Phyo Thar - All children can succeed

As a parent, you may consider your child a gift from God, possessing unique abilities and extraordinary behaviors.

But when it comes down to it, all children are the same. They can bring you joy and happiness, but they can also present you with the greatest challenges. In fact, you may notice that each child in your family has a different set of challenges. How do children born to the same parents in this family, even though they are the same, have different challenges? Why don’t your children automatically behave the way you do in public? Are they deliberately annoying you? Are they trying to fool you?

For many years, researchers have discovered many reasons for the differences in individual personalities. This is a very complex and puzzling subject. Researchers have been able to identify some patterns of personality. They have discovered that there are at least four different personality types, each with different coping and learning styles.

 

This can be very distressing for you. But this book can give you hope. No matter how busy parents are, they don’t have time to dig through books on this subject. They can only extract valuable ideas from their own experiences. Researchers who study individual differences have come to believe that each person has their own unique style. Therefore, when studying the findings of researchers, you need to feel comfortable with a certain type of person. However, when you actually face it, these concepts and understandings can be frustrating and frustrating.

In my first book, The Way They Learn, I introduced five research styles. They include the innate abilities and traits that everyone possesses.

If personal style and personality are some of the most prominent pieces of the puzzle of an individual, then their learning styles are the pieces that give them their beauty. Your learning styles will determine how you feel, what is most important to you, and what you need for full understanding and relationship fulfillment.

Shortly after the book was published, Washington State, USA, received some funding for a high school LAP (Learning Assistance Program) program. The students in the program worked hard in their schools but did not receive adequate special education funding and guidance. The 7th, 8th, and 9th graders

The students were weak in many academic subjects, but the misbehavior of some of the young people was curbed. A full-time teacher named Miss Troy was chosen to work with these special students. She was a specially trained and certified teacher.

We met together and discussed and developed a plan. The plan was a learning model that we sought to use to support students’ activities in school. It also included developing skills that would facilitate their success in life. The school provided a copy of the book to every student in the program, and Mr. Troy was able to assess both formal (based on research evidence) and informal (based on short, non-scientific measures) students.

Mr. Troy worked tirelessly at his job. He single-handedly mentored over 80 students for six weeks. He guided them through all five research methods in the book on the influence of children. I spent a few hours meeting with the staff at the school and talking to interested parents at the Parent-Teacher Association program.

The students’ response was overwhelming. They were so proud of the adults asking them how they had learned. They had no idea that their teacher had used all sorts of tricks to mold them. Among the many success stories, the most notable was that of Jade. Jade was a 9th grader who stood with one foot in the principal’s office and the other in the juvenile hall.

Mr. Troy decided to take Jade in. He was failing every subject and had not done any homework. It had been about a year and a half. “He was a really good kid,” Mr. Troy said. “He was smart, he had talent. He had a wonderful sense of humor, but these qualities didn’t show in anything Jade did,” he concluded. After examining Jade’s learning style, Mr. Troy had a discussion with him.

At first, Jade didn't seem interested in her learning style assessment results. Mr. Troy took a copy of The Way They Learn and pushed it onto the desk in front of her.

“Is this your book, Jade?”

She asked.

He smiled broadly and shook his head.

"Oh, no, I don't read books."

Mr. Troy never gave up.

"This book is yours, I know you're pretending not to know," he said again.

He shrugged, pretending not to be interested, picked up the book, and left.

A few days later, Mr. Troy received an urgent message in his department mailbox. Jade's mother wanted to meet with her. She was a little worried and frustrated, but she called Jade's mother to let her talk. Mr. Troy arranged to meet with Jade's mother that afternoon.

Jade's mother didn't dare to breathe when she met Mrs. Troy.

He started talking.

"I don't know what you did to my son," she said.

“One day he came home with this book.”

He showed me Jade's book "The Way They Learn."

“He said, ‘Mom, finish this book, Mom, it’s about me.’ And he sat his dad and me down at the kitchen table and started explaining the different learning styles he had given him. He brought out one thing that really resonated with him, and I’ve never seen him so excited about anything he’s done in school.” (Mrs. Troy smiled. Before she could reply, Jade’s mother continued.

“Here’s the best part. Yesterday we went to the market to buy some things for his school. Jade asked if she could wait for him because he was still doing his English homework. I was so surprised that I almost died. We waited for him. He finished his homework for the first time in a week.”

Jade's mother held him back, tears welling up in her eyes.