- Random Thoughts - by Michael Hebron
Copyright 2007 All rights reserved

Efficient approaches to education see students as lights that are burning bright and these approaches are
geared for helping students to help themselves to burn even brighter.

Trying to teach is different from helping someone to learn.

Telling has never been teaching and listening has never been learning.

Mankind is designed for success, not for failure. We are all perfect self-learners and perfect self-teachers. We
self-learn first, then simultaneously self-teach ourselves to use what we have learned for thriving and surviving.

Encourage the “joy of doing,” instead of trying to out do.

Feeling good comes from self-assessment, not from someone else’s praise.

What is it from the past that is getting in the way of future progress?

It’s important that the individual who creates the poor outcome, is the one who determines what to do to create
acceptable outcomes.

Do not be in such a hurry to get a situation under control that the lesson to be learned gets overlooked.

Going to school or taking a lesson is one thing, becoming educated is another.

Acts of efficient learning are made with the best ingredients on earth; curiosity, imagination, and improvisation.

Following directions or restating facts when learning does not engaging evaluations, synthesis, reasoning or
deduction skills, stifling motivation, diminishing creativity, turning the joy of learning into drudgery with a negative
influence on self-image.

It seems that the main focus of educators, instructors, parents, or employees should be to make the individuals
they are sharing information with feel smart and self-reliant.

Learning is influenced by change and unfortunately many individuals believe making a changes requires trying to
“get something right,” or trying to fix something. Studies show that fixing has never been learning, and trying to
“get it right” creates the kind of stress that fragments progress.

It’s been said what we do not know can hurt us, but  what fragments progress is what we believe that is not true .

The brain is a sense making, problem-solving organ. The mind may like calm, but the brain uses chaos.

If students are not changing, then approaches to education have to change.

Minds are like parachutes; they only work when they are “open.” Many minds have become air balloons, and we
know what they are full of.

Ordinary things can procduce extraordinary results. (Note: the number 1 and the number 2 are running every
computer in the world)

Try for excellence with what we have, and what we have will improve.

Students accomplish what may seem impossible, if teachers don’t see it as impossible.

Workable learning environments are guiding and managing performance improvements, not looking for

Efficient approaches to learning ask students what they would like to improve.

Efficient approaches to learning improve a student’s capacity to learn. When students recognize progress, more
will arrive.

Students want to learn. Judge, and students will not make the kind of progress they are capable of.

Create self-motivation. Develop a trusting environment.

What we pay attention to will grow, what we put aside will wither.

Students often teach the educator the best way to help them experience the kind of learning that lasts.

Learning is brain on, hands on entertainment, as students invent their own skills.

Pointing out mistakes is a poor motivator.

Its important to ignore mistakes and redirect behavior elsewhere.

How effectively individuals learn depends on what educators focus on.

The more attention paid to any behavior, the more that behavior will be repeated.

Students must trust their teacher and trust grows and develops when teachers provide non-judgmental

Trust grows by focusing on the positive.

Create trust with the principle of do no harm.

Teachers are always “reinforce” something and it is what teachers reinforce that grows.

When  students are not responding, it’s the teacher who needs more education, not the learner.