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	<title>School of Educators &#187; Learning barriers</title>
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	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Volume 3 Month 4 Day 9- On Learning Difficulties</title>
		<link>http://schoolofeducators.com/2010/04/volume-4-month-4-day-9-on-learning-difficulties/</link>
		<comments>http://schoolofeducators.com/2010/04/volume-4-month-4-day-9-on-learning-difficulties/#comments</comments>
		<pubDate>Fri, 09 Apr 2010 03:45:08 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Learning barriers]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[attention deficit hyperactivity disorder]]></category>
		<category><![CDATA[brain]]></category>
		<category><![CDATA[learning difficulties]]></category>
		<category><![CDATA[school children]]></category>

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		<description><![CDATA[  What are &#8216;Learning Difficulties&#8217;? Today, a large number of schools and institutions across India are sensitive to the fact that 15 percent of all school-going children have some degree of learning difficulties. According to the Canadian Association for Children and Adults with Learning Disabilities: Learning Disabilities or Difficulties, is a generic term that refers to a heterogeneous group of disorders due to identifiable or inferred central nervous system dysfunction. Such disorders may be manifested by delays in early development and/or difficulties in any of the following areas: attention, memory, reasoning, co-ordination, communicating, reading, writing, spelling, calculation, social competence and emotional maturation. Learning Difficulties are intrinsic to the individual and may affect learning and behaviour in any individual, including those with potentially average, average or above average intelligence. Implicit in most definitions of learning difficultieswould be a discrepancy between what the child is actually learning &#8211; based on his present achievement &#8211; and what the child ought to be learning according to &#8216;normal&#8217; developmental standards &#8211; as estimated using different systems of measurement. It is important to understand that these children have to be assisted in dealing with academic learning not because they are deficient in any general sense, but because our academic system depends on and recognizes only certain types of performance as an indication of scholastic achievement. At this point, it would be appropriate to mention that the term &#8216;learning difficulty&#8217; as opposed to &#8216;learning disability&#8217; is a more acceptable term because the child is perceived to have ...]]></description>
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		<title>Volume 3 Month 3 Day 16 Developing Concentration Skill in Students</title>
		<link>http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/</link>
		<comments>http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/#comments</comments>
		<pubDate>Tue, 16 Mar 2010 04:00:20 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Learning barriers]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[concentration in school students]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2048</guid>
		<description><![CDATA[  Concentration is a very important skill for a child, because it provides an ability to focus, drive away distractions and help control momentary impulses that act as obstacles for normal attention and focusing. A child’s ability to concentrate depends on several issues like his or her commitment, enthusiasm for the task, skill at doing the task, his or her emotional and physical state and surrounding environment. However, it is also heartening to note that children do concentrate. Nevertheless, it is always short lived. Low concentration levels are a common problem amongst school going children these days. More and more children are suffering attention disorder, where they find it difficult to focus on a single thing, for too long a time. This creates a problem, especially when a child is expected to focus and further to reflect on their learning. Poor concentration skills make them loose their interest in reflecting on a particular thing. If the children will suffer from poor concentration problem, they would find it very difficult to critically analyze the things and thus, it will hamper their creativity. Children are not born with a high degree of concentration skill. In fact, it is the duty of an effective teacher to teach his or her student the invaluable benefits of developing concentration. In fact, this could be a very tricky and difficult task for any teacher. However, developing and improving the concentration of a child is not an impossible task. With the right type of skills and knowledge, ...]]></description>
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		<title>Volume 3 Month 1 Day 5- Impediments to learning created by teachers</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-5-impediments-to-learning-created-by-teachers/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-5-impediments-to-learning-created-by-teachers/#comments</comments>
		<pubDate>Tue, 05 Jan 2010 04:30:56 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Learning barriers]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

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		<description><![CDATA[Impediments to learning created by teachers in classroom Many a times in classrooms, teachers unintentionally, create some barriers to learning. For a teacher it is important to know not only how learning takes place but also what can impede or block it. Teachers can unknowingly create many obstacles that can act both as a temporary or permanent barrier to students’ learning. Some of the mistakes done by teachers in the classroom that impede learning are: Threats and coercion   Threat is an enemy of any progress or promotion. A person who is always threatened or coerced to do something can never do well. It is the case with our children in classrooms. Children can show their excellence when their mind is free of teacher’s threats and when they are not forced to do the things. Teachers should not create any pressure on students. Without being coerced, students can always show better results and can learn in a natural way where there is no fear in mind. Coercion and threats are common in our schools and it creates major barriers to students’ learning. Coercive elements, whether in the form of grades, tests, or censures, are the single greatest impediments to creating high-quality education. Classroom threats “downshifts” the brain, rendering students virtually incapable of learning. The brain learns continually and consistently, without effort, in meaningful circumstances (Hart, 1983). In situation of threats and coercion, students’ mind gets diverted to threats instead of learning and thus lose interest in learning rather it becomes ...]]></description>
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