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Universal Education How I Think It Can Be Achieved - John Nicholson - 01-02-2007
:tourist:
IMPROVING EDUCATION AT A STOKE
200-27-01-28
PREFACE
If I told you that I had spent the last ten years just thinking about perfection in teaching, in particular mathematics through number awareness, and that number awareness guarantees that every child will be able to read easily. That I could teach an adult how to teach this in just one day, using only the child's fingers the abacus and the alphabet (a pack of cards) and that the simplicity of my method would also guarantee its universal acceptance as the standard model in basic skills teaching.
You would be unlikely to believe me. I have done it in order that every child shall benefit from the keys to technical thought quite naturally.
John Nicholson
Introducing perfection in number awareness, proving by simple observation that early proficiency in numbers builds the neural pathways for early reading.
Creating windows for the mind.
Universal Education How I Think It Can Be Achieved - John Nicholson - 11-02-2007
During the last two weeks i wrote simple explanations,
READ THE MAP
WHAT IS VITAL IN EDUCATIONAL LOGIC
SIMPLICITY
PERFECTION
ORDER
CONCENTRATION
JUSTICE
HUMAN CONCERN AND HUMILITY
LOVE
COMMON SENSE
ABACUS & ALPHABET
ENSURING UNIVERSAL NUMERACY
The true simplicity of numbers comes directly from ten symbols and place value.
The fingers hold the meaning of the ten symbols.
Abacus One holds the meaning of place value.
Logic tells the world one method of meaning fit's all.
Logic tells the world one method of teaching fits all.
THE BEST METHOD
Demonstrations with the fingers and Abacus One will always achieve perfect mental arithmetic ability.
ENSURING NUMERIC AWARENESS
Standard practice ensures within any human endeavour, best illustrated by ten symbols and place value in mathematics, that standard practice itself creates simplicity and public awareness.
ALL WE WILL EVER NEED TO TEACH MATHEMATICS IS KNOWLEDGE THE FINGERS AND ABACUS ONE
GOOD ADVERTISING MEANS PERMANENT MEMORY ASSOCIATION
ABACUS ONE = HSBC = UNIVERSAL EDUCATION
ABACUS & ALPHABET
ENSURING NATIONAL READING
TEACHING LOGICAL READING
Who teaches a child to speak?
The mother speaks to the child.
The child copies the sounds and builds the associated meanings.
WHO DOES MOST OF THE WORK? THE CHILD
The child has an inbuilt need to communicate.
Who teaches the child to read ?
A combination of parents and teachers.
The logical observation is that parents have a lot of time and little experience and that teachers have a great deal of experience and little time, logically they need to co-operate within method.
The principals of logical reading from abacus & alphabet.
An open minded philosophy based on
Reason ( always capable of change)
Observation ( starting with Maria Montessori )
Scientifically proven (relevant to the latest neurological research)
Practical systematic (steps of logical reason)
LOGICAL PROCESS
Reasoning (for clarity and necessity)
TEACH THE ALPHABET IN LOW CASE ONLY
Method (Sing it see it say it overwrite it) until perfect.
OBSERVATION. ( letters are as relevant to reading as numbers are to mathematics)
READ BY ROTE every two and three letter word in low case in the English vocabulary. Until perfect ( also every relevant syllable by rote)
USE THE CHILDS NATURAL INTELIGENCE to read one hundred picture/word cards, to establish automatic awareness of the phonetic.
Universal Education How I Think It Can Be Achieved - John Nicholson - 17-02-2007
An open letter to Brian Butterwoth
unny: giving explanation to the use of logic in mathematic teaching
To Mr Brian Butterworth
Dear Sir
I have read numerous articles by and about yourself.
I t was amongst those numerous things about you on the Internet and through following leads associated with yourself that lead me to the ceris teach the brain forums, I have found them extremely useful, they have been a useful platform for my ideas, but even more valuable has been reading other people's ideas, arguing gently with other people, and reading well directed research papers by Christine.
I am a 66 years of age, I spent most of my life farming, for pure excitement I always overextended my business, but in particular extended my business within pig farming, I consider that I made one major mistake, that was in not separating my farming business related to land ownership, with the pig farming business related in the main to livestock ownership, I had to pay heavily for that mistake, Unilever one of the major trading organizations in the world, leant heavily on the Midland bank, to appoint a receiver on my business, obviously my business credibility disappeared on that day.
I spent six months on unwrapping this receivership, but the damage to myself occurred in two ways, my business is credibility was completely destroyed, my enthusiasm for pig keeping fell by the wayside, it was after all only a means to create profit, to buy land which would naturally increase in value of course with borrowed money .
My feelings towards Midland bank and Unilever are extremely bitter even after all this amount of time, HSBC bank bought out the Midland bank in the United Kingdom, and I have asked them previously to purchase an abacus from me to provide every child in the world with a working tool(at four years of age give an abacus and open a savings account (advertising) ) in order to develop their mathematic ability, this can be done without teachers or buildings.
All children need to develop their mathematic ability, is older children and adults with experience and enthusiasm to help them.
In the mode of Jeffrey Archer's novel not a Penny more not a Penny less, HSBC buying an abacus from me for every child for eternity is the least they can do.
(Tongue firmly in cheek)
Of course they have to be persuaded, and to persuade them in a friendly and credible manner I would need much assistance, also I need assistance to persuade the Labour Party to adopt important changes within British education, I am sure that there are many things which you yourself would like to change, I have read just your book the mathematical brain, the main tenants of your thoughts are that we are all born equal, (hopefully healthy and undamaged from outside influence) as far as potential math’s ability is concerned, and that the potential to achieve whatever the child whishes is within their own hands. Always hands. Tis self evident.
My interest in mathematics follows on from mathematics within business, and especially in relation to counting pigs, I kept 3000 breeding sows, to keep the business in order I had to do two things, ensure that sows were bringing up profitable litters at the least expense, that meant ensuring sows were suckling 10 pigs at least per litter, so naturally I counted in fives, checking the number of pigs per sow and the health status of the litter, I have become a self-styled expert on gut flora, as well as a self-styled expert on teaching young children basic arithmetic
It took me only ten minutes, to understand that young children developed a mental mathematic map what I was watching a program on teaching Chinese children mathematics, they were far quicker in mathematics and English children, it was when they took the abacus away from the children that I realised just what the abacus had achieved, the following day I bought an abacus for my then four-year-old daughter, and we began working together, by the end of the day she was reading all the numbers that the five Strand abacus could represent, this intrigued me then and still intrigues me just how we manage to be capable of learning so much, I realise the true value of the research and development that Maria Montessori brought to teaching.
Obviously teaching efficiency and technique should be under continual examination, and of course continually trialing and assessing potential systems and approaches thought capable of value in accelerated/ intelligent learning and teaching.
I have spent 10 years in trying to understand the human mind from a layman's point of view I have developed my own thinking about how the mind works, and just how we can incorporate essential teaching, as you illustrate on page 298 within mathematics in particular knowledge is built upon knowledge, my own feeling is that this situation occures in many other matters of education, where situations are not as clearly defined as they are within mathematics.
Given that a child will never learn certain things at the correct time within its life, if they are left to their own devices, we have to identify those critical situations, and create simplified teaching program to ensure that these vital lessons are learnt.
The final realisation as to the value of naming the fingers from left to right with the individual name of the numbers, I feel has brought my initial research to the end of chapter 1, my redesigned teaching abacus, which I also originally named Nicholson's counter because of the difficulties within establishing any patent right which I now wish, that each child receives with its name , in the manner of Brian's counter, is now already
available to be produced in vast numbers, should I be able to persuade either the Midland bank in the form of HSBC or the educational authorities first of all of England, and then throughout the rest of the Third World, starting clearly with Africa but obviously attacking the situation on a broader front.
I am using a speech recognition system to write this letter to you, it does not always work perfectly, but today it seems to be going well, so while the ideas are flowing I will give you the benefit of a little piece of thinking that I did this morning,
Ideas do not come alone, we have naturally minds like butterflies with a flit from concept to concept taking a little pollen (ideas) here and leaving a little ([pollen) there ideas but they breed like crazy when they are exposed to light exponentially and exponentially times exponentially when they are on the Internet,
John Nicholson
:yes:
Universal Education How I Think It Can Be Achieved - John Nicholson - 23-02-2007
:pcprob:
THE PHILOSOPHY OF ABACUS & ALPHABET
LOGICALY
Following on from the paper what is vital in educational logic, I propose to write under the headings I used.
SIMPLICITY from a logical point of view, simplicity is always an essential point of anything, what does simplicity mean when we are using a logical argument about teaching children virtually from the cradle to grave, obviously parents are in control of the child's first introduction to any learning, I repeat my observation that children learn to speak naturally simply by copying and then learning to appreciate the meaning of the words they use, obviously the system is far too complicated to analyse in a minute manner, the proof of the hypotheses is that children develop the language of the area they are brought up in and in the accent off that area combining a mixture of their parents accent should it be different. Totally self-evident totally irrefutable.
SIMPLICITY in learning language, we are born equipped by evolution to learn by copying, what do we do when we copy something? if we are copying sound we speak, if we are ever going to teach children a foreign language efficiently, the child needs only to become acquainted with the sound and meaning of the language at the earliest opportunity, whilst they are perfecting their own language and learning to read it, writing in a foreign language needs to be avoided We learn language by creating sound copied naturally and at the same time establish meaning from simple association listening to sound and imitating it when we feel we are proficient, practice establishes permanent duel realisation of the sound and meaning combined.
IN HUMAN TERMS SOUND IS THE KEY TO MEANING (LANGUAGE)
What are we actually doing, first of all we are doing, and doing is the basis of all human learning, the real truth is that we can teach nothing but we can show and do everything, the roots of my educational philosophy are contained within human evolution itself but were technically established and verified by Maria Montessori over one hundred years ago, within her first school in Italy, she fully understood naturally how children learn and establish permanent memory. She first trained as an engineer, then as a doctor, moving on to psychology and in particular dealing with young children kept under appalling conditions realised they had abilities which were being totally underutilised, and through working with these children her interest in inefficient teaching developed at thirty six years of age she opened her first school carrying on with her research work and putting that research into practice her influence in education is massive, but the full appreciation of what she achieved has not been clearly understood especially by government institutions and is not totally accepted within strictly controlled government teaching, we have to turn this situation around, naturally after another hundred years there have been educational developments which are perfectly in line with Maria Montessori's teaching philosophy.
My personal background is one of farming, and business, receiving the rough end of international big business, fighting for my human rights( fighting and losing) through the courts, followed by advising farmers and businessmen who were in difficult economic situations, assisting them in dealing with banking maters. Farming and government policies have been of great interest to me, considering human justice and the future of the developing world has become my raison d'Être
I accidentally stumbled upon the importance of the abacus whilst watching Chinese children doing mathematics in a school in Hong Kong they were so obviously quick, and very much faster than British children of the same age, I was sure that they were using the abacus and I thought that their ability in using the abacus was allowing them to achieve the answer quickly, but when the children had to work without the abacus they were just as quick, and at that point I realised they had established a mental map of arithmetic, they were in fact perfect in mental arithmetic, and could achieved most of the calculations they needed mentally.
My own youngest daughter was four years old at that time, the following day I bought an abacus obviously without any writing or numbers on it, and by the end of the first day my daughter was confident and competent at producing a reading such as 55,555 on the five Strand abacus.
The realisation of the value of the abacus led me into studying just how we learn everything, at every point in human learning actually doing something is at the root of establishing permanent memory, of course we can introduce new ideas in theory from well written literature philosophy and technical research papers, but individual mental ability is built up in hundreds of thousands of small pieces of information, we cannot even analyse at what point any child fully understands any word which it is able to use, obviously a baby understands many words before it can actually speak, and when a young child is able to speak they can use many words which they doe not understand, coordinated research involving neurologists educational psychologist and educationalists generally need to be constantly examining teaching procedure.
The latest neurological research indicates that the human brain is capable of receiving and storing information in multiple situations, my own research tells me that simple steps of realisation are vital, how many times do we pass something of real significance before we realise the importance of it, only research implementation and verification of what I say and think can be proven exactly, but let us be clear here about what I'm saying, I am saying that we need to do everything within early learning initially in systemised perfect steps, you can be clear on two things that it took me only ten minutes to understand that the abacus had laid down a mental map within the mind of the children using it, and it has taken me over ten years to produce a simple statement that if we can name the child's fingers with the numbers one to ten, we can in fact leave it to the child to develop a basic instinct in numbers, any child having learnt the name of each finger on the left or right hand, across the two hands will develop a natural awareness of value relating to the words we use to explain value.
SIMPLY BY Teaching the child the name of its fingers, is the first logical systematic educational lesson we can all give to our own children, and we can all ensure that every child is taught finger names at the earliest possible opportunity.
LOGIC SIMPLICITY PERFECTION AND ORDER CREATING NATURAL CONCENTRATION
So we have covered two steps logic and simplicity, we have to keep these two ideas within the framework of a modern educational system, moving on to perfection, perfect truth, perfection itself will only be possible, for limited part of a child's education and it is with perfection that I am concerned, until a child is perfect in appreciation of the numbers one to ten, we shall have to continue ensuring that they are still being tested on the meaning of those numbers, tested on the name of every finger perfection in the number and the sequence one to ten.
PERFECTION This means every individual child has to be perfect, of course they can test each other, they can show each other, and they can correct each other, we need never be concerned at introducing any new concept at any time during the child’s education, of course we can introduce an abacus before we teach the child the name of its fingers, Maria Montessori suggests that we introduced many natural things for a baby to play with and become acquainted with, so then and there (whenever the situation arises with any new concept) in a similar manner we can introduce many new things throughout the child's educational life and career isn't that just how real life presents new information, new ideas and new thinking to us.
ORDER by LOGIC containing SIMPLICIYT and PERFECTION so with systematic education in mind, especially when we are developing basic skills, developing speech ability, developing mathematical ability, developing reading ability, we need to be reminded constantly of the essential systematic feature we are needing to ensure perfection in, in the first instance this has to be can child recognise the number name of each finger individually, can the child perform every feasible possibility in addition to make ten, can the child create the majority of formulations, to create twenty.
PERFECTION Moving on to the abacus itself, it is essential that children need to be made familiar with the abacus and learn everything they can from it, working with calculations in every feasible mode and manner, until the child is able to transfer the knowledge it has gained from the abacus and produce independent work using notation.
I envisage that Abacus One would be useful to most children for two years, preferably starting around four years of age, and becoming adequately acquainted with arithmetic in both notation and adequately capable within mental arithmetic.
Once teachers were trained to utilise the facilities of the abacus, the simplicity and value of it within teaching would become obvious, everything that we do with the abacus, is in the manner of showing, everything we can do with an abacus are simple process’s learnt over a period of time, it is these simple process’s which themselves build into cohesive mental awareness developing the child’s neurological thinking processes, establishing permanent arithmetic clarity the very basics of mathematic in all its multitudes of expression within science algebra geometry physics arithmetic ability in mathematics design accountancy statistics
Universal Education How I Think It Can Be Achieved - John Nicholson - 23-02-2007
:pcprob: YES I JUST KEEP HAMMERING AWAY
the measurement of all things perfect simple arithmetic has an extra value as far as teaching a child to read at the same time is concerned.
The creation of neurological pathways that simplify the retention of reading symbols words with there multiplicity of sounds developed by skilful utilisation of only twenty six symbols
Competent perfect reading develops over a long time, perfection within systematic steps needed to be able to read is achievable, in a systematic manner, perfect in every step necessary for our children to read. The same systematic approach is vital to bring the child to point where it can develop its own reading simply by practise alone.
Howard Gardener has identified rhythmic intelligence as part and parcel of his seven intelligences, rhythmic intelligence is at the very basis of language, simply learning to count one to ten is achievable by rhythmic intelligence, understanding the meaning of that count comes later. Once we really understand this, we can understand the value of rote learning itself, rote learning is out of fashion, rote learning is as ancient as human language, rote learning in this manner is essential, it is the first step in counting, first of all the numbers one to ten, counting in tens, counting in hundreds, counting in any number can be achieved by rote learning, using the abacus we can instantly give explanation to rote learning, very many parts of language itself, must naturally be developed through rote learning, our ability within speech is instant, the words we use to create speech are naturally prepared by the brain to give explanation to the concept we are working with, as I write this very article using a speech recognition system, my brain produces the sentences I need to give explanation as to this concept, that I am trying to give explanation of.
At this point it is important to understand the value of children speaking to each other, speaking to older children and speaking with adults, our modern classroom situations, with children working at tables together, goes some way to improve classroom learning
My educational thinking, is that we should constantly be researching, every aspect of education, as well as researching every possible manner, we obviously need to be trialling every possible manner, simply by applying the very best of Maria Montessori’s educational philosophies, and updating those philosophers wherever possible, has to be a logical starting point.
Because of the time needed to create perfection within the various systematic steps in teaching basic skills, the child's parents grandparents and siblings need to become involved, where a child is not able to receive extra attention within their own home, primary schools themselves, need to ensure the simple perfection in the systematic steps that I advocate.
In my reading system I advocate learning the alphabet in a rhythmic manner, utilising one of the many rhythmic ways we can produce the alphabet, I advocate a six line systems which the children can sing as a class daily, where they can see and visualise each letter as they sing it, where they can overwrite each letter with a card, until they are perfect in recognition of the letter its place in the alphabet and the alphabet sound of that letter.
In every experiment we have carried out with children, teaching the alphabet sound in relation to the letter has proved to be the most successful starting point in systematic reading, indeed it has naturally been used for centuries showing how the alphabet itself was developed.
A second way of introducing the alphabet which can become an early part of an awareness programme is simply drawing of the partly printed letters on a whiteboard which can be erased and reproduced just as often as necessary, directions as to how to print the letters are contained within the printed letters themselves, utilising the same alphabet layout continues the child’s mental association with that layout, changing from seeing and saying, seeing saying and overwriting letters with cards, can be supplemented by seeing saying and actually copying and writing the letters themselves, so we have at our disposal three different methods of establishing the alphabet sound with the symbol of the letter.
Class concentration can be continued in as many ways possible with the children and assisting each other in comprehension of the alphabet and the singing of the alphabet in the sound of the alphabet, all alphabet sounds are part and parcel of the British language, the alphabet has to be perfect, simply make it perfect first, make sure the child is perfect in singing the alphabet independently, make sure the child is perfect in recognising and writing the alphabet, make sure the child is perfect in saying and overwriting the alphabet with cards, the closer we are to perfection, the closer we are to a lifetime remembering perfectly the manner in which the lowercase letters are written and spoken in alphabet sound, simplicity tells us to avoid mixing capital and lowercase letters together, capital letters are assimilated quite naturally as the child learns to read, learning the letters and the alphabet sounds of the letters is a systematic pre-reading exercise that has to be perfect.
Just is in mathematics learning the meaning of basic numbers need to be delivered in a logical order, just as far as simplicity is concerned, the logical order of teaching a child to read has to start somewhere, and lower case rhythmic awareness has been used just as long as lowercase has been available.
ORDER Once perfection in alphabet sound is achieved the alternative phonetic sounds of individual letters, pairs of letters, syllables of letters and small two and three letter words needs to be taught by rote, no card indicating the sound of a letter by use of a picture should ever be used until the alphabet is memory perfect in symbol and sound combination.
ORDER In reading can shorten the time taken to learn to read by self help, self help is where content can be used to assist in decoding individual words dividing unknown words into identifiable syllables.
ORDER and method in reading simple cards or books with and without pictures, can be used but books allow children’s story memory to be used in word recognition, cards and pictures do not provide the anticipated memory once the picture and the word are separated. I will give only one simple example here cat with and without a picture this allows the Childs automatic memory ability to firstly produce the sound and secondly to learn some alternative sounds of c and a and t.
Some children can learn words very quickly from cards alone, all children will vary in the time it takes them to read, but learning to read is quicker where the systematic steps are perfect.
CONCENTRATION is enhanced by ability success and appreciation. Where ever one to one reading and preparation to read are carried out perfectly no child can fail to read eventually. Reading exercises can be simply designed for adult so called dyslexics.
ORDER itself sometimes needs to be broken, naturally a child will learn many things not in a logical order, but to ensure the child is perfect in basic skills, the logical steps it needs to take have to be perfected if success is to be is guarantied and eventually achieved.
Simple logic tells me you cannot teach arithmetic without number awareness, and the same logic tells me that you cannot teach a child to recognise words without awareness of individual letters, and of course the different sounds the individual letters make in combination with each other, the modern manner of synthetic phonics, is an extension of the practical steps which need to be perfect before a child can develop its own abilities in the decoding the sound and meaning of new words.
Human concentration is best achieved by doing, there are many ways to do things, we have to find all the alternative ways of doing everything, concentration is in the final analysis the aim and natural result of education, different teachers will approach systematic education in different manners and modes, teachers themselves need to be encouraged to trial different methods of teaching, if we have seven identifiable intelligences, we must have at least seventy identifiable methods of developing concentration, but concentration needs to be built on three techniques, showing doing and knowing.
Of course using logic simplicity perfection order and concentration.
Once a child becomes perfectly natural in effective speech arithmetic and with adequate reading ability its ability to learn new material is enhanced to its maximum level.
During our adult and teenage years most information of value is rapidly assimilated,
just as easily as you are assessing and evaluating the recommendations from my observation research and thoughts.
I would ask you to consider this hypothesis, if children are born equally equipped to understand mathematics when the best possible teaching/showing/doing practice is employed and this proves to be able to develop their mathematical ability at will to whatever level they so wish are they not perfectly equipped to deal with everything they encounter throughout their lives, once they systematically acquire perfect basic skills, which are both a right and a possibility for every healthy child born, whatever its physical and financial circumstances are.
Equality for every child of whatever nationality of whatever religion of whatever colour is a concept embedded within the natural abilities of the child, where the child is systematically taught and basic skills are established perfectly.
Perfect mathematics are the key to the human brain and the root of all learning when combined with perfect reading ability.
In order to achieve justice you need human concern
Universal Education How I Think It Can Be Achieved - John Nicholson - 10-09-2008
Australia Govt $40m literacy and numeracy initiative
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Today the Prime Minister and the Minister for Education officially launched National Literacy and Numeracy Week 2008 by announcing a $40 million literacy and numeracy initiative.
The Rudd Government will invest $40.2 million in 29 literacy and numeracy pilot projects in schools across Australia.
These pilots will trial or expand initiatives that exemplify strategies to improve literacy and numeracy outcomes for those students most in need of support, in government and non-government schools.
Pilots were selected because they focus on reforms that will deliver sustained improvements in literacy and numeracy for students, particularly for low SES, Indigenous or disadvantaged students.
Government, Independent and Catholic education authorities were invited to submit proposals for pilot programs by the Ministerial Council on Education, Employment, Training and Youth Affairs in June 2008.
This funding is available from 2008 and will support pilots for up to two years and negotiations with successful education authorities will be finalised this month.
Getting the basics right at school is fundamental to helping all Australian students reach their full potential.
These pilot programs will guide literacy and numeracy reform by developing and sharing an evidence-base of what works.
National Literacy and Numeracy Week is an Australian Government initiative that runs from 1-7 September which aims to raise community awareness of the importance of developing effective literacy and numeracy skills for all Australians.
Attached Images literacyandnumeracy.jpg (19.7 KB, 53 views)
Universal Education How I Think It Can Be Achieved - John Nicholson - 24-09-2008
[SIZE="6"][/SIZE]
Basic ReasoningWhy teach mathematics universally one way only?
The only thing we all have in common is the way our brain has evolved.
The human child easily copies everything it sees and hears.
Thirty three separate patterns are transmuted to two hands forming patterns that are impossible to misread.
Patterns created by the two hands build meaning into every number up to ten and ten is easily identified as a counter with its position identified by words numbers and place.
Short daily experiences are easily assumed as permanent memory where the mental picture of the process builds a clear understanding of addition subtraction multiplication and division.
Starting with a pattern one simply copies the pattern to multiply the original number and reverses that system to establish the concept of division.
When ever we think of a number to the right of a numeric pattern we prove it to ourselves by adding an imaginary amount to create ten, this habit allows us divide any other number below ten into an instantaneous addition creating the number as an instant addition representing a teens number, reversing the process for a subtraction.
All memories are stored as images in action and early arithmetic processing build neurological pathways that are a combination of visualisation and vocal realisations.
Instantaneous ability in vocalisation of stored visual memories is our shared evolutionary heritage. Arithmetic is the natural scaffolding of mathematics and visual estimation.
Abacus One can be used to introduce a new language, perfecting numeric awareness and verbal ability at the same time. Equally useful in any language combination from the earliest possible point in a childs education. It is easily capable of being introduced at any time through primary or secondary education.
John Nicholson
Universal Education How I Think It Can Be Achieved - John Nicholson - 24-09-2008
[SIZE="5"]LEARNING THE SOUND OF THE ALPAHBET IS EASY IN RHYTHM
Language in rhythm is capable of retention in a ratio of ten to one against prose by the human brain.
AGAINST LEARNING THE ALTERNATIVE PHONETIC SOUNDS AND THE PICTURE COMBINATIONS WITHOUT THAT RHYTM *** THIS RATIO EXTENDS TO TWENTY TO ONE ON A TIMED BASIS
Neurological research exists in proving the clear practical observations one makes when teaching in either manner. The theory of greatest benefit by teaching in the latter manner first, so enabling the child to sound words naturally often means such an extended learning period and difficulties with retention by many more children, that the benefits to the most able are clearly outweighed by the difficulties in retention of letter and sound combinations suffered by their class mates.
THE CHILD HAS TO LEARN THE ALPHBET SOUND AT SOME EARLY STAGE ANYWAY
You would not leave a child to count alone, so why leave it to learn the alphabet at five? when it can manage it at three years of age. With the advantage of parental assistance the rhythmic visual letter and sound combinations need to become permanent memories as quickly as possible.
RHYTHMIC CHANTING SHOULD START JUST AS QUICKLY AS POSSIBLE **** REINFORCED BY FAMILIES AND NURSERY SCHOOLS
IN LEARNING TO SPEAK THE CHILD IS WORKING AUTOMATICALY****MANY MEMORIES OF SOUND AND MEANING ARE BEING LEARNT NATURALLY
THIS IS ALSO NATURAL WITHIN READING
Automatic retention of sound and letter combinations takes place quite naturally, it is the basis of whole word learning. utilising this natural retention ability and extending it from small words to short syllables, alongside limited two three and four letter blends being introduced intelligently will speed reading ability
Abacus & Alphabet have developed their concept of visualizations in mathematics to visual realizations in reading Three dimensional objects are being used to naturally teach children automatically the alternative phonetic sounds. A large layout of card sized letters in low case only, is used first to reinforce letter recognition by overlying letters which can also be used for word and short blended sound exercises creation
To easy phonics by utilizing this large lay out for simple automatic realizations which are created by using small three dimensional objects already recognized by children to be placed on the appropriate letters.
Eg. apple pair oxo cube many small items and animal modles, dog cat, egg salt suger cube soap illustrate the alternative phonetic sounds quite naturally
Basic Reasoning
We can all think
We can all reason
Can thinking be improved?
Most likely within general education.
But
Thinking is a natural ability we all possess anyway.
There are two levels of natural thinking we all have.
The conscious level you are using as you read this.
The sub conscious level you are using when you scratch your backside, as you read this.
The automatic brain which clearly has most of our daily lives to look after, seeing to the little things the likes of scratching, but of course in charge of our personal safety. The means by which we all rely to get through our daily lives, in charge of every step we take and every mile we drive, making life and death decisions in the light of our personal experiences, working automatically at the speed of light to keep us alive.
Does conscious thinking and subconscious thinking interact? Obviously it is always interacting but in the main part subconsciously. What is happening within our subconscious minds consistently throughout our lives.
Information is being stored on every level about what we see hear and think, this happens quite automatically and independently. It is the most complete record of the information provided by our six senses that we are personally capable of.
Ok what is our sixth sense? Our sixth sense has to be reason arrived at by both conscious rational thought and subconscious rational thought.
Most probably what we describe as instinctive thinking is our most highly developed rational thinking in a manner by which we are not clear of how the conclusions are being arrived at.
Where we are most experienced, I will use farming as an example here, simply because farming is my major personal experience, (and most likely yours) looking at arable farming and the working of land for sowing crops, you will be lucky if you are in charge of sowing on a farm for forty years. Doing something so complicated only forty times is not very many times extending over forty years, this harvest weather pattern is not an experience many of us has had previously.
When you combine the effect of the weather on the land in our old spring sowings, virtually every spring was different, what to do becomes instinctive, instinct and experience are forever linked as one within each and every one of us.
BEING TOLD SOMETHING IS IN NO WAY EXPERIENCING SOMETHING
EACH AND EVERY ONE OF US HAS TO EXPAND THEIR PERSONAL EXPERIENCE
In the majority of situations this is happening quite naturally, but not for a four year old child sat at a desk it is not.
Thankfully for our children in farm yards this is where they are learning most
Basic Reasoning
Hopefully I have convinced you we are all able to reason quite naturally.
“Good in maths†is entirely down to clear memory of method.
Understanding the word addition is clear on an abacus 1+1=2 is extremely easy.
Showing a child how to do something is quite easy, leaving it with ability to continue doing something quite complicated and develop a permanent memory of what to do, is not easy.
So we use an abacus to show the child what to do.
OUR UK TEACHERS HAVE NO EXPERIENCE WITH AN ABACUS.
So I soon learnt it is counter productive to give them one.
After a number of times hearing this
“I have tried using it and it does not workâ€
Being very quick in mathematical estimation purely from keeping pigs and the calculations that are part and parcel of a pig keepers life sadly, it took me only ten minutes to evaluate very young children’s raised ability by abacus mentality, three years to design a better abacus, seven more years to perfect it, thirteen years till today, where I have perfected tools and methods capable of teaching the most seriously disadvantaged children in the world to read and write any language whatsoever (by Adaption) and still I can not break into education.
I send my tools to our prime minister and he tells the world he is to start teaching every child at two years of age, of course the earlier the better, is he leaving me out of the loop.
WHY IS ABACUS ONE SO VITAL IN TEACHING
Any abacus can build into a childs subconscious and conscious memory the processes vital in mental arithmetic.
IF THE TEACHER KNOWS HOW TO USE IT
There is four models of abacus still in regular use around the world, to some extent the British and the Americans are left out of the loop, our populations have relied on numerals as has most of the Indian subcontinent.
Russia has its Schoty China its Sau pan Japan its Sorobon and central Europe its Slavic Abacus, all four models of abacus are still in regular use with parents and school teachers naturally using them, they are used within the homes and the schools, every roman soldier could use an abacus many carried them.
Simply because we do not use them in our daily or school lives we can not show our children how to use them without teaching our teachers and parents first.
Any adult can become a competent abacus user in a few hours as can many older children, so teaching the teachers is not a problem if they are convinced that it is worthwhile.
Sending an abacus and the details of how to use it to the Prime Ministers wife should have been enough to bring Abacus Awareness to their own minds, up to today the24th of September I have received no letter of acknowledgement that they have received it.
This highly detailed report on abacus teaching, in relation to early learning, is being written for the benefit of my local conservative mp who has written to the labour education authorities a letter commenting on the poor results currently being achieved through our existing primary schools curriculum.
I am asking that he may acquaint himself with the benefits that would spring naturally from Abacus One becoming part and parcel of our primary education. It is designed as a non political tool to bridge all divisions of race creed and circumstances in order that any child anywhere in the world can benefit from.
The conservative MP for Beverly has as much reason as Gordon Brown or any one else for that matter, to investigate the possibilities that Abacus One has in relation to easy and early learning.
Returning to the development of the reasoning abilities we all possess quite naturally, in particular to the personal retention of early permanent memory, becoming inbuilt in regards to this early mathematical experience, common sense tells us that a child using an abacus daily over a two year period would develop a higher mathematic mental ability then a child without that regular discipline.
REGULAR EXPERIENCE WITH ANY PROCESS BUILDS
A SUBCONCIOUS AWARENESS OF THAT PROCESS
Driving a car is a mental subconscious process.
Using an abacus becomes a subconscious maths process.
THE ADDED VALUE IN EARLY ABACUS USE IS THE DEVELOPMENT OF NEURAL PATHWAYS,
It provides an early road map to reading, any normal child can be taught to read numbers as pictures, letters as pictures, small words as pictures, syllables as pictures, and whole words as pictures.
Reading combines our subconscious mentality (to work at the speed of light) with our conscious mentality to read and consider what we reading, as simply as you are considering this sentence.
FOR ONLY TODAY I REST MY CASE.[/SIZE]
Language in rhythm is capable of retention in a ratio of ten to one against prose by the human brain.
AGAINST LEARNING THE ALTERNATIVE PHONETIC SOUNDS AND THE PICTURE COMBINATIONS WITHOUT THAT RHYTM *** THIS RATIO EXTENDS TO TWENTY TO ONE ON A TIMED BASIS
Neurological research exists in proving the clear practical observations one makes when teaching in either manner. The theory of greatest benefit by teaching in the latter manner first, so enabling the child to sound words naturally often means such an extended learning period and difficulties with retention by many more children, that the benefits to the most able are clearly outweighed by the difficulties in retention of letter and sound combinations suffered by their class mates.
THE CHILD HAS TO LEARN THE ALPHBET SOUND AT SOME EARLY STAGE ANYWAY
You would not leave a child to count alone, so why leave it to learn the alphabet at five? when it can manage it at three years of age. With the advantage of parental assistance the rhythmic visual letter and sound combinations need to become permanent memories as quickly as possible.
RHYTHMIC CHANTING SHOULD START JUST AS QUICKLY AS POSSIBLE **** REINFORCED BY FAMILIES AND NURSERY SCHOOLS
IN LEARNING TO SPEAK THE CHILD IS WORKING AUTOMATICALY****MANY MEMORIES OF SOUND AND MEANING ARE BEING LEARNT NATURALLY
THIS IS ALSO NATURAL WITHIN READING
Automatic retention of sound and letter combinations takes place quite naturally, it is the basis of whole word learning. utilising this natural retention ability and extending it from small words to short syllables, alongside limited two three and four letter blends being introduced intelligently will speed reading ability
Abacus & Alphabet have developed their concept of visualizations in mathematics to visual realizations in reading Three dimensional objects are being used to naturally teach children automatically the alternative phonetic sounds. A large layout of card sized letters in low case only, is used first to reinforce letter recognition by overlying letters which can also be used for word and short blended sound exercises creation
To easy phonics by utilizing this large lay out for simple automatic realizations which are created by using small three dimensional objects already recognized by children to be placed on the appropriate letters.
Eg. apple pair oxo cube many small items and animal modles, dog cat, egg salt suger cube soap illustrate the alternative phonetic sounds quite naturally
Basic Reasoning
We can all think
We can all reason
Can thinking be improved?
Most likely within general education.
But
Thinking is a natural ability we all possess anyway.
There are two levels of natural thinking we all have.
The conscious level you are using as you read this.
The sub conscious level you are using when you scratch your backside, as you read this.
The automatic brain which clearly has most of our daily lives to look after, seeing to the little things the likes of scratching, but of course in charge of our personal safety. The means by which we all rely to get through our daily lives, in charge of every step we take and every mile we drive, making life and death decisions in the light of our personal experiences, working automatically at the speed of light to keep us alive.
Does conscious thinking and subconscious thinking interact? Obviously it is always interacting but in the main part subconsciously. What is happening within our subconscious minds consistently throughout our lives.
Information is being stored on every level about what we see hear and think, this happens quite automatically and independently. It is the most complete record of the information provided by our six senses that we are personally capable of.
Ok what is our sixth sense? Our sixth sense has to be reason arrived at by both conscious rational thought and subconscious rational thought.
Most probably what we describe as instinctive thinking is our most highly developed rational thinking in a manner by which we are not clear of how the conclusions are being arrived at.
Where we are most experienced, I will use farming as an example here, simply because farming is my major personal experience, (and most likely yours) looking at arable farming and the working of land for sowing crops, you will be lucky if you are in charge of sowing on a farm for forty years. Doing something so complicated only forty times is not very many times extending over forty years, this harvest weather pattern is not an experience many of us has had previously.
When you combine the effect of the weather on the land in our old spring sowings, virtually every spring was different, what to do becomes instinctive, instinct and experience are forever linked as one within each and every one of us.
BEING TOLD SOMETHING IS IN NO WAY EXPERIENCING SOMETHING
EACH AND EVERY ONE OF US HAS TO EXPAND THEIR PERSONAL EXPERIENCE
In the majority of situations this is happening quite naturally, but not for a four year old child sat at a desk it is not.
Thankfully for our children in farm yards this is where they are learning most
Basic Reasoning
Hopefully I have convinced you we are all able to reason quite naturally.
“Good in maths†is entirely down to clear memory of method.
Understanding the word addition is clear on an abacus 1+1=2 is extremely easy.
Showing a child how to do something is quite easy, leaving it with ability to continue doing something quite complicated and develop a permanent memory of what to do, is not easy.
So we use an abacus to show the child what to do.
OUR UK TEACHERS HAVE NO EXPERIENCE WITH AN ABACUS.
So I soon learnt it is counter productive to give them one.
After a number of times hearing this
“I have tried using it and it does not workâ€
Being very quick in mathematical estimation purely from keeping pigs and the calculations that are part and parcel of a pig keepers life sadly, it took me only ten minutes to evaluate very young children’s raised ability by abacus mentality, three years to design a better abacus, seven more years to perfect it, thirteen years till today, where I have perfected tools and methods capable of teaching the most seriously disadvantaged children in the world to read and write any language whatsoever (by Adaption) and still I can not break into education.
I send my tools to our prime minister and he tells the world he is to start teaching every child at two years of age, of course the earlier the better, is he leaving me out of the loop.
WHY IS ABACUS ONE SO VITAL IN TEACHING
Any abacus can build into a childs subconscious and conscious memory the processes vital in mental arithmetic.
IF THE TEACHER KNOWS HOW TO USE IT
There is four models of abacus still in regular use around the world, to some extent the British and the Americans are left out of the loop, our populations have relied on numerals as has most of the Indian subcontinent.
Russia has its Schoty China its Sau pan Japan its Sorobon and central Europe its Slavic Abacus, all four models of abacus are still in regular use with parents and school teachers naturally using them, they are used within the homes and the schools, every roman soldier could use an abacus many carried them.
Simply because we do not use them in our daily or school lives we can not show our children how to use them without teaching our teachers and parents first.
Any adult can become a competent abacus user in a few hours as can many older children, so teaching the teachers is not a problem if they are convinced that it is worthwhile.
Sending an abacus and the details of how to use it to the Prime Ministers wife should have been enough to bring Abacus Awareness to their own minds, up to today the24th of September I have received no letter of acknowledgement that they have received it.
This highly detailed report on abacus teaching, in relation to early learning, is being written for the benefit of my local conservative mp who has written to the labour education authorities a letter commenting on the poor results currently being achieved through our existing primary schools curriculum.
I am asking that he may acquaint himself with the benefits that would spring naturally from Abacus One becoming part and parcel of our primary education. It is designed as a non political tool to bridge all divisions of race creed and circumstances in order that any child anywhere in the world can benefit from.
The conservative MP for Beverly has as much reason as Gordon Brown or any one else for that matter, to investigate the possibilities that Abacus One has in relation to easy and early learning.
Returning to the development of the reasoning abilities we all possess quite naturally, in particular to the personal retention of early permanent memory, becoming inbuilt in regards to this early mathematical experience, common sense tells us that a child using an abacus daily over a two year period would develop a higher mathematic mental ability then a child without that regular discipline.
REGULAR EXPERIENCE WITH ANY PROCESS BUILDS
A SUBCONCIOUS AWARENESS OF THAT PROCESS
Driving a car is a mental subconscious process.
Using an abacus becomes a subconscious maths process.
THE ADDED VALUE IN EARLY ABACUS USE IS THE DEVELOPMENT OF NEURAL PATHWAYS,
It provides an early road map to reading, any normal child can be taught to read numbers as pictures, letters as pictures, small words as pictures, syllables as pictures, and whole words as pictures.
Reading combines our subconscious mentality (to work at the speed of light) with our conscious mentality to read and consider what we reading, as simply as you are considering this sentence.
FOR ONLY TODAY I REST MY CASE.[/SIZE]
Universal Education How I Think It Can Be Achieved - John Nicholson - 05-06-2010
[SIZE="7"][COLOR="DarkRed"]
FOR ONLY TODAY I REST MY CASE
but only 4 1 DAY
[/COLOR][/SIZE]but only 4 1 DAY
---------------------------------:tourist: