Weddings: What's Really Important?

As a minister’s wife, I have attended more than my share of weddings, and I’ve been privy to much of the behind-the-scenes drama. My husband, Jack, in an attempt to ease the nervous couple, would say, “Something is bound to go wrong; it always does. Most of the time no one sees it but the two of you and me. But the truth is, if I say, ‘Will you?’ and you say ‘I will’ and I say, ‘You are’. Then as long as the marriage license is signed, everything else is superfluous. You’re married.” Though that is true, we have witnessed some interesting situations.

One couple had planned a beautiful wedding. There were nine bridesmaids and nine groomsmen. Flowers and candles were everywhere. The dresses, of the attendants and the bride, were the most beautiful I’d ever seen. The brass quintet completed the fairy-tale scene. The hundreds, in attendance,
were in awe. It was a spectacle to take your breath away.

The bride spent untold hours planning it all, and she wanted to make it last, so she included everything that she had ever seen in any wedding she’d attended. She had read brides’ magazines looking for touching elements that would make the occasion memorable. But, in the end, she didn’t need any outside source to provide that.

The attendants were lined up with a groomsman standing behind each bridesmaid. As one of the songs was sung, by a talented vocalist, one of the bridesmaids collapsed in a dead faint. Thankfully, the groomsman behind her caught her before she hit the floor and carried her from the room. There was an audible gasp from the guests. Someone left the room to attend to her so the groomsman could rejoin the wedding. The ceremony continued, but after another couple of minutes, another bridesmaid passed out. She, too, was removed from the sanctuary. People were looking at one another, with little smiles, this time. The song was now over. The bridal couple knelt, on a bench, and Jack began to lead the congregation in a prayer for the couple. As heads were bowed, a big thump was heard from the front of the church. People raised their heads in time to see a third attendant carried from the room. At this point, everyone broke out in laughter, including the bride and groom. The minister tried to resume the prayer, but snickers could be heard throughout the room.

When the bride and groom were presented to the congregation, before walking down the aisle to exit the church, everyone laughed and cheered. Jack was right. Something had certainly gone wrong, but he did say, “Will you?” They did each say, “I will”. The license was signed, and they were married. The rest was just fodder, for stories, to share for years to come.

Learning for "Real"

Memory Series: Make it Personal/Authenticity

For years I taught History of the Eastern Hemisphere to sixth grade students. Part of the curriculum was the study of World War II. My students were always interested. Most of them had mental connections through older family members, movies they had seen, and some with books they had read. The more connections the brain makes, with a topic, the greater the retention. So, this was a study that had an advantage from the outset. The motivation and interest were already present.  I utilized many brain-based strategies to reinforce this, so by the end of the unit, students had a good overall view of the era. Towards the end of the study, I invited a special guest to speak to my classes.

Ms. May was a holocaust survivor. She was a German, of Jewish faith, whose family had escaped to Holland when things became dangerous. Her family thought they were moving to a safe haven. Of course, this was an illusion. Ms. May’s family was eventually taken to a German prison camp. Most of her family were killed. For a brief time, Ms. May and Anne Frank were imprisoned together. Since my students had read Anne Frank’s diary, here was another connection. Because Ms. May experienced this when she wasn’t much older than my students, they could imagine being there themselves. When she spoke, a pin could have been heard dropping. We all listened with bated breath. It was always a day of shared tears, because we could feel Ms. May’s heartache.

Before Ms. May came, my students had already learned more about the war than was expected for their grade level. Most of them were prepared to do well on the unit test. They had already been exposed to learning that would almost certainly insure long-term memory. So, why did I invite this Ms. May ? She could provide authenticity and make it personal. She provided something I couldn’t, because she lived it. There was power in her story.

Whenever possible, authenticity should be introduced into lessons. Our experience with Ms. May is not one that can be duplicated in most school situations, so we must search for other ways to create a personal understanding. Because of reading The Diary of Anne Frank, my students already had some sense of authenticity. Biographies and autobiographies are a good way to bring realism into the classroom. Visits to museums, introducing relics, old news accounts, or photos are also means that can be utilized in a study. Sometimes, older family members can share memories of days gone by to help students strengthen their understanding of another time. This provides a personal understanding and develop a bond of respect.

There are many advantages to injecting personal authentic stories into the teaching/learning process.

• It makes the required material real for the student, providing relevance.
• It creates empathy.
• The emotions that are evoked, from it, are memory stimulators.
• Stories are a major way to insure retention.

Whether you are a classroom teacher or a home school mom, you want the best for your students. You want a meaningful learning experience that will impact their lives. You want long-term memory. Make it real. Make it personal. I predict that you will both benefit from the experience.

An Experiment in Memory

Memory Series: Making Connections

Let’s do an experiment together. On a piece paper, jot down everything that comes to mind when you think of “Hannibal”. After that is completed, write down everything that comes to mind with the word “dog”. I’m guessing that you have a much longer list with “dog”. Why? Because, your brain has probably made more connections, through the years, with dogs than with Hannibal. The more connections that our brain can make with a subject, the greater the memory retention.

Creating connections is the major reason for chunking material. In teaching the history of almost any part of the world, I would introduce the unit dressed in a costume that reflected that part of the world. This peaked their interest. Yes, I would give my class the basis of material covered in the text. But, I would also provide relics (if possible), or photos from the area. I would often chunk on a historical novel to give them more insight. When available, I would show videos or movies that would chunk on more. I would create questions for discussion groups to consider the information, separating fact from fiction if novels and movies were part of the experience. Music, art, games/recreation, and even fashion were incorporated when relevant. Students were given writing opportunities, sometimes prose and sometimes poetry to express impressions that they had of the study. By chunking on material and engaging students in the history, literature, music and the arts, long-term memory was created.

Multiple brain connections, created through chunking material, create a greater depth of understanding and interest. Interest, relevance, VAK (visual, auditory, and kinestic) opportunities, color, and authenticity are all memory kickers that are utilized in such a study. A student will obviously not retain every detail of information, but the overall study with experiences, will last.

What is "Meaning"-ful to you? Help your Child find Meaning in Learning.

Memory Series, Sense & Meaning and Making Connections

 

We were studying Native Americans, of the 19th century, in my fifth grade Social Studies class. When my students first entered the room, I did a mini-review of what they'd been assigned to read. I asked, "Who can tell me one way that buffalo were used by the tribes of the plains?" Hands went up all around the room. I called on one student after another to list one use. After I thought that all of the purposes had been covered, I noticed Tonya waving her hand wildly. I sometimes lived to regret calling on Tonya. One never knew what to expect when she spoke. She was a sweet child, but her thinking was often skewed, and the children sometimes made fun of her responses. So, I told Tonya that all of the reasons had been given, and we needed to continue with the lesson. She said, "But, Mrs. Carver, there's another use that wasn't in our reading". With apprehension, I asked her what it was. She said, "Wings"! For a moment, I was too stunned to respond. Evidently, the students were, too. They all just stared at her for a moment, then the laughter couldn't be held any longer. I shushed the class. Then I said, "Tonya, buffalo don't have wings." She said, "Yes, they do. I eat them all of the time. Have you never had buffalo wings, Mrs. Carver?" She asked it as if she felt sorry for me. I assured her that I had enjoyed them occasionally, but I explained that they were from chickens. She had a hard time accepting that. It didn't make sense to her until I explained that "buffalo wings" got started in Buffalo, New York.

Tonya had created meaning, in her own mind, that allowed her to remember. Unfortunately, Tonya's assumption was erroneous, so she needed someone to make sure that her information was realistic and made sense. Sometimes, we think a student understands, but if we do not allow her to express what she thinks, we will never know. This means that discussion and writing opportunities are invaluable for learning how a student is processing the data that she takes in. Modern culture can sometimes confuse a child and help is required to establish sense and meaning.

Making connections is another way to assure greater retention. Each time we learn something new we strengthen part of the brain, making it easier to use again. But, information, in isolation, seldom sticks in our memories. This is one reason for cross-curriculum instruction. If a student studies history, without seeing connections with anything else, he will inadvertently push the "delete" button of his brain. However, if he reads a historical novel, set in the same time period, the connection is increased. If he is shown similarities between what was happening in a particular era with some things in this week's news, he establishes yet another connection. In science class the student learns about an invention from the same time period. Then, if he goes to music and art classes and experiences some of the creative achievements of the era, he now has a strong basis for long-term memory retention.

Creating sense and meaning and making connections are techniques that will increase understanding, create greater interest, and enhance long-term memory.

Improve your Child's Long-Term Memory

If your own child, or student, does not seem to perform as well in the classroom as you think he/she should, this may be the blog for you.

Memory Series: AVK (Audio, Visual, Kinesthetic)

Research shows that the majority of people are, at least partly, visual learners. Only about 1% learn best through only hearing, and even fewer are totally kinesthetic (movement). The best learning actually takes place when all of these are incorporated into a teaching/learning process. By adulthood, most people are a balanced blend of all three.

Brain studies have shown that learning styles differentiate by gender and even ethnicity. We don’t know why this is true, but studies of the brain, as well as, personal observation seem to back this up. For example, males tend to be more kinesthetic than females. Also, it is rare to find a girl who is predominantly hearing oriented. In fact, in 16 years of teaching, I have never had a female student who was predominantly an audio learner. With anywhere from 100-150 students per year, I generally had one boy who was. If required to take notes, these students would actually lose focus. As a result they didn’t remember what the lesson had been even 24 hours later. African American students are more kinesthetically oriented than Caucasians, even the girls but to a lesser degree. As a result, black boys learn best when allowed to move in the process. Both music and sports are naturally movement oriented, but there is no reason to limit movement to the arts and athletics.

With these things in mind, the average American classroom needs some adjustment. Most elementary schools are full of white female teachers. Since most of them learned visually, that is also how they tend to teach. Therefore, the students at the top of the elementary classes are often white girls. Boys often improve in secondary school where more male teachers can be found. After engaging in some brain studies, I altered my teaching style to accommodate some of these differences. For years I had always allowed audio learners to just listen, without taking notes, once I identified them. However, movement in the classroom was something that I’d try to keep to a minimum, because I thought it was a distraction. I finally came up with ways to incorporate movement in fun productive ways. Once I did that, test scores began to soar. One African-American boy who had never passed an end-of-year test, not only passed, but he had a strong average grade. He and his mother both cried on the day the scores were revealed. In fact, though I was in one of the lowest socio-economic schools in the system, every one of my students passed the test! By understanding the differences in learning, and adapting my classroom to meet those needs, all of my students benefited.

So, for long-term memory, incorporation of visual, auditory, and kinesthetic learning can make a difference. Though it is true that we all learn best from one of these, the balance allows for greater retention for all. Memory is increased!

Memory Kickers To Help Stimulate Long-Term Memory

Memory Series – Color, Sensory Involvement

Do you have a child who is struggling in school? Perhaps you’re a teacher who is frustrated because your students don’t retain material as well as you would like. Maybe you’re just tired of wasting time searching for things in your home. If any of these apply, read on!

As an educator in North Carolina, I was given the opportunity to attend national conferences on Differentiation in the Classroom. I also did brain studies in preparation for my Gifted Education certification. One of the most valuable lessons, that I learned, dealt with Memory. This interested me both from the perspective of teacher but also as a mother. Too, I realized that I would probably eventually struggle with some memory issues with the natural aging process.

Here are a couple of memory kickers that can make a real difference.

• Color is a memory stimulant. Teachers have color-coded things in their classrooms for years. Generally this was for organizational purposes, but by using different colors, our visual minds make an association that creates memory. Marketers talk a lot about branding one's business. One of the first things they use as a marketing tool is color. Think about a few businesses, what color do you associate with them?  Target? McDonald’s? Planet Fitness? These businesses want you to remember them, so color is important.
  

• Sensory Involvement can make a huge difference in memory. We are told that scent is possibly the strongest sense that we have in promoting memory. Every spring, when the lawn is first mowed, I have a quick jolt of childhood memories of playing outside with my brother. It’s the smell of new-mown grass that does it.
  
  
  When studying WWII, one way I incorporated sound, taste and smell, was to construct a cardboard facsimile of an upright radio to resemble one from the forties. Behind this prop was a tape of a selection of radio shows of the time, including music, big news broadcasts of the time, comedy shows, soaps, etc. We sat around the radio enjoying popcorn while listening to the “radio”. They had a cultural experience from another age, and the memory was stimulated by multiple senses. Remember, one sense is good, but the more senses involved in a learning process, the better. Memory retention is the goal.
  
  

I challenge you to think about ways in which you can use color and/or sensory involvement to help you, your child or an aging parent with some memory issue. These are simple to apply, and the rewards can be amazing.