Penetrating learning barriers and the art of suggestion
A crucial factor preventing students from tapping their full learning potential is their mind set, consisting of subconscious conditioned beliefs, attitudes and self-images. Teachers can learn to work consciously and purposefully to evoke positive responses at the subconscious level in their student...
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Stellenbosch University
2013-02-01
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| Series: | Per Linguam : A Journal of Language Learning |
| Online Access: | http://perlinguam.journals.ac.za/pub/article/view/500 |
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doaj-4d2cc7b67ab74cb899de368b04a7e50f2020-11-25T03:21:27ZafrStellenbosch UniversityPer Linguam : A Journal of Language Learning0259-23122224-00122013-02-011210.5785/1-2-500Penetrating learning barriers and the art of suggestionLynn DhorityA crucial factor preventing students from tapping their full learning potential is their mind set, consisting of subconscious conditioned beliefs, attitudes and self-images. Teachers can learn to work consciously and purposefully to evoke positive responses at the subconscious level in their students, thereby allowing fuller learning potential to unfold. Several specific examples and strategies are discussed. 'n Beslissende faktor wat verhoed dat studente hulle volle leerpotensiaal benut, is gelee in 'n geestesgesteldheid wat bestaan uit gekondisioneerde gelowe, houdings en selfbeelde in die onderbewuste. Dosente kan leer om bewustelik en doelgerig positiewe reaksies in die onderbewuste van hulle studente op te roep om sodoende 'n groter leerpotensiaal te laat ontvou. Verskeie voorbeelde en strategiee word bespreek.http://perlinguam.journals.ac.za/pub/article/view/500 |
| collection |
DOAJ |
| language |
Afrikaans |
| format |
Article |
| sources |
DOAJ |
| author |
Lynn Dhority |
| spellingShingle |
Lynn Dhority Penetrating learning barriers and the art of suggestion Per Linguam : A Journal of Language Learning |
| author_facet |
Lynn Dhority |
| author_sort |
Lynn Dhority |
| title |
Penetrating learning barriers and the art of suggestion |
| title_short |
Penetrating learning barriers and the art of suggestion |
| title_full |
Penetrating learning barriers and the art of suggestion |
| title_fullStr |
Penetrating learning barriers and the art of suggestion |
| title_full_unstemmed |
Penetrating learning barriers and the art of suggestion |
| title_sort |
penetrating learning barriers and the art of suggestion |
| publisher |
Stellenbosch University |
| series |
Per Linguam : A Journal of Language Learning |
| issn |
0259-2312 2224-0012 |
| publishDate |
2013-02-01 |
| description |
A crucial factor preventing students from tapping their full learning potential is their mind set, consisting of subconscious conditioned beliefs, attitudes and self-images. Teachers can learn to work consciously and purposefully to evoke positive responses at the subconscious level in their students, thereby allowing fuller learning potential to unfold. Several specific examples and strategies are discussed. 'n Beslissende faktor wat verhoed dat studente hulle volle leerpotensiaal benut, is gelee in 'n geestesgesteldheid wat bestaan uit gekondisioneerde gelowe, houdings en selfbeelde in die onderbewuste. Dosente kan leer om bewustelik en doelgerig positiewe reaksies in die onderbewuste van hulle studente op te roep om sodoende 'n groter leerpotensiaal te laat ontvou. Verskeie voorbeelde en strategiee word bespreek. |
| url |
http://perlinguam.journals.ac.za/pub/article/view/500 |
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