#YANJAA MEMORY MASTER HOW TO#

Students must believe that they can excel and master physics, a second language, or the world that irrational numbers inhabit. Teachers must believe that their students are capable of more than they realize. If we do not have faith, we and our students are doomed. As we age, we can lose touch with our innate ability to learnâso natural to us when youngâespecially upon encountering novel problems, like the learning of a new alphabet and of ways of creating meaning that differ from our current paradigm and understanding of how our native language works.įor this reason, learning and teaching start with belief. Suited to thrive in an infinite number of environments, homo sapiens is born ready to learn and to create and to communicate. In thinking about this guiding principle and what people are capable of learning, it strikes me that survival and adaption are what humans do best. I asked myself two questions: what memorized working information do I rely upon when reading ancient texts, and what method do I employ when diagnosing sentences, especially when I struggle to understand what is being said? I have taken every effort to keep the information to be memorized to a minimum and to combine memory, analysis, and synthesis as much as possible. As I began assembling this textbook on learning Greek, her approach has been one of my guiding principles. What had been a difficult rote-memory course became an even more demanding memory, logic, and diagnosis course, even though she significantly reduced the amount of memorization she required of her students. Assigned to teach the course no one wanted, she bucked the norms of her department and taught neurology from the point of view of what learning the students would have to apply once they became practising doctors.

A neuroscientist by training and a researcher by passion, she came to teaching reluctantly. Jeanette Norden, Professor Emerita of Cell and Developmental Biology at Vanderbilt. There I listened to the keynote talk by Dr.

#YANJAA MEMORY MASTER HOW TO#

The difficulties involved in teaching a subject that is as data intensive as Greek took me, early in my career at BGSU, to the Lilly Conference at Miami University on how to improve teaching. I hope that, in some way, I keep alit the flame of the Latin and Greek Institute and the excellence they instill in their students. The authors, their book, and their teaching methodology were transformative for me. Hansen and Quinn and their text Greek: An Intensive Course. Many years ago, I had the privilege of learning from Dr s. Glossing these words on the same or adjoining page enables students to focus as much of their attention as possible on acquiring the reading skills that they will need as they progress in the language. Vocabulary outside of the top 250 is glossed as it is in texts with running vocabulary. The hope is that familiarity with the commonplace will turn more efficiently and effectively into a mastery of reading this beautiful language. The logic behind this approach is obvious: students should learn first the vocabulary and concepts that they will encounter most often. Students will memorize the top 250 most frequently occurring ancient Greek words, the essential word endings, the eight parts of speech, and the grammatical concepts they will most frequently encounter when reading authentic ancient texts. Using Chase and Phillips as a model for accomplishing much with less, I then built this book around the principles of memory, synthesis, and analysis. I began writing my own textbook as a reworking of their A New Introduction to Greek, a text that, though lacking in some essentials, I admire for its restraint. Since teaching ancient Greek at BGSU, I used several different textbooks before settling on Ch ase and Phillipsâ elementary textbook.

Attempting to do so has been a labor of love. In this book a guiding philosophy is to present as much as possible with as little as possible: Î¿á½ ÏÎ¿Î»Î»á½° á¼Î»Î»á½° ÏÎ¿Î»á½» (âdepth not breadthâ). During this time, I have had the pleasure of introducing ancient Greek to a variety of students and thank them for giving me the opportunity to teach them. This text contains twenty-five years of learning and teaching experience.

Yanjaa memory master