Appendix H
HINTS FOR LEARNING
We don’t all think the same way and we don’t all learn the same way. When I was in teachers’ college,
one teacher told me that if 70% of his students understood his explanation, the other students only had
themselves to blame if they didn’t. If most of his students understood, the others should have
understood as well.
Another teacher told me, when I explain something I can expect only about 70% of my students to
understand. They don’t all think and learn the same way. I have to find other ways of explaining so that
the other 30% will understand as well. That has been my philosophy. I keep explaining a principle until
everyone understands.
The problem is that a student who doesn’t understand the teacher’s explanation will generally think it
is his or her own fault. They think, I must be dumb. The other kids understand, why can’t I? I’m not as
smart as the other kids or I don’t have a mathematical brain.
The same principle applies to learning from books. A book usually has one explanation for each
principle taught. If the explanation doesn’t suit the way you think or make sense to you, you are inclined
to think it is ‘all above my head’. I am not smart enough.
You would be wrong. You need a different explanation. If you are trying to learn something from a
book, try several. If your major or ‘set’ textbook does the job, that’s great. If you can’t understand
something, don’t think you are not smart enough; try another book with a different explanation. Find a
friend who understands it and ask your friend to explain it to you. Look for other books in second-hand
bookshops, ask older students for their old books, or go to your library and ask for books on the subject.
Often, a library book is easier to understand because it is not written as a textbook.
When I teach mathematics and related subjects, I always read the explanation given in several books
so that I can find ideas for different ways to teach it in the classroom. Also, when I am teaching a
procedure in maths, physics or electronics, I do all calculations aloud, with all of my thinking out loud
so everyone understands not only what I am doing, but also how I am doing it. I ask my students to do
the same so we can follow what is going on inside their heads.