This is the second in a series of three blogs I'm planning to write about setting positive limits in the classroom.
Can you tell the difference between the words authoritative and authoritarian?
If you can, which definition best describes your teaching?
Below are both definitions according to the Collins Cobuild Dictionary for Advanced Learners,
Authoritative: a person who has a lot of knowledge of a particular subject. They give an impression of power and are likely to be obeyed.
Authoritarian: a person who controls everything rather than letting people decide things for themselves.
Most of us are likely to overfly both categories for a while depending on the teaching situation and/or context.
We may feel the need to be authoritarian when people misbehave or bully their classmates, for example.
We will hopefully feel our own natural authority and be authoritative in any regular class where rapport has been built and the rules of the game are clear.
However we choose to behave, it’s important to have a clear idea of when to set limits and draw boundaries.
Limits will sometimes feel suffocating and may even leave us with a tiny space to circulate. However, delimiting the learning arena will protect the people who interact inside it.
A teacher who is controlling a 100% of the time is bound to pollute his/her class with his/her impossible demands and expectations.
I used to attend a class where the teacher had a lot of insights into her subject. She expected everyone to respond the way she wanted. Discussion was inadmissible. She never listened to us. Making mistakes was out of the question.
We worked really hard to pass her exams. We ended up learning about her subject but at the expense of our confidence.
As opposed to that type of teacher, a teacher who’s authoritative will be confident enough to delegate, to share ideas, to involve his/her learners. (S)he will clearly understand that setting positive limits and respecting those of their students’ will turn out to be empowering. Students will feel acknowledged and respected within a necessary supportive frame.
“There is no way to categorize all teaching under headings; many teachers will find elements of each category that are true for them…However, this simple categorization may help us reflect on what type of teaching we have mostly experienced and what kind of teacher we see ourselves as being now or in the future” (Jim Scriviner)
Have you got any anecdotes you would like to share?
Many thanks! Georgina
Georgina Hudson blogs by Georgina Hudson are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
martes, 28 de septiembre de 2010
martes, 14 de septiembre de 2010
Setting positive limits in the classroom
This is the first in a series of three blogs I’m planning to write about setting positive limits in the classroom.
How many times have you found yourself in a situation where you didn’t have the courage to say “no” to the students that you love?
What do you do when you’re really keen on your students but the situation urges you to set clear limits?
I’ve asked myself these questions a thousand times and I’ve concluded that:
(a) I’m afraid my students will stop liking me.
(b) As a student myself, I never liked the classes where the teacher was very strict.
I take pride in being a sympathetic, sensitive teacher and as such, I want to “spare the rod and reassure the child” (or teenage/ adult learner) about the pleasure of taking an active role in the learning process. I usually encourage them to overcome their fears and sense of ridicule, to speak their minds and defend their points of view.
I’m also aware of the fact that drawing clear boundaries and setting healthy limits, helps everyone involved understand the rules of the game, the space where it’s possible to circulate (and where it is not) and the necessary respect for their peers and themselves.
I remember myself in situations where I wasn’t feeling my own natural authority, I just bottled up my feelings and ended up bursting sometime later. I used to teach a lovely girl who was very cooperative and “very” talkative. She unconsciously dominated the class because she was fast and smart.
I was secretly growing tired of that and I finally asked her to be patient with her classmates (“please”). She told me I was too authoritarian. She also began bullying some of her peers. She obviously felt motivated by the class but didn’t understand my request because I had never asked her to stay calm and wait for her friends. Her natural reaction was venting her frustration on them.
As teachers, we need to be very clear and confident about the benefits of drawing limits. Learners may first respond with anger and they may even try to make us feel guilty, which is really hard to take. It’s easier for us to look understanding and loving at all times. However, our learners may be putting our authority to the test or they may even feel at a loss for what to hold on to in “limitlessland”.
Students not only need but also hope for positive interaction with teachers who have a clear idea about themselves and their roles, their subject matter and their learners.
What do you think? Have you ever found it difficult to say “no” at the right time?
Your experiences will feel me ideas for the next blog. Thank you.
Cheers! Georgina
How many times have you found yourself in a situation where you didn’t have the courage to say “no” to the students that you love?
What do you do when you’re really keen on your students but the situation urges you to set clear limits?
I’ve asked myself these questions a thousand times and I’ve concluded that:
(a) I’m afraid my students will stop liking me.
(b) As a student myself, I never liked the classes where the teacher was very strict.
I take pride in being a sympathetic, sensitive teacher and as such, I want to “spare the rod and reassure the child” (or teenage/ adult learner) about the pleasure of taking an active role in the learning process. I usually encourage them to overcome their fears and sense of ridicule, to speak their minds and defend their points of view.
I’m also aware of the fact that drawing clear boundaries and setting healthy limits, helps everyone involved understand the rules of the game, the space where it’s possible to circulate (and where it is not) and the necessary respect for their peers and themselves.
I remember myself in situations where I wasn’t feeling my own natural authority, I just bottled up my feelings and ended up bursting sometime later. I used to teach a lovely girl who was very cooperative and “very” talkative. She unconsciously dominated the class because she was fast and smart.
I was secretly growing tired of that and I finally asked her to be patient with her classmates (“please”). She told me I was too authoritarian. She also began bullying some of her peers. She obviously felt motivated by the class but didn’t understand my request because I had never asked her to stay calm and wait for her friends. Her natural reaction was venting her frustration on them.
As teachers, we need to be very clear and confident about the benefits of drawing limits. Learners may first respond with anger and they may even try to make us feel guilty, which is really hard to take. It’s easier for us to look understanding and loving at all times. However, our learners may be putting our authority to the test or they may even feel at a loss for what to hold on to in “limitlessland”.
Students not only need but also hope for positive interaction with teachers who have a clear idea about themselves and their roles, their subject matter and their learners.
What do you think? Have you ever found it difficult to say “no” at the right time?
Your experiences will feel me ideas for the next blog. Thank you.
Cheers! Georgina
martes, 3 de agosto de 2010
Imprinting on our learners 3 (and on Teacher motivation to achieve it)
Setting an example is not the main means of influencing others, it’s the only means” Albert Einstein.
Now, how can we feel happy, satisfied and committed to our teaching and learners? They say, a teacher who’s motivated is capable of inspiring their students.Great, I agree, so how can we motivate ourselves to give our best?
I have already quoted Carl Rogers in his idea about respect, empathy and authenticity being key to generate a positive psychological environment for learning. I couldn’t agree more and I also feel teachers need those three “ingredients” to feel good themselves. We need to be respected, understood, and faced with real people in our everyday tasks.
What other drives do we need to accomplish our mission? I see teacher motivation divided into two domains – the motivation which comes from within and the motivation which comes from the outside.
When we are intrinsically motivated, we need to participate in the pedagogical processes within the school environment, the students’ world, the country where the instruction takes place. We have a natural desire to provide our students with purpose, direction and motivation. We adapt our learning styles to our students because we have taken the time to get to know them – their likes, dislikes and capabilities.
When we are externally motivated, stress levels need to be kept at a minimum, the classroom environment needs to be lively, we need to be paid well and our hopes and feelings need to be listened to. We feel good because we have flexibility in what we teach and students cooperate and assist to accomplish our goals.
I feel a nice combination of intrinsic and extrinsic satisfied needs can bring out the best we have in our places. As a teacher we can combine our personal competencies with the competencies of students into a smoothly functioning team that can activate their will to do things.
Returning to the questions of “imprinting”:
Why do our students sometimes follow us as if we were mother/father ducks?
What makes people feel attracted to our classes?
My guess is that when we feel intrinsically and extrinsically motivated and when we become aware of how our actions and beliefs affect our students, we naturally show respect, empathy and authenticity to them. Students, in turn, choose to follow us and our lessons because they feel acknowledged and relaxed.
And … it feels great, doesn’t it?
Quotes from colleagues on the topic of
(a)why students follow our classes and (b)teacher motivation (a big thank you for feeding me ideas!)
“I feel a sense of satisfaction most every day in the classroom. Sometimes, teaching is an absolute thrill. Both feelings come from seeing someone learn and grow. I think these joys are what drive the best teachers” Jeremy Schaar
“Knowing, from the very begining, where exactly your are heading for...
Finding your own way of doing things, specially if you feel that set procedures do not meet your expectations..(nothing is more rewarding than that, you bet!)
Being creative.... and also, being aware that creativity must be nurtured as well as renewed..
Last but not least, listening to your students... just a brief comment can be a turning point, and perhaps an opportunity for innovation” Clarisa Vilchez
“I take it as a personal challenge to make Arabic learners like to express themselves in a foreign language . My country is in great need of citizens who are hily educated and open-minded . It is my contribution to improve this country is through what I am doing . There is also a kind of challenge to plan a lesson and to do it in the appropriate way and time” (Teacher doesn’t want to be quoted)
“I run my own little business teaching adults, so I have to keep my clients happy - most new students come from personal recommendation too. So much for external motivation. Internal motivation is the satisfaction I get when I see that my students have enjoyed the lesson and learnt something as well. I want them to like me too of course! Teaching is much more than just a job to me - it's an important part of my life; my mother and grandmother were also teachers, so the urge and the example to teach well and see it as a vocation comes from them too.” Maggi Wilce
“A huge respect for the teaching profession” Татьяна Подурец
“Our teaching strategies and materials as well as our attitudes play a vital role in shaping a positive response from our students. We should also take into account the learners’ wish and willingness to learn. Learners who have a passion or thirst for knowledge and who can feel their teachers are passionate about their jobs and do their best to do a great job are sure to regard their lessons as unforgettable experiences” Marisa Mechetti
“A relaxed confidence in front of the class helps a lot too. Students want to know that you're a leader and that you're confident you can help them” Jeremy Schaar
“I think that this beautiful connection between the learner and the teacher takes place when the teacher is able to reach the student as a “person “. I mean, when you show the learner that you are there not only to evaluate him but most important to help him overcome his fears and exploit his strengths. In addition to this, I think that this strong bond between the teacher and the student occurs when the teacher is able to open her student’s mind and make him think and reflect” Maria Victoria
“To motivate students, it is crucial to know that The complexity of motivation as a behavioral construct has compelled researchers to identify different types of motivations and examine how they influence student learning. For example, Self- Determination Theory (SDT)—proposed by Deci, Ryan, and their colleagues (e.g., Deci and Ryan 1985; Ryan and Deci 2000)—considers what types of motivation may initiate and sustain interest in learning. Two basic forms of motivation are extrinsic and intrinsic motivation. Extrinsic motivation is typically driven by factors outside of the learner; extrinsically motivated students read to receive good grades, please the teacher, and outperform their classmates, but not because they find reading interesting or enjoyable. Intrinsic motivation, on the other hand, is free from the influence of external factors such as reward or punishment” Khalid Fuad
Now, how can we feel happy, satisfied and committed to our teaching and learners? They say, a teacher who’s motivated is capable of inspiring their students.Great, I agree, so how can we motivate ourselves to give our best?
I have already quoted Carl Rogers in his idea about respect, empathy and authenticity being key to generate a positive psychological environment for learning. I couldn’t agree more and I also feel teachers need those three “ingredients” to feel good themselves. We need to be respected, understood, and faced with real people in our everyday tasks.
What other drives do we need to accomplish our mission? I see teacher motivation divided into two domains – the motivation which comes from within and the motivation which comes from the outside.
When we are intrinsically motivated, we need to participate in the pedagogical processes within the school environment, the students’ world, the country where the instruction takes place. We have a natural desire to provide our students with purpose, direction and motivation. We adapt our learning styles to our students because we have taken the time to get to know them – their likes, dislikes and capabilities.
When we are externally motivated, stress levels need to be kept at a minimum, the classroom environment needs to be lively, we need to be paid well and our hopes and feelings need to be listened to. We feel good because we have flexibility in what we teach and students cooperate and assist to accomplish our goals.
I feel a nice combination of intrinsic and extrinsic satisfied needs can bring out the best we have in our places. As a teacher we can combine our personal competencies with the competencies of students into a smoothly functioning team that can activate their will to do things.
Returning to the questions of “imprinting”:
Why do our students sometimes follow us as if we were mother/father ducks?
What makes people feel attracted to our classes?
My guess is that when we feel intrinsically and extrinsically motivated and when we become aware of how our actions and beliefs affect our students, we naturally show respect, empathy and authenticity to them. Students, in turn, choose to follow us and our lessons because they feel acknowledged and relaxed.
And … it feels great, doesn’t it?
Quotes from colleagues on the topic of
(a)why students follow our classes and (b)teacher motivation (a big thank you for feeding me ideas!)
“I feel a sense of satisfaction most every day in the classroom. Sometimes, teaching is an absolute thrill. Both feelings come from seeing someone learn and grow. I think these joys are what drive the best teachers” Jeremy Schaar
“Knowing, from the very begining, where exactly your are heading for...
Finding your own way of doing things, specially if you feel that set procedures do not meet your expectations..(nothing is more rewarding than that, you bet!)
Being creative.... and also, being aware that creativity must be nurtured as well as renewed..
Last but not least, listening to your students... just a brief comment can be a turning point, and perhaps an opportunity for innovation” Clarisa Vilchez
“I take it as a personal challenge to make Arabic learners like to express themselves in a foreign language . My country is in great need of citizens who are hily educated and open-minded . It is my contribution to improve this country is through what I am doing . There is also a kind of challenge to plan a lesson and to do it in the appropriate way and time” (Teacher doesn’t want to be quoted)
“I run my own little business teaching adults, so I have to keep my clients happy - most new students come from personal recommendation too. So much for external motivation. Internal motivation is the satisfaction I get when I see that my students have enjoyed the lesson and learnt something as well. I want them to like me too of course! Teaching is much more than just a job to me - it's an important part of my life; my mother and grandmother were also teachers, so the urge and the example to teach well and see it as a vocation comes from them too.” Maggi Wilce
“A huge respect for the teaching profession” Татьяна Подурец
“Our teaching strategies and materials as well as our attitudes play a vital role in shaping a positive response from our students. We should also take into account the learners’ wish and willingness to learn. Learners who have a passion or thirst for knowledge and who can feel their teachers are passionate about their jobs and do their best to do a great job are sure to regard their lessons as unforgettable experiences” Marisa Mechetti
“A relaxed confidence in front of the class helps a lot too. Students want to know that you're a leader and that you're confident you can help them” Jeremy Schaar
“I think that this beautiful connection between the learner and the teacher takes place when the teacher is able to reach the student as a “person “. I mean, when you show the learner that you are there not only to evaluate him but most important to help him overcome his fears and exploit his strengths. In addition to this, I think that this strong bond between the teacher and the student occurs when the teacher is able to open her student’s mind and make him think and reflect” Maria Victoria
“To motivate students, it is crucial to know that The complexity of motivation as a behavioral construct has compelled researchers to identify different types of motivations and examine how they influence student learning. For example, Self- Determination Theory (SDT)—proposed by Deci, Ryan, and their colleagues (e.g., Deci and Ryan 1985; Ryan and Deci 2000)—considers what types of motivation may initiate and sustain interest in learning. Two basic forms of motivation are extrinsic and intrinsic motivation. Extrinsic motivation is typically driven by factors outside of the learner; extrinsically motivated students read to receive good grades, please the teacher, and outperform their classmates, but not because they find reading interesting or enjoyable. Intrinsic motivation, on the other hand, is free from the influence of external factors such as reward or punishment” Khalid Fuad
viernes, 23 de julio de 2010
Confidence
■dream big; don't settle for okayness but imagine a great life and strive for it every day
■dream long; don't expect things to happen over night but be prepared for happiness and success to take time
■enjoy the journey along the way, not just when you "arrive"
■work hard; I've not met a happy or successful person yet who in one way or other hasn't worked hard to achieve their goals
■surround yourself with people who are just as happy and successful as you'd like to be
■expect road-blocks; and be prepared to negotiate them as needed
■go with your strengths; don't try to be what you're not; but find a way to be the best you can be and shape this for your happiness and success (whatever that means for and to you)
■stick at it; practice and persevere
■dream long; don't expect things to happen over night but be prepared for happiness and success to take time
■enjoy the journey along the way, not just when you "arrive"
■work hard; I've not met a happy or successful person yet who in one way or other hasn't worked hard to achieve their goals
■surround yourself with people who are just as happy and successful as you'd like to be
■expect road-blocks; and be prepared to negotiate them as needed
■go with your strengths; don't try to be what you're not; but find a way to be the best you can be and shape this for your happiness and success (whatever that means for and to you)
■stick at it; practice and persevere
miércoles, 21 de julio de 2010
Imprinting on our learners (Part 2)
This is the second in a series of three blogs about teacher-student motivation I’ve started to write.
I wrote my first blog about this topic having an inspiration from a video about animal imprinting. In that video a newborn duckling started following a puppy upon coming out of its egg. Apparently, ducklings follow the first moving object they see as soon as they hatch.
I started to ponder the question of why our students sometimes follow us as if we were mother/father ducks. It’s an incredibly satisfying moment. I’m not referring to being a mother/father duck, I’m referring to that feeling that we get when we have a sense that we are leaving a positive imprint on our students.
So what makes people feel attracted to our classes? What motivates people to learn with us? Carl Rogers, the American psyhologist, suggested that there are three core teacher characteristics that help to create an effective learning environment. These are: respect, empathy and authenticity.
We may know loads of teaching methodologies which will aid us. From my experience, I can say, I just love learning about the most current trends in pedagogy. I’m also aware that respect, empathy and authenticity are key to generate a positive psychological environment for learning.
“It is our attitude and intentions rather than our methodology that we may need to work on” (Carl Rogers).
People can tell when we have a positive attitude towards them, when we acknowledge them and when they see we are true to ourselves. Students engage in our classes naturally when we respect them and when we take our time to listen to, observe and assist them.
I have a hunch that students will choose to “follow” us when we help to create the conditions for them to feel confident, relaxed and capable of learning.
So what do you think? What can you tell us about your experience? And last but not least, what moves us to teach in such a positive way?
Your welcome to post your ideas, which I will share in my third blog.
Cheers!
I wrote my first blog about this topic having an inspiration from a video about animal imprinting. In that video a newborn duckling started following a puppy upon coming out of its egg. Apparently, ducklings follow the first moving object they see as soon as they hatch.
I started to ponder the question of why our students sometimes follow us as if we were mother/father ducks. It’s an incredibly satisfying moment. I’m not referring to being a mother/father duck, I’m referring to that feeling that we get when we have a sense that we are leaving a positive imprint on our students.
So what makes people feel attracted to our classes? What motivates people to learn with us? Carl Rogers, the American psyhologist, suggested that there are three core teacher characteristics that help to create an effective learning environment. These are: respect, empathy and authenticity.
We may know loads of teaching methodologies which will aid us. From my experience, I can say, I just love learning about the most current trends in pedagogy. I’m also aware that respect, empathy and authenticity are key to generate a positive psychological environment for learning.
“It is our attitude and intentions rather than our methodology that we may need to work on” (Carl Rogers).
People can tell when we have a positive attitude towards them, when we acknowledge them and when they see we are true to ourselves. Students engage in our classes naturally when we respect them and when we take our time to listen to, observe and assist them.
I have a hunch that students will choose to “follow” us when we help to create the conditions for them to feel confident, relaxed and capable of learning.
So what do you think? What can you tell us about your experience? And last but not least, what moves us to teach in such a positive way?
Your welcome to post your ideas, which I will share in my third blog.
Cheers!
martes, 13 de julio de 2010
Imprinting on our learners
This is the first in a series of three blogs I’m planning to write about teacher-student motivation.
Have you ever swollen with joy when you finish a class and your students stay a little bit longer to talk to you and the rest of the class? Have you ever experienced a sense of achievement when you leave the classroom and students follow you to continue talking about the issues raised in class? Have you ever felt moved when students tell you they still remember you many years after you’ve taught them? Everyone takes pride in their classes when some of the above takes place. There’s the lingering feeling in the air that we have done something right.
A few days ago, I saw a video about a small duckling which starts following a puppy upon coming out of its egg. According to studies, newborn ducklings follow the first moving object they see. That phenomenon is called “imprinting”: an amazing and very curious example of genetic and environmental influence on animal behaviour. The first scientific studies of this phenomenon were carried out by Austrian naturalist Konrad Lorenz, one of the founders of ethology (the study of animal behavior).
He discovered that if greylag geese were reared by him from hatching, they would treat him like a parental bird. The goslings followed Lorenz about and when they were adults they courted him in preference to other greylag geese. He first called the phenomenon "stamping in" in German, which has been translated into English as “imprinting”.
The video was very sweet and I couldn’t help smiling. I suddenly started to think that learners sometimes behave like this newborn duckling following us wherever we go. I’m not saying that our students think we have become their mother and I don’t really think they feel like ducklings either (even though kiddies are just as sweet, aren’t they?) I’m just trying to figure out what motivates our students to “follow” us. What is it that makes our teaching such a memorable experience? Because we sometimes leave a powerful imprint on our learners, so why?
I remember a situation back in 2003, when I had two groups with the same level and belonging to the same age group. One of those classes was nice, we worked effectively and I got on with every participant really well. The other group was also highly engaged but there was something else, like a magic spell, which made us all happy every time we met. We really cherished and celebrated those encounters. The students in that class cooperated a lot, they put a lot into the classes and they still e-mail me telling me how much they remember the year we shared.
Why do we teach A & B in the same way but we leave an imprint on just one – A or B?
I have all sorts of ideas, which I need to put in order in my head. For the time being, you’re welcome to post your views on the subject.
Cheers! Georgina
Have you ever swollen with joy when you finish a class and your students stay a little bit longer to talk to you and the rest of the class? Have you ever experienced a sense of achievement when you leave the classroom and students follow you to continue talking about the issues raised in class? Have you ever felt moved when students tell you they still remember you many years after you’ve taught them? Everyone takes pride in their classes when some of the above takes place. There’s the lingering feeling in the air that we have done something right.
A few days ago, I saw a video about a small duckling which starts following a puppy upon coming out of its egg. According to studies, newborn ducklings follow the first moving object they see. That phenomenon is called “imprinting”: an amazing and very curious example of genetic and environmental influence on animal behaviour. The first scientific studies of this phenomenon were carried out by Austrian naturalist Konrad Lorenz, one of the founders of ethology (the study of animal behavior).
He discovered that if greylag geese were reared by him from hatching, they would treat him like a parental bird. The goslings followed Lorenz about and when they were adults they courted him in preference to other greylag geese. He first called the phenomenon "stamping in" in German, which has been translated into English as “imprinting”.
The video was very sweet and I couldn’t help smiling. I suddenly started to think that learners sometimes behave like this newborn duckling following us wherever we go. I’m not saying that our students think we have become their mother and I don’t really think they feel like ducklings either (even though kiddies are just as sweet, aren’t they?) I’m just trying to figure out what motivates our students to “follow” us. What is it that makes our teaching such a memorable experience? Because we sometimes leave a powerful imprint on our learners, so why?
I remember a situation back in 2003, when I had two groups with the same level and belonging to the same age group. One of those classes was nice, we worked effectively and I got on with every participant really well. The other group was also highly engaged but there was something else, like a magic spell, which made us all happy every time we met. We really cherished and celebrated those encounters. The students in that class cooperated a lot, they put a lot into the classes and they still e-mail me telling me how much they remember the year we shared.
Why do we teach A & B in the same way but we leave an imprint on just one – A or B?
I have all sorts of ideas, which I need to put in order in my head. For the time being, you’re welcome to post your views on the subject.
Cheers! Georgina
miércoles, 30 de junio de 2010
Keeping a healthy mind
Everyone is forgetful, but as we age, we start to feel like our brains are slowing down a bit—and that can be the most frustrating thing in the world. Luckily, research shows there is a lot you can do to avoid those “senior moments." Whether it's relaxation or adding certain foods to your diet, read on for some techniques worth trying.
1. Chill Out: The brain remembers better when it’s relaxed, say researchers at the California Institute of Technology, so take a few minutes each day to breathe deeply or meditate.
2. Focus on the Future: There's evidence that people who have a purpose in life or who are working on long-or short-term goals appear to do better. In other words, keep your brain looking forward.
3. Go for a Walk: When you exercise, you release chemicals that are good for your brain. It's like a mini fountain of youth in your brain, and the only way you can get it is exercise. In other words, when you take care of your heart, you take care of your brain.
4. Snack on Berries: Blueberries have compounds called anthocyanins that help communication between brain cells and appear to improve memory. It's a healthy, well-rounded diet, especially one that mimics a Mediterranean diet, and that's fish, lots of fruits and vegetables, everyone likes them.
5. Learn Something New: Take a Spanish class online, join a knitting club, or learn to play poker. Why not combining learning something new with physical activity. It should be something like dancing, or coaching a sport. Or go learn golf with your friends. That sort of thing is even better for your brain than a crossword puzzle.
There are a lot of articles which you might find worth reading on facebook: mahdia english language association
1. Chill Out: The brain remembers better when it’s relaxed, say researchers at the California Institute of Technology, so take a few minutes each day to breathe deeply or meditate.
2. Focus on the Future: There's evidence that people who have a purpose in life or who are working on long-or short-term goals appear to do better. In other words, keep your brain looking forward.
3. Go for a Walk: When you exercise, you release chemicals that are good for your brain. It's like a mini fountain of youth in your brain, and the only way you can get it is exercise. In other words, when you take care of your heart, you take care of your brain.
4. Snack on Berries: Blueberries have compounds called anthocyanins that help communication between brain cells and appear to improve memory. It's a healthy, well-rounded diet, especially one that mimics a Mediterranean diet, and that's fish, lots of fruits and vegetables, everyone likes them.
5. Learn Something New: Take a Spanish class online, join a knitting club, or learn to play poker. Why not combining learning something new with physical activity. It should be something like dancing, or coaching a sport. Or go learn golf with your friends. That sort of thing is even better for your brain than a crossword puzzle.
There are a lot of articles which you might find worth reading on facebook: mahdia english language association
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