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How do you interact with everything?

How do you interact with everything?
I love creative answers...!
What are your thoughts on this question?


Closing Statement from Elizabeth Gu

Thank you all for participating in this conversation with creative and thought-provoking answers!
Taught me a lot.
Although the question seems to be vague and need specifying, your answers are just sufficient enough to convey your own thoughts!

To learn, live and love, I want to interact with people with more faith and sincerity.

Best wishes!
Liz :D

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  • Feb 8 2013: Individually, and flexibly.
    I would hope to always be sensitive enough to respond to a person or situation spontaneously,as is appropriate to that moment.
    I believe 'living in the moment' is a refined skill which can take some time or will to acquire .

    one of the things I have learnt in relating is never to speak to someone as if one is giving a speech...it is not necessary.
    • Feb 9 2013: Lovely...
      I mean, being spontaneous is really important.
      I love the word "flexibly".
      I think it's the key to interact with everything.
      With rigid or stubborn mind, one can't freely interact with others.

      "I would hope to always be sensitive enough to respond to a person or situation spontaneously, as is appropriate to that moment."

      Beautiful attitude....
      Thank you for sharing your thoughtful way of interacting with everything :D
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      Feb 10 2013: ".....never to speak to someone as if one is giving a speech..."

      So few words......so powerful...thank you!

      I have had to learn to make my expressions short and to the point.
      I'm afraid after teaching little ones for too many years, I tend to want to teach adults also.
      Such a bad habit to break.
      • Feb 10 2013: thank you
        today I was remembering, by coincidence, when I was attending a teaching course on how to approach teaching adults, this was 30 years ago.
        We had been required to write an essay on "There is no such thing as teaching, only learning"... and this was something meaningful to me, even then.
        I wrote about all the subtle things that encourage learning : environment, colour, quiet, atmosphere of 'growing separately together', feeling of safety, and hope...

        so too adults are still as children learning ... but maybe only need a signpost, sometimes a nudge ?
        And we were reminded that an adult knows inside exactly what they want to find. they just don't always know they know.

        best wishes from England
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          Feb 11 2013: Yes...."growing separately together"....this is something that perhaps never comes up in conversations inside classrooms.

          If we all had the necessary cognitive skills to really perceive what we have learned as opposed to what the teacher was trying to have us learn......and then sit with our colleagues and teachers and discuss what we each took away from the lesson, or the lecture......I would imagine each class would take hours and hours.....

          If I had the time, I would really enjoy delving into a study of our metacognitive skills.
          The human mind, with all it's intricacies, fascinate me.

          Oftentimes when talking to individuals (adults), I can tell when they just did not understand our interaction. I am left perplexed when they walk away with a totally different idea than the one I was trying to convey. But then perhaps I am the one who did not understand them. LOL

          We are so complex.

          I too am an educator, so perhaps I am more sensitive to these kind of phenomena.

          There was a wonderful conversation last year on TED about critical thinking.

          I think you would enjoy reading through it. It went in many directions.
          I suggest reading it in the order the replies were posted.


          Greetings from Florida
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        Feb 11 2013: I too am greatly interested in how different people progress metacognitively. While everyone tends to grow greatly in self-awareness (and notceably if one is observing them closely) during adolescence, some people miss and retain blind spots. It is interesting to consider what accounts for that.
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          Feb 11 2013: I first learned about cognitive skills and metacognitive skills when I first got a computer....many years ago.

          I remember I was at my wits end trying to teach a student of mine to read....nothing worked.....I found a great site that explained so much.

          Funny thing was, it helped me diagnose several adults around me who had almost no metacognitive skills...........I was SHOCKED!!

          Ever since then, I've been highly aware, as I walk around and talk to individuals, that we all have different cognitive abilities. And these can be improved with the right remedial activities.

          I know adults who cannot rhyme words......others have retention issues......all because their education was very poor. But also, there are so many other factors.

          It is such a fascinating topic. One to devote a whole life's work to......and then some.....

          I wish I had kept a log of the page I visited that day online.....I think you'll enjoy the link I gave Reine. For although it is not very technical in nature....it brings out alot of fascinating points to ponder.....not to mention some other goodies to feed the soul.:)
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        Feb 11 2013: I studied this subject when I went back to school to get a secondary credential a bit over a decade ago. Because adolescence is such a crucial time developmentally, enhancing metacognitive skill and self-awareness in young people was a real focal point of pedagogical instruction at the university from which I got certified. A lot of modern curriculum also aims to cultivate in students a reflective disposition.

        May I ask what subject and age of student you teach?
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          Feb 12 2013: Those must have been great classes at the university.

          Yes, alot of modern curriculum stresses reflective types of questions. But I have found that unless the teachers are involving the students in oral discussions based on the curriculum and modeling higher order thinking and thinking out loud, it is difficult for the average student to obtain these higher skills, at least in the elementary grades, which is where I have had the most years of experience teaching all subject areas.

          My experience with older students have been in one on one tutoring.

          I happen to love tutoring students in Algebra......I love to see those AHA moments, when they have a moment of clarity and realize Algebra is not that hard after all.

          Alot of times it's not the lack of Math skills that get students in trouble, but the lack of comprehension skills that do them in. They simply do not understand what the question posed is asking them.......that is where all my years teaching small children help me the most.....I have to go back and teach them comprehension.....something that you must apply to all subjects.

          What subject and age of students do you teach?
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        Feb 12 2013: I agree about that crucial role of the teacher in cultivating metacognitive skills. That was a big focus of my credential program.

        Much of my teaching has been at university, some undergrad, some precocious kids, but mostly graduate students, but at secondary I have been a math specialist, a specialist in highly gifted, and to a much lesser degree science. In those settings, i have also worked with students on research and analytical writing.

        I agree that in mathematics the execution of algoritms is seldom as much of a challenge to students, regardless of age, as modeling the problem.And also understanding why things work as they do. Modeling the problem and understanding why things work and when are more important than the algorithms, because algorithms can be executed with calculators now.

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