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Photon Learning

About the Blog

This blog is designed as a library of 'thoughts' and concepts for the students of Excel@Learning. It tries to speed up and simplify learning about core subjects including English, Maths and Sciences (Natural, Applied and Islamic) by breaking up topics into independent 'thoughts' or 'photons' of learning. You can contact us at admin@excelatlearning.com . You can click www.excelatlearning.com to return to the Main Web Site.

Instagram

General Learning Posted on Tue, April 18, 2017 11:22:20

I have been learning to use Instagram recently. It allows you to share photos and videos up to one minute with friends or to the world (if you choose public). It does not allow you to download photos and print them unlike FaceBook. It is more convenient to use on a Smartphone than FaceBook is. Facebook is better if you want to publish larger amounts of text or share longer videos.



Pony Rides for Toddlers

General Learning Posted on Sat, October 12, 2013 23:45:09

//www.youtube.com/embed/r99tYclsQCI?rel=0



Bullying Still a Problem

General Learning Posted on Thu, November 29, 2012 13:09:11

According to the latest report by the Anti-Bullying Alliance, over 90% of school children in the UK have reported being bullied during their time at school. More than a quarter of students have reported that they have deliberately performed badly in order to hide their talents so that they would not get bullied. This confirms what many of us have observed over the decades about the culture in the UK (and also in the USA) of mocking, taunting, belittling and bullying bright students who are dilligent in their studies. This is not the same in other countries. In Germany, India and China bright students are praised and respected for doing well in their studies and working hard and applying themselves.

Cultures change slowly, and politicians and leaders are less effective at ordering people to change their attitudes and behaviours as they are at punishing, labelling and fining people for behaving in ways different to their wishes. The impetus for change in culture needs to come from influential people outside the government and then the message needs to be reenforced by those who weild power.

The culture and attitudes towards smoking has been successfully changed in this country. It took efforts by governments, sports personalities and celebrities in many fields as well as the continuous mesages from people in the health field. The change took decades, but in the end is a commendable achievement of the UK people that other countries can learn from.

If we make similar efforts to change the attitudes and behaviour towards smart and dilligent children. Recognising, praising and respecting them and their hard word rather than labelling them and teasing them then not only will the studious children and their families benefit, but the whole country will benefit in terms of economy, technological advances and many other ways.



Education in the UK Today

General Learning Posted on Fri, November 23, 2012 02:25:54

Education Today in the UK.

—Mohammed Mominur Rahman

—Senior Tutor & Educational Consultant

—Excel@Learning

—Latest Results

—BBC News Article by Hannah Richardson and Katherine Sellgren

—Published 26 January 2012

—Analysis of Department of Education Data

—Covering over 5,000 schools with over 200 pieces of information for each school

—This year’s league tables have 4 times as much information as last year.

—The Good News

158 schools see 100% of pupils getting five GCSEs A*-C or equivalent, including maths and English.

95% of pupils who started school “ahead” for their age (achieving Level 5 at the end of primary school) got five good GCSEs, including English and maths.

—Lawrence Sheriff Grammar School in Rugby comes top for GCSE results.

—Sevenoaks School, tops the English Bacc tables, with 99% of pupils meeting this benchmark.

—The Worrying News

107 secondary schools below the floor standard of 35% of pupils getting five good GCSEs, Including English and maths.

Only a third (34%) of children from disadvantaged backgrounds achieve five GCSEs – A* to C, including English and maths.

—Just one in 15 (6.5%) of pupils starting secondary school in England “behind” for their age goes on to get five good GCSEs.

In 909 schools, not one low-attaining pupil (those who did not reach Level 4 at the end of primary school) achieved five GCSEs – A* to C, including English and maths..

—The Political Debate

95% of pupils who started school “ahead” for their age (achieving Level 5 at the end of primary school) got five good GCSEs, including English and maths.

Overall, 58.2% of pupils in England’s state schools got five good GCSEs including English and maths (including equivalent qualifications).

—When BTecs and NVQs, are excluded, 52.4% of pupils gained five good GCSEs.

—The Debate Continues

—Of those who started school at the expected level for their age, (Level 4 at the end of primary school) some 45.6% failed to progress to five good GCSEs

—Minister Nick Gibb said

—Schools which let pupils down would be tackled.

—Pupils from disadvantaged backgrounds aren’t given the same opportunities as their peers.

Children only have one chance at education

—Shadow education secretary Stephen Twigg said the government

—Is promoting pet projects over real need.

Needs to focus on the 3Rs

—What Teachers are Saying:

—Dr Peter Kent, Head of the top performing school, said much of the school’s success was down to Key Stage 4 being spread over three years rather than the traditional two.

—”This gives departments a chance to deliver a very personalised curriculum and we all respond well to something that’s been tailored to our individual needs,

—Maria Ashot says,

—“As a teacher, I have worked wonders with lagging students. Many, many times. It takes a special kind of teacher, and a relationship based on profound trust. The first thing the student or pupil needs to feel is Love & Encouragement from the Teacher. Often, they are lagging because they have been denied encouragement and careful guidance, whether at home or school. It can be done. Believe me!”

—What Teachers are Saying

—Teachers already work on average a 65 hour week. With all the best will in the world, it is not possible to help every child acheive their top potential. Not with this work load.

—Reduce workload,

change the national curriculum (to allow us to reteach basic skills at KS4),

—reduce class sizes.

—If every child matters, education needs more money put into it.

—Try teaching English without books.

—What People are Saying

—Not just a question of “tackling the schools”, but also about nation-wide attitudes and values. Complex social issues to be considered and why the culture of low expectations and underachievement continues.

—Nobody is going to solve anything while policy-makers and managers continue making statistics-based decisions, trying to make reality fit their pet theories and targets. Nobody listens to the students and teachers who have a very different view of what works and what doesn’t.

—Conclusion

Make sure your child is at Level 5 before he/she starts Secondary School.

—If your child is below level 5, Consider some private lessons between the ages of 10 and 14 to help him/her catch up.

—Practices of the best schools and the best teachers should be promoted as benchmarks and good practices

—Students and Teachers be provided with an online reference for learning tools, syllabus information and assessment criteria



Strategies for Learning Rapidly- Anthony Robbins

General Learning Posted on Tue, March 20, 2012 15:44:09

https://youtube.com/watch?v=s89h9m45PFk%3Frel%3D0

Anthony Robbins, author of ‘Unlimited Power’ and ‘Awaken the Giant Within’, both brilliant books on motivation and strategies for success in life, talking about learning.



Who is more powerful, The Scholar or the King?

General Learning Posted on Mon, March 12, 2012 15:13:26

I was reflecting recently on the events of the Iraq War. I thought about the damage done to peoples lives: the civilian casualties, the destroyed infrastructure, the psychological trauma and so on. I remembered the number of Mosques that had been destroyed after standing for hundreds of years and the archeological treasures of ancient Babylon that were damaged by US troops.

My mind wondered to the thousands of years old debate from ancient India about who was more important in society and more powerful: the Ruling Class or the Sages/Scholars and Priests. In ancient Judea, Saul was crowned King and led the Children of Israel, but Samuel was known as the ‘King Maker’. Who was more important? the Prophet Samuel or the King Saul?

Mohammed (peace be upon him), the prophet of Islam was reported to have said,

“There are some people who are in charge of the affairs of the people in society; these are the rulers. There are other people who are in charge of the rulers; these are the scholars.”

I had always found it difficult to decide what career to follow when I was a teenager. God had blessed me with talent in Art, Mathematics as well as in English. This made it difficult for me to specialise in any field and I continued to study a mixture of subjects even being unable to decide on a single subject at degree level. I was glad that some universities offered combined honours and joint honours courses with some universities like Oxford, Cambridge and Canterbury offering degrees in three subjects (e.g. PPP and PPE).

We live in a world dominated by entertainment and shallow material values where those with the most strength, wealth and outward good looks are valued over those who think more deeply and work hard for the benefit of others. My own thoughts and the values of the society I was surrounded by were in conflict for a long time so that I could not decide what field or what type of work is best for me until my own youth had slipped away from me. After pursuing work in business, technical and political fields trying to reconcile multiple motivations and objectives, I finally settled on teaching as my chosen career.

My decision was confirmed by my enjoyment of my work and the happiness I felt from seeing the growth and improvement in my students. Recently, I came across a quote in Michael Hart’s book ‘The One Hundred:..’ taken from an older book written in the middle ages. This quote soothed my heart and helped me make sense of the troubles and struggles I had been through and that I had observed around me in the last twenty years. I would like to share this in the hope that others may benefit from this beautiful quote from the scientist Francis Bacon:

“We see, then, how far the monuments of wit and learning are more durable than the monuments of power or of the hands. For have not the verses of Homer continued twenty five hundred years or more, without the loss of a syllable or letter; during which time infinite palaces, temples, castles, cities, have been decayed and demolished?”


Francis Bacon, in ‘The Advancement of Learning’ 1605.

I hope the next generation will engage in more deep learning and more polite debate about what they disagree upon than we see our politicians doing around the world today. I hope the youth will better balance their learning, play and amusement, work to earn food and rent and work to help others in greater need so we can build a better world together. I also hope that our leaders will make this easy for the young, choosing to cooperate in good deeds and put the attainment of everyone’s basic needs before the building of personal castles. The scholars of the past have left us much good advice in how to do this; we need to pay heed. The scholars of tomorrow need to work hard to bring alive the good words of the scholars of the past and make it relevant and easy to understand for our children tomorrow.

Mohammed Mominur Rahman
Excel@Learning



What Value do Teachers Add?

General Learning Posted on Mon, January 23, 2012 21:48:33

At Excel@Learning our tutors were thinking about and discussing the value that teachers/tutors add to the learning process. Some people may comment that people can just buy a book and read it and teach themselves. This is quite true, as people learn in different ways and different people have different preferred learning styles. We have formulated a mnemonic to make it easy to remember what value teachers add to the learning project.

The mnemonic is ‘FEMGEKI‘. This stands for the following:

Facilitate (Make it easy for them) to progress when they are stuck.
Encourage them when they feel the task is too hard.
Motivate them when they do not see the point of learning.
Guide them when they can’t see the way forward.
Explain things clearly when they are confused.
Knowledge provided quickly when they do not know.
Imagination and Visualisation of success at the end of the project to drive them forward.



Welcome to the Photon Learning Blog

General Learning Posted on Mon, November 28, 2011 14:07:56

Welcome to our new Education based blog for Excel@Learning. Over the coming weeks we will be adding more categories and more posts for each category.The aim is to simplify and demistify some of the more difficult to grasp concepts or ‘thoughts’ into small independent easy to understand ‘photons’ (or small packets) of learning. See you again soon! Click here:

www.excelatlearning.com

to return to the Excel@Learning website.