to see Aunt Mildred in hospital.”
“I hope you have enough to eat in your bag. I know you are going to have school lunches but I put in some extra food in case you get hungry during the day.”
“I am so glad that that awful boy will not be going to your new school.”
“I suppose you will miss your lovely teacher from last year. She did so much to build your confidence.”
“Be careful when you start climbing the bars in the gym. They do look very high. We will need to buy a new swimming costume too.”
“Now remember where we agreed that you would meet your dad, just by the big steps near the gate. Your dad will not be able to park close by – so look out for him. Do not go outside the school gates until you see him. Be careful crossing the road.”
“Oh, I do hope you enjoy your new school. We are all so proud of you. Good luck. See you this evening.”
You have checked the contents of the school bag at least twice. Pens, pencils, scientific calculator, rulers, rubbers – even a very small packet of tissues are counted and recounted. As you walk outside to the car you will be horrified to see your son drop the brand new school bag in a muddy puddle. (If it is too new it won’t look cool.)
You will turn the CD player up as high as you can dare make it go. Good rocking music to cheer your heart. You will share a bite of your healthy cereal bar. Your driving will be ultra careful – you will display unusually good manners. You will let through cars until the vehicle behind starts to hoot in frustration.
As you turn into the school road your first half formed sentences will be forced out.
“Now remember that I will not be here to pick you up today as I am going to see Aunt Mildred in hospital.”
“I hope you have enough to eat in your bag. I know you are going to have school lunches but I put in some extra food in case you get hungry during the day.”
“I am so glad that that awful boy will not be going to your new school.”
“I suppose you will miss your lovely teacher from last year. She did so much to build your confidence.”
“Be careful when you start climbing the bars in the gym. They do look very high. We will need to buy a new swimming costume too.”
“Now remember where we agreed that you would meet your dad, just by the big steps near the gate. Your dad will not be able to park close by – so look out for him. Do not go outside the school gates until you see him. Be careful crossing the road.”
“Oh, I do hope you enjoy your new school. We are all so proud of you. Good luck. See you this evening.”
Sunday, January 14, 2007
Planning Your Celebration
We still have a bottle of Brut Imperial `Moet & Chandon’ Champagne. It is of the 1995 vintage. We bought it when it was still young to be able to have a bottle in the house when we heard the news of our lottery win. Many weeks and years have gone past. We are no nearer to a win. We have eyed the bottle on a number of special occasions. The box is unopened. The bottle is unopened. One day! (We hope!)
Parents waiting for eleven plus results may consider the effect on the family of getting in early with the purchase of the basics of a `big’ party. Naturally it will be a big party. As well as family and friends you will need your child’s teachers and head teacher. Along with sausage rolls and cheese the central piece will naturally be the rather big bottle of champagne. As the guests enter the room your loved one will be standing proudly beside the bottle explaining that the bottle is in fact a `Nebuchadnezzar‘.
He was the King of Babylon between 605-562 BC. Remember the hanging gardens? The story goes that he built the gardens. Well this big Nebuchadnezzar, the centre piece of the party, is worth 20 bottles.
The cost of the big bottle will be between £850 and £900. I am not sure that what they currently cost on ebay.
If you make the outlay and buy the bottle, just think of how proud your child will feel in your confidence. On the other hand if you wait till after the results are out before you make the purchase, then you may be forced to go without.
I think you should get the bottle either way - pass or fail. It should be a good party. It we don’t win the lottery by 2055, our champagne will be a hundred years old. Don’t wait that long to celebrate your child’s endeavour and effort.
Parents waiting for eleven plus results may consider the effect on the family of getting in early with the purchase of the basics of a `big’ party. Naturally it will be a big party. As well as family and friends you will need your child’s teachers and head teacher. Along with sausage rolls and cheese the central piece will naturally be the rather big bottle of champagne. As the guests enter the room your loved one will be standing proudly beside the bottle explaining that the bottle is in fact a `Nebuchadnezzar‘.
He was the King of Babylon between 605-562 BC. Remember the hanging gardens? The story goes that he built the gardens. Well this big Nebuchadnezzar, the centre piece of the party, is worth 20 bottles.
The cost of the big bottle will be between £850 and £900. I am not sure that what they currently cost on ebay.
If you make the outlay and buy the bottle, just think of how proud your child will feel in your confidence. On the other hand if you wait till after the results are out before you make the purchase, then you may be forced to go without.
I think you should get the bottle either way - pass or fail. It should be a good party. It we don’t win the lottery by 2055, our champagne will be a hundred years old. Don’t wait that long to celebrate your child’s endeavour and effort.
Saturday, January 13, 2007
How to Make your Heart Beat Faster
We went to the Science Museum in London today. Once again Apollo 12 captured the imagination.
The Museum has collections covering scientific, technological and medical change since the eighteenth century.
Apollo 12 carried the second manned crew to land on the moon. We can only wonder at the bravery and courage of the men who flew the mission. We do know that the men prepared very carefully. We know they had vast recourses as backup crew. But what did their parents feel when they heard they had passed the selection tests to become the final crew on the mission?
Surely pride must have been foremost - then worry that they would survive. Think how the hearts beats of the different parents must have risen as the time for blast off grew nearer.
The tension would be rather like how parents feel as their children enter grammar school for the first time. Think ahead. Your child will leap out of the car without a backward look. He or she will grow smaller and smaller and then finally disappear through a door. You will be left with your feelings of pride and concern. Your heartbeat will have risen. As you sit there you will try to visualise your child’s reactions to the various lessons.
Thoughts will flash through your mind. Sports equipment, pens and pencils, tissue - did you pack enough drink - little details will concern you.
As you start the car and drive off you will know, deep in your heart, that this is another big step for your child. Your child will never be the same again. What have you done? As you drive away from the school some idiot will cut you up.
You now have a car with no children. You are free. This is your chance to relieve your feelings. You can say the words that spring to your lips - without fear of a bright Year Seven child repeating them to the wrong person at the most inappropriate time. Just vent your anger. Pull a face. Shout loudly.
Think how you will be feeling as the school day comes to an end. Once again you will be sitting in the car. Once again you will feel a modicum of anxiety. This is where you know you will have an everlasting bond with the parents of the Apollo 12 Mission.
The Museum has collections covering scientific, technological and medical change since the eighteenth century.
Apollo 12 carried the second manned crew to land on the moon. We can only wonder at the bravery and courage of the men who flew the mission. We do know that the men prepared very carefully. We know they had vast recourses as backup crew. But what did their parents feel when they heard they had passed the selection tests to become the final crew on the mission?
Surely pride must have been foremost - then worry that they would survive. Think how the hearts beats of the different parents must have risen as the time for blast off grew nearer.
The tension would be rather like how parents feel as their children enter grammar school for the first time. Think ahead. Your child will leap out of the car without a backward look. He or she will grow smaller and smaller and then finally disappear through a door. You will be left with your feelings of pride and concern. Your heartbeat will have risen. As you sit there you will try to visualise your child’s reactions to the various lessons.
Thoughts will flash through your mind. Sports equipment, pens and pencils, tissue - did you pack enough drink - little details will concern you.
As you start the car and drive off you will know, deep in your heart, that this is another big step for your child. Your child will never be the same again. What have you done? As you drive away from the school some idiot will cut you up.
You now have a car with no children. You are free. This is your chance to relieve your feelings. You can say the words that spring to your lips - without fear of a bright Year Seven child repeating them to the wrong person at the most inappropriate time. Just vent your anger. Pull a face. Shout loudly.
Think how you will be feeling as the school day comes to an end. Once again you will be sitting in the car. Once again you will feel a modicum of anxiety. This is where you know you will have an everlasting bond with the parents of the Apollo 12 Mission.
Friday, January 12, 2007
Post Examination Stimulation
Many children have now completed their eleven plus examinations. They are eagerly waiting for fresh challenges. The SATs examinations offer the chance of completing Level Five in mathematics, English and Science. Some schools place children in preliminary sets at senior school based on the SAT’s results. There is, therefore, some form of incentive to keep working hard. We have, however, awakened drives and helped our children to set goals. How can we maintain at least part of the momentum?
After `A’ levels many youngsters take a `gap’ year. The gap year for some means earning as much money as possible. Some save the money for university, some for a car and some for travelling.
I met a girl on New Year’s Eve in the final year of her degree who was going to take a gap year after she had completed her degree. She really wanted to go to Africa to build a school. She had done all the research. She knew where she wanted to go and how much it would all cost. More important she knew what she wanted to get out of her gap year.
What would ten year olds do if they could take a gap after their examinations? I should imagine that sport and visits to theme parks would come high on a number of lists. Others would want to give something back. Some, for example, may want to be mentors to younger children in their school.
When I was a very young teacher I used to take the class out every Wednesday morning to look at what kind of jobs or careers were available. One day by chance, on a visit to the High Court, we were there when a skull was raised into the air by the prosecution. You can imagine how this interested the nine to ten year olds!
We went to the local Coca Cola factory to enable the children to see what it was like to have a routine job – checking bottles as they were placed into crates. We visited stone masons so they could see adults working with their hands for a living. The local telephone exchange was also a popular visit – because this enabled children to see the `other’ side of communication.
Our eleven plus children have already reached great heights. The content of an eleven plus syllabus is demanding – and enriching. We want to build on this. Whether it is learning a new language, learning how to square dance or learning to be more rounded citizens any form of stimulation must help.
After `A’ levels many youngsters take a `gap’ year. The gap year for some means earning as much money as possible. Some save the money for university, some for a car and some for travelling.
I met a girl on New Year’s Eve in the final year of her degree who was going to take a gap year after she had completed her degree. She really wanted to go to Africa to build a school. She had done all the research. She knew where she wanted to go and how much it would all cost. More important she knew what she wanted to get out of her gap year.
What would ten year olds do if they could take a gap after their examinations? I should imagine that sport and visits to theme parks would come high on a number of lists. Others would want to give something back. Some, for example, may want to be mentors to younger children in their school.
When I was a very young teacher I used to take the class out every Wednesday morning to look at what kind of jobs or careers were available. One day by chance, on a visit to the High Court, we were there when a skull was raised into the air by the prosecution. You can imagine how this interested the nine to ten year olds!
We went to the local Coca Cola factory to enable the children to see what it was like to have a routine job – checking bottles as they were placed into crates. We visited stone masons so they could see adults working with their hands for a living. The local telephone exchange was also a popular visit – because this enabled children to see the `other’ side of communication.
Our eleven plus children have already reached great heights. The content of an eleven plus syllabus is demanding – and enriching. We want to build on this. Whether it is learning a new language, learning how to square dance or learning to be more rounded citizens any form of stimulation must help.
Thursday, January 11, 2007
Hard Questions
A number of our children from the Medway towns remarked that the recent mathematics paper was hard. No matter how much good preparation has been done, the way some questions are presented in an examination can possible make the questions appear to be more difficult than they really are.
A shop sells 2 pairs of shoes of size 3, 3 pairs of size 4, 5 pairs of size 5, 2 pairs of size 6 and 1 pair of size 8. Find the median and mode.
To cope with this question we need to know what the words `median’ and `mode’ mean. To learn the vocabulary of mathematics we need to revise on a regular basis.
In order to complete the question, however, requires a series of stages.
We need to put the shoe sizes in order:
3, 3, 4, 4, 4, 5, 5, 5, 5, 5, 6, 6, 8
A median is the middle number. After we have put the numbers into order it is easy to see that the median is 5.
The mode is the number appearing most often. So in this example the mode is also 5. More shoes of size 5 are sold than of any other size.
A question like this could be grossly unfair to some children – yet others would relish the challenge.
None of us can believe that an eleven plus test sets out present children with unanswerable questions. The test is trying to select children for one form of senior education. I know of some children who would have smiled with delight to have been confronted by a hard question. Other children would have found it all too much. The great majority of our children would have simply done their best.
We advise our children to say, after an examination, simply that they have done their best. We suggest that the children say that they found some questions easy and others hard. We explain to the children that parents become very worried and concerned - and even anxious. We tell our children that parents also need to be reassured.
"Look Mum, I did my best."
A shop sells 2 pairs of shoes of size 3, 3 pairs of size 4, 5 pairs of size 5, 2 pairs of size 6 and 1 pair of size 8. Find the median and mode.
To cope with this question we need to know what the words `median’ and `mode’ mean. To learn the vocabulary of mathematics we need to revise on a regular basis.
In order to complete the question, however, requires a series of stages.
We need to put the shoe sizes in order:
3, 3, 4, 4, 4, 5, 5, 5, 5, 5, 6, 6, 8
A median is the middle number. After we have put the numbers into order it is easy to see that the median is 5.
The mode is the number appearing most often. So in this example the mode is also 5. More shoes of size 5 are sold than of any other size.
A question like this could be grossly unfair to some children – yet others would relish the challenge.
None of us can believe that an eleven plus test sets out present children with unanswerable questions. The test is trying to select children for one form of senior education. I know of some children who would have smiled with delight to have been confronted by a hard question. Other children would have found it all too much. The great majority of our children would have simply done their best.
We advise our children to say, after an examination, simply that they have done their best. We suggest that the children say that they found some questions easy and others hard. We explain to the children that parents become very worried and concerned - and even anxious. We tell our children that parents also need to be reassured.
"Look Mum, I did my best."
Wednesday, January 10, 2007
When to say Thank You
Two ten years old were sitting side by side yesterday. They will be writing their eleven plus examinations later this week. One was working on revising mathematics and the other on a verbal reasoning exercise. Both asked for help in the time honoured way - by raising their hands.
Two of us moved over to where they were sitting and helped as best we could. As we moved away one child said, `Thank you,’ and smiled. The other did not make eye contact – and did not say anything.
We were in the fortunate position of not having to say, “What do you say?” We had provided a service. The parent was paying for the service. The child knew what to do. End of story.
We are now seeing signs in shops saying: “Thank you for not smoking.” This form of thank you is very different to us even thinking that a child should say thank you.
Some children are naturally gracious and appreciative. Others do not show their appreciation in the same way. As teachers and educators are we in a position to judge?
The child may not have been aware that as far as the teacher was concerned that the topic had been dealt with. The child may have felt that even though the teacher had left there was still more work to be done. The thanks would have come later. Perhaps, even, the topic had not been dealt with to the child’s satisfaction. With an examination just a few days away the child may have been thinking about how to solve a similar problem under examination conditions.
It is very difficult to demand or expect manners if we do not have all the facts.
Perhaps all we can do is be confident that when the occasion warrants thanks and appreciation we know our child will deliver.
Two of us moved over to where they were sitting and helped as best we could. As we moved away one child said, `Thank you,’ and smiled. The other did not make eye contact – and did not say anything.
We were in the fortunate position of not having to say, “What do you say?” We had provided a service. The parent was paying for the service. The child knew what to do. End of story.
We are now seeing signs in shops saying: “Thank you for not smoking.” This form of thank you is very different to us even thinking that a child should say thank you.
Some children are naturally gracious and appreciative. Others do not show their appreciation in the same way. As teachers and educators are we in a position to judge?
The child may not have been aware that as far as the teacher was concerned that the topic had been dealt with. The child may have felt that even though the teacher had left there was still more work to be done. The thanks would have come later. Perhaps, even, the topic had not been dealt with to the child’s satisfaction. With an examination just a few days away the child may have been thinking about how to solve a similar problem under examination conditions.
It is very difficult to demand or expect manners if we do not have all the facts.
Perhaps all we can do is be confident that when the occasion warrants thanks and appreciation we know our child will deliver.
Tuesday, January 09, 2007
Understanding Questions
“I am sorry, but I just don’t understand what you mean. Please would you explain that again?”
“I really have read the question twice, look I have even underlined the key words, but I still don’t understand.”
“Yes I do know what all the words mean. I just don’t know what I am supposed to be looking for.”
“Yes, I really do want to know how to answer the question. I am not being difficult.”
“I do understand that I have done similar questions in the past, I know that I managed them with help, but I don’t know what to do.”
“I actually did go to the dictionary to look up that word – look the page is open.”
“I know you have told me in the past to draw a picture or make sketch – but I don’t see how that will help in this case.”
“Yes, I did read the question very slowly. You have mentioned that before. I know that sometime I read too quickly – but in this case I have read the question slowly.
“Thank you for reading the question to me. It makes a lot more sense.”
“I really have read the question twice, look I have even underlined the key words, but I still don’t understand.”
“Yes I do know what all the words mean. I just don’t know what I am supposed to be looking for.”
“Yes, I really do want to know how to answer the question. I am not being difficult.”
“I do understand that I have done similar questions in the past, I know that I managed them with help, but I don’t know what to do.”
“I actually did go to the dictionary to look up that word – look the page is open.”
“I know you have told me in the past to draw a picture or make sketch – but I don’t see how that will help in this case.”
“Yes, I did read the question very slowly. You have mentioned that before. I know that sometime I read too quickly – but in this case I have read the question slowly.
“Thank you for reading the question to me. It makes a lot more sense.”
Monday, January 08, 2007
10 Nice things to say to Your Child
Lots of children will be writing eleven plus examination in Kent and other parts of the country in the next few days. Parents will be concerned for their children. They will want their children to do well – but not at any price. Naturally you will want to try to be nice as possible to your children as the tension mounts.
You have worked hard for some time and you are well prepared. You have done a wide range of papers. You have simply done your best.
All of us in the family have seen the progress you have made with your work. We can all see that you have tried very hard. We respect the effort you have made.
Your teacher at school has remarked on how well you are doing now. Continue to work hard at school. Your school has done the best they can. All your school can ask from you now is that you do the best you can.
Just take each examination as it comes. You will meet some difficult questions. Just think about the questions you have been able to do. Do not fuss too much over the few really hard questions.
Every one of us is different. You know that are some questions you will be able to do easily. You will struggle with other questions. Every child sitting in the examination will also have strengths and weaknesses. Do not panic, just work through your problems.
You have seen how your new watch has helped you to control the time you spend on questions. When you reach a batch of questions that you may find hard, take a quick look at your watch, just as we have been doing together, and watch your time. You have improved your timing of papers – so it is unlikely that you will struggle.
You are writing the eleven plus examinations to give yourself a number of choices. If you pass you can choose whether or not you want to go to grammar. We have discussed this point a number of times and we know that you would prefer to go off with your friends – but complete the examination to the best of your ability – and when you have the results you will be able to make your mind up.
You will be faced by many examinations in life. You have already coped with many problems and have solved those problems. You have learnt to swim, ride a bike, read, do maths, dance – you are good at so many different things. Be confident of your own ability. Once again think of what you can do well. Do not allow negative thoughts to enter your mind.
Occasionally children who do not pass the eleven plus are given the opportunity to sit a kind of 12+ examination. Gaps and places may appear at the Grammar School. A few of you may be given a second chance for a place in the grammar school. You will need to keep working very hard at school to maintain your progress and the standard of your work. This is especially important when you go to senior school. At senior school you will need to try to be among the very best before the school will recommend you. So after the eleven plus examinations you will need to keep working hard. When you arrive at senior school you will need to keep working hard.
After the examinations are over we will not dwell on the results. We will try to take any pressure off you. We won’t keep mentioning the examinations. Naturally, because we are your parents, the topic will come up occasionally.
If you pass we will love you. If you fail we will love you. As it is we simply love you and hope for the best. Good luck!
You have worked hard for some time and you are well prepared. You have done a wide range of papers. You have simply done your best.
All of us in the family have seen the progress you have made with your work. We can all see that you have tried very hard. We respect the effort you have made.
Your teacher at school has remarked on how well you are doing now. Continue to work hard at school. Your school has done the best they can. All your school can ask from you now is that you do the best you can.
Just take each examination as it comes. You will meet some difficult questions. Just think about the questions you have been able to do. Do not fuss too much over the few really hard questions.
Every one of us is different. You know that are some questions you will be able to do easily. You will struggle with other questions. Every child sitting in the examination will also have strengths and weaknesses. Do not panic, just work through your problems.
You have seen how your new watch has helped you to control the time you spend on questions. When you reach a batch of questions that you may find hard, take a quick look at your watch, just as we have been doing together, and watch your time. You have improved your timing of papers – so it is unlikely that you will struggle.
You are writing the eleven plus examinations to give yourself a number of choices. If you pass you can choose whether or not you want to go to grammar. We have discussed this point a number of times and we know that you would prefer to go off with your friends – but complete the examination to the best of your ability – and when you have the results you will be able to make your mind up.
You will be faced by many examinations in life. You have already coped with many problems and have solved those problems. You have learnt to swim, ride a bike, read, do maths, dance – you are good at so many different things. Be confident of your own ability. Once again think of what you can do well. Do not allow negative thoughts to enter your mind.
Occasionally children who do not pass the eleven plus are given the opportunity to sit a kind of 12+ examination. Gaps and places may appear at the Grammar School. A few of you may be given a second chance for a place in the grammar school. You will need to keep working very hard at school to maintain your progress and the standard of your work. This is especially important when you go to senior school. At senior school you will need to try to be among the very best before the school will recommend you. So after the eleven plus examinations you will need to keep working hard. When you arrive at senior school you will need to keep working hard.
After the examinations are over we will not dwell on the results. We will try to take any pressure off you. We won’t keep mentioning the examinations. Naturally, because we are your parents, the topic will come up occasionally.
If you pass we will love you. If you fail we will love you. As it is we simply love you and hope for the best. Good luck!
Sunday, January 07, 2007
Make an Eleven Plus Wish
We hope that every child writing eleven plus examinations at the end often week will be offered roast chicken today. Roast chicken is not only tasty but very parts of the chicken are lucky.
We all know that when we pull apart the breast bone of a chicken that the person who is left with the longer part will have their wish come true. Many of us also close our eyes when we are making that wish.
Our suggestion for today is that you prepare two chickens today. One to be used for the ritual pulling of the `wish bone’ at the dinner table and the other to be used in the examination room as a `lucky wish bone'. When your child gets stuck on a particularly hard question the wishbone is used. All your child has to do is to call the teacher in charge across, look carefully at the wishbone to make sure that the right end has been selected, close eyes, wish and pull.
The correct answer will come flooding into the mind. Remember, however, to remind your child not to tell anyone the answer because we know that if we do tell what was wished for, then the wish will not come true. (I have it on good authority that a written answer is not the same as telling any one.)
For the rest of us good luck is obtained by being positive and cheerful about the examination. Help your child to try to visualise doing well in the examination.
On the lead up to the examination try to engage in as much discussion as possible on subjects unrelated to the outcomes of the examination. You want your child to arrive feeling relaxed and lucky.
But don’t leave all to chance. Attach the breastbone to a slim gold chain. Make sure that the gold chain costs exactly seven pounds. Try to catch your neighbour’s black cat so that the whole family can spit for luck. After all, the more you prepare the luckier
We all know that when we pull apart the breast bone of a chicken that the person who is left with the longer part will have their wish come true. Many of us also close our eyes when we are making that wish.
Our suggestion for today is that you prepare two chickens today. One to be used for the ritual pulling of the `wish bone’ at the dinner table and the other to be used in the examination room as a `lucky wish bone'. When your child gets stuck on a particularly hard question the wishbone is used. All your child has to do is to call the teacher in charge across, look carefully at the wishbone to make sure that the right end has been selected, close eyes, wish and pull.
The correct answer will come flooding into the mind. Remember, however, to remind your child not to tell anyone the answer because we know that if we do tell what was wished for, then the wish will not come true. (I have it on good authority that a written answer is not the same as telling any one.)
For the rest of us good luck is obtained by being positive and cheerful about the examination. Help your child to try to visualise doing well in the examination.
On the lead up to the examination try to engage in as much discussion as possible on subjects unrelated to the outcomes of the examination. You want your child to arrive feeling relaxed and lucky.
But don’t leave all to chance. Attach the breastbone to a slim gold chain. Make sure that the gold chain costs exactly seven pounds. Try to catch your neighbour’s black cat so that the whole family can spit for luck. After all, the more you prepare the luckier
Saturday, January 06, 2007
Our children really do have brains!
We went to the Horniman Museum this morning. The Horniman Museum is in South London, on the South Circular Road (A205). Entrance is free. This is an extraordinary museum - and is certainly a place where children are welcome.
One of the collections concentrates on the development of man. Naturally animals and birds are also featured. The section of skulls is very interesting because along side the skulls are models of brains. In some cases the skulls have been opened up so that it is possible to see just how big the human brain really is.
As we can imagine the mass of a newborn human brain is pretty small - about 400g. While the mass of an adult human brain is around 1500g. Our ten year olds, writing eleven plus examinations, will have a mass somewhere in between.
Our brains requires a lot of care and attention. We need to feed them the right diet. We also have to make sure that we maintain careful temperature control in order to function properly. Above all we need to try to do our best to stimulate and excite our children’s brains.
The next time you doubt your child’s ability - and the size of your child’s brain I suggest a trip to the museum. Look at how thin the skull really is. Marvel at the actual size of the brain. Try to work out exactly where the non verbal reasoning cells are situated.
Dip your knee in a little prayer - and tell your child that whatever the results you know they will do their best.
One of the collections concentrates on the development of man. Naturally animals and birds are also featured. The section of skulls is very interesting because along side the skulls are models of brains. In some cases the skulls have been opened up so that it is possible to see just how big the human brain really is.
As we can imagine the mass of a newborn human brain is pretty small - about 400g. While the mass of an adult human brain is around 1500g. Our ten year olds, writing eleven plus examinations, will have a mass somewhere in between.
Our brains requires a lot of care and attention. We need to feed them the right diet. We also have to make sure that we maintain careful temperature control in order to function properly. Above all we need to try to do our best to stimulate and excite our children’s brains.
The next time you doubt your child’s ability - and the size of your child’s brain I suggest a trip to the museum. Look at how thin the skull really is. Marvel at the actual size of the brain. Try to work out exactly where the non verbal reasoning cells are situated.
Dip your knee in a little prayer - and tell your child that whatever the results you know they will do their best.
Friday, January 05, 2007
Don't Worry Too Much
This is the time of year that our local shops run out of `worry beads’. There are only a few local shops that stock worry beads. Naturally many families have beads from their holidays to Greece and the Arab world. Trips to the attic are called for.
Adults and children alike find the passing of the smooth beads over their finger therapeutic and soothing.
I have scanned through the eleven plus regulations all over the country and have found no reference to a banning order on worry beads. This means that it looks as if it is perfectly safe for your child to take the worry beads into the examination rooms. In fact it may be as well to slip another set into your child’s pocket to offer to the teacher in the unlikely event of concern over the beads.
The boys could have beads cast in the colours of their favourite football teams.
The girls could have sets that match the colours of their mobile phones, ipods and laptop computers.
Mothers would have sets to match the covers of the files sent out at Christmas from their stock brokers.
A father could have a set to mach the colour of the slippers he received at Christmas.
Those of us who have observed a true devotee using the beads on a regular basis will have noted the dream like state they seem to enter. It is that feeling of serenity and detachment that we want our children to achieve. We will naturally need to refrain from trying to motivate our children with stirring words and over generous rewards. We will simply concentrate on keeping our `cool’.
No more words.
Just deeds.
Let the beads do the talking.
Adults and children alike find the passing of the smooth beads over their finger therapeutic and soothing.
I have scanned through the eleven plus regulations all over the country and have found no reference to a banning order on worry beads. This means that it looks as if it is perfectly safe for your child to take the worry beads into the examination rooms. In fact it may be as well to slip another set into your child’s pocket to offer to the teacher in the unlikely event of concern over the beads.
The boys could have beads cast in the colours of their favourite football teams.
The girls could have sets that match the colours of their mobile phones, ipods and laptop computers.
Mothers would have sets to match the covers of the files sent out at Christmas from their stock brokers.
A father could have a set to mach the colour of the slippers he received at Christmas.
Those of us who have observed a true devotee using the beads on a regular basis will have noted the dream like state they seem to enter. It is that feeling of serenity and detachment that we want our children to achieve. We will naturally need to refrain from trying to motivate our children with stirring words and over generous rewards. We will simply concentrate on keeping our `cool’.
No more words.
Just deeds.
Let the beads do the talking.
Thursday, January 04, 2007
A Fear of Failure
A large number of our eleven plus children will be writing their examination next weekend. Some of them will be concerned about the consequences of failing. We all remember the story about the youngster approaching the examinations saying in a worried tone of voice, “I think I’m going to fail, I think I’m going to fail.”
Her mother tried to cheer her up by advising her to think positively.
“I will fail,” she responded.
This is simply not the moment to tell your child just how great they are or how they are certain to pass.
* Build your child up a lot more thoughtfully.
* Concentrate on the journey your child and the whole family have undertaken.
* Go through the progress that has been made.
* Bring out the more successful elements.
* Talk about the verbal reasoning problems that you solved together.
* Reminisce about the mathematics topics that everyone found hard to start with.
* Mention the good things your child’s teacher has said.
* Go for a long walk together and talk naturally about a wide range of familiar topics.
* Think carefully about food and what is being eaten.
* Discuss how hard it is for some people to accept a compliment.
* Maintain a steady routine.
* Ask a relation in to `have a chat’.
Above all explain that it is all right to fail sometimes. Bring out the point that no one `gets it right' every time.
Her mother tried to cheer her up by advising her to think positively.
“I will fail,” she responded.
This is simply not the moment to tell your child just how great they are or how they are certain to pass.
* Build your child up a lot more thoughtfully.
* Concentrate on the journey your child and the whole family have undertaken.
* Go through the progress that has been made.
* Bring out the more successful elements.
* Talk about the verbal reasoning problems that you solved together.
* Reminisce about the mathematics topics that everyone found hard to start with.
* Mention the good things your child’s teacher has said.
* Go for a long walk together and talk naturally about a wide range of familiar topics.
* Think carefully about food and what is being eaten.
* Discuss how hard it is for some people to accept a compliment.
* Maintain a steady routine.
* Ask a relation in to `have a chat’.
Above all explain that it is all right to fail sometimes. Bring out the point that no one `gets it right' every time.
Wednesday, January 03, 2007
Creating A Winner
The Problem
JK came to us in April of last year. His father had been in England for the last few years. He had not seen his father for some time. JK’s mother was not able to speak much English. She had been educated to degree level in her own country. JK had a younger sister.
The family wanted JK to pass the Eleven Plus.
The Challenge
JK had been educated in an International School in his home country. His oral English was reasonable but he found it difficult to communicate in writing. He was also prone to a range of Americanised spelling on basic key words.
He did very well on a test on nonverbal reasoning – suggesting great potential in his mathematics and some science subjects. His mathematics showed depth in some areas but it was obvious that he needed to cover a lot of ground. We did not attempt a verbal reasoning test because his reading age was only at the eight year old level.
The Solution
It was obvious that he could not cope with a full Eleven Plus series of lessons because of gaps in his Education. The solution was a course of lessons tailored to his needs. A lot of emphasis was put onto trying to stimulate and develop his vocabulary. He needed to read widely and then discuss and learn the new vocabulary he was exposed to.
On the mathematics side JK was given 11+ mathematics help in key areas.
His parents were very involved on a lesson by lesson basis.
The Results
JK had the advantage of being bright. He also had the ability to set personal goals. If he did not understand something he worried until he had mastered the topic. We had to be very careful to set anything new at the beginning of the lesson because he hated to leave a lesson until he was sure he knew what he was doing.
He attended an eleven plus course in October – and found that he could compete with other bright children who were also set on passing competitive examinations. He began to love the challenge of eleven plus papers and consumed them voraciously. He brought his mistakes to the lessons and simply demanded attention and answers.
Three weeks before the examinations we rationed the papers to twice a week. We asked him to read a chapter at home and prepare a form of book review. We had to read the same chapter to enable us to discuss what he had read. Naturally, as his confidence grew, the seminars ranged over wider topics. We were trying to build his confidence in his ability to communicate.
The Champion.
JK writes his Eleven Plus in a few days time. He is averaging over 96% on a wide range of 11+ papers. In late December, during one lesson, he reached 68% on last year’s GCSE Foundation mathematics paper.
His parents are extremely proud of him. We know that the support he had from his school was enormous. He has had two gifted teachers at his school in a row. What a lucky boy!
We will hear the results later this year.
Congratulations to his parents and the school. What ever happens they have created a winner.
JK came to us in April of last year. His father had been in England for the last few years. He had not seen his father for some time. JK’s mother was not able to speak much English. She had been educated to degree level in her own country. JK had a younger sister.
The family wanted JK to pass the Eleven Plus.
The Challenge
JK had been educated in an International School in his home country. His oral English was reasonable but he found it difficult to communicate in writing. He was also prone to a range of Americanised spelling on basic key words.
He did very well on a test on nonverbal reasoning – suggesting great potential in his mathematics and some science subjects. His mathematics showed depth in some areas but it was obvious that he needed to cover a lot of ground. We did not attempt a verbal reasoning test because his reading age was only at the eight year old level.
The Solution
It was obvious that he could not cope with a full Eleven Plus series of lessons because of gaps in his Education. The solution was a course of lessons tailored to his needs. A lot of emphasis was put onto trying to stimulate and develop his vocabulary. He needed to read widely and then discuss and learn the new vocabulary he was exposed to.
On the mathematics side JK was given 11+ mathematics help in key areas.
His parents were very involved on a lesson by lesson basis.
The Results
JK had the advantage of being bright. He also had the ability to set personal goals. If he did not understand something he worried until he had mastered the topic. We had to be very careful to set anything new at the beginning of the lesson because he hated to leave a lesson until he was sure he knew what he was doing.
He attended an eleven plus course in October – and found that he could compete with other bright children who were also set on passing competitive examinations. He began to love the challenge of eleven plus papers and consumed them voraciously. He brought his mistakes to the lessons and simply demanded attention and answers.
Three weeks before the examinations we rationed the papers to twice a week. We asked him to read a chapter at home and prepare a form of book review. We had to read the same chapter to enable us to discuss what he had read. Naturally, as his confidence grew, the seminars ranged over wider topics. We were trying to build his confidence in his ability to communicate.
The Champion.
JK writes his Eleven Plus in a few days time. He is averaging over 96% on a wide range of 11+ papers. In late December, during one lesson, he reached 68% on last year’s GCSE Foundation mathematics paper.
His parents are extremely proud of him. We know that the support he had from his school was enormous. He has had two gifted teachers at his school in a row. What a lucky boy!
We will hear the results later this year.
Congratulations to his parents and the school. What ever happens they have created a winner.
Tuesday, January 02, 2007
Thank You
Remind your children that when they get married they will have to write a thank you note for any presents. Explain to them that they have several years before they will need to write:
“Dear Aunt Polly,
Thank you so much for the gift of money. We will certainly think of you every day when we look at the Afghan hound we will buy with your generous present.”
The custom of writing thank you notes for Christmas presents has long been abandoned. You will have heard the older ones murmuring: “Thank goodness we don’t have to write Thank You notes for all our presents.”
If your child did receive a really good envelope of money, however, then there is no doubt that he or she will want to write a note. This gives you the opportunity to be able to comment of writing.
We know that some really bright children sometimes lack motivation to want to write neatly. Does you child fit into this category?
As a parent, with examinations approaching, you can comment on writing that is of poor quality and barely legible.
Try to work together to help your child develop a style that does not deteriorate under pressure of speed.
You can also discus the need for speed if the writing is of an acceptable quality but is produced excessively slowly.
Reiterate the need for a good sitting posture. An eleven plus examination can last for some time.
Angle the paper according to handedness.
Encourage your left handed child to take especial care with the organisation of the examination papers of his or her desk.
If your loved one is stuck for something to write about, why not suggest a thank you to mum and dad letter?
Dear Mum and Dad
Thank you for giving me such a wonderful Christmas. The best part for me was that you did not talk about the eleven plus examinations on Christmas day.
I do appreciate the two books you gave me to read. I was very grateful not be given any eleven plus papers this year.
As you know I am your second child. I know that you really love >>>>> better than me but, next year, please can I also have a +++++ and a ******?
Your loving child
____________________
“Dear Aunt Polly,
Thank you so much for the gift of money. We will certainly think of you every day when we look at the Afghan hound we will buy with your generous present.”
The custom of writing thank you notes for Christmas presents has long been abandoned. You will have heard the older ones murmuring: “Thank goodness we don’t have to write Thank You notes for all our presents.”
If your child did receive a really good envelope of money, however, then there is no doubt that he or she will want to write a note. This gives you the opportunity to be able to comment of writing.
We know that some really bright children sometimes lack motivation to want to write neatly. Does you child fit into this category?
As a parent, with examinations approaching, you can comment on writing that is of poor quality and barely legible.
Try to work together to help your child develop a style that does not deteriorate under pressure of speed.
You can also discus the need for speed if the writing is of an acceptable quality but is produced excessively slowly.
Reiterate the need for a good sitting posture. An eleven plus examination can last for some time.
Angle the paper according to handedness.
Encourage your left handed child to take especial care with the organisation of the examination papers of his or her desk.
If your loved one is stuck for something to write about, why not suggest a thank you to mum and dad letter?
Dear Mum and Dad
Thank you for giving me such a wonderful Christmas. The best part for me was that you did not talk about the eleven plus examinations on Christmas day.
I do appreciate the two books you gave me to read. I was very grateful not be given any eleven plus papers this year.
As you know I am your second child. I know that you really love >>>>> better than me but, next year, please can I also have a +++++ and a ******?
Your loving child
____________________
Monday, January 01, 2007
The Eleven Plus Sale
Today the count down to the eleven plus starts in earnest. Calendars will be opened and the dates of the eleven plus examinations will circled.
Holidays will be planned. Children will be asked to count the number of days left to the examination. The first utterance of: `We have done all we can. It’s up to you now.’, will be aired for the first time. In fact a day full of promise and anticipation.
Children will smile gently as mum and dad struggle with the new desk from IKEA. Thank goodness that the instructions are only in pictures - and there are no written words. The new lamp is much easier to assemble.
The stage is set. We are all waiting for the curtain to open.
Uncle Hamilton and Aunty Ruth call for afternoon tea. Uncle Hamilton offers the first verbal reasoning question of the New Year:
“What will you find in the centre of Paris, which can not be found in London or Milan?”
Aunty Ruth spoils the question by stage whispering `R’. Everyone laughs.
Aunty Ruth falls off the couch and starts little bubbling noises. Uncle Hamilton ignores her and asks:
“The doctor gives you six tablets and tells you to take one every two hours. If you take the first one at 10am, what time will you take the last one?”
Little Rosie, only five years old, yells out: “Eight pm!”.
The family fall about in shock. Is the right child taking the eleven plus?
Aunty Ruth wakes. Uncle Hamilton helps her to the car. Little Rosie asks loudly: “Why is Uncle Hamilton taking Aunty Ruth home so early?”
Dad asks Mum: “Can we get another one at IKEA?”
Holidays will be planned. Children will be asked to count the number of days left to the examination. The first utterance of: `We have done all we can. It’s up to you now.’, will be aired for the first time. In fact a day full of promise and anticipation.
Children will smile gently as mum and dad struggle with the new desk from IKEA. Thank goodness that the instructions are only in pictures - and there are no written words. The new lamp is much easier to assemble.
The stage is set. We are all waiting for the curtain to open.
Uncle Hamilton and Aunty Ruth call for afternoon tea. Uncle Hamilton offers the first verbal reasoning question of the New Year:
“What will you find in the centre of Paris, which can not be found in London or Milan?”
Aunty Ruth spoils the question by stage whispering `R’. Everyone laughs.
Aunty Ruth falls off the couch and starts little bubbling noises. Uncle Hamilton ignores her and asks:
“The doctor gives you six tablets and tells you to take one every two hours. If you take the first one at 10am, what time will you take the last one?”
Little Rosie, only five years old, yells out: “Eight pm!”.
The family fall about in shock. Is the right child taking the eleven plus?
Aunty Ruth wakes. Uncle Hamilton helps her to the car. Little Rosie asks loudly: “Why is Uncle Hamilton taking Aunty Ruth home so early?”
Dad asks Mum: “Can we get another one at IKEA?”
Sunday, December 31, 2006
It is Time to Have a Break.
Quite simply we need oxygen to survive. We breath air into our lungs. In the lungs the oxygen passes through the thin walls and dissolves in the blood. The blood is then pumped round the body. The heart acts as the pump. The oxygen in the blood is thus supplied to all the tissues of the body.
It is essential that the brain is kept full of oxygen. Eleven plus children, and their parents, need lots and lots of oxygen. It essential, therefore, that parents of eleven plus children think deeply about oxygen.
We all know that it seems likely that a wide range of dinosaurs emerged when lots of oxygen was released by the oceans. Divers and the mammals of the sea need oxygen.
The final eleven plus advice of the year is that as the eleven plus examinations grow closer parents should find reliable babysitters. They should then take themselves off on a diving holiday in Fiji. It will be very difficult to worry about the eleven plus examinations while you are preparing to dive, diving and then relaxing in the warm sun after a dive. (Especially if your children are safely thousands of miles away.)
You have done all you can for your child. What will be will be. Go for it, enjoy yourselves. Get a bit of oxygen into your blood.
It is essential that the brain is kept full of oxygen. Eleven plus children, and their parents, need lots and lots of oxygen. It essential, therefore, that parents of eleven plus children think deeply about oxygen.
We all know that it seems likely that a wide range of dinosaurs emerged when lots of oxygen was released by the oceans. Divers and the mammals of the sea need oxygen.
The final eleven plus advice of the year is that as the eleven plus examinations grow closer parents should find reliable babysitters. They should then take themselves off on a diving holiday in Fiji. It will be very difficult to worry about the eleven plus examinations while you are preparing to dive, diving and then relaxing in the warm sun after a dive. (Especially if your children are safely thousands of miles away.)
You have done all you can for your child. What will be will be. Go for it, enjoy yourselves. Get a bit of oxygen into your blood.
Saturday, December 30, 2006
Altering The Plot
We can all remember being taught different methods of writing stories. Some eleven plus children may be writing a descriptive or an imaginative account in the next few days. Confirm that there are many different ways of writing plans but ensure that your child understands that it is vitally important that a plan is prepared.
Your children will have been taught at school about the plot, the setting and the theme. The words `plot’, `setting’ and `theme’ should be deep in their memories. Suggest that if they can not think of what to write they could always revert to the simple method given to them when they were seven or eight years old.
Who?
(think about the characters involved)
Where?
(where does the story take place?)
When?
(when does the story take place i.e. past, present, future?)
Why?
(why are these characters there or involved in the story?)
What?
(what is the beginning?)
How?
(how did the characters get there?)
(They could use a spider diagram or equivalent to finish the plan.)
We may need to remind our very bright eleven plus children that is it essential that they do not write as an eight year old. They must think about the plot. Try to make the point that a successful plot is where the characters, the setting and the theme all work together. Explain that if one character changes then the whole story will need to be transformed.
Read some pages of a book together, look at a character, then discuss how the whole book would change if the character suddenly took on a new appearance or manner of speaking. Use a character from a popular soap. Talk about how the episode would need to alter if the setting or theme changed.
Enjoy some heated discussions!
Your children will have been taught at school about the plot, the setting and the theme. The words `plot’, `setting’ and `theme’ should be deep in their memories. Suggest that if they can not think of what to write they could always revert to the simple method given to them when they were seven or eight years old.
Who?
(think about the characters involved)
Where?
(where does the story take place?)
When?
(when does the story take place i.e. past, present, future?)
Why?
(why are these characters there or involved in the story?)
What?
(what is the beginning?)
How?
(how did the characters get there?)
(They could use a spider diagram or equivalent to finish the plan.)
We may need to remind our very bright eleven plus children that is it essential that they do not write as an eight year old. They must think about the plot. Try to make the point that a successful plot is where the characters, the setting and the theme all work together. Explain that if one character changes then the whole story will need to be transformed.
Read some pages of a book together, look at a character, then discuss how the whole book would change if the character suddenly took on a new appearance or manner of speaking. Use a character from a popular soap. Talk about how the episode would need to alter if the setting or theme changed.
Enjoy some heated discussions!
Friday, December 29, 2006
Pure Chance
Multiple choice tests offer us the opportunity to `have a guess’. T.V. shows demonstrate clearly the need to think before arriving at an answer. The shows also show grown people in agony over making a decision or choice.
In an eleven plus examination children are not given the opportunity to `phone a friend’ or `ask the audience’. Parents, teachers and tutors will naturally have instructed their children to eliminate questions that just can not be correct – leaving just two options. This is where parents can be really useful on the day of the examination. They can slip their child a lucky coin.
The lucky coin can be blessed. It can be found or even handed down from generation to generation. I, for example, have the coin first carried by my grandfather and passed to my father.
Picture the examination hall. A hundred children solemnly flipping coins to find the right answer.
But what happens on a question like this?
Heavy rains had been forecast. There was a drainage culvert very close to the school where the eleven plus examinations were to take place. The culvert was just wide enough for one person to crawl through. A rare bird was nesting in the culvert. An excess of water could wash the nest away. The foreman sent two men to investigate.
Both men crawled into the culvert at opposite ends – and each came out from the other side from which he went in. They both reported on the state and the situation of the nest.
How did they mange to do this without widening the culvert?
The clue is probably in the answer. We think that the men may have flipped a coin to see who should go first. This has given the answer away. You will all be yelling: `The men went in at different times!”
So please supply your child with a lucky coin. You may want to reinforce the need to think and plan before answering a question. But on the day your child may also need a little luck and chance.
In an eleven plus examination children are not given the opportunity to `phone a friend’ or `ask the audience’. Parents, teachers and tutors will naturally have instructed their children to eliminate questions that just can not be correct – leaving just two options. This is where parents can be really useful on the day of the examination. They can slip their child a lucky coin.
The lucky coin can be blessed. It can be found or even handed down from generation to generation. I, for example, have the coin first carried by my grandfather and passed to my father.
Picture the examination hall. A hundred children solemnly flipping coins to find the right answer.
But what happens on a question like this?
Heavy rains had been forecast. There was a drainage culvert very close to the school where the eleven plus examinations were to take place. The culvert was just wide enough for one person to crawl through. A rare bird was nesting in the culvert. An excess of water could wash the nest away. The foreman sent two men to investigate.
Both men crawled into the culvert at opposite ends – and each came out from the other side from which he went in. They both reported on the state and the situation of the nest.
How did they mange to do this without widening the culvert?
The clue is probably in the answer. We think that the men may have flipped a coin to see who should go first. This has given the answer away. You will all be yelling: `The men went in at different times!”
So please supply your child with a lucky coin. You may want to reinforce the need to think and plan before answering a question. But on the day your child may also need a little luck and chance.
Thursday, December 28, 2006
Escaping Chickens
At some time in the Christmas break we all get the feeling that, for just a few seconds, we need a break. It is the clutter that gets to us. We love the family, the food and the drink. The conversation is stimulating and pleasantly family orientated – peppered with lots of: `Do you remember?’ It is just the clutter that gets on our nerves.
Every Christmas we are offered our fair share of escape stories. We are all used to seeing grey figures crawl out of tunnels in the middle of the night. I think we even saw a film this Christamas where chickens were trying to escape from a prison camp. This was the sequel to the chicken escape.
In the prison on the Chicken Farm a group of chickens escaped from a tunnel they dug at the rate of four metres a week. The escape took a long time because they were nearly discovered by the dog. When they rushed their work three metres of the tunnel would cave in.
Finally one night they managed to escape.
When the guards measured the tunnel, they found that it was sixteen metres long. For how many weeks did the chickens dig?
Like all questions of this nature we rally need to look at the intent. Are we expected to draw a little sketch in our minds and picture chickens scratching away at the earth night after night? Should we worry about how the chickens disposed of the sail? Was there a natural leader among the chickens? The answer, as you all have worked out immediately, was that it took them thirteen weeks. How do we explain that?
“Ask your mother. I have to deal with all this clutter.”
“Ask your father. I have to deal with all the clutter he left behind”
“Oh, I don’t know. After all it is just after Christmas.”
Every Christmas we are offered our fair share of escape stories. We are all used to seeing grey figures crawl out of tunnels in the middle of the night. I think we even saw a film this Christamas where chickens were trying to escape from a prison camp. This was the sequel to the chicken escape.
In the prison on the Chicken Farm a group of chickens escaped from a tunnel they dug at the rate of four metres a week. The escape took a long time because they were nearly discovered by the dog. When they rushed their work three metres of the tunnel would cave in.
Finally one night they managed to escape.
When the guards measured the tunnel, they found that it was sixteen metres long. For how many weeks did the chickens dig?
Like all questions of this nature we rally need to look at the intent. Are we expected to draw a little sketch in our minds and picture chickens scratching away at the earth night after night? Should we worry about how the chickens disposed of the sail? Was there a natural leader among the chickens? The answer, as you all have worked out immediately, was that it took them thirteen weeks. How do we explain that?
“Ask your mother. I have to deal with all this clutter.”
“Ask your father. I have to deal with all the clutter he left behind”
“Oh, I don’t know. After all it is just after Christmas.”
Wednesday, December 27, 2006
Ten Last Minute Words of Comfort:
“Do not worry about these eleven plus tests: remember that you are doing them voluntarily.”
“Do not stop in the middle of a test but work as quickly, and accurately, as you can.”
“Answer all the questions, but do not spend too long over any one question.”
“There are no catch questions.”
“A number of other children will not finish the whole test in the time allowed.”
“The eleven plus tests are designed to test your aptitude – the real you. Just do your best.”
“After you have the results you will be able to make decisions about what you want to do.”
“There will be questions that will not allow for learning and knowledge – so if you find them hard so will every one else.”
“The tests are trying to discover your potential. At your age you have not yet developed your true potential."
“The word `aptitude’ means your natural talent for succeeding in one area. If you do not succeed in these examinations it does not mean that you do not have any other talents. Remember that we love you whatever the results.”
“Do not stop in the middle of a test but work as quickly, and accurately, as you can.”
“Answer all the questions, but do not spend too long over any one question.”
“There are no catch questions.”
“A number of other children will not finish the whole test in the time allowed.”
“The eleven plus tests are designed to test your aptitude – the real you. Just do your best.”
“After you have the results you will be able to make decisions about what you want to do.”
“There will be questions that will not allow for learning and knowledge – so if you find them hard so will every one else.”
“The tests are trying to discover your potential. At your age you have not yet developed your true potential."
“The word `aptitude’ means your natural talent for succeeding in one area. If you do not succeed in these examinations it does not mean that you do not have any other talents. Remember that we love you whatever the results.”
Sunday, December 24, 2006
Regular Revision
Trying to remember if you have done all of your preparations for Christmas day uses your memory. No doubt some cooks will try to remember if all the ingredients for Christmas Lunch have been purchased by trying to visual the various recipes.
Some `Christmas Cooks’ will even make lists. If you are really well organised you will even be able to look again at the organisation of the various Christmas lists. The early lists will have a very different composition to the final memory aids. How do you ensure that you have left nothing off the final list? Quite simply it is called review. You revise and alter the lists to your current needs.
Over a hundred years ago Ebbinghaus, who was a German experimental psychologist, studied learning and memory experimentally. He used lists of nonsense syllables to examine how well we were able to remember.
His experiments demonstrated that most forgetting happens immediately after learning. If you have painstakingly spent fifteen minutes discussing how to do long division you may not be heartened to know that almost half of what you have said will be forgotten within twenty minutes. Seventy five percent of will lost within six days.
Ebbinhaus worked that `over learning’ helped. Regular review is also essential. When should you help your ten year old to revise?
First Review : Immediately
Second Review : Twenty Four Hours
Third Review : One week later
Fourth Review : One month later
Fifth Review : Three months later.
What you are trying to do is shift what your ten year old has learnt from his or her short term memory to long term memory. So as the last brussels sprout rolls across the carpet under the piano - only to be unearthed in the New Year - remember to help your loved one to revise on a regular basis.
Some `Christmas Cooks’ will even make lists. If you are really well organised you will even be able to look again at the organisation of the various Christmas lists. The early lists will have a very different composition to the final memory aids. How do you ensure that you have left nothing off the final list? Quite simply it is called review. You revise and alter the lists to your current needs.
Over a hundred years ago Ebbinghaus, who was a German experimental psychologist, studied learning and memory experimentally. He used lists of nonsense syllables to examine how well we were able to remember.
His experiments demonstrated that most forgetting happens immediately after learning. If you have painstakingly spent fifteen minutes discussing how to do long division you may not be heartened to know that almost half of what you have said will be forgotten within twenty minutes. Seventy five percent of will lost within six days.
Ebbinhaus worked that `over learning’ helped. Regular review is also essential. When should you help your ten year old to revise?
First Review : Immediately
Second Review : Twenty Four Hours
Third Review : One week later
Fourth Review : One month later
Fifth Review : Three months later.
What you are trying to do is shift what your ten year old has learnt from his or her short term memory to long term memory. So as the last brussels sprout rolls across the carpet under the piano - only to be unearthed in the New Year - remember to help your loved one to revise on a regular basis.
Saturday, December 23, 2006
Problem Solving
A weapon that is very occasionally used by parents is the word `because‘.
“Why do we have to go to visit Aunt Emerald this Christmas?” (Because)
“Why do we have to learn Equations?” (Because)
Sometimes we are able to work through a topic all the right reasons. For example:
Solve 3x + 5 = 11
One of your explanations:
Equations are sums where numbers are replaced with letters. Rearrange the equation to work out the value of the mystery letter. Remember that it is an equation: both sides are equal so whatever you do to one side must also be done to the other side of the equation! Write down all working to make sure you don’t make any silly mistakes.
Solve 3x + 5 = 11
3x = 11 – 5 ß taking 5 from both sides
3x = 6
x = 6 ¸ 3 ß dividing both sides by 3
x = 2
`Mum, why do I have to learn equations?
`Learning to solve an equation can help you to learn to pay attention to detail - and do the required steps of working out. Once you have the solution you can test the answer to see if you have worked the equation out correctly.’
`But Dad does it differently.’
`You can change the language. You dad will probably be able to show you different methods of arriving at the answer. You find the method that suits you.’
`What benefit will I get from solving an equation?’
`You will be solving problems all your life. Solving equations also encourages you to be able to cope with the four rules of number (addition, subtraction, multiplication, and division). Solving equations forces you to order the steps to be carried out.
`Do I really have to do it now?’
`Yes! Because!’
“Why do we have to go to visit Aunt Emerald this Christmas?” (Because)
“Why do we have to learn Equations?” (Because)
Sometimes we are able to work through a topic all the right reasons. For example:
Solve 3x + 5 = 11
One of your explanations:
Equations are sums where numbers are replaced with letters. Rearrange the equation to work out the value of the mystery letter. Remember that it is an equation: both sides are equal so whatever you do to one side must also be done to the other side of the equation! Write down all working to make sure you don’t make any silly mistakes.
Solve 3x + 5 = 11
3x = 11 – 5 ß taking 5 from both sides
3x = 6
x = 6 ¸ 3 ß dividing both sides by 3
x = 2
`Mum, why do I have to learn equations?
`Learning to solve an equation can help you to learn to pay attention to detail - and do the required steps of working out. Once you have the solution you can test the answer to see if you have worked the equation out correctly.’
`But Dad does it differently.’
`You can change the language. You dad will probably be able to show you different methods of arriving at the answer. You find the method that suits you.’
`What benefit will I get from solving an equation?’
`You will be solving problems all your life. Solving equations also encourages you to be able to cope with the four rules of number (addition, subtraction, multiplication, and division). Solving equations forces you to order the steps to be carried out.
`Do I really have to do it now?’
`Yes! Because!’
Friday, December 22, 2006
A Question of Balance
Many bright ten year olds have this rather deceptive self contained air. It is sometimes hard for a parent to maintain that rather delicate balance between wanting to keep offering rules and precepts and on the other hand allowing full voice to an emerging personality and intellect.
We all pray for advancing maturity and greater emotional balance. Your child, however, continues to need praise, reward, criticism and a good dose of warmth and understanding.
There are, however, two sides to the coin. One of the basic tenets that children need to understand is that parents too need praise, reward, criticism and a good dose of warmth and understanding. Sometimes children do need to be reminded of their obligations to their parents.
Some parents have found that the words: `After all I have done for you……’ do not go down too well in the middle of a heated discussion. What you want is to try to find words that will increase motivation and a desire for dialogue.
If you and your child have worked happily together then it is very unlikely that the stress and strain of eleven plus examinations will amount to much. Both of you should be able to take it all in your stride.
As a parent you naturally want to try to continue to develop the will to learn. However much you work together your child may still not pass the examination. Whatever the result of the eleven plus examination the `self contained air’ may slip at times. Then you will feel that you have earned your right to be parent.
We all pray for advancing maturity and greater emotional balance. Your child, however, continues to need praise, reward, criticism and a good dose of warmth and understanding.
There are, however, two sides to the coin. One of the basic tenets that children need to understand is that parents too need praise, reward, criticism and a good dose of warmth and understanding. Sometimes children do need to be reminded of their obligations to their parents.
Some parents have found that the words: `After all I have done for you……’ do not go down too well in the middle of a heated discussion. What you want is to try to find words that will increase motivation and a desire for dialogue.
If you and your child have worked happily together then it is very unlikely that the stress and strain of eleven plus examinations will amount to much. Both of you should be able to take it all in your stride.
As a parent you naturally want to try to continue to develop the will to learn. However much you work together your child may still not pass the examination. Whatever the result of the eleven plus examination the `self contained air’ may slip at times. Then you will feel that you have earned your right to be parent.
Thursday, December 21, 2006
Advice on How to Act
I once played the part of `A Ghost of Christmas Past’ in A Christmas Carol by Charles Dickens. This was not a great speaking part. In fact I recall quite vividly that I only had one word to say. The three ghosts were employed to change Scrooge’s attitude to Christmas.
A little later on in the play I walked around in the background and served as part of a `crowd scene’. It has been difficult to add this part to my acting C.V. as this was not a speaking part. My career never recovered from the crushing disappointment and I never auditioned again. It was obvious that the director saw through the lack of my talents. In the absence of an agent the awaited phone never came. I am sure that I received excellent direction – I probably needed more advice on how to act than others.
The wardrobe department fitted me out in a musty purple robe – replete with the makeup of past productions. My face was painted green. I had to hold a torch under my chin at key moments.
The part of the ghost is over quite early in the play. The director, however, insisted on the three ghosts appearing at the final curtain – in full makeup. There was a lot of waiting around to do. I was a young school master at the time so there were always books to mark and lessons to prepare. There are only so many numbers of times that an actor can go over a one word line.
John Wayne gave some advice to prospective actors: `Talk low, talk slow, and don’t talk too much.’
Relax over Christmas. Let the family have a rest from the eleven plus grind. If you have to talk about the eleven plus then: `Talk low, talk slow and don’t talk too much.’
A little later on in the play I walked around in the background and served as part of a `crowd scene’. It has been difficult to add this part to my acting C.V. as this was not a speaking part. My career never recovered from the crushing disappointment and I never auditioned again. It was obvious that the director saw through the lack of my talents. In the absence of an agent the awaited phone never came. I am sure that I received excellent direction – I probably needed more advice on how to act than others.
The wardrobe department fitted me out in a musty purple robe – replete with the makeup of past productions. My face was painted green. I had to hold a torch under my chin at key moments.
The part of the ghost is over quite early in the play. The director, however, insisted on the three ghosts appearing at the final curtain – in full makeup. There was a lot of waiting around to do. I was a young school master at the time so there were always books to mark and lessons to prepare. There are only so many numbers of times that an actor can go over a one word line.
John Wayne gave some advice to prospective actors: `Talk low, talk slow, and don’t talk too much.’
Relax over Christmas. Let the family have a rest from the eleven plus grind. If you have to talk about the eleven plus then: `Talk low, talk slow and don’t talk too much.’
Wednesday, December 20, 2006
A Touch of Spice
There will be millions watching the final of `Strictly Come Dancing’.
It has been fascinating watching the candidates absorbing the decisions and comments of the judges. Very few people in the world can actually enjoy being told they are pigeon toed or have immobile upper bodies.
On most of the occasions the professionals have got away without comment – unless it has been to hear that they have made the routine too easy or too hard. It has been the celebrities who have borne the brunt of the judge’s opinions.
Very few routines have been awarded a perfect ten. Equally, especially as the show has developed, there have been very few marks around the two or three. I am sure we all gasped with horror when we heard: “As this is the semi-final we expect something better.” The judges then frustrated us by awarding a string or eights and nines.
It is simply extraordinary how much preparation and effort has gone into the routines. The accumulation of so much emphasis on perfect lines, and carefully choreographed steps and gestures, has obviously had an impact. The value of the words: “`Practice makes perfect!’ is certainly evident.
There is much for our eleven plus children to learn. I am sure they have all watched the hugging and kissing with great interest. I bet there is no flicker of emotion at all that unbridled despair and elation. The hours of rehearsal and the insistence on faults being corrected must make an impact. The praise and the adulation must also be heart-warming and encouraging for our children.
We can all applaud the graciousness and demeanour of the losing contestants. In the end it is the public who have the last word. This makes the show exciting and unpredictable.
In the eleven plus examinations our children will be judged on how well they can apply themselves on paper. It would certainly add a touch of spice if each child had to pass the scrutiny of a panel of judges and then the votes of millions before being awarded a place in grammar school.
It has been fascinating watching the candidates absorbing the decisions and comments of the judges. Very few people in the world can actually enjoy being told they are pigeon toed or have immobile upper bodies.
On most of the occasions the professionals have got away without comment – unless it has been to hear that they have made the routine too easy or too hard. It has been the celebrities who have borne the brunt of the judge’s opinions.
Very few routines have been awarded a perfect ten. Equally, especially as the show has developed, there have been very few marks around the two or three. I am sure we all gasped with horror when we heard: “As this is the semi-final we expect something better.” The judges then frustrated us by awarding a string or eights and nines.
It is simply extraordinary how much preparation and effort has gone into the routines. The accumulation of so much emphasis on perfect lines, and carefully choreographed steps and gestures, has obviously had an impact. The value of the words: “`Practice makes perfect!’ is certainly evident.
There is much for our eleven plus children to learn. I am sure they have all watched the hugging and kissing with great interest. I bet there is no flicker of emotion at all that unbridled despair and elation. The hours of rehearsal and the insistence on faults being corrected must make an impact. The praise and the adulation must also be heart-warming and encouraging for our children.
We can all applaud the graciousness and demeanour of the losing contestants. In the end it is the public who have the last word. This makes the show exciting and unpredictable.
In the eleven plus examinations our children will be judged on how well they can apply themselves on paper. It would certainly add a touch of spice if each child had to pass the scrutiny of a panel of judges and then the votes of millions before being awarded a place in grammar school.
Tuesday, December 19, 2006
Foggy Dew
We woke up to a foggy morning today. We know that fog occurs when cloud hits the ground. One of the main problems with fog is that it reduces visibility. We can be living our lives quite smoothly and then suddenly be hit by a blanket of fog.
A type of fog that causes problems is called localised fog. This is especially dangerous when we are driving as a little wisp can obscure our vision. We need to be especially careful and pay attention.
What happens in the eleven plus examination when a fog comes over the mind? Here we could meet a child who is bright, sunny and confident. In the examination everything is moving ahead smoothly. Suddenly the child is hit by a ground fog. The brain stops working. The answer to a question is hard to find. We can just pray that at the crucial moment the fog lights will come on and guide the candidate through.
We know that most types of fog are created when relative humidity reaches 100% at ground-level. Sometimes fog is accompanied by dew. What we can be fairly certain of is that remarkably few eleven plus children will be hit by the sort of problem facing the participants in these few lines:
When I was a bachelor, I lived by myself
And I worked at the weaver’s trade;
The only, only, thing that I ever did wrong
Was to woo a fair young maid.
I wooed her in the winter time,
And in the summer too;
And the only, only thing that I ever did wrong
Was to keep her from the foggy, foggy dew.
Good examination preparation and counselling will help. Remind your child to keep focused – to keep the fog lights on and think about `other things’ at other times.
A type of fog that causes problems is called localised fog. This is especially dangerous when we are driving as a little wisp can obscure our vision. We need to be especially careful and pay attention.
What happens in the eleven plus examination when a fog comes over the mind? Here we could meet a child who is bright, sunny and confident. In the examination everything is moving ahead smoothly. Suddenly the child is hit by a ground fog. The brain stops working. The answer to a question is hard to find. We can just pray that at the crucial moment the fog lights will come on and guide the candidate through.
We know that most types of fog are created when relative humidity reaches 100% at ground-level. Sometimes fog is accompanied by dew. What we can be fairly certain of is that remarkably few eleven plus children will be hit by the sort of problem facing the participants in these few lines:
When I was a bachelor, I lived by myself
And I worked at the weaver’s trade;
The only, only, thing that I ever did wrong
Was to woo a fair young maid.
I wooed her in the winter time,
And in the summer too;
And the only, only thing that I ever did wrong
Was to keep her from the foggy, foggy dew.
Good examination preparation and counselling will help. Remind your child to keep focused – to keep the fog lights on and think about `other things’ at other times.
Monday, December 18, 2006
Top Table
One of the problems facing some our eleven plus children is the pressure they feel that they sometimes come under from their peers at school. The great majority of strong eleven plus children, however, will enjoy the increased intellectual challenge of preparing for a competitive examination.
Some bright children will no doubt become frustrated by any activity where they have to work slowly. Another strong gripe, at times, is constant repetition. The children want to feel that their education is being accelerated. They enjoy feeling stimulated and having their brains exercised.
What some may not enjoy is the envy or disdain of other less fortunate children. We work with around five hundred eleven plus children every year. We sometimes see very bright children sitting on the `second table’. Some children feel that if they are on the second table they are subjected to less peer pressure.
We have to help some of our bright children to understand that it is their behaviour and performance than matters. I should imagine that there are very few teachers who would move a child from second table to top table on account of a child achieving nearly full marks on a selection paper.
Your child needs to understand that that he or she will need to demonstrate commitment to the teacher. Your child will need to show academic and social maturity. You, as a parents, will need to provide sound counselling to prepare for a change of habits. Somehow you will need to make the point, as gracefully as you can, that your child will continue to associate with others of less ability for the rest of his or her life. The softly spoken reminder: `Just do your best,’ should help through many difficult situations.
Some bright children will no doubt become frustrated by any activity where they have to work slowly. Another strong gripe, at times, is constant repetition. The children want to feel that their education is being accelerated. They enjoy feeling stimulated and having their brains exercised.
What some may not enjoy is the envy or disdain of other less fortunate children. We work with around five hundred eleven plus children every year. We sometimes see very bright children sitting on the `second table’. Some children feel that if they are on the second table they are subjected to less peer pressure.
We have to help some of our bright children to understand that it is their behaviour and performance than matters. I should imagine that there are very few teachers who would move a child from second table to top table on account of a child achieving nearly full marks on a selection paper.
Your child needs to understand that that he or she will need to demonstrate commitment to the teacher. Your child will need to show academic and social maturity. You, as a parents, will need to provide sound counselling to prepare for a change of habits. Somehow you will need to make the point, as gracefully as you can, that your child will continue to associate with others of less ability for the rest of his or her life. The softly spoken reminder: `Just do your best,’ should help through many difficult situations.
Sunday, December 17, 2006
Acronyms and Memory
We have all be told, at one time or another, to use acronyms as memory aids. An acronym is a word formed from the first, or the first few letters of several words. The acronym is spoken as a word rather than as a series of letters.
“Richard of York gave battle in vain” is an acronym of the colours of the spectrum: red, orange, yellow, green, blue, indigo and violet.
We can use this aid to memory in mathematics. Suppose we want to revise words relating to angles.
Acute Right Straight Adjacent
We can see the early acronym as `All Right Stop Arguing’
It will take a little more effort to complete the series.
Obtuse Vertical Complementary Supplementary
Once we are able to remember the various types of angles all we have to do is remember something about each of the key or trigger words.
Acute - an angle less than 90°
Right - an angle of 90°
Don’t forget that there are a wide variety of games to excite and stimulate the memory. We have all played the game: `When I went to the supermarket I put an apple in the trolley.’ `This is followed by: `When I went to the supermarket I put an apple and a radish in my trolley.” You can progress like this until you have covered all eight of the initial letters of the angles mentioned above.
The only problem with games and exercises lie these is that you may find your ten year old has a different kind of memory to yours. But think of all the different things you have to remember in a day.
“Richard of York gave battle in vain” is an acronym of the colours of the spectrum: red, orange, yellow, green, blue, indigo and violet.
We can use this aid to memory in mathematics. Suppose we want to revise words relating to angles.
Acute Right Straight Adjacent
We can see the early acronym as `All Right Stop Arguing’
It will take a little more effort to complete the series.
Obtuse Vertical Complementary Supplementary
Once we are able to remember the various types of angles all we have to do is remember something about each of the key or trigger words.
Acute - an angle less than 90°
Right - an angle of 90°
Don’t forget that there are a wide variety of games to excite and stimulate the memory. We have all played the game: `When I went to the supermarket I put an apple in the trolley.’ `This is followed by: `When I went to the supermarket I put an apple and a radish in my trolley.” You can progress like this until you have covered all eight of the initial letters of the angles mentioned above.
The only problem with games and exercises lie these is that you may find your ten year old has a different kind of memory to yours. But think of all the different things you have to remember in a day.
Saturday, December 16, 2006
Our Challege
A hundred years ago most professions needed no more than a mastery of the four rules of number. A bookkeeper, for example, needed to be able to add, subtract, multiply and divide. Naturally a bridge builder needed to be able to understand stresses and angles – but did not have access to the comprehensive tools available today.
We only have to see our doctor in action. After you have been greeted, and you are sitting comfortably, the doctor does not look down at your card – but scrolls back through your last few visits on the screen. Your prescription comes from a pull down list and is printed out there and then. The doctor only needs to put a signature.
But think of the host of variables involved in the logistics of the approaching Olympics. Clearing the ground, burying the cables, building the various sites, developing housing, improving the transport systems all require complex calculations.
Behind every one of the aspects of this truly massive project is a team of programmers. Does any one care if they can add, subtract, multiply and divide? Their computers can do the calculations. The programmers, however, do need to be able to think.
It may be that the mathematics we are expecting our eleven plus children to master is antiquated. We know that key elements of mathematics need to be taught. What we are not sure of is what mathematics needs to be taught to cater for the new generations of leaders and thinkers. Logarithms, for example, were introduced over three hundred years. They were taught as an important tool for calculation. Logs certainly play no part in maths syllabuses today.
When we ask our children to analyse and solve a problem, on an eleven plus mathematics paper, we are demanding that they use mathematics knowledge that they have learnt. But we are not insisting that our children are required to apply original thought.
Future generations setting eleven plus papers may need to think again about the type of children who they want to pass eleven plus examinations. We may need to develop children who can think. This could be a real challenge.
We only have to see our doctor in action. After you have been greeted, and you are sitting comfortably, the doctor does not look down at your card – but scrolls back through your last few visits on the screen. Your prescription comes from a pull down list and is printed out there and then. The doctor only needs to put a signature.
But think of the host of variables involved in the logistics of the approaching Olympics. Clearing the ground, burying the cables, building the various sites, developing housing, improving the transport systems all require complex calculations.
Behind every one of the aspects of this truly massive project is a team of programmers. Does any one care if they can add, subtract, multiply and divide? Their computers can do the calculations. The programmers, however, do need to be able to think.
It may be that the mathematics we are expecting our eleven plus children to master is antiquated. We know that key elements of mathematics need to be taught. What we are not sure of is what mathematics needs to be taught to cater for the new generations of leaders and thinkers. Logarithms, for example, were introduced over three hundred years. They were taught as an important tool for calculation. Logs certainly play no part in maths syllabuses today.
When we ask our children to analyse and solve a problem, on an eleven plus mathematics paper, we are demanding that they use mathematics knowledge that they have learnt. But we are not insisting that our children are required to apply original thought.
Future generations setting eleven plus papers may need to think again about the type of children who they want to pass eleven plus examinations. We may need to develop children who can think. This could be a real challenge.
Friday, December 15, 2006
Value for Money
We run 11+ courses in Gravesend after Christmas. This is not an advertisement but a statement of fact. We look forward to the courses because we get to see the latest range of mobile phones. This way we get to see the phones in action – without having to listen to a salesperson. I bought my last one in January on the recommendation of a group of ten year olds.
As well as the phones we see our ten / eleven year olds in their best Christmas clothing. The clothing will range from the very smart to the smartly casual. Boys and girls will be preening in clothing from tight to loose and baggy. The trainers too will come in an extraordinary selection of styles. We do wonder at the prices because we seldom see a pair of trainers that appears to be more than three weeks old. An exciting and unusual variety will be displayed in the boots. We expect to see some high heels too!
We know too that we will see accessorised mobile phones. The ring tones will be expansive and varied. We know that one or two girls will text their mums to `check on things’. The boys will be engaged in taking the battery and sim cards out and comparing them. I had no idea, until last year, that the size and strength of a battery could keep a group of ten year old boys enthralled for just on ten minutes. (Potential geeks?)
Every owner will have their phones on `silent mode’ or switched off. Last year we had no `phone abuse’ at all. It must very tempting for our children to pre-arrange an important `conference’ call designed to impress and irritate.
The speed of texting will be another factor to be marveled over. We know about predictive spelling – but those little fingers will tap out important messages!
Naturally every `new’ phone will be camera or video ready. There will be some serious photography of clothes and each other.
By now you are asking – when does this take place? I suppose you thought that the children were there to work not play on phones.
All I can say is that it is extraordinary what can be achieved in a ten minute break. If your child displays as much energy and vivacious behavior in the examination then you will know that all the money you have spent on clothes and phones will pay a rich dividend in the examination.
As well as the phones we see our ten / eleven year olds in their best Christmas clothing. The clothing will range from the very smart to the smartly casual. Boys and girls will be preening in clothing from tight to loose and baggy. The trainers too will come in an extraordinary selection of styles. We do wonder at the prices because we seldom see a pair of trainers that appears to be more than three weeks old. An exciting and unusual variety will be displayed in the boots. We expect to see some high heels too!
We know too that we will see accessorised mobile phones. The ring tones will be expansive and varied. We know that one or two girls will text their mums to `check on things’. The boys will be engaged in taking the battery and sim cards out and comparing them. I had no idea, until last year, that the size and strength of a battery could keep a group of ten year old boys enthralled for just on ten minutes. (Potential geeks?)
Every owner will have their phones on `silent mode’ or switched off. Last year we had no `phone abuse’ at all. It must very tempting for our children to pre-arrange an important `conference’ call designed to impress and irritate.
The speed of texting will be another factor to be marveled over. We know about predictive spelling – but those little fingers will tap out important messages!
Naturally every `new’ phone will be camera or video ready. There will be some serious photography of clothes and each other.
By now you are asking – when does this take place? I suppose you thought that the children were there to work not play on phones.
All I can say is that it is extraordinary what can be achieved in a ten minute break. If your child displays as much energy and vivacious behavior in the examination then you will know that all the money you have spent on clothes and phones will pay a rich dividend in the examination.
Thursday, December 14, 2006
Setting Objectives
One of ways to approach the eleven plus examinations is by setting objectives. Objectives set out what you are trying to achieve. Eleven plus objectives are set at two levels:
The first is the Corporate level. These are the objectives that concern the whole Eleven Plus examination.
We aim for our child to pass the examination and go to grammar school.
A Functional Eleven Plus objective could be:
We aim to do five different eleven plus verbal reasoning papers before the examinations.
It may be easier to set straight forward functional objectives rather than sweeping corporate ones.
“We aim to complete this exercise before the tide washes the foot print away,” is more achievable than: “We aim to get 10% better on every paper before the examinations.”
A good thing about the beach is that when the tide comes in all marks and signs are washed away. This gives a fresh start twice a day.
“We aim to take the whole family on holiday – if you pass your eleven plus.” This is a statement and, in a way, an objective. What ever name is given it is still bequeaths a lot of pressure on a child – even when the words are accompanied by a little smile. The presence of a smile does not reduce the implications of pressure.
Enjoy your child. Walk on the beach together. Try to avoid unobtainable objectives.
The first is the Corporate level. These are the objectives that concern the whole Eleven Plus examination.
We aim for our child to pass the examination and go to grammar school.
A Functional Eleven Plus objective could be:
We aim to do five different eleven plus verbal reasoning papers before the examinations.
It may be easier to set straight forward functional objectives rather than sweeping corporate ones.
“We aim to complete this exercise before the tide washes the foot print away,” is more achievable than: “We aim to get 10% better on every paper before the examinations.”
A good thing about the beach is that when the tide comes in all marks and signs are washed away. This gives a fresh start twice a day.
“We aim to take the whole family on holiday – if you pass your eleven plus.” This is a statement and, in a way, an objective. What ever name is given it is still bequeaths a lot of pressure on a child – even when the words are accompanied by a little smile. The presence of a smile does not reduce the implications of pressure.
Enjoy your child. Walk on the beach together. Try to avoid unobtainable objectives.
Wednesday, December 13, 2006
A Nice Cup of Tea
The great Tea Clipper Race passed Gravesend back in September of 1866. (This was long before the 11+ examinations had been thought of.)
The Taeping discharged the cargo of tea in the London Docks while the Ariel unloaded in the East India Docks. The two ships shared the first prize.
There was only three days difference between the arrival of the first and the fifth vessel. Other ships had entered the race – but there were but two winners. (A bit like the eleven plus.)
It was a big effort to bring the tea - the ships had to be handled well, they had to use every available breeze and sail.
It may be worthwhile to parents of eleven plus children to research the history of tea with their children. Remind your children that, on occasions, there is more to making tea than simply dipping a tea bag in a cup of hot water.
Ask for a new tea cosy and three carefully selected blends of tea for Christmas. Drop heavy hints about the need for new china set.
On Christmas morning wake up to the sight of your child carrying a tray of lovingly prepared tea to your bed side. Enjoy the sweet smile of your child saying: “Good morning. Happy Christmas. I have already done two verbal reasoning papers this morning and I achieved 100% on each paper.”
As you thank your child for the tea and the papers, and ask to have the door closed, lean back on your pillows and think gratefully that you had foresight and planning. It is not every parent who will enjoy a personally delivered cup of fresh tea.
After all, the next time you have tea brought to you in bed, will probably be as a thank you on the morning after the eleven plus results.
The Taeping discharged the cargo of tea in the London Docks while the Ariel unloaded in the East India Docks. The two ships shared the first prize.
There was only three days difference between the arrival of the first and the fifth vessel. Other ships had entered the race – but there were but two winners. (A bit like the eleven plus.)
It was a big effort to bring the tea - the ships had to be handled well, they had to use every available breeze and sail.
It may be worthwhile to parents of eleven plus children to research the history of tea with their children. Remind your children that, on occasions, there is more to making tea than simply dipping a tea bag in a cup of hot water.
Ask for a new tea cosy and three carefully selected blends of tea for Christmas. Drop heavy hints about the need for new china set.
On Christmas morning wake up to the sight of your child carrying a tray of lovingly prepared tea to your bed side. Enjoy the sweet smile of your child saying: “Good morning. Happy Christmas. I have already done two verbal reasoning papers this morning and I achieved 100% on each paper.”
As you thank your child for the tea and the papers, and ask to have the door closed, lean back on your pillows and think gratefully that you had foresight and planning. It is not every parent who will enjoy a personally delivered cup of fresh tea.
After all, the next time you have tea brought to you in bed, will probably be as a thank you on the morning after the eleven plus results.
Tuesday, December 12, 2006
Aids to Memory
One of the great advantages of working with windows is the ability to display multiple applications or multiple documents relating to a single application. Each of the window applications, or documents, displays on the screen in its own window, which can be full screen size, part screen size or even reduced to an icon.
It is also very useful to be able to tile or cascade document the windows of a single application. Think how cascading information could help your child to be organised and methodical. It would just take a few clicks of a mouse.
To conserve memory all you need to do is to close some of the unwanted files or documents. (A bit like turning off the T.V.)
If you get carried away and want faster and faster speed all you need is more memory. Memory, at the moment, is becoming cheaper and cheaper for more and more power.
Just think how easy it would be for our eleven plus child if we could close or open some windows at the right time. Think too what it would be like if all you had to do was to drive down to your nearest 11+ memory store and purchase an extra bit of memory.
You would need to buy the right memory – it would be no use buying a non verbal reasoning memory if non verbal reasoning was not tested at your school. A maths memory could be very useful at times.
The salesperson would like you to complete your wish list with a large `Memory’ memory. This would ensure everything that your child was told would be remembered in the examination. You would probably need to back the memory up because it would be terrible for your child to experience unexpected memory loss. This would need to be an additional purchase of the well known `Memory Back Up’ stick. Cheap at the price madam!
The Christmas shopping list is becoming clearer. Top of the list would need to be a new mouse to open and close windows (especially windows of opportunity) as well as the normal 11+ memory and 11+ memory back up sticks. You could do an entire 11+ revision course in the time it takes to cook the turkey – if you spent enough money on the right size of course. Remember too that that all memory sticks are up to 20% cheaper in the duty free shops.
It is also very useful to be able to tile or cascade document the windows of a single application. Think how cascading information could help your child to be organised and methodical. It would just take a few clicks of a mouse.
To conserve memory all you need to do is to close some of the unwanted files or documents. (A bit like turning off the T.V.)
If you get carried away and want faster and faster speed all you need is more memory. Memory, at the moment, is becoming cheaper and cheaper for more and more power.
Just think how easy it would be for our eleven plus child if we could close or open some windows at the right time. Think too what it would be like if all you had to do was to drive down to your nearest 11+ memory store and purchase an extra bit of memory.
You would need to buy the right memory – it would be no use buying a non verbal reasoning memory if non verbal reasoning was not tested at your school. A maths memory could be very useful at times.
The salesperson would like you to complete your wish list with a large `Memory’ memory. This would ensure everything that your child was told would be remembered in the examination. You would probably need to back the memory up because it would be terrible for your child to experience unexpected memory loss. This would need to be an additional purchase of the well known `Memory Back Up’ stick. Cheap at the price madam!
The Christmas shopping list is becoming clearer. Top of the list would need to be a new mouse to open and close windows (especially windows of opportunity) as well as the normal 11+ memory and 11+ memory back up sticks. You could do an entire 11+ revision course in the time it takes to cook the turkey – if you spent enough money on the right size of course. Remember too that that all memory sticks are up to 20% cheaper in the duty free shops.
Monday, December 11, 2006
11+ Perspective
"Lord Raglan wishes the cavalry to advance rapidly to the front, follow the enemy, and try to prevent the enemy carrying away the guns. Horse artillery may accompany. French cavalry is on your left. Immediate."
These instructions are pretty straight forward. The only problem is that the man who was carrying the order was killed. We do not know if there were further oral instructions so can only wonder why Cardigan made such a hash of the whole affair.
The charge is often quoted as an example of an order that has been misunderstood.
Lord Tennyson wrote about the Charge of the Light Brigade und used the lines:
Some one had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die,
Into the valley of Death
Rode the six hundred.
So if you feel sometimes that that your child has not understood what you have meant - and you wish you could make yourself a little clearer - think about the listening skills of the 600 as they rode towards the Russian cannons.
At least your child will not have to face `cannons to the left and cannons to the right'. Your leadership as a parent will never be questioned as was the judgment of Lord Lucan and the Earl of Cardigan.
It is simply matter of perspective.
These instructions are pretty straight forward. The only problem is that the man who was carrying the order was killed. We do not know if there were further oral instructions so can only wonder why Cardigan made such a hash of the whole affair.
The charge is often quoted as an example of an order that has been misunderstood.
Lord Tennyson wrote about the Charge of the Light Brigade und used the lines:
Some one had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die,
Into the valley of Death
Rode the six hundred.
So if you feel sometimes that that your child has not understood what you have meant - and you wish you could make yourself a little clearer - think about the listening skills of the 600 as they rode towards the Russian cannons.
At least your child will not have to face `cannons to the left and cannons to the right'. Your leadership as a parent will never be questioned as was the judgment of Lord Lucan and the Earl of Cardigan.
It is simply matter of perspective.
Sunday, December 10, 2006
Eleven Plus Stress
I was asked recently about how to help a child maintain a calm perspective before the 11+ examinations. Naturally my mind turned to dolphins.
As far as we know we think that dolphins are probably the most intelligent mammal living in the sea. Dolphins also have the ability to be developed and trained. Imagine the impact on your children if you take them swimming with dolphins. We have a lot to learn from dolphins too.
Dolphins love, for example, to leap out of the water. We have all seen pictures of this exciting event. There are some scientists who think dolphins jump out of the water to look for fish. Our eleven plus child could learn to leap out of a chair to look for inspiration. Imagine the scene in the examination room where a selected child suddenly leaps onto a chair to find the answer.
Dolphins also speak with small and delicate sounds. They seem to smile a lot too. Our eleven plus children could learn from them too by only speaking quietly in soft respectful tones.
Dolphins have an acute sense of hearing. Our eleven plus child could learn to listen even when he or she is hearing something that is not palatable.
Dolphins love to play and have been observed surfing. Take any ten year to a beach with waves and you will see surfing too. Our ten year olds can even be taught to surf the net to look for eleven plus solutions.
There is one final and conclusive link for our ten year olds to explore. Dolphins have never been involved, as far as we know, in acts of cannibalism. It looks, therefore, as if it would be quite safe to let our stressed out child swim with the dolphins.
As far as we know we think that dolphins are probably the most intelligent mammal living in the sea. Dolphins also have the ability to be developed and trained. Imagine the impact on your children if you take them swimming with dolphins. We have a lot to learn from dolphins too.
Dolphins love, for example, to leap out of the water. We have all seen pictures of this exciting event. There are some scientists who think dolphins jump out of the water to look for fish. Our eleven plus child could learn to leap out of a chair to look for inspiration. Imagine the scene in the examination room where a selected child suddenly leaps onto a chair to find the answer.
Dolphins also speak with small and delicate sounds. They seem to smile a lot too. Our eleven plus children could learn from them too by only speaking quietly in soft respectful tones.
Dolphins have an acute sense of hearing. Our eleven plus child could learn to listen even when he or she is hearing something that is not palatable.
Dolphins love to play and have been observed surfing. Take any ten year to a beach with waves and you will see surfing too. Our ten year olds can even be taught to surf the net to look for eleven plus solutions.
There is one final and conclusive link for our ten year olds to explore. Dolphins have never been involved, as far as we know, in acts of cannibalism. It looks, therefore, as if it would be quite safe to let our stressed out child swim with the dolphins.
Saturday, December 09, 2006
The Enhanced 11+.
We have just had some tea on the patio of a richly appointed restaurant. The service was good and the waiter was articulate and knowledgeable. We all agreed, as the waiter walked away with our order, that the service charge deserved to be more than a mere fifteen percent.
Some of the tables were close together. The warm sunlight shone on the friendly face that was obviously under reconstruction. We were feet away - not inches. To the un-tutored eye 1 could only guess at the extent of the cosmetic surgery and did wonder about the starting point.
We have all heard of the lengths some parents have been prepared to go to while preparing for the 11+. We are not just talking about papers, tutors and pressure - but what about the interview!
The interview must follow a reasonably predictable formula covering questions to relax the family and moving on to : “What makes you think you will be happy here?”
Suppose that Question 12 was: “We really do admire your nip and tuck. Where did you get that done?”
Question 13 could be: “Have you, or any one in your family, felt any long term mental health benefits?”
Question 14 would naturally follow: “Did your cosmetic surgery improve your self esteem and body image?”
The interview could then continue with remarks to the parents about how well their child had done on the previous three questions.
The family would leave with these words on endorsement ringing in their ears: “Well Mr. and Mrs Wilson, this is certainly the best prepared and most masterfully created 11+ child we have seen so far. Do you mind if we use your testimonial to your surgeon in our prospectus? We naturally have a place for your super enhanced child.”
(Names have been altered to maintain privacy.)
Some of the tables were close together. The warm sunlight shone on the friendly face that was obviously under reconstruction. We were feet away - not inches. To the un-tutored eye 1 could only guess at the extent of the cosmetic surgery and did wonder about the starting point.
We have all heard of the lengths some parents have been prepared to go to while preparing for the 11+. We are not just talking about papers, tutors and pressure - but what about the interview!
The interview must follow a reasonably predictable formula covering questions to relax the family and moving on to : “What makes you think you will be happy here?”
Suppose that Question 12 was: “We really do admire your nip and tuck. Where did you get that done?”
Question 13 could be: “Have you, or any one in your family, felt any long term mental health benefits?”
Question 14 would naturally follow: “Did your cosmetic surgery improve your self esteem and body image?”
The interview could then continue with remarks to the parents about how well their child had done on the previous three questions.
The family would leave with these words on endorsement ringing in their ears: “Well Mr. and Mrs Wilson, this is certainly the best prepared and most masterfully created 11+ child we have seen so far. Do you mind if we use your testimonial to your surgeon in our prospectus? We naturally have a place for your super enhanced child.”
(Names have been altered to maintain privacy.)
Friday, December 08, 2006
11 Plus Scoring
One of the advantages of approach of Christmas is the opportunity to play games and have fun. With many games we need to have a score to work out who are winners and losers. It is also a time for making things.
I must confess that I do not, on a regular basis, make paper reindeer. The steps are straightforward, if you follow the instructions in the right order.
Start with paper, scissors, glue and paints.
Fold the paper and draw out the reindeer with his back to the fold.
Score or cut out the shape. Be very careful with the horns.
Fold back the head and neck, and crease.
Push the fold down and push the neck back.
Stand the reindeer up. Contemplate making another seven.
You will recall the voice of your art teacher – from some years ago - explaining how to score.
To score a straight line, run the tip of your scissors along the paper against a ruler. Score curved lines without a ruler. Fold the paper firmly.
So the next time you hear a stories about a child managing to do a whole eleven plus paper in twenty five minutes. Ask yourself, quietly - and do not share your thoughts with anyone else – did the child achieve the score on eleven plus questions or making paper reindeer?
I must confess that I do not, on a regular basis, make paper reindeer. The steps are straightforward, if you follow the instructions in the right order.
Start with paper, scissors, glue and paints.
Fold the paper and draw out the reindeer with his back to the fold.
Score or cut out the shape. Be very careful with the horns.
Fold back the head and neck, and crease.
Push the fold down and push the neck back.
Stand the reindeer up. Contemplate making another seven.
You will recall the voice of your art teacher – from some years ago - explaining how to score.
To score a straight line, run the tip of your scissors along the paper against a ruler. Score curved lines without a ruler. Fold the paper firmly.
So the next time you hear a stories about a child managing to do a whole eleven plus paper in twenty five minutes. Ask yourself, quietly - and do not share your thoughts with anyone else – did the child achieve the score on eleven plus questions or making paper reindeer?
Thursday, December 07, 2006
Thank You Lucas
I’ve decided to become a chemist through a study of very high standard of level of achievement. My family in general has become used to receiving very high standards in school from my sister and myself, this being because we have been very inspired or pushed as far as possible in an educational way.
My father is very pushing but over all it has been my sisters side of the family.
My grandparents are teachers and that naturally helps raise the educational level of achievement.
My grandparents have an extra tuition centre in Kent, which I have visited several times and have had some extra tuition for myself. My grandparents, Shaun and Susan, are very expectant of me and have tried to standards by testing me on higher tests than my age.
As I am fluent in four languages at a very young age they think, and are correct at thinking this, that everything is maybe slightly easier for me than for some of my school mates.
Thank You Lucas!
My father is very pushing but over all it has been my sisters side of the family.
My grandparents are teachers and that naturally helps raise the educational level of achievement.
My grandparents have an extra tuition centre in Kent, which I have visited several times and have had some extra tuition for myself. My grandparents, Shaun and Susan, are very expectant of me and have tried to standards by testing me on higher tests than my age.
As I am fluent in four languages at a very young age they think, and are correct at thinking this, that everything is maybe slightly easier for me than for some of my school mates.
Thank You Lucas!
Wednesday, December 06, 2006
Listening Skills
One of the most documented stories of someone being told something that he does not want to hear is that of Macbeth and the three witches. The witched prepared a brew, singing "Double, double, toil and trouble; Fire burn and cauldron bubble."
They told Macbeth three key things.
First, beware of Macduff.
Second, "none of woman born shall harm Macbeth."
Third, Macbeth will not be conquered until Birnam wood comes to the hill of Dunsinane.
They also told Macbeth that Banquo’s descendents will become kings.
Imagine what Macbeth must have felt as he walked back to the castle. I wonder if he actually listened to exactly what he was told or if he just heard what he wanted to hear.
We have all wondered at times if our child is actually listening to what we say. The witches spoke in scary voices – and what they said was not very pleasant.
Good listening skills require:
Attention to what someone is saying.
A willingness to understand and comprehend what has been said.
Giving the `other’ person time to finish what they are saying.
Not bursting into tears if you do not like what is being said.
Using good non-verbal signals.
Trying not to switch off when bored if you dislike what is being said.
In the end Macduff decapitated Macbeth – which is a severe punishment for not listening carefully.
They told Macbeth three key things.
First, beware of Macduff.
Second, "none of woman born shall harm Macbeth."
Third, Macbeth will not be conquered until Birnam wood comes to the hill of Dunsinane.
They also told Macbeth that Banquo’s descendents will become kings.
Imagine what Macbeth must have felt as he walked back to the castle. I wonder if he actually listened to exactly what he was told or if he just heard what he wanted to hear.
We have all wondered at times if our child is actually listening to what we say. The witches spoke in scary voices – and what they said was not very pleasant.
Good listening skills require:
Attention to what someone is saying.
A willingness to understand and comprehend what has been said.
Giving the `other’ person time to finish what they are saying.
Not bursting into tears if you do not like what is being said.
Using good non-verbal signals.
Trying not to switch off when bored if you dislike what is being said.
In the end Macduff decapitated Macbeth – which is a severe punishment for not listening carefully.
Tuesday, December 05, 2006
Measuring Guilt
It is raining today. This is not an unusual occurrence for this time of year.
We all know that rainfall in England varies widely with the Lake District being the wettest part and parts of the south east receiving almost a third less rain. We can all recall fondly how to make a rain gauge.
Aim
To estimate the point at which a rain gauge becomes too small to accurately represent rain fall.
Apparatus
Two different plastic containers with different heights and diameters.
Waterproof marker
Plastic Ruler
Method
Put the rain gauges outside on a level surface, away from any overhanging eaves or trees. Leave the gauges outside all week.
Measure the rainfall every day at about the same time of day.
Record readings.
Results (Or Eleven Plus Question)
How much does the diameter of the container affect the amount of rain being gathered?
If we have a large diameter gauge we expect more rain drops to be caught. The wide base however will spread the rain over a greater area in the container.
A narrower diameter gauge will catch less rain - but the drops will be at an equivalent depth.
I wonder how many eleven plus questions this topic covers? At first glance it seems we are looking at circles, volume, area, graphs, comprehension, metric system, problem solving - the list just goes on and on. We all know that we are more likely to retain information if we have thought about and discussed it.
Of course you do not have to do this experiment practically. We all remember: Rain, rain go away, come again another day. But if your child had needed just one more mark to pass - would you not feel guilty for ever?
We all know that rainfall in England varies widely with the Lake District being the wettest part and parts of the south east receiving almost a third less rain. We can all recall fondly how to make a rain gauge.
Aim
To estimate the point at which a rain gauge becomes too small to accurately represent rain fall.
Apparatus
Two different plastic containers with different heights and diameters.
Waterproof marker
Plastic Ruler
Method
Put the rain gauges outside on a level surface, away from any overhanging eaves or trees. Leave the gauges outside all week.
Measure the rainfall every day at about the same time of day.
Record readings.
Results (Or Eleven Plus Question)
How much does the diameter of the container affect the amount of rain being gathered?
If we have a large diameter gauge we expect more rain drops to be caught. The wide base however will spread the rain over a greater area in the container.
A narrower diameter gauge will catch less rain - but the drops will be at an equivalent depth.
I wonder how many eleven plus questions this topic covers? At first glance it seems we are looking at circles, volume, area, graphs, comprehension, metric system, problem solving - the list just goes on and on. We all know that we are more likely to retain information if we have thought about and discussed it.
Of course you do not have to do this experiment practically. We all remember: Rain, rain go away, come again another day. But if your child had needed just one more mark to pass - would you not feel guilty for ever?
Monday, December 04, 2006
A Ratio Question
I went for a ride on my bicycle yesterday on a gravelled path beside the new `fast track’ line leading towards the Channel Tunnel. On the way back I passed the point where the `Lady in White’ has sometimes glided out onto the road. The point is near the lovely village of Cobham. Many years ago Mr. Pickwick was moved to exclaim that this was 'one of the prettiest and desirable places of residence' he had ever met.
The `Lady in White’, or so the story goes appears just as cars round a bend. As she is, apparently, dressed in a diaphanous white outfit it is no wonder that she is regarded favorably by the locals.
If I had been riding a horse I wonder if the horse would have shied at the sight of her. As it was my bicycle became much heavier. It is possible that my heart beat went up because I was riding up a steep little hill. I do know that I suddenly thought of how the gears on a bicycle would make a wonderful 11+ question.
I have bicycle wheels that are 26 inches in diameter. When I changed to the lowest gear, because the hill was steep, and I wanted to see the `Lady’, I went much slower. There are 22 teeth on the lowest front chain wheel and 30 teeth on the rear gear. This means that I was traveling at about three miles an hour. (For each time the pedal goes round the rear wheel turned about 0.7 times.) I know that at three miles an hour I should have jumped off and walked but I thought that a moving object would have been harder for the `Lady’ to catch.
If we raise the number of teeth on the front chain wheel and reduce the number of teeth on the rear wheel to have a new gear ratio of 3:1 how fast will I be going downhill?
I am sorry that questions like this do not come up in the practice papers from reputable 11+ sources. Questions on gear ratios and speed certainly have some relevance to all cyclists.
An ancillary 11+ question could have been around the number of times my heart beat would have risen if I had increased my speed going up the hill – and if I had seen the `Lady in White’.
The `Lady in White’, or so the story goes appears just as cars round a bend. As she is, apparently, dressed in a diaphanous white outfit it is no wonder that she is regarded favorably by the locals.
If I had been riding a horse I wonder if the horse would have shied at the sight of her. As it was my bicycle became much heavier. It is possible that my heart beat went up because I was riding up a steep little hill. I do know that I suddenly thought of how the gears on a bicycle would make a wonderful 11+ question.
I have bicycle wheels that are 26 inches in diameter. When I changed to the lowest gear, because the hill was steep, and I wanted to see the `Lady’, I went much slower. There are 22 teeth on the lowest front chain wheel and 30 teeth on the rear gear. This means that I was traveling at about three miles an hour. (For each time the pedal goes round the rear wheel turned about 0.7 times.) I know that at three miles an hour I should have jumped off and walked but I thought that a moving object would have been harder for the `Lady’ to catch.
If we raise the number of teeth on the front chain wheel and reduce the number of teeth on the rear wheel to have a new gear ratio of 3:1 how fast will I be going downhill?
I am sorry that questions like this do not come up in the practice papers from reputable 11+ sources. Questions on gear ratios and speed certainly have some relevance to all cyclists.
An ancillary 11+ question could have been around the number of times my heart beat would have risen if I had increased my speed going up the hill – and if I had seen the `Lady in White’.
Sunday, December 03, 2006
Keeping Your Child Focused
The idea of the whole family coming round for Christmas lunch is highly appealing. But how will there be a quiet moment in the day to allow time to do a full Eleven Plus paper in the appointed time?
The answer is crackers.
None of the family will mind settling down to a rip roaring discussion on examination technique just before the arrival of the turkey. All will be enthralled by hearing that scores have reached over 70 on a range of eleven plus papers. The entire family will love to hear how `our’ eleven plus candidate knew something that no one in the rest of the class knew. By skilful persuasion I think that you could keep the family focused on the topic of the eleven plus for a full fifty minutes - just the time it takes to do a paper.
What will be on the famous `Eleven Plus’ cracker strips? Well warm the proceedings up with jokes as tasteless as these:
What do you get when you cross a snowman with a vampire? Frostbite.
What dog keeps the best time. A watch dog.
Now add in your eleven plus questions:
Cattle is to l….. as s……… is to bleat.
What is the missing number? 2 5 9 14 29 …..
And finally …. What did the turkey say on the 23rd of December?
Oh, give it a break over Christmas.
The answer is crackers.
None of the family will mind settling down to a rip roaring discussion on examination technique just before the arrival of the turkey. All will be enthralled by hearing that scores have reached over 70 on a range of eleven plus papers. The entire family will love to hear how `our’ eleven plus candidate knew something that no one in the rest of the class knew. By skilful persuasion I think that you could keep the family focused on the topic of the eleven plus for a full fifty minutes - just the time it takes to do a paper.
What will be on the famous `Eleven Plus’ cracker strips? Well warm the proceedings up with jokes as tasteless as these:
What do you get when you cross a snowman with a vampire? Frostbite.
What dog keeps the best time. A watch dog.
Now add in your eleven plus questions:
Cattle is to l….. as s……… is to bleat.
What is the missing number? 2 5 9 14 29 …..
And finally …. What did the turkey say on the 23rd of December?
Oh, give it a break over Christmas.
Saturday, December 02, 2006
Story Telling
Stories are told in many different ways. The art of story telling is not confined to one culture - but traditionally stories have been passed on through the generations. An author will tell a story using words to draw pictures in our minds. We sometimes do not need an illustrator’s interpretation. We can allow our individual experience and imagination to personalise a word picture.
We can cope quite easily with a question asking us to find the best ending for a sentence:
A river always has:
(tributary : rocks : a waterfall : water : bridge)
We can imagine the rivers we know and try to get a picture in our mind of a river. By definition a river does not have to have rocks, waterfall or bridges. So that leaves us with the words `tributary’ and `water‘.
To complete this sentence in a similar manner may be a little more difficult.
A tributary always has:
(a branch : delta : army : weeds)
The answer is branch - because by definition is a tributary is branch that flows into the main stream. If we think immediately of a branch as being part of a tree - we may miss a different interpretation of the word.
So if you child does not want to read story books - why not try to encourage them to listen to the spoken word? Try reading selections of books, try taped books or even radio stories. We have to stimulate and develop the use the words.
Why not tell the story of the family? After all generations of families have passed on the oral history of their families through the use of stories.
We can cope quite easily with a question asking us to find the best ending for a sentence:
A river always has:
(tributary : rocks : a waterfall : water : bridge)
We can imagine the rivers we know and try to get a picture in our mind of a river. By definition a river does not have to have rocks, waterfall or bridges. So that leaves us with the words `tributary’ and `water‘.
To complete this sentence in a similar manner may be a little more difficult.
A tributary always has:
(a branch : delta : army : weeds)
The answer is branch - because by definition is a tributary is branch that flows into the main stream. If we think immediately of a branch as being part of a tree - we may miss a different interpretation of the word.
So if you child does not want to read story books - why not try to encourage them to listen to the spoken word? Try reading selections of books, try taped books or even radio stories. We have to stimulate and develop the use the words.
Why not tell the story of the family? After all generations of families have passed on the oral history of their families through the use of stories.
Friday, December 01, 2006
Listening to Mother
Sometime when we are tackling 11+ questions we may feel we really do need to be creative.
Let us take the scenario where you are working with your child. You are trying to build new associations between existing ideas or concepts. Nothing is appears to be working.
You may be on a rather simple section where you are trying to find a word that can be put in front of a number of words to make new compound words. What ever the clues you offer you are confronted with a blank face. You begin to question your child’s reading age, vocabulary, attitude, previous education and your own ability as a teacher. You begin to pray that something will suddenly click.
When the two of you have achieved the answer you will feel so relieved and happy that you will be certain that your child’s intelligence has been inherited from you. You will feel good about yourself and very proud of your child.
At other times you will wonder whether creativity and divergent thinking can ever be taught. No matter how often you explain something, or whatever the words you use, it sometimes seems that there is simply no connection with the question – and certainly no assimilation of new ideas.
This may be the time to be a little divergent in your thinking. If something is not working it may be time to make a change. You may choose to attempt the same bank of questions on a different day. It may even be the time of day that is causing the problem.
You walk away from the situation and turn on the television – to catch the middle of an important newscast.
“Good afternoon. We have just heard about the introduction of a machine that will enable children to pass eleven plus examinations. Reliable sources have confirmed that any child can pass the eleven plus examinations after coming into contact with this so called `miracle’ machine.”
(Camera cuts to a close up of a smiling child holding a certificate.) The child speaks:
“Thank you mother for buying me the new eleven plus machine. I will always listen to you again.”
Let us take the scenario where you are working with your child. You are trying to build new associations between existing ideas or concepts. Nothing is appears to be working.
You may be on a rather simple section where you are trying to find a word that can be put in front of a number of words to make new compound words. What ever the clues you offer you are confronted with a blank face. You begin to question your child’s reading age, vocabulary, attitude, previous education and your own ability as a teacher. You begin to pray that something will suddenly click.
When the two of you have achieved the answer you will feel so relieved and happy that you will be certain that your child’s intelligence has been inherited from you. You will feel good about yourself and very proud of your child.
At other times you will wonder whether creativity and divergent thinking can ever be taught. No matter how often you explain something, or whatever the words you use, it sometimes seems that there is simply no connection with the question – and certainly no assimilation of new ideas.
This may be the time to be a little divergent in your thinking. If something is not working it may be time to make a change. You may choose to attempt the same bank of questions on a different day. It may even be the time of day that is causing the problem.
You walk away from the situation and turn on the television – to catch the middle of an important newscast.
“Good afternoon. We have just heard about the introduction of a machine that will enable children to pass eleven plus examinations. Reliable sources have confirmed that any child can pass the eleven plus examinations after coming into contact with this so called `miracle’ machine.”
(Camera cuts to a close up of a smiling child holding a certificate.) The child speaks:
“Thank you mother for buying me the new eleven plus machine. I will always listen to you again.”
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