Make a breakthrough with underachieving and at-risk students!

Little compares to the thrill of seeing a young mind come alive with wonder. But despite the best efforts, there are always students who seem unreachable, unteachable. So what can educators do to make learning fun and rewarding for all students?

Breaking the Learning Barrier for Underachieving Students provides a strong theoretical understanding of learning styles, focusing on at-risk, or “dramatic“ learners and why traditional teaching methods fail to meet their educational needs. Offering innovative yet practical teaching strategies, disciplinary policies, and lesson plans designed to engage even the most reluctant learners, Nelson demonstrates the importance of the principles that guide his groundbreaking work with at-risk students:

Learning requires active involvement, participation, and effort from the learner; Learners need dramatic elements to gain meaning and inspiration; Teachers must consider the values and preferences of the learner; Learning must be fun

Using Nelson's classroom-tested strategies to modify existing lessons and the learning environment so that these conditions are met, you will be amazed by the progress you can make with every student in your classroom!

Learning and Self-Image

Learning and self-image

Self-image is a foundational element in the learning process. The principles of self-image must be understood to fully appreciate how important it is to enhance learning potential. Common sense should confirm the value of these principles, but it is surprising how many of us fail to use them in our daily practice. It is as if we forget that we can't positively affect learning without paying attention to the individual needs of the learner.

Principle 1: Everyone Has a Self-Image

Whether good or bad, accurate or inaccurate, self-image exists. It influences the way one interacts with everything and everybody in one's life. It usually sets the tone of a person's attitude, and in the long run, deeply affects personal behaviors and values. ...

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