Left And Right Brain Balancing Improve Child Intelligence...

Face it, the older the age when our memories tend to increasingly lose sharpness. We begin to forget things, like names of people, forget to put something or we have to do the job. But old does not mean your brain is also becoming increasingly blunt. For brain and memory can always be honed even stay sharp, here are some tips:

Step I: LEFT BRAIN TRAIN

Your left brain is working to regulate the ability in reasoning, language, writing, logic and arithmetic. Left-brain memory are short term (short term memory). If there is damage to the left brain, there will be disruption in terms of functions of speech, language and mathematics. To maintain the capacity of your left brain, try to learn a new language or do puzzles games.

Step 2: RIGHT BRAIN TRAIN

Right brain function is to handle the process of human creative thinking. Usual right brain identified about creativity, imagination, shape or space, emotion, music and color. Their memories are long right brain (long term memory). The way it works is not well structured and tend not to think about things that are too detailed. If there is damage to the right brain in diseases such as stroke or brain tumor, then the disturbed brain function is the ability of visual and emotional. To maintain the sharpness of your right brain practice playing a musical instrument, sing or make crafts.

Step 3: WHOLE BRAIN TRAIN

Learning meditation
By doing your meditation can reduce stress, overcome anxiety is excessive, and activate the control centers of the brain for happiness and satisfaction.

Train Memory capacity
You remember as a kid, a lot of things you should know by heart. The sharpness of your memory will increase if you always train memory skills.

Participate in social activities
Having a solid schedule of social activities which are believed to make the brain work more actively and to reduce deterioration of the brain.

In addition to genetic factors, ability and intelligence of a child can be trained and taught in a way to do the activation in the right brain. Generally, the participants who could be taught by several instructors aged between four to 12 years. Next try doing some activities with your eyes closed.

The kids and even then engaged in various activities ranging from reading and guess the number. There also are reading the holy verses of Al-Quran with eyes closed. Not only that, they ride bikes in a zigzag with eyes closed. All were obtained through focused training.

In addition to training the right brain to the brain's ability, motivation is beneficial for children to generate self-potential and positive character in the child. Currently, a number of activities are offered which aim to improve the ability of children with a variety of methods. In addition to that offered a variety of ways, most important, of course, attention and guidance of the parents of the children themselves.

Communities often assess IQ (intelligence quotient) is equated with intelligence or skill. In fact, IQ only measures a fraction of the skill.

"It was a bright child is a child who can react in a logical and useful to what is experienced in the neighborhood," said Eileen Rachman, a psychologist who is also Director of EXPERD, a human resources consultant at the seminar 10 Ways to Sharpen IQ and EQ (emotional quotient) Child , in Jakarta. At the same seminar also launched a book entitled Optimizing Intelligence Child.

Eileen explained that IQ is a number that is used to describe the thinking person's capacity as compared with the average of others. In general, the average IQ was 100.

"IQ is only used among others, imagined space, see the environment around coherently and find the relationship between one form and other forms. But IQ does not measure creativity, social skills, and wisdom, "he said.

Meanwhile, the intelligence of children seen from the understanding and awareness of what they experienced. Later on in his mind, the experience was transformed into words or numbers. Therefore, Eileen emphasizes the importance of understanding. "Because understanding is a combination of efforts to increase the input through the senses and the knowledge they have," explained Eileen.

How to optimize your child's intelligence? Eileen suggested that parents enhance learning, reading, and repeat. For example, to introduce how to read, the mother helps the child by making a line under words that are important, ask your child to read aloud and explain the meaning of reading.

In addition, parents are also introducing the strategy, making rational decisions, sparked the idea as smoothly as possible, midmapping, increase vocabulary, thinking as he imagined, humor, critical thinking, and play. The goal to balance the left and right brain work, because the structure of the left and right brain hemispheres have different tasks.

Why need to balance the left and right brain work? Eileen said that the child can read fluently with full comprehension, creative writing, spelling, remembering, listening, thinking while at the same or become the champion in a particular sport. All it takes left and right brain coordination with both well trained.

But to balance the left and right brain work can also be through customs. Eileen explained, for example by enjoying the music and the arts, enjoying color, space and shape, value creativity and appreciate the sentiment.

Meanwhile, Dr. Andre Meaza said that during early childhood is the golden period to perform an active process through the process of sensory stimulation for the purpose of forming wiring system. "Stages of early life stages of the child are important because children are able to receive skills and teaching as a basis of knowledge and thought processes."

Andrew also explained, half the child's intellectual development took place prior to entering the age of 4 years. Precisely 17 years of age cognitive development is a cumulative development of the child is born.

According to Andre, 0-4 year olds have the cognitive development of 50%, 30% 4-8 years and 9-17 years at 20%. "It's brain development before age 1 year early, but the maturation of the brain take place after the child is born," he said.

He warned that the influence of early environment on brain development will impact long. Therefore, children who have good environmental stimulation, brain function will develop better.

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The Structure of a sentence

There are three basic kinds of sentences: simple, compound, and complex. They are formed by using one or more independent and dependent clauses and phrases. An independent clause can stand alone as a sentence, while a dependent clause or a phrase can not. A phrase is distinguished from a dependent clause by its lack of a necessary subject. The phrase "sentence fragment" is often appended to a student's work when a professor sees a dependent clause or phrase standing on its own.
If you understand the difference between a dependent clause and an independent clause, you will be able to write proper sentences. You also will be able to form proper compound sentences (which consist of two or more independent clauses) and complex sentences (which consist of one or more dependent clauses and at least one independent clause).


1. Do not leave dependent clauses or phrases standing alone; these are sentence fragments, not sentences. Sentence fragments often contain a verb with no subject (creating a dependent clause or a phrase). A writer who makes this error will invite the ridicule of more experienced writers. The best way to avoid the problem is to be certain that every sentence has at least one subject linked to each verb. You also can avoid the problem by attaching the fragment to an independent clause with a conjunction, a comma, or both. Be careful, however, not to attach two independent clauses with a comma. This error, known as a comma splice, is discussed in rule 2.

Incorrect Use of Phrase:

The appellate court ruled for the plaintiff. Affirming the judgment of the trial court.

Solution #1:

The appellate court ruled for the plaintiff. It affirmed the judgment of the trial court.

Explanation: In the incorrect example above, the sentence fragment is created because there is no subject linked to the verb "affirming." This problem can be solved by providing a subject. In the corrected version, the pronoun "it," referring to the appellate court, is the subject of the verb "affirmed."

Solution #2:

The appellate court ruled for the plaintiff, affirming the judgment of the trial court.

Explanation: By placing a comma before affirming, the writer links the phrase to the independent clause on which it relies for its context.

Solution #3:

The appellate court ruled for the plaintiff and affirmed the judgment of the trial court.

Explanation: By placing the conjunction "and" before the phrase, the writer links the dependent clause to the independent clause on which it relies for its context.

Incorrect Use of Dependent Clause:

The counsel for the defendant was called to the judge's chambers. Because he had failed to file the complaint within the time provided in the statute of limitations.

Solution #1:

The counsel for the defendant was called to the judge's chambers because he had failed to file the complaint within the time provided in the statute of limitations.

Solution #2:

The counsel for the defendant was called to the judge's chambers. He had failed to file the complaint within the time provided in the statute of limitations.
2. Do not link two independent clauses with a comma. This error, known as a comma splice, can easily be avoided. Instead of using a comma to connect two independent clauses, either use a period to create two sentences, a conjunction to link the two clauses in one sentence, or (if the independent clauses are closely related) a semicolon to link the two clauses in one sentence.

Incorrect: The appellate court found that the constitutional prohibition against warrantless searches had been violated, it therefore remanded the case for a new trial.

Solution #1:

The appellate court found that the constitutional prohibition against warrantless searches had been violated. It therefore remanded the case for a new trial.

Explanation: Because the second independent clause can stand alone as a sentence, the writer can avoid the comma splice by replacing the comma with a period and capitalizing the word "It."

Solution #2:

The appellate court found that the constitutional prohibition against warrantless searches had been violated, and it therefore remanded the case for a new trial.

Explanation: A conjunction such as "and" or "but" can be used to link two independent clauses; however, be sure to place a comma before a conjunction that introduces an independent clause.

Solution #3:

The appellate court found that the constitutional prohibition against warrantless searches had been violated; it therefore remanded the case for a new trial.

Explanation: When two independent clauses are closely related in substance, one can link them with a semicolon.


3. Use strong subject-verb formulations. Good writers provide their readers with strong subject-verb formulations early in their sentences. The result is forceful writing that quickly gets to the point. Avoid beginning your sentences with phrases such as "there is" and "it is" in place of subject-verb formulations.

Undesirable:

There is disagreement about the best approach to negligence law.
Better: Scholars disagree about the best approach to negligence law.

Undesirable:

It is a different argument than the one the court adopted.
Better: The argument is different than the one the court adopted.

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Posted in: improve wriitng skills,school,Sekolah,sentence,sentences,siswa,structure,student,writing skills

CONCEPTUALIZING READING AND READING INSTRUCTION

Effective reading instruction is built on a foundation that recognizes that reading ability is determined by multiple factors: many factors that correlate with reading fail to explain it; many experiences contribute to reading development without being prerequisite to it; and although there are many prerequisites, none by itself is considered sufficient.

Adequate initial reading instruction requires that children:

use reading to obtain meaning from print,
have frequent and intensive opportunities to read,
are exposed to frequent, regular spelling-sound relationships,
learn about the nature of the alphabetic writing system, and
understand the structure of spoken words.
Adequate progress in learning to read English (or any alphabetic language) beyond the initial level depends on:

having a working understanding of how sounds are represented alphabetically,
sufficient practice in reading to achieve fluency with different kinds of texts,
sufficient background knowledge and vocabulary to render written texts meaningful and interesting,
control over procedures for monitoring comprehension and repairing misunderstandings, and
continued interest and motivation to read for a variety of purposes.
Reading skill is acquired in a relatively predictable way by children who have normal or above average language skills; have had experiences in early childhood that fostered motivation and provided exposure to literacy in use; get information about the nature of print through opportunities to learn letters and to recognize the internal structure of spoken words, as well as explanations about the contrasting nature of spoken and written language; and attend schools that provide effective reading instruction and opportunities to practice reading.

Disruption of any of these developments increases the possibility that reading will be delayed or impeded. The association of poor reading outcomes with poverty and minority status no doubt reflects the accumulated effects of several of these risk factors, including lack of access to literacy-stimulating preschool experiences and to excellent, coherent reading instruction. In addition, a number of children without any obvious risk factors also develop reading difficulties. These children may require intensive efforts at intervention and extra help in reading and accommodations for their disability throughout their lives.

There are three potential stumbling blocks that are known to throw children off course on the journey to skilled reading. The first obstacle, which arises at the outset of reading acquisition, is difficulty understanding and using the alphabetic principle--the idea that written spellings systematically represent spoken words. It is hard to comprehend connected text if word recognition is inaccurate or laborious. The second obstacle is a failure to transfer the comprehension skills of spoken language to reading and to acquire new strategies that may be specifically needed for reading. The third obstacle to reading will magnify the first two: the absence or loss of an initial motivation to read or failure to develop a mature appreciation of the rewards of reading.

As in every domain of learning, motivation is crucial. Although most children begin school with positive attitudes and expectations for success, by the end of the primary grades and increasingly thereafter, some children become disaffected. The majority of reading problems faced by today's adolescents and adults are the result of problems that might have been avoided or resolved in their early childhood years. It is imperative that steps be taken to ensure that children overcome these obstacles during the primary grades.

Reducing the number of children who enter school with inadequate literacy-related knowledge and skill is an important primary step toward preventing reading difficulties. Although not a panacea, this would serve to reduce considerably the magnitude of the problem currently facing schools. Children who are particularly likely to have difficulty with learning to read in the primary grades are those who begin school with less prior knowledge and skill in relevant domains, most notably, general verbal abilities, the ability to attend to the sounds of language as distinct from its meaning, familiarity with the basic purposes and mechanisms of reading, and letter knowledge. Children from poor neighborhoods, children with limited proficiency in English, children with hearing impairments, children with preschool language impairments, and children whose parents had difficulty learning to read are particularly at risk of arriving at school with weaknesses in these areas and hence of falling behind from the outset.

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Posted in: conceptualizing reading,good teacher,instruction,learning,learning english,reading,reading instruction,school,siswa,student,teaching