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	<title>School of Educators &#187; Intelligence</title>
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	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Cognitive Erudition plus ‘Three Level’ thinking bolstering Education</title>
		<link>http://schoolofeducators.com/2012/01/cognitive-erudition-plus-three-level-thinking-bolstering-education/</link>
		<comments>http://schoolofeducators.com/2012/01/cognitive-erudition-plus-three-level-thinking-bolstering-education/#comments</comments>
		<pubDate>Wed, 18 Jan 2012 13:04:00 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[Cognitive Erudition]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[schooling]]></category>
		<category><![CDATA[thinking bolstering Education]]></category>
		<category><![CDATA[Three Level]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2936</guid>
		<description><![CDATA[]]></description>
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		<title>Cognitive Erudition plus ‘Three Level’ thinking bolstering Education</title>
		<link>http://schoolofeducators.com/2011/12/cognitive-erudition-plus-%e2%80%98three-level%e2%80%99-thinking-bolstering-education/</link>
		<comments>http://schoolofeducators.com/2011/12/cognitive-erudition-plus-%e2%80%98three-level%e2%80%99-thinking-bolstering-education/#comments</comments>
		<pubDate>Mon, 05 Dec 2011 08:03:32 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[absence]]></category>
		<category><![CDATA[idea generation; lateral thinking]]></category>
		<category><![CDATA[india]]></category>
		<category><![CDATA[reversal]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[thought process; learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2742</guid>
		<description><![CDATA[Abstract – Education in modern world faces the challenge of ever-increasing volume of knowledge. Knowledge faces an explosion with internet resources discharge with ease of access to new researches and discoveries. The student society rather the learners are poised to face the discomfort id consolidating this bulk of knowledge. Cognitive science equipping us with tools and methodologies of modern learning help conquering such a challenge. This paper proposes a solidified cognitive methodology to improve classroom experience using lateral approach. The viewpoint we try to define is from the learner as well as trainer’s side, as identified crucially under the principles defined by DALE CARNEGIE&#8217;S in his principles to be an effective and virtuous trainer. Cognitive science is vast and has various intricate angles one which we try to bring focus upon is ‘Problem Based Learning’, which has been explored widely for logic building. Work proposed here is based on the brain structuring which is identified in its virtual functional capability. The essence of proposed method is to endow a learner with realization of vast mental capabilities to endure volumes of knowledge and stay abreast. Standards specified here require fundamental knowledge of surrounding environment. Applications of such method may also help in mining techniques for smarter educating methodologies. Download : Cognitive Erudition plus Three Level thinking bolstering Education By, Akhil Mangla Dept. of Computer Engineering. Smt. Kashibai Navale College of Engineering. Pune, India akhilmangla@gmail.com Parikshit N. Mahalle Dept. of Computer Engineering. Smt. Kashibai Navale College of Engineering. Pune, India parikshitmahalle@yahoo.com]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Understanding adolescents: How to support them</title>
		<link>http://schoolofeducators.com/2011/06/understanding-adolescents-how-to-support-them/</link>
		<comments>http://schoolofeducators.com/2011/06/understanding-adolescents-how-to-support-them/#comments</comments>
		<pubDate>Mon, 27 Jun 2011 05:41:20 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Adolescence & Life Skills]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Emotional Intelligence]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2626</guid>
		<description><![CDATA[&#8220;Adolescence is a new birth, for the higher and more completely human traits are now born&#8221; stated G. Stanley Hall. But adolescence is not the end of childhood. It is a part f it. It is not the time to get to of the children. It is the time to watch over them than ever before as they refine and define their search for their identity. At this stage, the adolescent is ready to start the pursuit of emotional independence. He is ready to get introduced to moral, ethical and cultural issues. All critical issues in the overall scheme of life. Providing the right kind of guidance at this phase will light up the path that will carry the individual through his life. What are the key characteristics of adolescence? What should we keep in mind while guiding them? How can we help adolescents live up to their full potential? The Key developmental Requirement: The most vital requirement of adolescence is the creation of the adult. In this stage, there is a conscious attempt to understand various social, moral and cultural facets with a view to carve out a place for themselves in the world. This is their search for identity. Key Characteristics: Adolescence is the search for identity. It marks the stage of great mental and social transformation where he starts to define his moral, economic, cultural and social values and examine his role in society. Emphasis of learning During Adolescence, the emphasis is on further refinement of the ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
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		<title>How to write a good speech</title>
		<link>http://schoolofeducators.com/2011/06/how-to-write-a-good-speech/</link>
		<comments>http://schoolofeducators.com/2011/06/how-to-write-a-good-speech/#comments</comments>
		<pubDate>Sat, 11 Jun 2011 05:45:18 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[general]]></category>
		<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Speech]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2585</guid>
		<description><![CDATA[&#160; Delivering a good speech starts with the writing of it. Although the topics of most speeches are different, some elements are widely applicable that can help us write a good speech more easily. A Core Message A speech’s core message is the goal of a speech: what does the speaker wants to tell to the audience. A speech can inform, convince, or entertain the audience, but it’s the core message that determines in what way a speaker delivers the speech. A speech on gardening would vary tremendously when the purpose of the speech changes from informing to entertaining. It’s important that the speaker knows this well when writing a speech and acts consistently throughout the speech. Clear Structure A good speech has three main parts: introduction, body, and conclusion. A good speech depends on each part playing its role dutifully. Introduction: A good introduction serves two purposes — grab the audience’s attention and introduce the topic. In the sense that not all audience is interested in what a speaker has to say, grabbing the audience’s attention at the very beginning is a very important task. The speaker can achieve it with a question, an anecdote, or a witty punch line. When a speaker has the audience’s full attention, he can deliver the body of his speech with less friction. Body: The body of a speech should be systematic and easy to understand. If the ideas of the topic are complex to understand, the speaker has to explain it layer ...]]></description>
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		<title>Top 10 to do&#8217;s for teachers during summer vacation</title>
		<link>http://schoolofeducators.com/2011/05/top-10-to-dos-for-teachers-during-summer-vacation/</link>
		<comments>http://schoolofeducators.com/2011/05/top-10-to-dos-for-teachers-during-summer-vacation/#comments</comments>
		<pubDate>Fri, 27 May 2011 06:10:14 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Adolescence & Life Skills]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2551</guid>
		<description><![CDATA[Teaching is a wonderful profession for those who feel the call to it. One of the benefits of teaching is that the summertime is a break for the teacher, right along with the students. Although most are still typically on the payroll, and may be required to fulfill certain tasks, but there is also finally time to do the things that they never seem to have the time for throughout the school year. The following are the top 10 to do&#8217;s for teachers during summer vacation. 1-Catch up on some reading that you&#8217;ve been wanting to do. Most teachers enjoy reading, both for learning and for pleasure. It&#8217;s that stack of relaxing books that has sat gathering dust through the school year, so take some time this summer to delve into a few of them and just relax while you&#8217;re at it. 2-Attend a teaching seminar plus teacher training programme that is pertinent to the subject(s) or grade level you teach. There are always new things that teachers can learn to make their job more intriguing, successful, and rewarding. If you take one out of town, you can even turn it into a well-deserved vacation! 3-Catch up with friends and family that you haven&#8217;t been able to keep in close contact with during the busy school year. Write some letters, send some emails, make some phone calls, and arrange some times to get together during the summer vacation. 4-Create a scrapbook of the year that has just passed. Teachers meet ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Can Concentration Really Improve Memory?</title>
		<link>http://schoolofeducators.com/2011/05/can-concentration-really-improve-memory/</link>
		<comments>http://schoolofeducators.com/2011/05/can-concentration-really-improve-memory/#comments</comments>
		<pubDate>Wed, 25 May 2011 06:04:09 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[general]]></category>
		<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2542</guid>
		<description><![CDATA[Expert answers the big question, can concentration improve memory? The basic memory mechanics exposes the power of concentration to improve memory. You can combine yoga with the basic memory mechanics to concentrate and focus to enhance encoding information in the brain. We&#8217;re a group of navigation engineers that take pride in navigating readers to the Correct Knowledge to obliterate harsh learning curves. We know from experience that knowledge is not power, but the correct use of knowledge is power. This article is about making the correct choices to improve memory and prevent from traveling down long lost dreary roads, stumbling into rattle snake pits and the lion&#8217;s dens. Can concentration improve memory of students, teachers, educators and others? Yes, concentrating can increase the amount of information encoded in the brain. Concentration enhances the basic memory mechanics by creating a healthy, vibrant and energetic brain. Most of my readers want to add additional skills to enhanced brain encoding methods and functionalities of the brain.Combining basic memory mechanics and concentrating creates the perfect chemistry. You are deeply encoding information in the brain, which makes recalling important and relevant information faster. First I highly recommend practicing the basic memory mechanics, which are enough: (1) water-10 glasses per day (2) sleep-6-8 hours per day (3) consumption of memory foods, vegetables and fruits (4) consumption of memory vitamin-supplements with memory foods, because vitamins cannot assimilate and digest alone. Secondly practice proven methods that work for you.Thirdly you can practice additional skills to increase encoding in ...]]></description>
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		<slash:comments>0</slash:comments>
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		<title>required to have good command of communication</title>
		<link>http://schoolofeducators.com/2011/05/required-to-have-good-command-of-communication/</link>
		<comments>http://schoolofeducators.com/2011/05/required-to-have-good-command-of-communication/#comments</comments>
		<pubDate>Wed, 25 May 2011 05:46:09 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2535</guid>
		<description><![CDATA[I wished to become a teacher – a knowledge transmitter – when I was young. Knowledge here is unlimited which includes not only general one but also life experience and other fields. Actually being like my fifth grade class’s head teacher, who is liked and respected by almost of her students &#38; colleagues, is my dream until now. She is not very beautiful but gentle and smart. Also, she is so friendly, heart-opened and patient when talking &#38; helping to her students as her friends. The characteristics can probably be found at other teachers however the way she expresses is so different and touchable that can make people trust her.  She is not the only good teacher I knew. How lucky I am as I have had a lot of chances to work with so many good teachers on my learning path. I found that they have some common things as below: 1. Passion You cannot do anything completely &#38; successfully without passion that is one of the valuable lessons I was taught by all of them. Passion is required much more on person who pursues teaching career. How to describe how important the role of teachers, who will help young generations have good attitude, enough knowledge and make right decisions during their life, is. Is the recent mentioned work done by teachers easy? Of course, it is absolutely not at all. They perform their work as a father, mother, sibling and real friend does, which is much more than ...]]></description>
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		<title>Teacher tips: Reading aloud</title>
		<link>http://schoolofeducators.com/2011/05/teacher-tips-reading-aloud/</link>
		<comments>http://schoolofeducators.com/2011/05/teacher-tips-reading-aloud/#comments</comments>
		<pubDate>Sat, 14 May 2011 05:41:10 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Emotional Intelligence]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Parents]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2478</guid>
		<description><![CDATA[Reading aloud to children is an art (1) &#160; Pinkali Chatterjee Reading aloud to children often comes very naturally to most parents and teachers. But to make the children listen, enjoy, participate, feel interested and understand, the simple act of reading aloud has to be perfected by love and attention towards every detail. Reading aloud to children is an art, which if perfected, can achieve a mesmerized audience who will eventually grow a love of literature. Here are a few tips to chisel the act of reading aloud and take it to the level of an art. Prepare yourself. Know your audience, their age group, their possible language skills and emotional development. Decide which book to read, go through it once, learn about the author, and think of examples and common life experiences of the children that may help them relate to the story. Think of some activities that can be done or something that you can give them at the end of the reading to bring the story to life. Choose the book with care. The choice of the book is a very important thing in making a read aloud session successful. The book should be chosen keeping in mind the age group and their possible intellectual, language and emotional development. A book that is above the emotional level of the group will not attract their attention. At the same time, you must like the book and find it interesting. If you read a book that you cannot like, ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Finishing the School Year Strong</title>
		<link>http://schoolofeducators.com/2011/05/finishing-the-school-year-strong/</link>
		<comments>http://schoolofeducators.com/2011/05/finishing-the-school-year-strong/#comments</comments>
		<pubDate>Sat, 07 May 2011 10:12:48 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Intelligence]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2454</guid>
		<description><![CDATA[A teacher thinks: State testing is done, the weather is getting nicer, and we are all getting spring fever. There are some weeks left of school and students are easily distracted. It’s even hard for me to stay focused. I don’t just want to &#8220;coast.&#8221; What can I do? Those last few weeks of school can be challenging, and it is understandable that both students and teachers would be tempted to &#8220;slack-off&#8221; a bit. However, it is important for the future of our students that we actually &#8220;step up&#8221; the quality and intensity of what is happening in our classrooms during that time period. Nobel Prize winner Daniel Kahneman tells about an experiment done in the 1990’s when two groups of patients were given colonoscopies. One group &#8220;finished&#8221; when the procedure was completed. The other group stayed a while longer, believing the procedure was continuing when in fact it had ended—so the pain was gone or reduced dramatically. The first group described the procedure afterward as much less painful than the second group did, even though both groups had recorded similar levels of pain during the procedure except for the extra time provided the second group. Kahneman uses this example to explain that we have an &#8220;experiencing self&#8221; and a &#8220;remembering self.&#8221; The &#8220;remembering self&#8221; is comprised of the one or two &#8220;peak&#8221; moments we have had in a situation combined with how it ends (this is known as the &#8220;Peak/End Rule&#8221;). It is the remembering self that tends to ...]]></description>
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		<title>Volume 3 Month 4 Day 16- Cultivating the &#8216;Other Part&#8217; of the Brain</title>
		<link>http://schoolofeducators.com/2010/04/volume-4-month-4-day-16-cultivating-the-other-part-of-the-brain/</link>
		<comments>http://schoolofeducators.com/2010/04/volume-4-month-4-day-16-cultivating-the-other-part-of-the-brain/#comments</comments>
		<pubDate>Fri, 16 Apr 2010 03:30:32 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Intelligence]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2121</guid>
		<description><![CDATA[  Being Nothing, Doing Nothing: Cultivating the &#8216;Other Part&#8217; of the Brain Because our minds are crowded, we crowd our lives—with busy schedules, multiple activities, plans and projects for a better life. We rarely, if ever, take the time to investigate who or what it is that is generating all this, much less inquire if it can stop. Indeed, through long habit, we tacitly accept that this is the only way to be: to be is to do, that’s what we think. One of the implications of this is that it is better to do something rather than nothing. “Do good if tha can, but do summat,” as they say in Yorkshire. Doing something—anything—is better than doing nothing. It doesn’t take exceptional intelligence to realize that, so long as we continue in this vein, we are committing and recommitting ourselves to a life of comparison and conflict, the battleground. Not only in the world at large, but also in our own milieus and workplaces, the warring tensions are constant and ubiquitous. We seem unable to call a halt to them. Is it simply because the machinery is so powerful, so atavistic, so unrelenting, that we are incapable of turning it off for a second? The teachings offer a different perspective. Krishnamurti often spoke of the two capacities of the brain, the one which we know —acquiring knowledge, experience, etc. — and another which we, as yet, barely acknowledge: what might be termed the movement in not-knowing. Because the latter may ...]]></description>
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