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Everyday Phrases By Carl H. Peterson Copyright 2001 GREETINGS AND SMALL TALK Good morning Hi there How are you? How you doing? I'm fine I'm OK And you? Just great Feeling great Feeling wonderful Not bad So so Little sleepy Little tired Little slow Terrible night Couldn't sleep Half dead What's new? What's up? Not much a lot Good-bye See you later

QUESTION AND ANSWERS What's this? It's a It's the It's my It's your It's his It's her It's our It's your It's their when When does it leave? When do I leave? When may I go? At ten a.m. At two p.m. At noon where where is Where is the bathroom? Down the hall. On your right. On your left. Under the stairs. where are the supplies Where are the pencils?

HANDWRITING 1 Meaning Clusters Poor handwriting limits opportunity. Many children try very hard to meet their parent’s expectations. It's usually not enough. Some students take several hours to write their homework. -------------------- REASONS FOR POOR HANDWRITING a negative response to constructive criticism in toddler and preschool years Remarks such as "Color between the lines" discourage some children. Children also have poor handwriting because of: limited practice competing activities television and computer games Lack of success causes avoidance. Competing verbal time limits practice. ---------------- All our students show major improvements in their handwriting skills. Handwriting is taught in high speed practices.

MEMORY TRIGGERS TESTS _____handwriting____________________ ___________________________________ _____children______________________ ___________________________________ _______students_____________________ ___________________________________ negative____________________________ ___________________________________ Remarks___________________________ ___________________________________ limited_____________________________ ___________________________________ television___________________________ ___________________________________ Lack_______________________________ ___________________________________ Competing__________________________ ___________________________________ ___________________improvements____ ___________________________________ Speed Learning format by Carl Peterson ©2005

333, 444, 555 TEACHING 1 Meaning Clusters STRICT TIMING 333, 444, 555 Learn to listen then train to speak. Minimize group and self-criticism. Students use thinking processes and procedures. Grasp significance Make educated decisions. Become fluent. Become informed participants. Student’s writing will earn them wider recognition. ------------------- TYPICAL FAILURE PATTERN: pronunciation deficit constructive criticism pronunciation embarrassment limit attempts to speak withdrawal and loneliness time off task no behavior or aberrant behavior correction

MEMORY TRIGGERS TESTS STRICT____________________________ ___________________________________ learn_______________________________ ___________________________________ students____________________________ ___________________________________ ____________educated________________ ___________________________________ Become_____________________________ ___________________________________ _____________writing________________ ___________________________________ constructive_________________________ ___________________________________ withdrawal_________________________ ___________________________________ ___behavior_________________________ ___________________________________ Speed Learning format by Carl Peterson ©2005

333, 444, 555 TEACHING 2 Meaning Clusters STRICT TIMING CHANGES: distracting to stable off-task to on-task uncertain to organized noisy to quiet STRICT TIMING CHANGES CLASSROOM FROM: dangerous to safe destructive to constructive STRICT TIMING CHANGES TEACHER FROM: unprepared to prepared teacher talking to student talking desperate to accountable inefficient to effective. CHANGES STUDENT FROM: avoidance to compliance fearful to optimistic uncooperative to cooperative. reluctant to eager.

MEMORY TRIGGERS TESTS STRICT____________________________ ___________________________________ off-task_____________________________ ___________________________________ noisy_______________________________ ___________________________________ dangerous__________________________ ___________________________________ destructive__________________________ ___________________________________ ___________________________prepared ___________________________________ _________________________accountable ___________________________________ ____________________________effective ___________________________________ ___________________________optimistic ___________________________________ _________________________cooperative ___________________________________ Speed Learning format by Carl Peterson ©2005

IMMERSION LEARNING 1 Meaning Clusters HOW DOES IT WORK? The voice and highlighter pace the material at average rates of speech. 175 to 200 words per minute 10,000 to 12,000 words per hour It works faster than attempting to phonetically sound out words. Normal speaking rates increase phrase recognition. They assist correct memory storage. The phrases sound like familiar speech patterns. --------------------------- EASIER EYE TRACKING The highlighter helps the eye learn left to right movements. It learns where to look on the page. REPETITIONS Print repetitions of meaning phrases help clarify and correct errors connecting the appearance and sound of the text. Memory experts emphasize the value of repetitions in creating memories.

MEMORY TRIGGERS TESTS _____________highlighter_____________ ____________________________________ 175_________________________________ ____________________________________ ______________faster_________________ ____________________________________ _____________________phonetically____ ____________________________________ _______assist________________________ ____________________________________ _________________familiar____________ ____________________________________ ________________eye_________________ ____________________________________ Print_______________________________ ____________________________________ ________________connecting__________ ____________________________________ _________________emphasize__________ ____________________________________ Speed Learning Format by Carl Peterson ©2005