Mental Drop-Out

Kani is a JSS student in an international school in Lagos. She is good at everything she does apart from the fact that she easily forget the things she learn in the classroom. She can remember pretty well all other activities she is involved in. For instance, after days of watching a movie she can repeat the lines of each speaker word-for- word. However, classroom instruction is for her a very great difficulty.
This is the sad reality of many students who read often and attend classes regularly but it is always as if they never did any of those because they forget everything easily.
This situation is called Mental Drop-out. It is a situation in which people forget so easily the things they are learning either through books or classroom instruction. Mental Drop-out is often caused by some psychological imbalance and it could be so frustrating that one could loose hope in one's  learning competence. Three major factors are responsible for it. The first is Meaningfulness: the brain is a network or a system that process information in a meaningful way, when an information to be learnt do not communicate meaning to the learner the item becomes difficult to learn. The second is perception and attention: they are both cognitive process that involves focusing on a particular stimulus. However, focusing a stimulus go alongside a goal and whenever that goal those not align with the certain procedures, mental Drop-out happens. For example if a teacher teaches for practical reasons why the students want to learn simply for exam reason, the philosophical clash can result into mental Drop-out. The last cause is interest. When the level of interest of a learner is not satisfactory enough to cope with the challenges of a content it leads to Drop-out.

Nevertheless, the complications that is always closely attached to Mental Drop-out makes it difficult for experts to just recommend proscription without carrying out some test, therefore constant forgetting may require that you see a  counsellor. However, an high interest in what one does reduces the chances of mental Drop-out.

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Parenting and the Child's Psychology

The so called civilisation in our world could both be darling and peril. Traditionally, the modality enforced in bringing children is that of  collective responsibility through proper and adequate supervision. Howbeit, the trend in which modernity is following sees parenting as a one-man business. Such that, a family consisting of a father and mother is only responsible for their children alone and not other children. Nonetheless, the dimension of modernity has design a system where parent are very busy such that they hardly have time for their children. Many parent therefore transfer there duties to schools and religion institutions, thereby contributing little to there children's psychological and emotional growth.
Going scholarly, two things makes us. The first is our biological features and the second is our psychological feature. Once a child is conceived, his biological features congenitally starts to form. On the other hand, psychological feature develops from the influence of the environment. It is then important to stress the fact that the first and the most important environment of a child is the parent. When the environment of parenting of a child is not solid enough, the psychology of the child could be faulty and the result is usually mental illness, anxiety, social withdrawal, low self-esteem among others.
Furthermore, a better way to appreciate the value of parenting is going by the popular terminology "tabula raza" which means empty slate. It is believed that this is the psychological state of a child at birth. The implication of this is that children need to be filled with adequate psychological traits early enough and this is best done when children are still in there tender ages especially and most effectively by the parent, because parents will harness better the individuality of their child. But this days, parents prefer to  enroll their children in school at a very tender age - as early as when the child is still one. Unfortunately, the school is a place where children are attended to in group, therefore any child that will not cope in group will be mixing out, and in such cases these children loose there individual growth to the grouping method adopted schools.
Nevertheless, as it stands. It may be too demanding to advice that parents reduce there working hours in order to focus on there children. Notwithstanding, parents need to considerably out of there busy schedules attend adequately to the individuality of there children especially at the children's tender age. Similarly, schools most be empowered to provide a structure that will promote and intensify individual student's psychological and emotional development without subjecting individuality to grouping.
For professional advice mail Arrayedc@gmail.com or message 08109377889 (message only)

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LEARNING AND INDIVIDUAL DIFFERENCES

Learning is a cognitive process that is uniquely designed according to individual physiology. The case is not always that some students are more intelligent than others, but the fact remains that students learn differently and these differences is traceable to individual physiological structure and not always seriousness or unseriousness of learners as it is always believed.
In the light of this, the same procedure of curriculum and instruction can not accommodate all learners due to differences in cognition. Our failure to understand this is the reason behind the wide performance gap between students in schools. In many school there has been a lot of performance issue and many interpretation has been given to defend it. But the truth is, poor performance often generate from treating a group of people as if it is one person through the delivery of one pattern of Instruction despite the differences in individual.
To resolve this problem however, we need to adjust our curriculum so that it can accommodate the differences that exist among individual and also to close the wide gap that is usually found between students academic performance in schools. In this case, ArrayEdc curriculum design will be of help, contact ArrayEdc Manager on 08109377889 or mail us at Arrayedc@gmail.com

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