db training

Dream Builders Tutor Training : Dream Builders Tutor Training Building Dreams One Word at a Time The only batter this child understands relates to a baseball bat. Many Dreams end in the same way.

READ THIS CAREFULLY BEFORE PROCEDING! : READ THIS CAREFULLY BEFORE PROCEDING! These principles are streamlined to help you learn quickly and precisely. So NEVER pass a word you do not clearly understand. If you do not see the purpose or importance of any statement, ask your supervisor IMMEDIATELY. ( This is very important) You will be asked several certification questions at the end of each section to verify your mastery of the subject matter. You cannot pass these certifications unless you follow number 1 and number 2 above. Certifications will be in the form of: Essay (write a BRIEF answer on paper labeling the principle and title) Drill (complete a practical application action or activity that shows mastery) Demo (using one of the demonstration methods you will learn to show mastery)

Start-up Principle ADemonstration is used to help you understand when you run into things that are not clear when learning anything. : Start-up Principle ADemonstration is used to help you understand when you run into things that are not clear when learning anything. Any misunderstood words problems or ideas can be demonstrated in many different ways using materials found around the room you are sitting in, purse ,pocket etc. Demonstration means to show, illustrate, or re-create an idea, thought or understanding using materials such as clay, blocks, paper clips, coins, drawings, pictures, computer illustrations, or the real thing if available. Demonstration comes from the Latin word “demonstrare”, to point out, show, prove.

Start-up Principle BDemonstration helps the student and the tutor identify the missing understanding in ideas, concepts, words, procedures, or dreams. : Start-up Principle BDemonstration helps the student and the tutor identify the missing understanding in ideas, concepts, words, procedures, or dreams. The first type of demonstration uses a demonstration (demo) kit made of various items such as paper clips, small geometric blocks, washers, rubber bands, etc. Demonstration can be used to evaluate a student’s mastery, or clear understanding of any subject. By making the different pieces of the demo kit represent the objects idea, or principle, with your hands and the pieces of your demo kit you are studying about, you can move them around and see more quickly how they relate to each other.

Demonstration: Using A Demo Kit Certification : Demonstration: Using A Demo Kit Certification Create a demo kit made up of things you find in your pocket, purse, room, etc. Use your demo kit to show another person how to get from your home to the store. Use your demo kit and dictionary to show an example that will explain what the word “predict” means. Demo a person helping a blind person cross the street.

(Continued) Demonstration: Using A Demo Kit Certification : (Continued) Demonstration: Using A Demo Kit Certification Use your demo kit to demo a student that has a problem understanding the same word over and over and finally gives up reading the book in discouragement. Why would you do a demo when you are studying by yourself? (Write your answer on a piece of paper).

THE SECOND TYPE OF DEMONSTRATION IS THE CLAY DEMO. THIS DEMO TEACHES THE STUDENT TO APPLY INFORMATION : THE SECOND TYPE OF DEMONSTRATION IS THE CLAY DEMO. THIS DEMO TEACHES THE STUDENT TO APPLY INFORMATION STEP 1 - The tutor asks the student to demonstrate a thing or concept in clay. STEP 2 - clay demos MUST be large because it helps to make the clay demo real to the student and increases understanding. * NOTE - Art is not a factor when doing a clay demo. Representations don’t have to be amazing, but must be recognizable. STEP 3 - The procedure is to label each thing as you go along. A representation of the real thing and then the thought realm. *NOTE - The clay must show the demonstration, not long winded labels. (Example of a long winded label: boy who hates math, a book that boy hates) ( Correct Example: Boy, Book) *NOTE - Do not wait until the end to do your labeling – it is easy to lose steps. *Cut labels in a point by using pieces of file folders written with ball point pen. STEP 4- The demo is completed with the main label face down

Clay Demos Must Be Large and Be Able to Represent a Balance of Objects and Thoughts : Clay Demos Must Be Large and Be Able to Represent a Balance of Objects and Thoughts STEP 5 - The tutor tries to guess the subject while the student SILENTLY waits. STEP 6 - If the supervisor or tutor cannot guess what the whole clay demo is about, it is a flunk. * NOTE -Labels should reflect an equal balance of first thought, ideas, decisions, concepts, purposes, or meaning and secondly the actual physical things. The ball and the Person represent the real thing, while the circle with the label “thought” represent the thinking.

Demonstration: Using A Clay Demo Certification : Demonstration: Using A Clay Demo Certification Clay demo a pencil. Clay demo a person thinking about a ball. Clay demo a student reading a book but thinking that it is impossible to finish it.

Sketching is also a way to work out learning problems needing the real thing or a representation of it. : Sketching is also a way to work out learning problems needing the real thing or a representation of it. Drawings, sketches and graphs help a student understand the subject studied. If the student is not able to draw or sketch the concept or subject studied, he or she does not understand it. Sketching/mapping is a way to clear up the plans in sea travel – it also works for mapping dreams SKETCHING

Demonstration: Using Sketching Certification : Demonstration: Using Sketching Certification Sketch a person sitting down thinking about English grammar. Sketch yourself walking down a pathway from your seat to the front gate of the school, while thinking about playing basketball.

Principle 1A tutor has to know that study is the key ingredient in tutoring. : Principle 1A tutor has to know that study is the key ingredient in tutoring. Webster says that study means “to apply the mind to”; “to read and examine for the purpose of learning or understanding”

How to study : How to study Studying has these four key steps; Before studying something, you have to want to learn about the thing. You need to know the purpose of what you are learning and why it is important to your life. You must then see the real thing and ask questions about it. Next you read about it. Next you do it or apply it. Most students in public education do not get the first two steps because they are individual, time consuming and expensive. Creative tutoring includes all four of theses steps.

Principle 2 Study is the Key to Reaching your Dreams : Principle 2 Study is the Key to Reaching your Dreams When the student submits to force or tries to please high expecting parents, he or she resorts to short term memory of facts that are soon forgotten. These students are called “glib” students and they generally cannot apply or do the skill learned, even though the student may get an “A” in the class. A student who studies just to pass tests does not do well in studying to reach their dreams. Instead of thinking, “is this going to be on the exam?” You should ask yourself, “how can I use this material or apply it somewhere”. I took French for 3 years, but I can’t remember a word of it. We study to get “A’s” on our tests.

Studying for the wrong reason keeps a student from applying what was studied : Studying for the wrong reason keeps a student from applying what was studied If you study just to pass tests, you only learn for the test date, not to understand and apply the information. A student should study to apply the knowledge to their life, or to learn something new or learn how to do something better. The tutor should help the student understand how the information relates to his or her life and/or why it is important . How can I really use this French course? This student scores high on ACT and SAT college entrance exams and can apply her skills in life.

Certification of Principle 1: How to Study : Certification of Principle 1: How to Study (Essay) Explain the purpose or importance for each of the four key points in studying anything you want to learn. (Essay) Explain the study procedure in learning how to plant a tree. Clay Demo: Joe went to school for architecture but only studied to pass the test in geometry and then built a driveway. Clay demo how is driveway would look. (Drill) Find something you personally want to learn about and write the steps you will do to learn it and do it or apply it.

Certification of Principle 2: Study is the Key to Reaching your Dreams : Certification of Principle 2: Study is the Key to Reaching your Dreams 5. (Essay) Explain why correct study is the key to reaching your dreams. 6. (Essay) Explain how and why studying only to get an “A” hinders your dreams. 7. (Essay) Tell about a time when you studied to learn how to do something new or something you wanted to learn how to do better. Can you still remember what you learned today?

Principle 3 Obstacle one to learning occurs when a student already thinks he or she knows the information. : Principle 3 Obstacle one to learning occurs when a student already thinks he or she knows the information. The student must first be aware that he or she lacks knowledge before being open to tutoring. The tutor must first set tutoring goals and steps to bring the student to the awareness that he or she does not know certain key concepts. By no means does the tutor continue until the student realizes and acknowledges that he or she needs to learn the new information. This student sincerely does not even know he or she does not know. The student’s motivation will change once the awareness comes that there is a need to learn more or more precisely. I can type already I can always get someone to type my term papers. The Result

Certification of Obstacle 1: Obstacle 1 of Learning and Study to Reach your Dreams (Knowing it all. : Certification of Obstacle 1: Obstacle 1 of Learning and Study to Reach your Dreams (Knowing it all. (Essay) Explain what happens when you already think you know something, but you really don’t. (Essay) Explain what a tutor is suppose to do to get a student past obstacle 1 to study. Demo: Linda has a natural ability to sing and doesn’t feel she needs to learn anything else. Demo how you would get her past obstacle 1 to study.

Principle 4A -- How Multisensory Language Processing Organizes Our Life Experiences into Thought. : Principle 4A -- How Multisensory Language Processing Organizes Our Life Experiences into Thought. Multi refers to two or more of something. Sensory refers to the five senses of sight, hearing, smell, taste, and touch through which we experience the world. Multisensory Language processing is using more than two senses to associate life's experiences into language and memory during learning. It is the basis of reading, writing and learning. Research proves that the more senses we involve in the learning process, the greater the retention or mastery Memory

Slide 21 : In the same way we learn language as babies we can learn to read and write – through our five senses associated with life’s experiences by thought and memory. The senses are the receptors that receive life’s experiences. Sensory refers to the five senses Multisensory language processing is transferred by nerve transmitters. The nervous system are the nerves that run through our bodies taking and sending feelings, sensations, sight, sound, smell; to associate them through the brain therefore, nerves help us to experience them within ourselves. The nervous system transmits information by way of the senses carrying linguistic (sound and thought), emotional (feelings), mental and physical reactions that associate together and blend with past information already stored and associated in the brain. Principle 4B:The Dream Builders Curriculum Approach is Multisensory Based Fire Stop it’s hot! Fire = Hot Association

Three barriers to Level 1 learning or to multisensory processing will be reviewed – lack of mass (the real thing) skipped gradients (steps) and the misunderstood word. : Three barriers to Level 1 learning or to multisensory processing will be reviewed – lack of mass (the real thing) skipped gradients (steps) and the misunderstood word. A barrier to learning is something that stops one from going further in ones study to learn. Learning barriers in multisensory language processing causes mental, emotional and physical reactions in a student Dream Builders addresses barriers to learning using the development and evaluation of Multisensory approach to learning.

The three barriers to learning occur when there is a stoppage in the multisensory transmission flow of information. : The three barriers to learning occur when there is a stoppage in the multisensory transmission flow of information. Reading utilizes the visual sensory processing. Writing uses the kinesthetic sensory processing. Retention and mastery learning uses all the sensory modalities and past experiences of mass (the real thing being studied).

Certification: Multisensory Language Processing 4-A and 4B : Certification: Multisensory Language Processing 4-A and 4B Define Multisensory Define Language Define Learning Use the mystery boxes to test your multisensory language learning Define Multisensory language learning Define the 5 senses (site, touch, smell, hearing and taste) in relation to learning and life experiences. Sketch how Multisensory Language processes information learned by experience Define barrier to learning by looking up barrier in the dictionary. Demo how a student experiences a barrier to multisensory processing. Clay demo multisensory language learning that has a barrier.

Principle 4Level 1 Learning is Hindered When a Student Lacks Mass ( The Real Thing) : Principle 4Level 1 Learning is Hindered When a Student Lacks Mass ( The Real Thing) Lack of mass is the absence of the real thing when one studies. When the student tries to find meaning with the words he is hearing or reading, but can find no associated past experiences, there is no comprehension or meaning. He or she must have mass or the real thing .

Principle 4The body’s nervous system acknowledges lack of mass by causing the body to look and/or feel different ways : Principle 4The body’s nervous system acknowledges lack of mass by causing the body to look and/or feel different ways

Principle 7AIf a student has lack of mass he/she can feel: : Principle 7AIf a student has lack of mass he/she can feel: SQUASHED, BENT,

Principle 7A If a student has lack of mass he/she can feel: : Sort of Spinny, FEELING SORT OF DEAD OR LIFELESS, Principle 7A If a student has lack of mass he/she can feel:

Principle 7-ELack of Mass Can Make you Feel and Look Bored. : Principle 7-ELack of Mass Can Make you Feel and Look Bored. When a student has an absence of mass, he or she can become bored with the subject, which can lead to an appearance of laziness. Students are often wrongly labeled because of a lack of mass. BORED

Principle 7-FLack of Mass Can Make you Feel: : Principle 7-FLack of Mass Can Make you Feel: Exasperated Angry, Very Irritated or Annoyed You can have a Physical Reaction. STOMACH ACHE

Principle 7-HLack of Mass Can Make You Have Physical Reactions Like a Headache or Eyes Hurting : Principle 7-HLack of Mass Can Make You Have Physical Reactions Like a Headache or Eyes Hurting HEADACHE Your Eyes will Hurt Very Often

Principle 7-JLack of mass causes you not to receive the information sent to the brain by the senses (read or heard). : Principle 7-JLack of mass causes you not to receive the information sent to the brain by the senses (read or heard). When studying, a signal is sent to the brain which searches for a past experience to associate with what is being studied, when unable to find a past experience the nervous system continues on and causes one or more of the previously named reactions..

Principle 7-JWhen a student shows the signs of a lack of mass, the remedy would be to supply the mass. : Principle 7-JWhen a student shows the signs of a lack of mass, the remedy would be to supply the mass. Supplying the student with mass means simply supplying the object itself, or a reasonable substitute such as a picture, a motion picture, a drawing, a clay demonstration, or a demo using items that represent the parts of the idea , concept, or word. Mass gives theory, words or concepts a memorable picture of what is studied.

Principle 4EXAMPLE: : Principle 4EXAMPLE: Sarah is reading a book about ants and Ant hills. But Sarah has never seen ant hill. She would need to see the real thing or a representation of the real thing.

Certification:7A – 7J Lack of Mass Barrier to Learning : Certification:7A – 7J Lack of Mass Barrier to Learning With another student, find the mass of a table, a coat hanger, a refrigerator, a wall, a book, a door, and a file cabinet. Make up signs on small pieces of paper with the names of each of the above items; attach the paper to each of the items. Each time notice the difference between the mass of the item and the idea of the item. Use the flash cards that show the lack of mass reactions; practice until you quickly recognize each reaction (squashed, bored, etc. Use your body to show how each Lack of Mass reaction, feels and would look like. Describe how you are feeling each time. Demo how you would give mass for the following: Launch a boat A teacher A student A cube Go through all of the barriers to study reaction cards and drill with a twin until you can recognize the Lack of Mass barrier quickly enough to pass the 60 second section tests.

Principle 8The Second Barrier to Level 1 Learning Is Too Steep a Gradient. : Principle 8The Second Barrier to Level 1 Learning Is Too Steep a Gradient. A gradient is something taken step by step, level by level with each step or level being easily attainable until relatively difficult steps are accomplished. Dreams or goals that are not broken down into small enough steps get stopped until the skipped step is made more attainable. Each person’s gradients or steps are different for different goals.

Principle 8-AWhen one reaches too steep of a gradient, in studying a subject or step in a goal, a sort of confusion or reelingness results. : Principle 8-AWhen one reaches too steep of a gradient, in studying a subject or step in a goal, a sort of confusion or reelingness results. The multisensory reaction to a skipped gradient is a confusion or reelingness that results in the step, goal or dream being stopped until corrected. To correct a skipped gradient, one must go back to the step before the problem occurred.

Principle 8B: Too Steep of a Gradient stops Progress Towards “Doing” Something. : Principle 8B: Too Steep of a Gradient stops Progress Towards “Doing” Something. Skipped gradients or steps make it too difficult to reach the next step; goals have to be very attainable given the skill level. Once the steps are cut back to a comfortable level, growth begins to progress gradually and normally.

Principle 8C: It is Natural to look for the skipped gradient at the point of confusion rather than going back to the last step that was thought to be understood : When having difficulty studying division, one would naturally go back to an earlier step like multiplication and trace it backwards to locate the skipped gradient. This is incorrect. To quickly find the skipped gradient ask the student, “what did you understand well just before you got all confused” The skipped gradient will be in the area where he/she felt he/she understood it but did not really understand. Go back to when you were doing well in your study and look at the step before for the skipped step. Principle 8C: It is Natural to look for the skipped gradient at the point of confusion rather than going back to the last step that was thought to be understood

Principle 7-I Skipped Gradient Can Make You Have Physical Reactions. : Principle 7-I Skipped Gradient Can Make You Have Physical Reactions. If a student skips a gradient in studying a subject, a sort of confusion or reeling feeling results. When a student feels a reeling feeling they feel as if they are swaying from side to side as if they might fall This student is studying about a new type of engine and feels a reeling feeling or confusion He needs to go to the step where he was last doing well.

Principle 8-DWhen a Student Becomes Confused About One of the Steps in his Dream Goals, Going Back to the Step When his or her Dream Goals Were Doing Well and Identifying the Skipped Step Can Keep the Dream Alive and strong. : Principle 8-DWhen a Student Becomes Confused About One of the Steps in his Dream Goals, Going Back to the Step When his or her Dream Goals Were Doing Well and Identifying the Skipped Step Can Keep the Dream Alive and strong. Once this is cleared up, the student can progress again. This barrier of a skipped gradient is more evident and applies the most in activities where doingess is involved but it also applies in subjects mainly having to do with thought. “Doingness” in study results in doing something (ie., following directions to assemble a computer). Thought is learning theory or ideas.

Certification: 8A – 8E Skipped Gradient : Certification: 8A – 8E Skipped Gradient Complete the Paper Box Drill (see your supervisor). Demo a gradient. Demo skipped gradient. Demonstrate with your body how a skipped gradient would look and feel. Read pages 38 and 39 of the Basic study Manual and demo: where a person will assign his difficulties when he skips a gradient. Demo: where the problem really is. Read pages 40-47 and write an essay: How you would find and handle a skipped gradient. Do the drills on page 48. Do the 30 second drill combining Lack of Mass and Skipped Gradient barrier manifestations.

Principle 9: The Misunderstood Word or Wrongly Understood Word. : Principle 9: The Misunderstood Word or Wrongly Understood Word. A misunderstood word is a word or concept that is not understood or is understood the wrong way. The misunderstood/wrongly understood word is the most important of the three barriers to learning because it is the one that can make you quit your study, goals or dreams. Misunderstood words can make you feel you are stupid or dumb. As a tutor you can notice a whole new set of multisensory reactions when a student reads past a word that was not understood. The following pictures will give you an idea of how those reactions can be recognized in the tutoring situation. Wrongly Understood Word

Principle 9A -- Blank : Principle 9A -- Blank When you pass a word you do not understand , the FIRST thing that happens is you become BLANK. Everything after the misunderstood word will be blank

Principle9B – “not there” feeling or day dreaming, or sleepiness can happen after you pass by a misunderstood word : Principle9B – “not there” feeling or day dreaming, or sleepiness can happen after you pass by a misunderstood word You can feel so “not there” that you can go to sleep Daydreaming Not there

Principle 9 C -- Some students pass a misunderstood word and feel worried or upset : Principle 9 C -- Some students pass a misunderstood word and feel worried or upset Sometimes students are good at hiding this feeling, but notice slight changes in comfort level, jittery or feelings of uneasiness.

Principle 9D: Misunderstood word can cause multisensory reactions such as tiredness, washed-out , or no energy feelings. : Principle 9D: Misunderstood word can cause multisensory reactions such as tiredness, washed-out , or no energy feelings. A misunderstood word can make you feel tired or washed out with no energy. Because of the misunderstood word, it may take longer and longer to complete assignments. Tired, washed-out, or no energy

Principle 9D: Misunderstood word makes can make the student to want to start doodling : Principle 9D: Misunderstood word makes can make the student to want to start doodling

Principle 9D: Misunderstood word makes can make the student to begin yawning : Principle 9D: Misunderstood word makes can make the student to begin yawning

Principle 9 E -- Blankness after a misunderstood word can causes an inability to understand or recall information afterwards. : Principle 9 E -- Blankness after a misunderstood word can causes an inability to understand or recall information afterwards. After passing a misunderstood word, an inability to mentally understand or remember when asked to recall. “The test is coming and I can’t remember anything”

Principle 9F: When a student passes a misunderstood word, poor reading comprehension occurs. : Principle 9F: When a student passes a misunderstood word, poor reading comprehension occurs. After blankness, a lack of reading comprehensions is the result. A dullness in memory of what was read occurs. You will recognize a student losing comprehension because he or will not be as bright as 15 – 20 minutes before. A student who gets in a habit of passing misunderstood words will lose all enthusiasm for reading, learning and his or her dreams.

Principle 9G: When a person blows or gives up on their dreams, it was a result of a habit of passing misunderstood words, especially those connected to their dreams. : Principle 9G: When a person blows or gives up on their dreams, it was a result of a habit of passing misunderstood words, especially those connected to their dreams. A student that continues to pass misunderstood words is likely to blow from or quit their dreams because: Habits of partial understanding show up when one begins to learn to reach their dreams. The nature of a misunderstood word is that it makes you give up on studying. Studying and learning that is dull with half comprehension results in an inability to practice or be successful in the doing part of your dreams. Misunderstood words that are cleared up and understood will result in the power of learning returning to build your or your student’s dreams/goals

He Does not know the meaning of Art : He Does not know the meaning of Art

Principle 9D: Before or after blowing or quitting, fault finding, criticism, or complaining is done to make one feel better about blowing or quitting : Principle 9D: Before or after blowing or quitting, fault finding, criticism, or complaining is done to make one feel better about blowing or quitting

Principle 9D: He is quitting on his dream of becoming an Artist : Principle 9D: He is quitting on his dream of becoming an Artist I quit

Slide 56 :

Principle 9D: He is quitting on his Dream of becoming an Artist because of a Misunderstood word. : Principle 9D: He is quitting on his Dream of becoming an Artist because of a Misunderstood word.

Slide 58 :

Once the Misunderstood word is located the student looks it up in an easy dictionary : Once the Misunderstood word is located the student looks it up in an easy dictionary

He now understands the word Art! : He now understands the word Art!

Slide 61 :

Now that his misunderstood word is cleared he can now pursue his dream of becoming an Artist : Now that his misunderstood word is cleared he can now pursue his dream of becoming an Artist

9. Certification for Identifying Misunderstood and Wrongly Understood Words. : 9. Certification for Identifying Misunderstood and Wrongly Understood Words. Demo: what a misunderstood word is. Explain why the misunderstood word is the most important of the three barriers to study. What is the first reaction a tutor should be skillful to look for when a student has past a word not understood? Show a “blank feeling” and a “washed out feeling” with your body. Clay demo a student with a misunderstood word. Explain how you might recognize a student feeling nervous or upset, that does not want to appear “un-cool”. Explain how a misunderstood word can cause a student not to remember what was read. Demo how misunderstood words can cause a student to become disinterested in their dreams or blow from their dreams (give up on their dreams) Explain what usually happens just before a student quits a goal or study because of a misunderstood word or words.. Go through all of the barriers to study reaction cards and drill with a twin until you can recognize the misunderstood barriers quickly enough to pass the 60 second section tests.

Principle 10: How to Clear up a Misunderstood Word : Principle 10: How to Clear up a Misunderstood Word Misunderstood words, symbols, or concepts are cleared up by skillfully using a dictionary. There are different ways to clear words depending on the reader, but there is one basic procedure for all word clearing.

Principle 10: Procedure for handling all misunderstood words : Principle 10: Procedure for handling all misunderstood words Have an easily understood dictionary (no hard words in the definitions) at hand when reading, studying or tutoring. First locate the misunderstood word or symbol and look it up Quickly reviewing the definitions to locate the correct context (refers to the word before and after the misunderstood word) the word is being used. Clear up the definition, Using the word in 4 or more sentences until the word is completely clear.. Misunderstood Words can be fatal.

Continued: Principle 10 : Continued: Principle 10 3. Go through and clear-up the remaining definitions until there is a clear understanding of each definition. Do not clear technical, or specialized meanings, such as math, biology, etc. or obsolete definitions no longer used, or archaic words unless part of the context definition. 4. Clear the derivation, which is the explanation of where the word came from originally. This will help you gain a basic understanding of the word.

Principle 10: Continued : Principle 10: Continued Clear up any idioms using the word Clear up any additional information . about the word, such as synonyms, notes on usage etc. If you come across a misunderstood word of symbol in the definition of a word being cleared, you must clear it right away using this same procedure and then return to the definition you were clearing. Clear up any words, symbols, or concepts that are in the definition of the word. Have student go back to the beginning of the sentence that the misunderstood word occurred and read from that point. The student should be very bright after the word is completely cleared.

Certification for Principle 10: Clearing Misunderstood Words : Certification for Principle 10: Clearing Misunderstood Words Explain the steps you will take to clear up misunderstood words. Clear the following sentences. The children became excited during the gloaming. The smoke was caused by the flue. The wood plectrum helped him make beautiful music. Identify a time you decided to do something, study something or learn/study something about a past dream, course of study, or class but changed your mind and quit. What were you learning about or studying at the time you decided to quit the dream, course of study, or class? What key words were involved that you did not understand? Clear each of those words using the dictionary and, if needed, the encyclopedia. Have your supervisor help you. What did you learn about word clearing? Do the 60 second drill combining Lack of Mass, skipped Gradient and misunderstood word barrier manifestations.

Principle 11: The importance of and procedures for clearing small common words. : Principle 11: The importance of and procedures for clearing small common words. If you see all the reactions of the misunderstood word, but cannot find one, look at the small words such as “to”, “for”, “if”, etc. where the blankness or comprehension first was lost or slightly before. Small words are one of the main reasons involved with non readers or early age poor readers. For instance the word “to” has over 20 different ways it can be used in the English language, each with a different meaning. Have your supervisor show you how to use the Small Common Words dictionary.

Certification 11: Understanding the importance of small common words. : Certification 11: Understanding the importance of small common words. Use the Small Common Words dictionary to clear the small words in the following sentence. Each of the friends of Pete went to the store.

Principle 12: Understanding the first phenomena of misunderstood words : Principle 12: Understanding the first phenomena of misunderstood words A Phenomena is an event or fact that can be felt by senses or taken in by the mind First Phenomena – When a student misses understanding a word, the section right after that word is a blank in his memory. To handle 1st phenomena you trace back and locate the misunderstood word, you clear it up and the blankness will disappear. If all misunderstood words are cleared up in a subject area a student will be able to apply what was learned in the skill area. Hidden talents will emerge in the subject once all misunderstood words are cleared up. This experience or phenomena of blankness is very important because it is always present when students give up on their dreams.

Principle 12 A: Understanding the second phenomena of the misunderstood : Principle 12 A: Understanding the second phenomena of the misunderstood The second phenomena occurs if the 1st phenomena of blankness is not handled, this is followed by the student’s solution for the blank condition, which is to separate ones self from it or to individuate from it. She has a misunderstood word about batter There is blankness and an inability to apply the attempted skill The solution is to individuate or separate self from the disappointment

Principle 12 A: Understanding the second phenomena of the misunderstood word : Principle 12 A: Understanding the second phenomena of the misunderstood word Once the student individuates, complains, fault finds and/or blows from the course, activity, or dream, he or she usually follows with harmful acts in the general area. In some cases the student attempts to justify their harmful acts by complaining and faultfinding later.

2nd Phenomena The student has become blank and has not cleared up his/her misunderstood word(s). : 2nd Phenomena The student has become blank and has not cleared up his/her misunderstood word(s).

2nd Phenomena The student then individuates him/herself from the subject. : 2nd Phenomena The student then individuates him/herself from the subject.

2nd Phenomena Now that the student has separated him/herself from the area, He/She then commits harmful acts against the more general area. : 2nd Phenomena Now that the student has separated him/herself from the area, He/She then commits harmful acts against the more general area.

Certification 12 and 12A: Understanding the first and second phenomena of the misunderstood word. : Certification 12 and 12A: Understanding the first and second phenomena of the misunderstood word. Explain what first and second phenomena are and why they are important. Why is individuating very important in second phenomena. Write down an example of someone you know that exhibited or showed the first phenomena of the misunderstood word. Write down an example of someone you know that exhibited or showed the second phenomena of the misunderstood word. Write down types of harmful acts that someone might do in the school setting. Clay demo how a person that gives up their dream makes themselves feel better (use the information learned in first and second phenomena).

Principle 4There are five levels (1-5) used to evaluate mastery learning. Very often students think they have learned when they have understood only the first two levels. : Principle 4There are five levels (1-5) used to evaluate mastery learning. Very often students think they have learned when they have understood only the first two levels. Level 1 – Read or hear the information unhindered Level 2 – Prove understanding Level 3 – Value information Level 4 – Practice the application of the new skill Level 5 – Demonstrate skill mastery

Understanding and evaluating each level of the student’s learning while he or she is studying to master the skill or Information, helps to build solid foundations for dreams. : Understanding and evaluating each level of the student’s learning while he or she is studying to master the skill or Information, helps to build solid foundations for dreams.

Principle 5A: The level 1 – read or hear information means there are no blocks that keep the student from receiving the informationthrough listening or reading. : Principle 5A: The level 1 – read or hear information means there are no blocks that keep the student from receiving the informationthrough listening or reading. Level 1 Can the student duplicate what was learned. Use paper and pencil test, oral questions or Demonstrations using sketches, clay or demo kits. (see principle A and B).

Principle 5B: The Level 2 -- The understanding level is not just duplicating but an ability to demonstrate ones understanding of the subject studied. : Principle 5B: The Level 2 -- The understanding level is not just duplicating but an ability to demonstrate ones understanding of the subject studied. A checkout of understanding is not just learning a bunch of facts or a memory test. A “checkout” examines understanding of key vocabulary and whether the student has the capability to use the information. It must include examination of exact sequences of actions without stumbling. A “value checkout” starts with understanding the theory of why it is done. Checkouts of reasoning's, procedures, laws, scientific principles must be thoroughly understood before information can be appreciated or applied.

Principle 5C: The Level 3 – Value occurs when the information becomes valuable to the student. This is identified during “checkouts” : Principle 5C: The Level 3 – Value occurs when the information becomes valuable to the student. This is identified during “checkouts” The “value checkout” examines with exactness on alertness, excitement and personal meaningfulness of the material. The “value checkout” evaluates the student’s personal application of the knowledge. A “value checkout” examines the understanding of the purpose (why) and the importance of the skill or information.

Principle 5D: The level 4 -- practicing is providing the student with the opportunity to Practice the New Skill to reach mastery : Principle 5D: The level 4 -- practicing is providing the student with the opportunity to Practice the New Skill to reach mastery Demonstrating the new skills using computers, clay, demo kits, problem solving activities are all ways for students to practice skills. The best practice is to use the real application of the skill. Successful Practice is visible as skill outcomes improve and fluidity is demonstrated. Student quickly and successfully incorporates the skill into their everyday activities Reading about and valuing golf does not take the place of practicing the skill itself.

Principle 5E: The level 5 -- Evaluation of Mastery – student completes all skill levels and is applying the new skill in their every day academic work, life , goals and/or dreams. : Principle 5E: The level 5 -- Evaluation of Mastery – student completes all skill levels and is applying the new skill in their every day academic work, life , goals and/or dreams. Mastery means that the student has practiced enough to develop swiftness in application of the skill without error. Mastery is best observed in the same manner as Practice – when applying the skill.

Principle 5: The five Levels Used to Evaluate Mastery Learning Certification. : Principle 5: The five Levels Used to Evaluate Mastery Learning Certification. Use your demo kit to explain what level 1 is in evaluating mastery learning. Explain in writing the methods used to evaluate level 1 learning. Use your demo kit to explain what level 2 is in evaluating mastery learning. Explain in writing the methods used to evaluate level 2 learning. Use your demo kit to explain what level 3 is in evaluating mastery learning. Explain in writing the methods used to evaluate level 3 learning.

(Continued) Principle 5: The Five Levels Used to Evaluate Mastery Learning Certification. : (Continued) Principle 5: The Five Levels Used to Evaluate Mastery Learning Certification. Use your demo kit to explain what level 4 is in evaluating mastery learning. Explain in writing the methods used to evaluate level 4 learning. Use your demo kit to explain what level 5 is in evaluating mastery learning. Sketch a person that has mastered level 5 learning. Demo how you would evaluate each step in the mastery learning of the ABC’s.

: Principle 4: Tutor and Student Responsibilities in Tutoring It is the responsibility of the tutor to find a way to make sure the student learns and make it safe to ask questions; it is the responsibility of the student: to come to tutoring well-fed to be well rested the night before to be ready to learn to say when you do not understand to not give up or create an excuse not to come back to tutoring

When learning is blocked : When learning is blocked If the Student Mentor gets stuck, never try to fake knowledge, go to the dictionary or encyclopedia, If still unclear, go, in order, to the: Tutor Supervisor Curriculum Coordinator Trainer or Program Director CEO or Project Director Dream Builders takes on the responsibility of helping students learn.

To help the student understand what he does not know, the tutor should use the following steps. : To help the student understand what he does not know, the tutor should use the following steps. Quiz the student in the subject area Point out the specific skills that student does not comprehend. Discuss the importance of the learning. Explain the five levels of learning. Even though level 1 or 2 is learned, there are still 3 more levels to learn (see principle 5). The light comes on when the student realizes he needs to know the subject he or she is studying

Certification of Principle 4: Tutor and Student Responsibilities in Tutoring : Certification of Principle 4: Tutor and Student Responsibilities in Tutoring (Essay) Why is it the responsibility of the tutor to find a way for students to learn and why is this important? (Essay) Explain why each of the student responsibilities in tutoring is important. Demo how to help a student learn that he or she does not understand something.

Principle 14: Key Tutor Training Drills 1 : Principle 14: Key Tutor Training Drills 1 “A good, stable adult with love and tolerance in his heart is about the best therapy a child can have.” (ELH). A tutor is one who gives additional, special or remedial instruction. (This word comes from the Latin word “tueri”, to watch, protect. American Heritage Dictionary) “Polite” is considering another person before yourself. “Respect” is to treat courteously and with appreciation “ Dignity” is the respect and honor associated with a high position. (American Heritage Dictionary). Intolerance leads to revolt Dignity and tolerance leads to openness to learn.

(Continued): Key Tutor Training Drills 1 : (Continued): Key Tutor Training Drills 1 “Revolt” is any act of protest or rejection (American Heritage Dictionary). “Love” is intense affectionate concern for another person. (American Heritage Dictionary). “Tolerance” is the capacity for or practice of allowing or respecting the nature, beliefs, or behavior of others. (American Heritage Dictionary) “Therapy” is the healing power or quality. Before helping a student with homework always word clear the subject name, sub-definitions and key words in the subject leading up to the student’s concern before helping with the actual homework difficulty. Biology would clear science, scientific method, animal biology, plant biology, reproduction before clearing the concept of geneology or cell photosynthesis.

Certification 14: Tutor Training Drill 1 : Certification 14: Tutor Training Drill 1 Explain why “A good, stable adult with love and tolerance in his heart is about the best therapy a child can have.” (ELH). Explain how the Study Tech verifies the Latin word for A tutor, “tueri”, to watch, protect. American Heritage Dictionary) Demonstrate by role play how “Polite” is considering another person before yourself. Demonstrate how you will treat another person with “Respect”. Demonstrate how you will treat a person with “ Dignity”. Explain how revolt occurs when dignity, love and tolerance is absent from instruction or tutoring. Have your twin be the “student” and give him orders in the tone of voice generally used on children when they are given orders by an adult.

Certification of Tutor Training Drill 1 : Certification of Tutor Training Drill 1 Find out from your twin how he or she feels about you now. Now treat your twin (as the student) with intolerance. Have your twin tell you tell you if he or she would want to be tutored by you. Now treat him with tolerance. Ask him or her how they feel about you tutoring them now.

Certification of Tutor Training Drill 1 : Certification of Tutor Training Drill 1 Find a youth and treat him or her with great politeness and tolerance. Write how this person responded to you. Practice treating your twin your twin with dignity until you can do it with ease. Find a youth and treat this person with dignity. Write down how this person responded to you. Give you twin some threats to motivate him or her. Write down how this makes him respond. Clay demo: the ideal relationship between a tutor and a student. Include dignity, and politeness, tolerance, use of study technology, and use of communication.

Certification of Tutor Training Drill 1 : Certification of Tutor Training Drill 1 Write down all the things that children/youth/and or students do that you do not like. Have your twin bullbait you on these “buttons” until they arte flat. Demo to your twin each line of the “Code of a Tutor.” Clear the definition of Mathematics, addition, subtraction, and multiplication, division and fraction. Do you understand the concepts of mathematics better?

Principle 15: Establishing and maintaining a positive and productive tutorial relationship with students. : Principle 15: Establishing and maintaining a positive and productive tutorial relationship with students. The tutors passion for tutoring and genuine concern for the student’s growth and development are the foundation for a positive mentoring relationship. Learn to interview students with concern and interest using half-ack communication skills, “getting your point across”, and “being there” with the student. Maintain A-R-C throughout each of the sessions. “A” is Affinity or creating mutual likeability by finding “R” (Reality) which is finding things in common with the student. This will create good “C” {communication). Once established, you continue to return to A-R-C continually through out the interview and tutorial session. Start each session finding out how the student’s week went and how school went while keeping A-R-C in mind.

Principle 15: Establishing and maintaining a positive and productive tutorial relationship with students. : Principle 15: Establishing and maintaining a positive and productive tutorial relationship with students. Maintain a positive and productive tutoring relationship by encouragement rewards using positive reinforcement correctly. Clearly agree on the goals for the session. Break the goal into agreed upon steps. Each step achieved receives a reward. Tutor should enter the session with a suggested goals and their breakdown based on what has already learned about student’s capability. Always give the reward, ticket or point at the point of successfully reaching the goal. You should pair the physical reward with encouraging words, showing your pleasure in their progress. Always provide back up rewards to ticket, points or Dream Builders dollars. Gradually make it more difficult for the student to earn tickets and rewards. Maintain A-R-C and good communication skills to manage the session.

Certification 15 – Establishing a positive and Productive Tutorial Relationship : Certification 15 – Establishing a positive and Productive Tutorial Relationship Write an essay explaining in detail how you will establish and maintain a positive and productive tutoring relationship. Demo A-R-C in establishing a tutoring relationship. Conduct a mock intake interview using communication skills, respect, tolerance and concern. Find commonality, mutual liking and good communication using A-R-C method. (use the interview form. Set up a goal and steps program for yourself to learn a skill your test scores show weakness. What are the goals and steps to be achieved in a 2 hour session? How many steps are involved in each goal? How many points will be given at each step based on 15 points?