text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 8

牛津初中英语·同步听力(七下) FUN WITH ENGLISH 7B Chapter 7: Getting There Anqing Foreign Language School Grade 7 Lesson 8 Version 0.2

This chapter focuses on transportation. In this lesson plan I hope to complete a few good textbook activities quickly and spend majority of the time with the students interviewing one another about their thoughts on transportation. The lesson finishes with a map based game that should be a fun way for students to use their English.

Lesson Objectives

 * The opening riddle and questions will draw the students attention.
 * The textbook activities will go quickly and be productive.
 * Students will speak only English to eachother while they interview one another.
 * The map game will be fun and students will participate in English.

Lesson Plan
Before Class Starts
 * If time, walk around and mingle with the students before the bell rings. (King)

Greeting: Introduce What's the craic?
 * What's the craic is used in Ireland as a way to say "How are you?" [1]
 * The responses are the same as "How are you?"

Opening: Riddle & Questions
 * Share a simple riddle with the students.
 * Do you have any questions for me?
 * What do you think of our lessons? How can we make our lessons better? (King)

Textbook: Page 26 Let's get ready A
 * Before going over the answers, read out and practice the pronunciation of all the words.
 * Have you seen any of these signs in Anqing?

Textbook: Page 26 Let's get ready B
 * Make sure they read out the full answer.
 * After each answer have all of them listen and repeat after me.

Textbook: Page 27 Let's listen 1 B Tapescript Page 82
 * Read slowly twice.

Textbook: Page 28 Let's listen 2 A Tapescript Page 82
 * First time read at my normal speaking speed.

Activity: Transportation Interview[CN Transportation = Yùnshū Interview = Fǎngwèn]
 * Now we are going to interview a friend about transportation.
 * Please ask them these questions and write down the answers. Please only speak in English.
 * Questions: [Write on the board]
 * What types of transportation do you like?
 * What types of transportation are good for the environment? Why?
 * What types of transportation are bad for the environment? Why?
 * Go around class helping individual groups. Don't spend too, too long on the activity.
 * At the end ask two to three groups if they would like to share with the class?

Game: Dizzy Maps
 * Have two similar maps with about four to five buildings drawn on the board.
 * Make two teams.
 * Ask for volunteers, or choose participants.
 * Bring them to the front of the classroom.
 * Cover their eyes with a shirt or tie or something.
 * Spin them around four times.
 * Give them a piece of chalk and have their classmates guide them to their destination. The first one to arrive wins.

Maybe Also Try
Activity: Map and Directions (For classes with a high level and a patient attitude.)
 * OK, now I want you to work in pairs.
 * Create a map, with three buildings.
 * Grocery Store
 * Bank
 * School
 * and five roads.
 * Danoff Road
 * Brown Street
 * English Avenue
 * Fuller Lane
 * Elton John Boulevard
 * You have 2 minutes, go!
 * Time is up, now I want you to give your map to a new group.
 * New group, please write down the directions for how to go from the Bank to the School to the grocery store.

Textbook: Page 29 Let's listen 2 A Tapescript Page 82 (Maybe)

Extra Time
Game: Number of Letters? (Mr. Brown)
 * Make two teams.
 * Tell them to make a word that begins with one letter, e.g. D, and has 6 letters.
 * Go back and forth between the teams making the words.

Activity: The Man in The Mirror Slideshow"
 * Teach the song and have the students sing along with you and Michael.

20 Apr 2010 AM Period 4 Grade 7 Class 3

 * Took a while to go over "What's the craic?".
 * They knew what Ireland is, I don't think they really got it.
 * Forgot to ask them riddles.
 * Took a while after that to get them to move into their new seats.
 * Those were moderately successful. One low level boy instead of being distracted by the window now chats with a friend.
 * It is nice having them all in my sight line at all times.
 * Having them repeat all the words in the textbook back to me lost their interest after a bit.
 * They were very distracted and chatty for the whole lesson.
 * The interview activity only worked well for advanced students. Everyone else was lost or completely uninterested.
 * I asked a girl for her suggestions. She said I should make the students be quiet.

Next Week
 * Try the interview activitiy again.
 * Consider seperating certain groups.
 * One student suggested I ask the monitor for help.

20 Apr 2010 Day in Review
What Could I Have Done Better?
 * Gotten the classes attention.

What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? Were the Lesson Objectives Achieved? How can I Improve the Lesson?
 * Not lose my temper.
 * New activities require VERY thorough explnations.
 * Oral / aural practice, some new vocabulary, and a little thinking about transportation.
 * The opening riddle and questions will draw the students attention.
 * Nope.
 * The textbook activities will go quickly and be productive.
 * No.
 * Students will speak only English to eachother while they interview one another.
 * No.
 * The map game will be fun and students will participate in English.
 * No time.
 * Had some sort of computer display about "What's the craic?"
 * Had some sort of computer display about the interview activity.

21 Apr 2010 PM Period 1 Grade 7 Class 11

 * Didn't do "What's the craic?"
 * Following the greeting we talked for a little about the weather. I explained how I am more comfortable inside than outside, so I like the rain because then I do not have to feel bad about going outside.
 * The riddle went well. Wrote their answers on the board. One boy got it pretty quick.
 * After that I answered their questions as always they have a good amount. Most interesting topic we got to today was the "Egyptian Dance".
 * Their suggestions for making our class better:
 * study
 * learn
 * clean
 * write homework
 * play games
 * Only did Let's get ready  from the textbook. Went over the pronunciation of the words before I had them give me the answers. It'd probably be good to do it before they even begin answering the questions.
 * As they gave the answers, we spent a long time chatting about the different road signs and I told a story about when I got busted for speeding while I was in Japan.
 * Interview activity took a really long time to explain.
 * May be better to:
 * Start by asking what's an interview. Give an example of a reporter and President Obama.
 * Have the questions written beforehand [while they are doing let's get ready] or written on the computer screen.
 * Maybe they do not have to write down the answers?
 * The boy and the girl who had the spat last week were fine.

Next Week
 * Interview activity again.
 * Talk about the Egyptian dance? Maybe this: How to Perform Modern Egyptian Dance Part 1, on 5min dot com.
 * Another riddle.

21 Apr 2010 PM Period 3 Grade 7 Class 10

 * Lesson began quite enthusiastically.
 * Yo! / What's up? went very well.
 * Introduced What's the craic? which I believe went OK. Somewhat difficult for them and I'm not quite sure how to explain it.
 * Answered a few of their questions, then asked:
 * Do you like our class? Why? [relaxing / fun ...] How can we make our class better?
 * Suggestions:
 * play cloudy tree a game that has something to do with a train and is usually played in a park
 * sing Chinese or English songs
 * listen to music
 * watch anime
 * cartoon films
 * be quiet
 * Then did the riddle, but by this point I had gone too long or their attention had waned. Not many of them were with me, so the riddle did not work so well.
 * Some kind of special time is there at the beginning of a lesson, where they are with me and paying attention but if I'm only able to connect with a few or them or something else like that I can lose them.
 * Did Let's get ready. I tried going over the vocabulary before we began, but that did not really work. Covering the vocabulary before we got deeply into the answers is helpful.
 * Spent the last fifteen minutes on the interviews. Using the method I suggested above helped, but still I have to walk around and work with most pairs individually before any progress can be made.
 * Might be better to try letting them make the pairs themselves.
 * Nice to see multiple groups of students volunteer themselves to participate.
 * Might also be nice to have some sort of prop microphone.
 * Spent the last minute and a half teaching them the chorus to my favorite Otis Redding song.
 * Throughout class a few boys were tossing stuff around the room, which was annoying.

Next Week
 * That one student's test is from Mr. Brown's class.
 * Find out what Cloudy Tree is.
 * Do the interview activity again.

21 Apr 2010 Day in Review
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? Were the Lesson Objectives Achieved? How can I Improve the Lesson?
 * Explained the interview activity in a way that did not take up fifteen minutes.
 * Talked for virtually the entire period.
 * New activities require VERY thorough explnations.
 * Oral / aural practice, some new vocabulary, and practice giving an interview to their classmates.
 * The opening riddle and questions will draw the students attention.
 * Yes.
 * The textbook activities will go quickly and be productive.
 * Yes.
 * Students will speak only English to eachother while they interview one another.
 * No.
 * The map game will be fun and students will participate in English.
 * No time.
 * Improve the instructions for the interview activity.

22 Apr 2010 PM Period 2 Grade 7 Class 8

 * Kept my explanation of "What's the craic?" simple and the students seemed to grasp the concept.
 * Asked them a slightly different riddle, which one boy suprised me by getting quickly.
 * Re-worded how I asked for their feedback.
 * Asked first how can I improve?
 * Funny
 * Interesting things
 * Watch film every class
 * Joke
 * Listen to music
 * You know a lot about computer. Use more computer, we like those lessons.
 * Asked second, how can we improve?
 * Day, day up - good, good study
 * Good co-operation
 * Speak more English
 * Be active
 * Be quiet
 * Be interesting
 * They then had tons of questions, which took up most of the lesson time.
 * Went through Let's get ready slowly, focusing on each answer.
 * One girl who doesn't ususally talk got an answer wrong. She sat down and seemed quite disappointed. I called on her again for the next answer and then told her great job! This technique helps some shy students.
 * Did not have enough time for the interview activity.

Next Week
 * One boy asked to play baskeball after school. I declined because of other commitments. If possible try to play after the next class.

23 Apr 2010 AM Period 3 Grade 7 Class 7

 * Began with "What's the craic?" kept it simple and it kept their interest.
 * Next went with the story of Michael Jordan being cut from his high school team. They were excited by the idea of the story but the one I told and/or the way I told it did not elicit much excitement.
 * Aksed a riddle but didn't give them the answer.
 * Then I asked them if they had any questions followed by suggestions.
 * They had some good ideas:
 * Spent a long time talking about the textbook answers. Going through each one slowly and methodically.
 * Bell rang before we did anything else, but it turned out to be quite fun.
 * Of course one of the best students came up afterwards and infromed me the lesson was boring, because "we didn't play any interesting games."

Next Week
 * What's the craic?
 * Answer to riddle about University.

23 Apr 2010 AM Period 4 Grade 7 Class 9

 * Observed by three teachers.
 * After greeting my students I had them all turn around and say hi to the observing teachers. I then aksed my students if it was OK for the teachers to watch. They were silent so I just said "OK!!!"
 * Suggestions to improve class.
 * Changes for me
 * play games [also wrote "no we are not children" though i don't recall why]
 * watch films / cartoon / videos
 * talk about some goo things
 * history of the NBA
 * story of Anqing Foreign Language School
 * Changes for them
 * be quiet
 * learn
 * exciting
 * match
 * sing songs
 * Kids behaved far better than usual but kept their energy.
 * Skipped the MJ story saving time instead for the map game.
 * Did the riddle which got a lot of kids thinking and one bright girl got the answer.
 * Were able to get through a lot of the textbook quickly.
 * Finished class with the map game which went far better because I brought in ties for the kids. Of course once we started the competetive aspect it went wild with all of them rushing to the board.
 * Had to calm it down.

Next Week
 * Perhaps map game again since they now know it.

23 Apr 2010 PM Period 3 Grade 7 Class 2

 * Spent the first 15 minutes or solving a problem.
 * An alien had come to Anqing [idea from Johnson] and they had to explain to the alien how eathlings live, but the alien could only speak English.
 * Went over food / clothes / friends asking Why? How? and What? for each.
 * Pushed it a little too far. A lot of students lost interest by that point.
 * Then went into the riddle and questions for me? routine.
 * Went through the textbook, but not as thorughly as possible [in terms of me expanding upon answers], because I wanted to save time to play the dizzy maps game at the end.
 * Before we started I asked for a volunteer, but they did not know what the word meant.
 * Just had one student go and I added things like "No entry"

Next Week
 * One girl was ready to go at the end of the lesson, but the bell rung. Have her play next class.
 * Another girl wanted to know my Chinese name. Have it ready for her.

Acknowledgments

 * Ideas I got from Stuart Brown, I acknowledged with (Mr. Brown).
 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.
 * Marjorie King provided some feedback on my last lessons, that was built into this lesson. (King)

Changelog
Version 0.2 19 Apr 2010
 * Added the dizzy maps game and the interview activity.
 * Dropped the transport discussion.
 * Added the maybe also try section.

Version 0.1 17 Apr 2010


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 8

FUN WITH ENGLISH 8B Chapter 7: Getting There Anqing Foreign Language School Grade 7 Lesson 8 Version 0.21

This chapter is all about computer games. I'd like to get a discussion about computer games going for a bit, and have them complete an interview activity about computer games.

Lesson Objectives

 * The opening riddle and questions will draw the students attention.
 * The textbook activities will go quickly and be productive.
 * Students will speak only English to eachother while they interview one another.

Lesson Plan
'Before Class Starts
 * If time, walk around and mingle with the students before the bell rings. (King)

Greeting: Introduce What's the craic?
 * What's the craic is used in Ireland as a way to say "How are you?" [1]
 * The responses are the same as "How are you?"

Opening: Riddle & Questions
 * Share a simple riddle with the students. (Mr. Brown)
 * Do you have any questions for me?
 * What do you think of our lessons? How can we make our lessons better? (King)

Textbook: Page 30 Let's get ready A
 * Make sure they read out the full answer.
 * Use this time to write the three questions for the interview activity on the computer or blackboard.

Textbook: Page 30 Let's get ready B
 * Do not think it is very good, but it gives me time to walk around the room and check on students as well as giving time for those students whose English is not great time to finish A. If we only did A, then students with good English would quickly be finished. Doing both keeps them from having too much unfocused time.

Discussion: Computer Games
 * Do you like computer games? [Call on some individual students and ask them to speak.]
 * Do you think computer games are a bad habit?
 * Do your parents like it when you play computer games?
 * Why?
 * Do you learn anything from computer games?

Textbook: Page 31 Let's listen 1 A & B Tapescript Page 85
 * Do any of you play computer games to learn English?
 * Do you think your parents would like computer games to learn English?

Interview: Computer Games
 * What is an interview?
 * Draw two stick figures. One holding a microphone to the other. Label one "reporter" and another "President Obama".
 * Now, You will interview your clasmate.
 * ni jiang caifan ni de tenxue.
 * Ask them 3 questions and write down their answers.
 * Wen tamen san ge wenti ranghu xie xian tamen de da an.
 * Then switch.
 * Ranghou jiao huang zhe laiwen.
 * Only speak English!
 * Zhe neng shou Yingyu!
 * You can choose your own partner.
 * Questions:
 * Are computer games good or bad for you?
 * Why?
 * What can you learn from computer games?

Extra Time
Game: Number of Letters? (Mr. Brown)
 * Make two teams.
 * Tell them to make a word that begins with one letter, e.g. D, and has 6 letters.
 * Go back and forth between the teams making the words.

Activity: The Man in The Mirror Slideshow"
 * Teach the song and have the students sing along with you and Michael.

22 Apr 2010 AM Period 2 Grade 8 Class 5

 * Mingling with students before hand led to them all sitting in their assigned seats, which was nice.
 * I started the lesson in a relaxed manner, not saying "Yo!" with a lot of expression.
 * Felt like they wouldn't be interested in over-animation.
 * For that or some other reason enough of them were tuned out the whole class that it was an awful lesson.
 * The kids were talking the whole time as I was speaking. When this happens I prefer not to yell or lose my temper. I believe those kinds of options do more harm than good.
 * I try to draw their interest with an interesting activity or discussion.
 * One student was quite quick to answer my riddle.
 * Textbook activites went poorly.
 * Could not get any sort of discussion going about computer games.
 * Stood silently at the front of the room for about a minute, then asked what they wanted to do. They said listen to music.
 * Put on the Michael Jackson song I downloaded which I thought was Beat It. I got the lyrics as well. Turned out to be Billie Jean. That did not grab their attention.
 * Tried playing the dizzy maps game, but the students refused to take off their jackets to cover their eyes, which is naturally understandable.
 * Students were all gathered around me at the end of class. I could have used it as a time to chat and make a connection but I was so drained I just stayed silent.

Next Week
 * Patient. Have something multimedia related or a game or something to start class.
 * Mention their grades will come from their in class performance.

22 Apr 2010 AM Period 3 Grade 8 Class 4

 * In the break following my disappointing lesson the period before I gathered myself and put it behind me.
 * They are an extremely eager class and even the students with a low level are higher than most other classes.
 * Went over "What's the craic?" and the riddle, but no one got the answer in this class.
 * One girl asked me a riddle in turn "Why could the driver not take the penguins into the zoo?" "Because he didn't have money for admission."
 * They had some nice suggestions: [but i think they were responding more to the idea of how can they make any class better]
 * Study hard
 * Be active
 * Have a good chat with teachers
 * Let's get ready went well and the subsequent discussion did as well.
 * Interview activity I believe was understood and because there was an odd number of students I worked with the last one whose English wasn't especially great, but that allowed for a better exchange.

Next Week
 * do "What's the craic?" again

22 Apr 2010 PM Period 1 Grade 8 Class 6

 * Students were not in their seats.
 * One girl refused to go to Mr. Brown's class. I asked her kindly, but she remained in her seat.
 * That especially threw me off at the start.
 * Began with the standard greeting sans "What the craic?" because I did not think they'd be interested.
 * Had a couple of suggestions:
 * More topics
 * We should be quiet in class
 * Learn some Chinese words
 * Had them do Let's get ready from the textbook, and as they did I walked around the class getting them back into their seats.
 * After that everything went pretty well.
 * Adapted the interview activity by just having two students come up to the front of the class to speak. Not as many were involved, but it gave them the general idea and it is a good intro. Perhaps next week or if I had more time that lesson additional students could be involved.
 * Using my plastic cup as a prop microphone definitely helped.

Next Week
 * Arrive at least five minutes before the bell.
 * Some version of the interview activity.
 * My colleague's half of the class was quite noisy, he said a way he was able to calm them down was by mentioning they all will get poor grades if they do not participate.

22 Apr 2010 Day in Review
What Could I Have Done Better?
 * Not of gotten frustrated by the first class instead looked for alternative means.

What Did I Do Well?
 * Adapting the interview activity to make it accessible for class 6.

What Did I Learn?
 * Class 4 will have a good lesson almost no matter what. Maybe I am not properly pushing them.

What Did My Students Get From The Lesson?
 * Oral and aural practice.

Were the Lesson Objectives Achieved?
 * The opening riddle and questions will draw the students attention.
 * In two out of the three classes yes. In one, not at all.

 * The textbook activities will go quickly and be productive.
 * In two out of three classes, yes.

 * Students will speak only English to eachother while they interview one another.
 * They got practice listening and speaking to a native speaker.

How can I Improve the Lesson?
 * Tweak the interview activity and use some tongue twisters.

23 Apr 2010 AM Period 1 Grade 8 Class 10

 * Class started off with about 75% of the students sitting in their correct seats which was far more than usual.
 * I was being observed this lesson by one female teacher. I had all the students turn around at the beginning to say hi to her.
 * Meant to kick it off with a story or something else to draw their interest but I forgot.
 * Started off using an attempt with the Socratic method that I read about last evening. Something like ...
 * What is a computer game?
 * Why do people play computer games?
 * Do your parents like computer games?
 * Are computer games healthy?
 * Went better than I expected not great but got a decent number of students involved.
 * Next told them two riddles and then I went through the textbook. I was surprised when I asked how I and they can improve they had many suggestions.
 * After that did told them the story about John Glenn and his heatshield that I read on the page about the socratic dialogue. Did not grab much interest.
 * Spent the next 8 miuntes on the interview activity. Had a couple of boys come up, then I took the chance of just having them interview eachohter. One eager girl asked to interview me.
 * Worked alright, actually.
 * Did dizzy maps to finish, but did not have enough time to actually play.
 * Class was pretty chatty throughout, but participating as well. Probably the best class I have had with them so far.

Next Week
 * Patient again, have a story perhaps?

23 Apr 2010 PM Period 1 Grade 8 Class 8

 * Began by trying to bridge off of my lesson from last week.
 * Pushed convo reasonably far [via Socratic method], but at the end it was not working.
 * Asked about the riddle and their suggestions of which they had a few.
 * Really drew out the textbook a lot in a fun, effective way I felt.
 * One woman came into observe about 3/4 of the way through the lesson.
 * Around that time we were finishing up the textbook.
 * Played dizzy maps game. I asked for a volunteer. Said if someone did not volunteer, we woudl go back to the textbook.

Next Week
 * Socratic-esque questions, but not for too long.

23 Apr 2010 PM Period 1 Grade 8 Class 7

 * Teacher observed from the beginning. We had a real nice chat beforehands.
 * Incredible quote of hers was that sometimes JHS Students are "too lovely".
 * Began with the riddle, which they were not able to solve.
 * Moved into the textbook and drew it out a lot again.
 * While they were filling in the answers I put on "Billie Jean" which is a good idea I think, putting on any music while they are working.
 * They remembered the interview activity and went into it quite well. Really do not need to have them write down their answers.
 * They asked to have the visiting teacher interview me, which went great. She improvised quite a bit!
 * Started map game at the end, but there was not enough time.

Next Week
 * answer to 158 222 riddle

Acknowledgments

 * Ideas I got from Stuart Brown, I acknowledged with (Mr. Brown).
 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.
 * Marjorie King provided some feedback on my last lessons, that was built into this lesson. (King)

Changelog
Version 0.21 21 Apr 2010
 * Re-worded the interview instructions.

Version 0.2 20 Apr 2010
 * Added the interview.
 * Added the dizzy game.

Version 0.1 17 Apr 2010

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 6

Lesson Plan
0) Before Class Starts
 * Ask everyone to get into their seats.
 * Walk around the room small talking with different students.
 * Get the computer turned on if it works.

1) Greeting: Yo! What's up?
 * Practice the "What's up?" routine.
 * If they don't remember, review.

2) Opening Discussion: Tomb Sweeping Day
 * Why did you have a holiday yesterday?
 * What did you do yesterday?

3) Textbook: Page 18 Let's get ready

4) Textbook: Page 20 Let's listen 2

5) Hand Back their Tests

'''Extra Time: Number of Letters? Game''' (Mr. Brown)
 * Make two teams.
 * Tell them to make a word that begins with one letter, e.g. D, and has 6 letters.
 * Go back and forth between the teams making the words.

6 Apr 2010 G7 C3 Review

 * Only a few of them remembered "Yo. What's up?" so I reveiewed it again. As soon as I put it on the blackboard, most of them remembered it all.
 * Got more of a discussiong going about Tomb Sweepind Day than I expected. Started by having them explain it to me and then talking about whether or not they, themselves like the day.
 * Textbook page 18 was fine, especially Part B - I'd call on individual students and ask them what was their "number 1" or "number 8" and so on, then follow up questions.
 * Handing the tests back went really quick, I was quite shocked. Wrote the correct answers on the board, and that was enough for all of them.
 * Told them if they had any questions they could ask me after class - I was surprised that no one came to ask.
 * Asked what game they wanted to play for the last 8 minutes, and one of them requested the "spell on the board" game, so that's what we did.

What Could I have Done Better?
 * Had a powerpoint ready to explain the test answers, instead of wasting time writing them on the board.

What Did I Do Well?
 * Got every student in the class involved at one point or another.
 * Created an environment that allowed a lot of students to stand up and volunteer unafraid of making mistakes.

What Did I Learn?
 * That handing the test back can go quite quickly.

What Did The Students Get Out of The Lesson?
 * Oral/Aural English practice.

Next Week?
 * Still haven't given this class the Hawaiian candy.
 * Do something or other on American/Western culture for them.
 * One student asked for my QQ number.

7 Apr 2010 G7 C11 Review

 * Kids did not want to talk about Tomb Sweeping day.
 * They did; however, have lots of questions for me.
 * I forgot to bring their tests, which was unfortunate.
 * Adjusted, instead played Mr. Brown's new game which got the students excited.

What Could I have Done Better?
 * Brought their tests, a very preventable mistake.

What Did I Do Well?
 * Admitting and accepting I made a mistake, then moved on.

What Did I Learn?
 * When I make mistakes, acknowledging them can work.

What Did The Students Get Out of The Lesson?
 * Oral/Aural practice.

Next Week?
 * Hand back their tests.
 * Prepare something fun/interesting for them.

7 Apr 2010 G7 C10 Review

 * Kids were really engaged and eager from the beginning. Had the best discussion about the holiday I've had so far, by a sizable margin.
 * Asking a lot of questions following the textbook activity about what they've done is an easy way for kids to key in.
 * Going over the test before I hand them back helps comprehension.
 * These kids are just about as close as you could get to going over the edge in terms of energy. A little much, but most of them are actively involved.

What Could I have Done Better?
 * Present the test results in an easier to understand way.

What Did I Do Well?
 * Following them where they led, we really spent the majority of the period talking and I believe every student spoke.

What Did I Learn?
 * I can work really well with this class.

What Did The Students Get Out of The Lesson?
 * Lots of English oral/aural practice, all of them spoke.

Next Week?
 * Try something adventorous with them. Their English and enthusiasm are high enough, and they seem to trust me.
 * One of the tests I had belonged to a student who was in Mr. Brown's class, not mine.

8 Apr 2010 Grade 7 Class 8
Next Week?
 * I have one extra test, make sure I get it to that student.

9 Apr 2010 Grade 7 Class 7

 * A friend who teachers at the local college came to observe my class.
 * At the start had all the students say hello, and asked if it'd be OK for him to watch. They said yes.
 * After I got through the opening conversation, I invited him to the front to answer any questions they had. They were shy at first, but once a couple of students started speaking, they all got excited and talked for a long time.
 * Didn't do any textbook activities, but I felt their one time chance to speak with him was better.
 * Of course, they asked for his QQ number, so it probably will not be the only time they speak with him!

9 Apr 2010 Grade 7 Class 9

 * Discussed Qing Ming festival for some time.
 * They are a lot of fun.
 * Group of boys sitting on the right [left?] can be a distraction. Instead of seperating them, I'd like to find a way to grab their attention.
 * Called on one girl whom I'd never noticed before in the front row. She was very slow to respond, but I was patient. I gave her some things to say, but she refused them still thinking. Eventually she came up with her own response to my question.

9 Apr 2010 Grade 7 Class 9

 * Was really bored of Version 0.11, so I experimented.
 * When I said "Yo!" to start class, I got a very enthusiastic response.
 * Spent the first 35 minutes of a lesson discussing their recent school trip, and then planning a new one. Activity got them excited and a lot of them speaking/thinking in English.
 * Sort of along the lines of Problem Based Learning.
 * Didn't do any textbook.


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 13

Grade 8 FUN WITH ENGLISH 8B Chapter 15 Anqing Foreign Language School Lesson 13 Version 0.2

Lesson Objectives

 * I will talk with all the students individually about their grades and they will understand where they are and where they can go next.
 * The students will listen and complete the textbook activities quickly.
 * The majority of the class will get involved in the charities around the world activity.
 * The song will attract their attention.

Before Class Starts

 * If time, walk around and mingle with the students before the bell rings. (King)
 * Get the computer working and ready to go.
 * 3 Minutes before the bell get the students who have to go to the other class out, and the students in my class in their seats.

Greeting: USA What's up?

 * Yo! What's up? Not much, you? Not much.

Riddle

 * Why is 6 afraid of 7?

Textbook: Page 58 Let's get ready A & B

 * While the students are doing this, play some music.
 * Call them up one by one to tell them their grades and discuss quickly what they can do next.
 * Talk about the song before going over the answers.

Activity: Charites Around the World (Mr. Brown)

 * Now you are going to make a charity.
 * I will make 6 teams.
 * Teams need to be made before class begins.
 * Each team will make a charity to solve one problem.
 * Problems:
 * Not enough food
 * No clean water
 * War
 * People are sick
 * People have no education
 * People have no jobs
 * People have no home (Class 3 Student's Suggestion)
 * You will think of 8 ideas to solve your problem, and write them on this paper.
 * Give them a copy of the paper.
 * Put a song on while they are writing.
 * Maybe make them come to the front of the class to speak?

26 May 2010 AM Period 2 Grade 8 Class 3

 * In class about 3 minutes before the bell and everyone was in their seats to begin.
 * 1) Greeting
 * 2) * They didn't add "You?" to the end of "Not much."
 * 3) Riddle
 * 4) * One boy said "Because 7 can eat 6." or something to that effect, which was the right answer.
 * 5) Let's get ready
 * 6) * Kept it quick
 * 7) World Charity Activity
 * 8) * Went well, one girl pointed out we did it last week, in the post-class review another girl said it was "just so-so".
 * 9) Words missing listening
 * 10) * Numb got, but could not hold much of a response. Tried "Beat It" which a couple of boys were nice enough to dance to, until they fell.

Next Week

 * Go over select answers.
 * One young man requested to watch "Moonlight" a couple of weeks back.
 * Some students asked to listen to "Nobody"

26 May 2010 AM Period 4 Grade 8 Class 2

 * In class before the bell and I got everyone in their seats.
 * 1) Riddles
 * 2) * Ended up doing 3, the English/Chinese one really got people chuckling.
 * 3) Where will LeBron go next? Wade?
 * 4) * Chatted about these topics, listing teams and reasons and then taking a vote for a while.
 * 5) Words missing listening
 * 6) * Not much of a response
 * 7) Positions in basketball
 * 8) * Went through the different positions, not all of which they knew, then people who play each position.

Next Week

 * Finish the people/positions exercise.
 * Go over their grades with them.
 * One boy said something about "New Moon City"

26 May 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * Told the G8 C2 students their grades
 * Completely freelanced for a lesson the boys liked.
 * Sometimes its better to throw the lesson plan out the window.
 * Aural practice, experience working in groups and thinking critically about the NBA.
 * I will talk with all the students individually about their grades and they will understand where they are and where they can go next.
 * Done in 1 class, not the other because I was not ready.
 * The students will listen and complete the textbook activities quickly.
 * Done in 1 class, the other class I decided not to try the textbook.
 * The majority of the class will get involved in the charities around the world activity.
 * In the class I tried, yes.
 * The song will attract their attention.
 * No, "Numb" isn't really getting anyone's attention.
 * Different song.

27 May 2010 AM Period 2 Grade 8 Class 5

 * Riddles (did them last week)
 * Textbook
 * Did the let's listen on "Mother Teresa" which went well.
 * Make a charity activity
 * They were bored.
 * Missing Words Listening: Linkin Park

Next Week

 * Grades

27 May 2010 AM Period 3 Grade 8 Class 4

 * Tongue Twisters
 * Let's get ready
 * Let's listen 2 Mother Teresa
 * Charity activity
 * Missing Words Listening: With or Without You
 * Listened to "Just Dance" by Lady Ga Ga without the words, just pausing and tying to have the students repeat what they heard. Not sure if that's an effective way or not.

Next Week

 * If I haven't already, grades.

27 May 2010 PM Period 1 Grade 8 Class 6

 * 1) Short attempt at a conversation.
 * 2) Riddles
 * 3) Let's get ready
 * 4) T--- (Can't decipher it from my notes)
 * 5) Let's listen 2
 * 6) Birds short film _ chat
 * 7) Missing Words Listening: U2

Next Week

 * Grades?

28 May 2010 AM Period 1 Grade 8 Class 10

 * Arrived to class about 2 minutes before the bell, trying to get everyone in their seats, didn't have time to get my finicky USB ready.
 * Girl whose been trouble was sitting up front. All I had to do was a quick eye movement to her seat and she went. As soon as I did it I was wishing I hadn't I should have let her slide.
 * Cost me, as at the start of the lesson wihtout my USB stuff ready I wasn't ready to begin.\
 * Stall time riddle didn't work as a girl got the answer immediately.
 * In the meantime one girl decided to challenge me with regards to where she was sitting.
 * Had them go into the textbooks, got that one girl to move.
 * Textbooks went quick. After I went over the answers I went around the room asking different people questions. Talked to most of the class.
 * Made them sort of fun or easy questions too, if their level wasn't so high.
 * During this process all of their other classmates were just chatting amongst themselves.
 * Went through about 15 of them, then stopped because I felt like I was losing them.
 * Girl whose been trouble all term stormed across the room later and proceeded to distract one of her classmates.
 * Played "The Birds" from Pixar.
 * Short chat afterwards about the different birds and how they felt about things.
 * Even without the sound it quieted them down.
 * Played "Partly Cloudy" from Pixar
 * Got them listening.

Next Week

 * One student recommended more movies with "questions".

28 May 2010 PM Period 1 Grade 8 Class 8

 * 1) Riddle
 * 2) Knock Knock
 * 3) QQ English Corner Announcement
 * 4) Textbook
 * 5) * Did let's listen mother teresa
 * 6) Missing Words Listening
 * 7) * Gotta be - some of the students were even kinda singing near the end
 * 8) * With or Without You
 * 9) Pixar alien film
 * 10) * Loved it, but no great facial expressions.

Next Week

 * 2 quiet girls in the front row have taken to passing me notes to ask me questions. Bring some paper and notes to ask them next week?
 * One of them likes "The Vampire's Assistant" - try to find and watch it?
 * One boy mentioned that he liked the Spice Girls
 * Take a picture?

28 May 2010 PM Period 2 Grade 8 Class 7

 * 1) Riddle
 * 2) Knock Knock
 * 3) * Made one boy help me as a volunteer demonstrator.
 * 4) QQ English Corner Announcement
 * 5) Textbook
 * 6) * Did let's listen from the doctors without borders chapter which went alright.
 * 7) Missing Words Listening
 * 8) * Gotta be
 * 9) ** Gave them the words at first for a minute or so of the song, then took them away and played it again.
 * 10) * With or Without You
 * 11) Pixar: Li
 * 12) * Asking them questions afterwards is alright. Focused on "How does he feel?" for different facial expressions.

Next Week

 * Did I ever give them the answer to the 158 222 riddle?
 * Make sure that one boy who wasn't in my class today comes.
 * Somebody made a request for "We are not alone" by MJ

Friday 28 May 2010 Notes
Same for grade 7 and grade 8.
 * I have officially become dependant on the computer. If the USB doesn't work for one of my lessons, my heart sinks a little bit. It doesn't destroy my lesson, but I definitely need it.
 * After I lost faith in the "Group activity" exercises I sort of lost faith in my lessons in general this week.
 * Did not try to get any sort of conversation going.
 * Movies are definitely effective in their own way. Got to be a better way to get a conversation going around them, though.
 * Ask questions before hand?
 * Have them make the dialogue?
 * Going around asking questions of the individual students only works for a certain amount of time, at a certain point the others lose interest.
 * I try to kind of poke fun at certain boys whose levels are alright in order to get them speaking talking about wives or girlfriends or whatnot. Is that an effective way to teach? Its lighthearted, but might they think I'm bullying them?
 * A common response to riddles or jokes is that they are "very cold". I wonder what the literal translation for that is, in Chinese?
 * Making eye contact with students is important. Sometimes when I'm using the computer I'm spending too much time looking down at the machine instead of them.
 * Students really hate to get answers wrong. Is that something I should be reinforcing by only giving them questions in front of peers I know they can answer?

What could I have done better? What did I do well? What did I learn? What can I do next lesson?
 * When I am disheartened find a way to change things up?
 * Not let my anger distract me too much.
 * Movies can be a valauble teaching device.
 * I am overdependant on the computer.
 * Movie again, but with more structured English usage?
 * Mr Brown's suggestion: Play it once through, then play it again stopping and asking silly questions including putting certain people on the spot.
 * The lesson about common mistakes - including time.

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.2 26 May 2010
 * More or less the same thing as Lesson 12 version 0.2 with different textbook questions.

Version 0.1 18 May 2010
 * Textbook questions chosen during my weekly meeting with Mr. Brown.


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 1

Grades 7&8 Second Semester Lesson One FUN WITH ENGLISH 7B Chapter One Version 0.3 Last Updated 2 March 2010 Lesson Used In Class Week of 1 March 2010 to 5 March 2010

INTRODUCTION

 * New Students

MATERIALS

 * Camera

0 Before Class

 * Draw a blank seating chart on the board.
 * Write seating chart above it.

1 Opening Greeting

 * How are you?
 * Did you have a fun winter vacation? What did you do?
 * How was your new years dinner? Whad did you eat?
 * Do you have any questions for me?

2 Introduce the Tests and Grading Policy

 * This semester will be different. There will be tests.
 * Your grade will come from the tests and your classroom performance.
 * Do you have any questions?

3 Seating Chart
names. seat. girls usually works best, but do not tell them you will be mixing, just do it.
 * Now we are going to create a seating chart, so I can learn your
 * I am going to give everyone a new seat.
 * After I give you a seat, please write your name on the board in your
 * You can use your Chinese name or an English name.
 * If you use your Chinese name, please write it in pinyin.
 * If you want to pick a new English name, that's OK.
 * One by one select students and give them new seats. Mixing boys and

4 Rip Out the Textbook Answers
sections. practice their names.
 * Now, please rip out the answers from your textbook.
 * Write the page numbers on the board.
 * 7B: Pages 99 - 108
 * 8B: Pages 103 - 111
 * Leave some answers in so you keep all the Tapescript and Wordlist
 * Call the students up one by one, use it as an opportunity to

5 Textbook

 * Please open your textbooks, and do parts A and B on page two.
 * 7B:
 * Page 2 Let's get ready A & B
 * 8B:
 * Page 2 Let's get ready A & B

Extra Time

 * 7B:
 * Page 4 Let's listen 2 A
 * Page 5 Let's listen 3

 * 8B:
 * Page 3 Let's listen 1 A
 * Page 5 Let's listen 3 B

Materials Used Whose Copyright is Owned by Others
people who made the materials. of these materials. Please contact the creators to see how it is OK to use their materials. the way I use it or the attribution, please let me know.
 * I used these because it was allowed within the rights given by the
 * The copyright of this lesson plan does not reflect the copyright
 * If I used something created by you and you would like me to change

Acknowledgments
Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.
 * I would like to thank all the 7th and 8th grade classes at Anqing

After Class Notes
Ver 0.2 1 Mar 2010 so I can learn faster? much English was learned. students.
 * have the stuff about the tests written in chinese.
 * seating chart takes a really long time.
 * Should I try having them write their names on the board in pinyin,
 * Have them take out the answers as they are sitting down?
 * Lessons went fast. Kids and I both had fun. Not totally sure how
 * Next week I really do not want to do this again.
 * 7A The wording of "Let's Listen" B was too difficult.
 * 7A Were not excited to hear about the tests.
 * 8A Let's listen was easy overall, but challenged a few of the

Changelog
Ver 0.1 24 Feb 2010 coffee shop.
 * Drew up a basic plan in a meeting with a colleague at an Anqing

Ver 0.2 28 Feb 2010
 * Handwrote it onto a new sheet, adding detail and expanding it.

Ver 0.3 1 Mar 2010
 * Revised following my 5 classes.
 * Wrote it into Aquamacs as a text file.

Ver 0.31 7 Nov 2010
 * Made it Mediawiki friendly, and deleted irrelevant parts, incl. "Symbols used".


text: Category:Exercise and health

title: Category:Exercise and health


text:
Motivation and emotion/Textbook/Motivation/Self-discipline

Introduction
Suppose you are new to weight lifting and you are seriously interested in building your muscles and improving the general shape of your body. You make a decision to join a weight lifting team as a beginner with an aim of familiarising yourself with the set of weights and fitness tools available to get you started before embarking on the whole exercise. Due to the strenuous nature of weight lifting, you need perseverance and determination to take you through the lifting regime. First and foremost, you must lift the weights on a daily basis to achieve you goal and be enthusiastic about it. Although your zeal is both important and necessary, you need to accept the fact that you have never engaged in weight lifting before and may not be comfortable lifting heavy weights on the first trial. You have to progress slowly from the lightest to the heaviest until your muscles are fully developed. You will also have to follow appropriate exercises to gain the right body shape.

Procrastination and laziness might become your first obstacles, always tempting you to postpone the exercises or complete them irregularly. Fear, weakness, lethargy and other negative feelings may also weigh you down to the extent that you totally fail to maintain the discipline required to achieve your goal.

You need the inner strength and power to overcome all these drawbacks and persist in you desire. Self discipline is the ability to follow through ones objectives to the ultimate end without being driven back by the ever changing emotional states. It is the force behind every successful venture. We all need self discipline to succeed in business, academics, sports and other careers. It is also an essential aspect of daily tasks at home and workplace.

Although discipline involves developing new habits of thought and action, it works best as a positive effort and not a punishment or denial. It can be task oriented and selective, making it an effective tool and a reliable power that helps us to achieve our personal goals. When applied in combination with other personal qualities like goal orientation and high levels of self esteem, self discipline can successfully help young adults to dispel negative experiences associated with career confusion, lack of employment, workplace dissatisfaction and inadequate family support (Heine, 1990).

Self discipline gives the ability to forgo immediate gain and instant gratification in pursuit of long term goals which come with great satisfaction. It confers more self control and inner strength (Ryff & Keyes, 1995).

Examples of Self Discipline
If you are required to finish a given assignment within a specific time, then you have to manage to meet the deadline.

Being on time for all appointments.

If you purpose and promise yourself to begin a self improvement program such as exercises, dieting or meditation then keep your promise.

Avoiding excuses and fulfilling promises made to yourself and others.

If you decide to stop eating junk food in order to be slim, then you have to abstain and stick to the right diet in order to achieve this goal.

If you choose to quit smoking cigarettes or stop taking alcohol as a health improvement measure then you have to follow the cessation plan until you break these habits.

If you are in school and you intend to pass your exams, then you must study hard, attend all lessons, join a discussion group and do practice exercises in order to succeed.

Important aspects of Self Discipline
Since self discipline guarantees that one will follow through every goal they set and every decision they make, it is manifested through hard work, industry, persistence, strong will and a genuine evaluation of ones current level of discipline that leads to acceptance. These are important aspects that form the pillars of self discipline.

Acceptance

The easiest way to build self discipline is to handle challenges that are near your limit and you are sure to accomplish successfully. It is analogous to progressive weight lifting where you build your muscle by lifting weights close to your limit. You need to honestly evaluate your current level of self discipline in whichever area you choose to improve and pick up tasks that are challenging but within your limit. This is what acceptance is all about; making an accurate assessment of your capability and implementing your decision with modesty and true knowledge of your current weaknesses and limitations (Pavlina, 2005).

If you bite more than you can chew, you might be overwhelmed and run the risk of backing off the whole exercise. It is therefore important to accept your current position during the initiation of any plan. This gives the grace to move progressively from one level to another bearing in midn that self discipline is not a kind of punishment but a tool for achieving success.

Since all improvements that we desire to make are pegged on the dynamics of human nature, ours goals must be realistic and attainable. It is important to set the correct starting point before beginning to work towards the target. The weight lifter gains no strength lifting a weight that is too light for him nor does he achieve anything by lifting a heavy weight that he cannot budge. Acceptance of one’s current ability is paramount.

The following are examples of challenges that can help one to establish their current situation and stand point:

How many hours do you waste during the day?

Do you have old and junk mail in your inbox?

How neat and organized is your home?

What are the chances that you keep a promise made to someone?

How neat and organized is your office?

Do you wake up early in the morning? How consistent are you I it?

Are you overweight or extremely underweight?

Are you addicted to alcohol, caffeine, cigarettes or any other substance that you would wish to break from?

Are you on any exercise regime?

Is your computer drive well organised?

Can you complete a significant amount of focused work in a day?

Are your personal goals clear and well written?

How long do your items last in your to do list?

Do you practice healthy eating or rely on taste and satiety to make dietary choices?

Do you have a plan of what you will be doing tomorrow?

Are you deeply in debt?

When did you last stop a bad habit?

Are you neat and well groomed?

How do you rate your current level of self discipline?

Will Power

Willpower works hand in hand with self discipline. A person with will power is assertive, decisive, determined and full of inner strength. Such people exert themselves in the face of laziness and successfully manage to overcome all discomfort in the course of efforts. It comes with endurance that overcomes internal and external obstacles. It also aids in overcoming the effects of inconvenience and hardships (Gallozi, n.d).

Will power helps a person to make decisions and begin implementing them while self discipline gives the strength to stay on until the goals are fully achieved. Will power also helps in avoiding temptations and focusing the mind to execute plans even where there are many distractions. It allows one to disagree or agree with other people’s opinions, say ‘no’ or ‘yes’ or present ones suggestion without automatically accepting everything that other people say. It is not necessarily obstinate or aggressive but it is an inner strength which is deliberately manifested with wisdom and common sense.

Hard Work

Hard work is the main force behind all things that people strive to accomplish. It is the precursor of all achievements. Since self discipline seeks to achieve a long term goal, hard work helps to overcome the tougher challenges along the way. The opportunities available to the hard workers are numerous and less competitive. The easy way is often replete with superficial opportunities available to the less hark working. Hard work generates a strong feeling of great accomplishment following a good effort that has yielded fruit (Clen & Stevenson, 1997; Kashima & Triadis, 1986).

Working Hard

When taking on a major project, there are several aspects that look virtually difficult to implement. It is the outline of these difficult things that provides the challenge. It is these challenges that add value and build your personal strength to take up bigger tasks (Meijer & Semin, 1998). They also help you to summon up enough energy to help you through to the end of the existing project. The best way to maintain a high level of productivity is to make a proper work schedule and follow it. It is also important to keep a record of the progress status of the task at hand and develop a personal monitoring and evaluation mechanism (Kitayama, Takagi & Mutsumoto, 1995). This way, it will be easy to measure and know how much work is being done at a given time.

Industry

Our daily life consists of several activities that need to be carried out. While most tasks seem optional in their nature, there are others that are mandatory. For example one must get up and look for some food to eat. Failure to do so would lead to immediate consequences that will push you into action. There are other important tasks that people tend to neglect due to laziness and poor self discipline. For example, we need to bath daily and dress neatly. In as much as one may ignore it and stay shaggy without immediate severe consequences, it is not meant to be taken for granted. Furthermore, such behavior has immediate consequences in business and at the workplace. There are several routine and non routine tasks which are either easy or challenging. We need to put in our time in order to accomplish them.

Industry has to do with investment of time in all kinds of work whether hard or easy. The tasks may be home based such as cooking, laundry, repairs and maintenance, child care, cleaning and gardening, workplace or business oriented. Remember they all have to be done almost on a daily basis. An industrious person would endeavor to squeeze more value out of their time so as to perform all the tasks effectively. This attitude ensures that even things that do not fall within the priority list are done.

Perseverance

Success through persistance:

George is a hard working person and a great starter who gets big and promising ideas and work towards implementing each and every one of them. Whenever a new idea comes up, he gets over-excited about it and abandons the current project and begins chasing after the new one. Consequently, none of his jobs ever gets completed. What is the secret to finishing a project? Massive success is not a reserve for the lucky and talented. Anyone who puts in the best of their efforts in any task and believes that they can complete it has the capacity to complete a good job. Perseverance and persistence are required to carry on with the task until the end (Barez, 2003; Lanham, 1979). Perseverance means to continue without stopping even in the face of obstacles. It involves trying again and again using different methods until one gets the desired results. It is the quality that allows one to move on even when the body tells them to be inert.

Goal oriented and determined individuals can follow through a task until the end. However, they are equally vulnerable to defeat, injury, fatigue and all kinds of risks and uncertainities as they pursue their goals. While on a course driven by self discipline, such negative experiences are useful in building mental strength, perseverance and will power which are all necessary in propelling people towards their intentions.

Self Discipline at School
When self Discipline is mentioned in school, every teacher remembers the importance of student discipline and begins thinking of the troublesome students: Jimmy who always murmurs in class, Jane who is ever talking, Grace who has never learnt how to control herself, John who never completes his work and Hillary who is always exchanging fists. The bigger challenge never lies in teaching academic skills, but getting students to achieve full concentration and embrace self discipline.

Students need this virtue in order to fully apply themselves to academic work, moderate their actions n accordance with school rules and regulations and engage in activities that allow them to optimize their learning opportunities. Since self discipline is not necessarily learnt through deliberate and well organized curricular instruction, both students and teachers may fail to realized how complex and remarkable it can be. Understanding its important features can enable the teachers and other stakeholders to carefully integrate it into the school setting (CRC, 2010; Knapczyk, 2004).

Students need self discipline in order to enable them to set clear, concise and achievable goals to guide their actions and assist them in maintaining a definite purpose and direction while making future plans.

Self Discipline at the workplace
Self discipline is essential in attaining success at the workplace. Employers prefer to recruit employees who are hard working and have a passion to go about their business. Such workers exude diligence and a desire to learn continuously from previous mistakes and failures. They are willing to take risks when the company provides a chance for it and exercise self control in all their activities (Dempster, 2005).

People normally have a tendency to express themselves emotionally and inappropriately at the workplace. Self discipline helps in controlling wild emotions and maintaining the sanity that is required to achieve success at the workplace. It ensures that people constantly remain helpful, solution-oriented and constructive in all their undertakings. It also helps in proper time management, planning and effective communication. It can be useful in health management by fostering good eating habits and encouraging regular exercise which increase energy and productivity (Sasson, 2009; Sowards, 2003).

Self discipline helps an employee to evaluate there position and seek appropriate feedback for the purpose pf personal development. It remains the key to the realization of personal goals and objectives. It gives one a full chance to demonstrate hard work, industry, trust and true entrepreneurship.

Self Discipline at home
The home is one place with as many tasks as the workplace. Every member has some tasks to perform. Meals have to be prepared, visitors have to receive and be entertained, cleaning has to be done regularly, equipment have to be repaired, the gardens have to be made and the list goes on for each family member. The overall effort needed to manage these tasks may be great, but the individual tasks may not be challenging. Through self discipline, one can work them out without neglecting any of them. It bears directly to our personal productivity and work performance (Hogan, 2009).

Laziness and procrastinations are more common in homes because there may be no supervisor to check on every task. However, self discipline provides the strength and willpower to accomplish these tasks. Since everyone at the workplace comes from some home or residence, the image that we project depends greatly on the discipline we have managed to achieve back at home.

Benefits of Self Discipline
Self discipline helps in attaining self mastery. A self disciplined person gains self control and begins to be more constructive and assertive; overcoming anger and other negative feelings. This new level of assertiveness enables an individual to accept or reject what other people’s opinions without unwarranted aggression (Bachik, 1992; Kwan et al, 1997; Chen & Stevenson, 1995). This discipline also increases inner strength and stamina which is very essential when pursuing major tasks. It is also an important tool that drives out laziness and procrastination. It helps to build perseverance and persistence which are necessary in accomplishing all challenging tasks (Williams, 2010; singleton, 1995; Lewis, 1995).

By giving use a chance to handle our daily task in a more efficient way, self discipline carries us through to greater levels of success in careers, jobs, sports, business, relationships, health and study. This is why great business people, scholars, sports people, managers and chief executives are hard working and disciplined (Boa, 2006). They exude high self esteem and confidence.

Self discipline is effective in eliminating fear, shyness, weakness and other personal inadequacies. A disciplined individual becomes strong and resolute, replacing negative habits with positive qualities. (Diener & Diener, 1989).

Summary
Self discipline confers the strength and power to follow through intentions until goals become realised. It works based on the strong pillars of acceptance of our current situation, a strong will power, industry and the spirit of perseverance. To be a high achiever, one has to put aside immediate gratification when pursueing long term goals. This requires one to set goals and visualise them as accomplished. Successful people have the ability to create mental images and project their thoughts into the prosperous future (Bukkapaptnam, 2010). They follow these thought patterns with self discipline and determination until they achieve their goals. There is no limit to what can be achievable through the virtue of self discipline.


text:
User talk:TeleComNasSprVen

My purpose is to enforce the Resolution:Licensing policy Wikimedia-wide.

Matter concerning you
Matter concerning you at Request_custodian_action. It's not about your actions. - Sidelight12 Talk 01:16, 10 September 2014 (UTC)

title: User talk:TeleComNasSprVen


text:
User talk:1LGsEducation

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Template:Survival Kit/Release notes

 * 15. March 2010 - Wikiversity page has been created to assist Survival Kit v3.12 users.
 * 02. November 2010 - Description on the page updated for SK v6.06, the program was uploaded to its non-official storage space.
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User talk:Bchethan

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Your account will be renamed
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The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

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text:
Numerical Analysis/stability of RK methods

Definitions
Let $$\tau_i$$ be the local truncation error, and k is the number of time steps, then:   The numerical method is consistent with a differential equation if

 * $$\lim_{h \to 0} \operatorname{max}|\tau_i|=0$$ over $$1\leqslant i \leqslant k$$.

according to this definition Euler's method is consistent.

 A numerical method is said be convergent with respect to differential equation if

 * $$\lim_{h \to 0}|x(t_i)-y_i|=0$$ over $$1\leqslant i \leqslant k$$;

where $$y_i$$ is the approximation for $$x(t_i)$$.

 A numerical method is stable if small change in the initial conditions or data, produce a correspondingly small change in the subsequent approximations.

Theorem: For an initial value problem
 * $$x'=f(t,x)$$ with $$t\in[t_0,t_0+\alpha]$$

and certain initial conditions, $$(t_0,x_0)$$, let us consider a numerical method of the form
 * $$(y_0=x_0)$$ and $$y_{i+1}=y_i+h\phi(t_i,y_i,h)$$.

If there exists a value $$h>0$$ such that it is continuous on the iterative domain, $$\Omega$$ and if there exists an $$L>0$$ such that
 * $$|\phi(t,y,h)-\phi(t,y^*,h)|\leqslant L |y-y^*|$$ for all $$(t,y,h),\,(t,y^*,h)\in \Omega$$,

the method fulfills the Lipschitz condition, and it is stable and convergent if and only if it is consistent. That is,
 * $$\phi(t,x,0)=f(t,x)$$ for all $$t \in \Omega$$.

For a similar argument, one can deduce the following for multi- step methods:   The method is stable if and only if all roots, $$\lambda$$, of the characteristic polynomial satisfy
 * $$|\lambda|\leqslant 1$$,

and any root of
 * $$|\lambda|=1$$

is simple root.  one more result is that if the method is consistent with the differential equation, the method is stable if and only if it it is convergent.  see

stability polynomials of Runge-Kutta methods
The Runge–Kutta methods are very useful in solving systems of differential equations, it has wide applications for the scientists and the engineers, as well as for the economical models, the recognized with their practical accuracy where we can use and get very good results and approximations when solving an ODE problem, RK has the general form :$$ y_{n+1} = y_n + h\sum_{i=1}^s b_i k_i$$, where
 * $$ k_1 = hf(t_n, y_n), \, $$
 * $$ k_2 = hf(t_n+c_2h, y_n+a_{21}k_1), \, $$
 * $$ k_3 = hf(t_n+c_3h, y_n+a_{31}k_1+a_{32}k_2), \, $$
 * $$ \vdots $$
 * $$ k_s = hf(t_n+c_sh, y_n+a_{s1}k_1+a_{s2}k_2+\cdots+a_{s,s-1}k_{s-1}). $$

such that
 * s is the number of stages,
 * aij (for 1 ≤ j < i ≤ s),
 * bi (for i = 1, 2, ..., s)
 * and ci (for i = 2, 3, ..., s).

Example:finding the stability polynomial for RK4's methods
for RK4" case$$2_a$$", which characterizes by $$c_2= \frac {-1}{4}$$ which has the form: the stability region is found by applying the method to the linear test equation $$y'=\lambda y$$
 * $$ y_{n+1} = y_n + \frac{1}{6}k_1+0k_2+\frac {2k_3}{3}+\frac {k_4}{6} $$
 * the stability region is found by applying the method to the linear test equation $$y'=\lambda y$$

 * $$ \displaystyle \ k_1=hf(t_n,y_n)$$
 * $$k_2=hf(t_n+\frac{h}{2},y_n-\frac{k_1}{2})$$
 * $$k_3=hf(t_n+\frac{h}{2},y_n+\frac{3 k_1}{4}-\frac{ k_2}{4})$$
 * $$k_4=hf(t_n+h,y_n- 2k_1+k_2+2k_3)$$

using the linearized equation $$f(t,y)=\lambda y$$, and considering $$ \hat{h} = h\lambda$$ , we get;
 * $$k_1=\hat{h} y_n$$
 * $$k_2=\hat{h} (1-\frac{\hat{h}}{2})y_n$$
 * $$k_3=\hat{h} (1+\frac{3 \hat{h} }{4}-\frac {\hat{h} }{4}(1-\frac{\hat{h} }{2}))y_n$$
 * $$k_4=\hat{h} (1-2\hat{h} + \hat{h} (1-\frac{\hat{h} }{2})+2\hat{h} (1+\frac{3 \hat{h} }{4}-\frac { \hat{h}}{4}(1-\frac{\hat{h} }{2})))))y_n$$

substitute these back in $$y_{n+1}$$, yields $$y_{n+1} = [1+(\hat{h} )+\frac{(\hat{h})^2}{2}+\frac{(\hat{h})^3}{6}+\frac{(\hat{h})^4}{24}]y_n=R(\hat{h})y_n $$
 * and so the characteristic polynomial

$$ P(z)=z-R(z); z=\hat{h} $$ for the absolute stability region for this method, set |R(z)|<1, and so we get the region in figure 1. case$$2_a$$

the table below shows the final forms for the stability function for different forms of RK4, these RK4's are different in the values of $$ b_j$$, and they are fullfilling the consistencty requirement for the method i.e :$$\sum_{j=1}^{i-1} a_{ij} = c_i\ \mathrm{for}\ i=2, \ldots, s.$$

Plotting the stability region
In order to plot the stability region, we can set the stability function to be bounded by 1 and solve for the values of z, then draw z in the complex plane. Since R(z) is the unit circle in the complex plane, each point on the boundary can be represented as $$e^{i \theta}$$ and so by changing $$\theta$$ over the interval$$[0,2\pi]$$, we can draw the boundaries of that region. The following OCTAVE/Matlab code does this by plotting contour curves until reaching the boudaries: The figure at right shows the absolute stability regions for RK4 cases which is tabulated above


text:
Numerical Analysis/Exercises

1)Solve differential equation y' = 2ty in [0,1] using Euler's method with n=10,y(0)=1. Solution: We need to find the solution ODE y' = 3t2y using Euler's method.

yn+1=yn+hf(tn,yn)

We divide time span with number points to find the step size h.

h=tmax-tmin/n=1-0/10=0.1

y1=y0+hf(t0,y0)

=1.000000+.1x3x02x1

=1.000000

y2=y1+hf(t1,y1)

=1.000000+.1x3x0.12x1.000000

=1.003000

y3=y2+hf(t2,y2)

=1.003000+.1x3x0.22x1.003000

=1.0150360

y4=y3+hf(t3,y3)

=1.01503600+.1x3x0.32x1.0150360

=1.0424420

y5=y4+hf(t4,y4)

=1.0424420+.1x3x0.42x1.0424420

=1.0924792

y6=y5+hf(t5,y5)

=1.0924792+.1x3x0.52x1.0924792

=1.1744151

y7=y6+hf(t6,y6)

=1.1744151+.1x3x0.62x1.1744151

=1.3012520

y8=y7+hf(t7,y7)

=1.3012520+.1x3x0.72x1.3012520

=1.4925360

y9=y8+hf(t8,y8)

=1.4925360+.1x3x0.82x1.4925360

=1.7791029

y10=y9+hf(t9,y9)

=1.77910290+.1x3x0.92x1.7791029

=2.2114249

2)Solve differential equation y' = 2ty in [0,1] using RK2 method yn+1=yn+h/4(k1+3K2) where k1=f(tn,yn),k2=f(tn+2/3h,yn+2/3hk1)with n=5,y(0)=1.

Solution: We need to find the solution ODE y' = 2ty using RK second order method.

yn+1=yn+h/4(k1+3K2)

k1=f(tn,yn)

k2=f(tn+2/3h,yn+2/3hk1)

y1=y0+h/4(k1+3K2)

k1=f(t0,y0)

=2x0.0x1

=0

k2=f(t0+2/3h,y0+2/3hk1)

=2x2/3x0.2x1

=0.26667

y1=y0+h/4(k1+3K2)

=1+0.2/4(0+3x0.26667)

=1.04

y2=y1+h/4(k1+3K2)

k1=f(t1,y1)

=2x0.2x1.04

=0.416

k2=f(t1+2/3h,y1+2/3hk1)

=f(0.2+0.13333,1.04+0.0554667)

=0.730304

y2=y1+h/4(k1+3K2)

=1.04+.2/4(0.416+3x0.730304)

=1.17035

y3=y2+h/4(k1+3K2)

k1=f(t2,y2)

=2x0.4x1.17035

=0.93648

k2=f(t2+2/3h,y2+2/3hk1)

=f(0.4+2/3(0.2),1.17035+2/3(0.2)(0.93648))

=1.34316

y3=y2+h/4(k1+3K2)

=1.17035+0.2/4(0.93648+3(1.34318))

=1.41865

y4=y3+h/4(k1+3K2)

k1=f(t3,y3)

=f(0.6,1.41865)

= 1.70238

k2=f(t3+2/3h,y3+2/3xhxk1)

=f(.6+.133333,1.41865+2/3(0.2)(1.70238))

=1.64563

y4=y3+h/4(k1+3K2)

=1.41865+.2/4(1.72038+3(1.64563))

=1.75061

y5=y4+h/4(k1+3Kundefined)

k1=f(t4,y4)

=f(0.8,1.75061)

= 2.800098

k2=f(t4+2/3h,y4+2/3hk1)

=f(0.8+.133333,1.75061+2/3(0.2)(2.800098))

=3.96472

y5=y4+h/4(k1+3K2)

=1.75061+.2/4(2.800098+3(3.96472))

=2.48532

y6=y5+h/4(k1+3K2)

k1=f(t5,y5)

=f(1,2.48532)

= 4.97064

k2=f(t5+2/3h,y5+2/3hk1)

=f(1+.133333,2.48532+2/3(0.2)(4.97064))

=7.1356

y6=y5+h/4(k1+3K2)

=2.48532+.2/4(4.97064+3(7.1356))

=3.80420

3)Solve differential equation y' = 2ty in [0,1] using Two step Adams Bashforth method with n=5,y(0)=1.

Solution: We need to find the solution ODE y' = 2ty using Two step Adams Bashforth method.

yn+2 = yn+1 + 3/2 x hf(tn+1,yn+1)-1/2 x hf(tn,yn)

Calculating h=1-0/5=0.2

We need two approxmations for calculating y2

Calculating y1 using RK second order method.

y1=1.04

y2 = y1 + 3/2 x hf(t1,y1)-1/2 x hf(t0,y0)

=1.04+3/2(.2)f(0.2,1.04)-1/2(0.2)f(0.0,1)

=1.1648

y3 = y2 + 3/2 x hf(t2,y2)-1/2 x hf(t1,y1)

=1.1648+3/2(.2)f(0.4,1.1648)-1/2(0.2)f(0.2,1.04)

=1.40275

y4 = y3 + 3/2 x hf(t2,y2)-1/2 x hf(t2,y2)

=1.40275+3/2(.2)f(0.6,1.40275)-1/2(0.2)f(0.4,1.1648)

=1.81456

y5 = y4 + 3/2 x hf(t4,y4)-1/2 x hf(t3,y3)

=1.81456+3/2(.2)f(0.8,1.81456)-1/2(0.2)f(0.6,1.40275)

=2.21333

y6 = y5 + 3/2 x hf(t5,y5)-1/2 x hf(t4,y4)

=2.21333+3/2(.2)f(1,2.21333)-1/2(0.2)f(0.8,1.81456)

=3.25098

title: Numerical Analysis/Exercises


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ACR

ACR
Action + Circumstances → Reaction: A possible real explanation of the evolution of the universe, including life.

What is ACR
ACR is a principle. A principle which says that whenever an action happens then this action will, depending on the circumstances in which it has happened, provoke a reaction.

ACR in the present
In order to find out how something works is to observe it while it is working. When we look out of the window then we see a very diverse, and surly complicated moving environment created by nature. To figure out all the details within a lifespan of a human seem to be impossible. But what a human can do is to find some repetitions, which happen during the time he is observing, which give him some indications on what principles this world is based on. And the first surprise would be: there are not many! And the second is that this few principles, used repetitiously, are able to keep a world as complicated, as known today, evolving (make even more complicated). The observation, done to find repetitions reveal that anything can be explained with the occurrence of an action, which happens within circumstances and will provoke a reaction. E.g. if a moving matter makes contact with a stationary matter (action) then it will pass on some of its energy to set the stationary matter in motion (reaction). Or if a living species wanders into a situation in its environment (action) than it is able, apparently by remembering something (circumstances), to decide what it will do next (reaction). This kind of principle, which is a combination of an action, circumstances and a following reaction, can be observed at anything which happens in a “living” environment (world). The ACRs which happens all the time in a “living” environment can be roughly divided into simple repetitions (where the action, circumstances and therefore the reaction are the same), or into evolutionary happenings (where the action and circumstances lead to the destruction of the old and the build-up of something new). If an evolutionary ACR has happened than it can be observed that this ACR has also followed other principles which seem to be identical for every ACR performed. This principles would be that first, what ever was created through the reaction is a build-up (growth, adaptation) of what has been existing at the time of the action. And second that it will usually be bigger, more complicated than what has been before. Which leads to the conclusion that everything, which is evolved through this principles is somehow remembered. Otherwise no follow through could be possible.

The connection to the past
One of the biggest task is to find out what was before. With other words what existed before the ACR happend. If conditions before are basically known then the actual ACR can be reconstructed. This works within the knowledge/technology we have. But what about the evolutionary steps which happend on matter which we can only guess on? The principle of ACR could help here by figuring a start situation out of what is known and apply the principle to build up to the situation in question. This is possible because if a world has been build, like the one on earth, through ACR steps then the happenings every day are a copy of steps which have happen in the past. Just on a different scale. Like complicated matter had to be build up through ACR of single matter. We can compare what is happening in the visible world with the happenings of the world which is too small to be seen. And the similarities tell us that nothing new is introduced in the way evolutions happen. Everything is build up from something which has evolved before. This knowledge, and the principle of ACR, should make it possible to recreate the cosmic evolution step by step from the right assumed start. Which would unravel the mysteries of today in a faster way than the top down approach science is taking. This process is followed through at The cosmic evolution.

Other explanations of ACR and its functions
A principle which can be the foundation of a chain reaction (sequence). Because after the reaction has happen the circumstances are not the same any more and the reaction, which has become an action, provokes a new reaction according to the new circumstances. And when there is a chain reaction of ACRs going on then there is a continuous evolvement of the circumstances. Where each occurrence of an ACR is the step to whatever evolves, depending on how long the chain reaction goes on. Since each ACR creates circumstances which was build on the circumstances created by the ACR before makes ACR the principle of a growing evolution. The action Anything which constitutes a change, physical and/or non-physical, can be termed an action. In a physical world this is usually an occurrence of movement of physical matter. Which also produces the energy to provoke a reaction (movement) in other matter. The circumstances The circumstances are everything which has a physical effect within this action. Which includes the matter which acts and the environment in which it acts. The reaction The reaction can be many physical or non-physical happenings of changes. Which are provoked/allowed by the circumstances present. Since the circumstances can consist of physical and/or non-physical matter the reaction of an ACR step can be physical and/or non-physical.

ACR also fits all the requirments a long time growing evolution needs to be truly long time and growing. It can handle simple basic matter (low intelligence) over galaxies (complicated low intelligence) to living creatures which evolve on their own (high intelligence). Its universal ability is provided by handling everything in a sequential way. Either by processing one evolutionary step after the other one (lowest intelligence) or by following a sequence of ACRs which leads to the possible solution. If ACRs are automatically stored (see "The application of ACR through nature" below)then they can be replayed with the same end-product. Any set of action-circumstances will provoke a reaction - there are no mistakes. If the product survives/fits into the environment than it is stored and can be adapted to new circumstances. Which is perfect for nature which does not 'know' what has happend and what will happen. Since this basic system is a very low level of intelligence its rules have to be as well very simple. It requires that there is only one reaction to every action or action+circumstances. Therefore whatever stores this ACRs has to be very flexible in size to handle any quantities of ACRs data. This is always provided by the matter which is the medium through which the ACRs are played out. Therefore, if the ACR happens on a low level, where the amount of data is small, then the storage needed, matter, is small. If the ACR happens on a higher level than the amount of matter involved is also bigger and therefore the storage is bigger.

Reality and Fiction
The ACRs are evidently there wherever ‘life’ occurs. But happen in two different ways which are synonymous to the intelligence level on which this life occurs: physical (real) and fictional (envisioned). Until the development of a brain in living creatures all ACRs function on a real level. Real ACRs happen only in an physical environment. And the reaction is usually the next action of the next ACR. They are low level intelligence because whatever action is about to happen, what circumstances are provided by the environment, are all a functionality of chance. The circumstances are there because they are reactions of ACRs which have happened but have no relation to the one which is about to happen except that they have to be taken into consideration. Therefore, what the reaction will be and what is produced by this reaction cannot be known because this exact ACR has not happened before. Which makes every real ACR technically a fictional ACR because its reaction is never 'known' before. And while fictional ACRs can be discarded because they were a ‘mistake’ and no physical product was created by the reaction, there are no ‘mistakes’ in the real world and the physical product has to be destroyd. Physical (real) ACRs can be set in motion through an higher intelligence (living creature) but then they are usually conscious repetition of well known ACRs. The ‘fictional’ ACRs serve the purpose to produce reactions which have not been achieved physically and which would liked to be ‘tested’ first before making them real. This could be to find actions and circumstances which have the desired reaction or just to pair any random action with any random circumstances to find out or speculate what reaction this would produce (fantasizing). They differ to that ‘unknown by chance’ ACRs, which happen with physical matter, by the facts that they are consciously controlled and do not happen physically. To be able to ‘fantasize’ there has to be a special constructed place, the brain, a stored amount of ACRs to choose from and to compare to, and the tool to convert what is manipulated and achieved into meanings to make sense – a language.

When this kind of connectivity of happening and circumstances become obvious than it can be found in anything what happens ‘naturally’. And since any living creature from the most simple amoeba to the most intelligent human are stages of the ongoing natural production (evolution) they are in fact included in the term ‘nature’. And the more different creatures evolve the more branches of the evolution exist. And the more sophisticated the creatures become the more specific is their ‘evolution’. But the occurrence of evolution is based on the ability to perform an ACR sequence.

How the observations of a natural environment leads to ACR
The first observations of nature, straigt out of the window, lead to the, not new, conclusion that in order that something is happening something has to happen first. In other words Where action and reaction means some form of movement (energy). The next observation was that Which means that every action will always have the same reaction. So what makes the same action evoke different reactions? The circumstances in which the action happens. Therefore But how can the same action always start the same reaction? There has to be a memory which enables the same action from the same matter and one which makes the matter react always in the same way to the same action. Therefore Which leaves the circumstances. This is the variable part of the function which can come from different sources. They could have been memorized (recalled) or are just circumstantial of the present environment, in which the action-reaction occures. Since an action cannot happen without movement and since an acting matter never exist alone Which means that every time a reaction follows an action it always reacts to the Which means, that the reaction is at the same time the action for the next ACR function. When memorized actions are placed into different circumstances then the reaction is an adaption of the action. Which can be interpreted as a form of intelligence. Therefore
 * there has to be an action to have a reaction.
 * for every action there can only be one reaction.
 * Action + Circumstances → Reaction
 * Action and Reaction need to be memorized to enable repetition
 * There are always circumstances to every action
 * Action + Circumstances = Action → Reaction
 * Action+Circumstances → Intelligence

ACR and Sequence
Another observation leads to the importance of the sequence. Nature cannot create at different levels at once. First, since it cannot switch its way of operation throughout the evolution it needs to be flexible enough to work on any kind of product which will be produced, simple and complicated. Therefore the data needs to be in a form which can accommodate simplicity and complicity – the sequence. But in order to provide the meaning in a sequence, besides the needed data, it has to have more than the data stored in each step of the sequence. Like where the next part of the sequence can be found. In that way, when it is finished following the sequence, the end point is always the same and very specific to this sequence. Which can be used to differentiate between meanings, make selections or provide whatever the purpose of the sequence was.

Sequence and Rules
When there are sequences of elements, like in a language (letters), then there can be made rules by comparing the sequences of the elements. E.g. when a part of a sequence occures in another sequence then it can be observed (compared) what effect (reaction) this part has in each sequence. If the reactions are the same then a rule can be constructed from it. Similar to the rule that each specific action leads to a specific reaction if the circumstances are the same. With other words an ACR is a rule by itself. This can be in stages. If rules are placed in sequence than together they will form a more encompassing rule. Or are simply a more complicated ACR. For which a language is a very good example. First the letters have to be learned, then the letters need to be placed in sequences (words) to form a meaning. Therefore this sequence of letters form a rule which has to be followed if this meaning needs to be communicated. The same is true with sentences, paragraphs and whole stories.

The application of ACRs
The application of an ACR is unlimited because it can be used once or many times in sequence. The application can be of building something up or to figure how something was build up.

Learning through ACR
If there is something complicated but it cannot be traced to its start (top to bottom approach) then the ACR can be used to try to build up the complicated something by guessing the start conditions (fantasizing) and follow the course of actions which ensue. If this leads to the complicated something then the problem is solved.

Outcomes of the use of ACR
What observations lead to is that everything what happens through the natural evolution is a reaction to what has happened before. Which opens the possibility to explain almost everything what is naturally happening in this universe. Therefore, everything what is happening naturally, since it follows principles which do not change over time, like the principle which is called here ACR, can be used to answer how things evolved in the past, are evolving in the present and will evolve in the future. Therefore ACR can be used to provide explanations which might, or not, have been thought of but are not considered. They are basically answers which are follow throughs like described above. Here are some of the not considered answers:

 * How nature works
 * The cosmic evolution
 * The evolution of a living creature
 * How the brain works
 * The role of the brain in a living body
 * The evolution of intelligence
 * The cultivation of artificial intelligence
 * The role of genes
 * The use of genes by nature
 * The role of fantasy in natural evolutions
 * ACR/Life before Life

title: ACR