Saturday, September 17, 2011
AJALI YA MV SPICE ISLANDER NI MSIBA WA KITAIFA
Friday, September 16, 2011
HOW TO HELP SLOW LEARNER STUDENTS
Perhaps the greatest
challenge to an educator is a child who is a slow learner. These
children do not fall into the category of special education, do well
outside the classroom, and show no evidence of having a medical problem.
They simply do not do well in school or a particular subject. In the
days before formal schooling these students would carry on productive
lives working and doing tasks that did not require extensive reading,
writing, or math operations. However, today the emphasis is less on
occupational learning and more on academic preparation. Thus there is a
growing need for help to re-mediate these children to provide them the
best possible opportunities in a changing world.
Having successfully
taught for nearly 30 years in several states and countries two
commonalities emerge when dealing with slow learners. The first is that
they need extra time to complete tasks. This means that the parents must
be willing to augment what happens at school regardless of how
fruitless it might appear at times. Secondly, the child must be offered
incentives that are appropriate. Depending on the child the best
incentives are those where the family works together on a project such
as building a model or attending a concert or game. The incentives
should require delayed gratification so that the child learns patience
and the importance of waiting to be rewarded.
The next area is proper
nutrition. A child needs to have a breakfast. Period. Every study done
points out that a quality breakfast and proper sleep are the two best
ways to improve student performance.
With those two factors
in mind, the next step for a teacher or parent is to search for lessons
and other resources that make it easier to differentiate the curriculum
and make learning more vital and relevant. To this end the special
education sites on the Internet have some great ideas. It
must be noted that this column is not dealing with those students that
qualify for special education classes. However, the concepts that
teachers use when dealing with these students are ideal for helping a
slow learner once the student’s weaknesses have been diagnosed. In any
one of my classes I have about ten percent who are slow learners so
having a slow learning child is not unusual.where you can find a wide range of helpful sites.
Characteristics
Here are some general characteristics of slow
learners. Students may display some or all of these depending on their
age and degree of problems acquiring knowledge at school. First,
they are frequently immature in their relations with others and do
poorly in school. Secondly, they cannot do complex problems and work
very slowly. They lose track of time and cannot transfer
what they have learned from one task to another well. They do not easily
master skills that are academic in nature such as the times tables or
spelling rules. Perhaps the most frustrating trait is their inability to
have long-term goals. They live in the present and so have significant
problems with time management probably due to a short attention span and
poor concentration skills capabilities.
It should be pointed out that just because
a child is not doing well in one class does not make that student a
slow learner. Very few children excel in all subject areas unless there
is great deal of grade inflation at that school. That is
why it is essential that standardized tests scores be examined in depth
by the parent or teacher to look for trends. Also there is a difference
between a slow learner and a reluctant learner. A slow learner initially
wants to learn, but just has a problem with the process. A reluctant
learner is not motivated and can also be passive aggressive creating
even more of a problem for teachers and parents through a ploy that
involves non-cooperation. There is seldom anything wrong with the
learning ability of reluctant learners.
To help slow learners here are some proven ideas for educators
Have a quiet place to work where the child can be easily observed and motivated.
Keep the homework sessions short
Provide activity times before and during the homework
Add a variety of tasks to the learning even if it is not assigned such as painting a picture of a reading assignment.
Allow for success
Ask questions of the child while they are working about the assignment
Go over the homework before they go to bed and before they go to school
Teach them how to use a calendar to keep track of assignments
Read to the child
Use
my “Three Transfer” form of learning in which the student must take
information and do three things with it besides reading. For example,
read it, explain it to someone else, draw a picture of it, and take
notes on it.
Be patient but consistent.
Do not reward unfinished tasks
Challenge the child
Have the child do the assignments that are
the most difficult first and leave the easier ones to later. Call it
the dessert principle.
Don’t be overprotective. Students who have
parents that frequently intercede in their child’s education are
teaching that student that the parent does not respect their abilities.
If you do call a teacher make sure you are seeking a positive outcome.
Remember that most teachers have dealt with numerous slow learners and
have a vast amount of experience. However, sharing your child’s
strengths and weaknesses could make the school year more beneficial for
all concerned.
Contact
the teacher if there is a concern. Calling an administrator solves
nothing as the teacher is the sole legal judge of academic success.
Take you child to exciting places where they can see where academic success
is important. A trip to a local university or community college, a walking tour
of city hall, a visit to the fire station or a behind the scenes tour of a zoo are
highly motivating.
Examples of interventions for slow learners
Environment: Reduce distractions, change seating to promote attentiveness, have a peer student teacher, and allow more breaks.
Assignments:
Shorter and with more variation, repeat work in various forms, have a
contract, give more hands on work, have assignments copied by student,
have students use three transfer method where they have to show the work
three different ways.
Assessment: Shorter tests, oral testing, redoing tests, short feedback times, don’t make students compete
What to avoid:
Cooperative learning that isolates the student and places him or her in
a no win situation. Using a standardized test. Ignoring the problem.
What to
encourage: Grouping with a patient partner. Learning about the child’s
interests. Placing the student in charge. Mapping, graphic organizers,
and hands-on work. Using Bloom’s taxonomy of tasks to make the
assignments more appropriate.
THINGS TO CONSIDER WHEN (PARENTS)CHOOSING SCHOOL (FOR THEIR CHILDREN)
Whether parents live in
a
school district that offers school choice, are changing residences, or
have a child entering kindergarten, choosing a school is a complex
decision that includes the characteristics of the child, family, and
schools.
School quality depends on many characteristics, not all easily measurable, and not all equally important for each individual child or family. Parents may want to consider the following characteristics when evaluating a school.
Child characteristics. Parents will want to think about their child's personality, learning style, and any special needs. Does the child need the structure that a traditional school setting would provide, or does he or she prefer to explore and take more personal responsibility for learning? Could she benefit from some type of alternative schooling approach? Does the child respond differently to being in small and large groups? If, for example, a child learns best in small cooperative work groups, then parents may want to consider finding a school that uses this instructional strategy. If a child has a special interest in music or a foreign language, then some preference might be given to a school that offers or excels in those areas in its regular curriculum or through after-school programming or clubs.
Family characteristics. A family's choice of schools will depend on the family's values, in addition to practical considerations such as transportation and tuition costs for private education. Choosing the neighborhood school regardless of other factors may be the best option for many families with close ties to their neighbors and neighborhood community, while choosing a religious school may be the best choice for others.
School characteristics
School philosophy. Parents can read the school's statement of philosophy or mission statement and ask about beliefs that guide the school's program and teaching approaches.
nstructional approaches. Multi-age grouping, looping, and traditional classrooms offer different advantages, and parents will want to know how the school is organized for instruction. Parents will also want to inquire about average class size at the various grade levels. A school with a traditional structure that provides clear standards and expectations may be a good choice for some children, while a school that allows extra freedom and places more responsibility for learning on the child may work well for other children. School facilities/personnel resources. Although modern, well-designed facilities do not guarantee higher student achievement, some basic features that parents can look for include a well-equipped library, a collection of age-appropriate books and periodicals in addition to textbooks in each classroom, a separate lunchroom and auditorium or large classroom for meetings and presentations, and adequate physical education facilities. With regard to services, parents can check to see whether the school has a full-time library/media specialist, on-site nurse, secretary, and social worker. Parents can also ask about the background and qualifications of the teachers and what specialties are represented (e.g., English as a Second Language, special education, music, art).
School policies. Parents will want to find out about school policies related to scheduling (traditional vs. year-round) and programming day (e.g., block, flexible, or traditional scheduling, hours of building operation). Parents will want to examine the school discipline policy to see if the rules seem fair and consequences seem appropriate. Parents will also want to find out about homework and grading policies.
School reputation. Parents can ask friends, neighbors, parents, and community leaders about the reputation of the school(s) of interest. After listening to each person's opinion, parents can decide whether the positive or negative views would apply to their family and children. Parents may want to find out about special areas of concern, such as whether community diversity is reflected in the faculty, and whether students from diverse cultural and linguistic backgrounds are well integrated into the school culture and activities.
School safety. Parents will want to know how they will be notified in case of an emergency; whether the school has an emergency plan (and they should ask to see it); the policy with regard to guns, knives, and other hazardous items; the school's policy toward bullying; and whether there are formal programs in place to combat bullying. If a parent is especially concerned about school safety, a call to the police department may be appropriate. The National School Safety Center provides additional information on safety. Curriculum. Does the school have a strong focus on literacy and other key areas? Does it offer a special focus such as immersion in a second language? Parents can find out how well the school addresses core subjects and skills such as reading, writing, and mathematics by looking at the curriculum, visiting classes, and reading the school's report card (please see information below). Does the school's curricular focus match parents' expectations and educational goals for their child?
Family and community involvement issues. Finally, schools that are working toward excellence are developing many ways to involve parents. Parents can ask for a packet from the school about any programs and policies related to parent involvement. Once a school has been chosen, it is important that parents maintain a real commitment to that school, including supporting the staff and contributing time and talents as they are able. Children who see their parents involved in this way have a greater likelihood of school success [1]. Strong bonds with local businesses and community groups (for mentoring, guest speakers, service learning, and financial support) and opportunities for community use of school facilities after school and in the evening can contribute to the quality of the school and the support that it enjoys in the community.
HERE ARE WHERE PARENTS CAN KNOW INFORMATION ABOUT SCHOOLS
School report cards. The No Child Left Behind legislation requires an annual school report card for all schools. School report cards describe characteristics of the school, including the number of children, various test scores, ratios of teachers to students, ethnic ratios, poverty levels, and more. Report cards can usually be obtained by contacting the department of education in the state or the school district office where the school is located. If more than one district is under consideration, several districts in the same geographic area can supply this information for comparative purposes. It may also be a good idea to examine school report cards for the last several years and talk to the principal if test scores have declined or if one subject/section of the test leads to dramatically higher results than others. The National Center for Education Statistics provides an analysis of state report cards and links to each state's report cards.
Visiting potential schools. Parents may want to keep in mind that no written set of assessments or test scores can take the place of visiting a school and forming one's own opinion about the overall environment and quality of the school and classrooms. Is the environment welcoming and orderly, yet creative and child friendly? How do the adults interact with the children (are they friendly, harsh, respectful, etc.)? Does discipline seem to be maintained? Do the classrooms have desks, or do the children work collaboratively at tables located in various parts of the room? The furnishings in classrooms can cue parents about the teaching philosophy at the school. Classroom arrangement can suggest a structured approach or an approach that encourages independent learning. When parents are thinking about a school, they will want to think about what learning environment is best for their child and how the school accommodates different styles as well as students with special needs. Another important step is to talk with staff and parents in the school. What do they see as strengths and concerns at the school and in the community? What are their goals for the year?
While visiting, parents can look for student work on the walls and in display areas, including writing samples and other evidence of literacy projects and artwork. Displays that feature work samples allow parents to see beyond test scores to what the children are learning and how they are learning it. Has the school been recognized with any excellence awards or awards for dramatic recent improvements in achievement? Parents can ask during a visit about turnover of staff and the rate of student transfers, as well as student and teacher absentee rates.
Realtors. Realtors often have information about the reputation of particular schools in a geographic area. They can be a good resource when making decisions about which neighborhood or area of a city might be the best choice based on what the family is looking for in a school.
Also 1. Check out the school district's annual report to compare the expenditure per pupil in each district you are considering. In many communities, this dollar amount will be closely linked to school quality. This information is often available on the state's department of education Web site. The National Center for Education Statistics offers a searchable resource called the Public School District Finance Peer Search. This resource allows users to find out the per-pupil expenditure for school districts of interest, how those figures compare to school districts that have similar demographic characteristics, and how the district's per-pupil expenditure compares to state and national averages. This resource is located at http://nces.ed.gov/edfin/search/search_intro.asp.
2) Check to see what services are available at the school. Look for guidance counselors, an on-site nurse, a librarian, and a secretary, and check to see if they work at more than one school. If any of these key personnel do work at more than one school, be cautious!
4) If you are looking at a high school, check to see what percentage of the students go on to college. 5) Check the local library for books and videos on moving to a new school. Look for books for children as well as adults.
6) What is the school's discipline policy? (The school should provide a printed copy of this policy.)
7) How are students graded? (Ask for a sample report card and explanation of the grading system.)
8) How often are textbooks and classroom materials reviewed and updated? (There should be fixed schedules.)
9) Is there a school homework policy? (Some schools prefer to leave homework decisions to individual teachers.)
10) What is the school's safety policy? (Ask about rules for playground activities and strangers on school property.)
11) What extracurricular activities does the school sponsor? (Some schools have student councils and a variety of clubs for special interests like music, drama, and chess.)
12) How many students are assigned to a classroom teacher? (The smaller the class size the better, especially in the primary grades.)
13) Is the library/media center well equipped and organized? (Can children regularly check out books and use the center's resources?)
14) How do the teachers teach? (In many schools, teachers work with students in small groups or work in teams to teach larger groups.)
15) How does the school communicate with parents? (Is there a regular newsletter? Are parents' calls welcome?)
16) Is there an active parent organization? (Ask for a schedule of events and plan to attend the first meeting.)
17) Is there a before- and after-school care program? (This question can be critical for working parents.)
18) Try hard to tour prospective schools. Here's what to look for:
School quality depends on many characteristics, not all easily measurable, and not all equally important for each individual child or family. Parents may want to consider the following characteristics when evaluating a school.
Child characteristics. Parents will want to think about their child's personality, learning style, and any special needs. Does the child need the structure that a traditional school setting would provide, or does he or she prefer to explore and take more personal responsibility for learning? Could she benefit from some type of alternative schooling approach? Does the child respond differently to being in small and large groups? If, for example, a child learns best in small cooperative work groups, then parents may want to consider finding a school that uses this instructional strategy. If a child has a special interest in music or a foreign language, then some preference might be given to a school that offers or excels in those areas in its regular curriculum or through after-school programming or clubs.
Family characteristics. A family's choice of schools will depend on the family's values, in addition to practical considerations such as transportation and tuition costs for private education. Choosing the neighborhood school regardless of other factors may be the best option for many families with close ties to their neighbors and neighborhood community, while choosing a religious school may be the best choice for others.
School characteristics
School philosophy. Parents can read the school's statement of philosophy or mission statement and ask about beliefs that guide the school's program and teaching approaches.
nstructional approaches. Multi-age grouping, looping, and traditional classrooms offer different advantages, and parents will want to know how the school is organized for instruction. Parents will also want to inquire about average class size at the various grade levels. A school with a traditional structure that provides clear standards and expectations may be a good choice for some children, while a school that allows extra freedom and places more responsibility for learning on the child may work well for other children. School facilities/personnel resources. Although modern, well-designed facilities do not guarantee higher student achievement, some basic features that parents can look for include a well-equipped library, a collection of age-appropriate books and periodicals in addition to textbooks in each classroom, a separate lunchroom and auditorium or large classroom for meetings and presentations, and adequate physical education facilities. With regard to services, parents can check to see whether the school has a full-time library/media specialist, on-site nurse, secretary, and social worker. Parents can also ask about the background and qualifications of the teachers and what specialties are represented (e.g., English as a Second Language, special education, music, art).
School policies. Parents will want to find out about school policies related to scheduling (traditional vs. year-round) and programming day (e.g., block, flexible, or traditional scheduling, hours of building operation). Parents will want to examine the school discipline policy to see if the rules seem fair and consequences seem appropriate. Parents will also want to find out about homework and grading policies.
School reputation. Parents can ask friends, neighbors, parents, and community leaders about the reputation of the school(s) of interest. After listening to each person's opinion, parents can decide whether the positive or negative views would apply to their family and children. Parents may want to find out about special areas of concern, such as whether community diversity is reflected in the faculty, and whether students from diverse cultural and linguistic backgrounds are well integrated into the school culture and activities.
School safety. Parents will want to know how they will be notified in case of an emergency; whether the school has an emergency plan (and they should ask to see it); the policy with regard to guns, knives, and other hazardous items; the school's policy toward bullying; and whether there are formal programs in place to combat bullying. If a parent is especially concerned about school safety, a call to the police department may be appropriate. The National School Safety Center provides additional information on safety. Curriculum. Does the school have a strong focus on literacy and other key areas? Does it offer a special focus such as immersion in a second language? Parents can find out how well the school addresses core subjects and skills such as reading, writing, and mathematics by looking at the curriculum, visiting classes, and reading the school's report card (please see information below). Does the school's curricular focus match parents' expectations and educational goals for their child?
Family and community involvement issues. Finally, schools that are working toward excellence are developing many ways to involve parents. Parents can ask for a packet from the school about any programs and policies related to parent involvement. Once a school has been chosen, it is important that parents maintain a real commitment to that school, including supporting the staff and contributing time and talents as they are able. Children who see their parents involved in this way have a greater likelihood of school success [1]. Strong bonds with local businesses and community groups (for mentoring, guest speakers, service learning, and financial support) and opportunities for community use of school facilities after school and in the evening can contribute to the quality of the school and the support that it enjoys in the community.
HERE ARE WHERE PARENTS CAN KNOW INFORMATION ABOUT SCHOOLS
School report cards. The No Child Left Behind legislation requires an annual school report card for all schools. School report cards describe characteristics of the school, including the number of children, various test scores, ratios of teachers to students, ethnic ratios, poverty levels, and more. Report cards can usually be obtained by contacting the department of education in the state or the school district office where the school is located. If more than one district is under consideration, several districts in the same geographic area can supply this information for comparative purposes. It may also be a good idea to examine school report cards for the last several years and talk to the principal if test scores have declined or if one subject/section of the test leads to dramatically higher results than others. The National Center for Education Statistics provides an analysis of state report cards and links to each state's report cards.
Visiting potential schools. Parents may want to keep in mind that no written set of assessments or test scores can take the place of visiting a school and forming one's own opinion about the overall environment and quality of the school and classrooms. Is the environment welcoming and orderly, yet creative and child friendly? How do the adults interact with the children (are they friendly, harsh, respectful, etc.)? Does discipline seem to be maintained? Do the classrooms have desks, or do the children work collaboratively at tables located in various parts of the room? The furnishings in classrooms can cue parents about the teaching philosophy at the school. Classroom arrangement can suggest a structured approach or an approach that encourages independent learning. When parents are thinking about a school, they will want to think about what learning environment is best for their child and how the school accommodates different styles as well as students with special needs. Another important step is to talk with staff and parents in the school. What do they see as strengths and concerns at the school and in the community? What are their goals for the year?
While visiting, parents can look for student work on the walls and in display areas, including writing samples and other evidence of literacy projects and artwork. Displays that feature work samples allow parents to see beyond test scores to what the children are learning and how they are learning it. Has the school been recognized with any excellence awards or awards for dramatic recent improvements in achievement? Parents can ask during a visit about turnover of staff and the rate of student transfers, as well as student and teacher absentee rates.
Realtors. Realtors often have information about the reputation of particular schools in a geographic area. They can be a good resource when making decisions about which neighborhood or area of a city might be the best choice based on what the family is looking for in a school.
Also 1. Check out the school district's annual report to compare the expenditure per pupil in each district you are considering. In many communities, this dollar amount will be closely linked to school quality. This information is often available on the state's department of education Web site. The National Center for Education Statistics offers a searchable resource called the Public School District Finance Peer Search. This resource allows users to find out the per-pupil expenditure for school districts of interest, how those figures compare to school districts that have similar demographic characteristics, and how the district's per-pupil expenditure compares to state and national averages. This resource is located at http://nces.ed.gov/edfin/search/search_intro.asp.
2) Check to see what services are available at the school. Look for guidance counselors, an on-site nurse, a librarian, and a secretary, and check to see if they work at more than one school. If any of these key personnel do work at more than one school, be cautious!
4) If you are looking at a high school, check to see what percentage of the students go on to college. 5) Check the local library for books and videos on moving to a new school. Look for books for children as well as adults.
6) What is the school's discipline policy? (The school should provide a printed copy of this policy.)
7) How are students graded? (Ask for a sample report card and explanation of the grading system.)
8) How often are textbooks and classroom materials reviewed and updated? (There should be fixed schedules.)
9) Is there a school homework policy? (Some schools prefer to leave homework decisions to individual teachers.)
10) What is the school's safety policy? (Ask about rules for playground activities and strangers on school property.)
11) What extracurricular activities does the school sponsor? (Some schools have student councils and a variety of clubs for special interests like music, drama, and chess.)
12) How many students are assigned to a classroom teacher? (The smaller the class size the better, especially in the primary grades.)
13) Is the library/media center well equipped and organized? (Can children regularly check out books and use the center's resources?)
14) How do the teachers teach? (In many schools, teachers work with students in small groups or work in teams to teach larger groups.)
15) How does the school communicate with parents? (Is there a regular newsletter? Are parents' calls welcome?)
16) Is there an active parent organization? (Ask for a schedule of events and plan to attend the first meeting.)
17) Is there a before- and after-school care program? (This question can be critical for working parents.)
18) Try hard to tour prospective schools. Here's what to look for:
- A warm welcome by the principal and staff members.
- A clean, well-maintained campus.
- Children who are actively involved in learning. Instead of sitting silently, they should be responding to teachers, discussing class work, and using such technology as calculators, computers, and audiovisual equipment.
- Teachers who maintain good classroom discipline.
- Classrooms and hallways filled with students' work.
TECHNIQUES TO IMPROVE YOUR MEMORY
- Tell yourself to remember. When you first learn a person's name, for example, tell yourself, "remember that". This signals your unconscious mind to rank this input higher in importance.
- Know why you want to remember something. For example, to remember a person, think about how that person will be important to you in the future. If you want to remember fact about something, think about how you'll will need them someday.
- Visualize the future. Imagine where you'll see a person next, and anything you notice about them. Use this with the last technique. The additional associations will set the memory more firmly in your brain.
- Retrace your steps. When you forget something, like where you put your keys, you probably retrace your steps. This works, but try it in your mind, as if you were watching yourself from a distance. This can help keep you from blanking out parts of your route, as you did when you first set the keys down.
- Plan your memory. When you set down the keys on the chair, see yourself walking in and setting the keys on the chair. You could also quickly imagine someone asking where you put them and you answering "on the chair." You'll remember where they are if you do this.
FACTORS FOR SHARP MEMORY
If someone was to read a list of words to you it s most unlikely that
you will remember all the words in the list. You ll be able to recall
most of the words at the beginning some at the middle and a few at the
end. These effects are known as primacy words at the beginning and
recency words at the end .
The only way that a normal person can effectively recall all of the words in the list is if he applies a mnemonic technique to help him remember. You ll also find that it s easier to recall a word if it s repeated several times in the list or if it s related to the other words in any way or if it stands out among the other words for example the word ruby will stand out from a list of vegetables .
To take advantage of your primacy and recency you must find a middle ground. If you are doing something that requires a lot of thinking and you do this non stop for hours you ll find that the dip in the recall between the primacy and recency can be quite considerable.
If on the other hand you stop to take breaks too often your brain will not really reach its primacy because it keeps on getting interrupted. In a more practical application instead of continuously studying or working for hours you might want to try pausing and resting after 30 50 minutes of working just to give your brain time to refresh itself and to maximize the time when your primacy and recency are balanced.
Contrary to popular belief being smart is not synonymous to having a good memory or good retention. You don t have to force yourself to study and understand more in order to improve your memory the key is actually in your lifestyle your attitude your diet and your habits.
Before you go out of your house in the morning it would be great if you can give your brain the fuel it needs by eating a hearty breakfast. A salad packed full of antioxidants including beta carotene and vitamins C and E should also help keep your brain in tip top condition by helping to reduce damaging free radicals damaging molecules . As you grow older your brain has lesser capacity to defend itself from daily threats like free radicals inflammation and oxidation. That s why aging people need more nutrition than younger ones.
Free radicals are like cavities to your teeth they slowly build up if they re not cleaned out. As the brain cells grow older they sometimes stop communicating with each other. As an effect it slows down essential processes like thinking short term memory retrieval and regenerating new cells. Therefore anti oxidants are essential to maintain not only good health but a good memory as well.
The only way that a normal person can effectively recall all of the words in the list is if he applies a mnemonic technique to help him remember. You ll also find that it s easier to recall a word if it s repeated several times in the list or if it s related to the other words in any way or if it stands out among the other words for example the word ruby will stand out from a list of vegetables .
To take advantage of your primacy and recency you must find a middle ground. If you are doing something that requires a lot of thinking and you do this non stop for hours you ll find that the dip in the recall between the primacy and recency can be quite considerable.
If on the other hand you stop to take breaks too often your brain will not really reach its primacy because it keeps on getting interrupted. In a more practical application instead of continuously studying or working for hours you might want to try pausing and resting after 30 50 minutes of working just to give your brain time to refresh itself and to maximize the time when your primacy and recency are balanced.
Contrary to popular belief being smart is not synonymous to having a good memory or good retention. You don t have to force yourself to study and understand more in order to improve your memory the key is actually in your lifestyle your attitude your diet and your habits.
You Are What You EatIt is often said that your brain is probably the greediest organ in your body and it requires a very specific type of nutrition from your diet. It shouldn t be surprising then that your diet affects how your brain performs and it performs well with a steady supply of glucose.
Before you go out of your house in the morning it would be great if you can give your brain the fuel it needs by eating a hearty breakfast. A salad packed full of antioxidants including beta carotene and vitamins C and E should also help keep your brain in tip top condition by helping to reduce damaging free radicals damaging molecules . As you grow older your brain has lesser capacity to defend itself from daily threats like free radicals inflammation and oxidation. That s why aging people need more nutrition than younger ones.
Free radicals are like cavities to your teeth they slowly build up if they re not cleaned out. As the brain cells grow older they sometimes stop communicating with each other. As an effect it slows down essential processes like thinking short term memory retrieval and regenerating new cells. Therefore anti oxidants are essential to maintain not only good health but a good memory as well.
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