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TitleThe Future Of Learning The Michel Thomas Method: Freeing Minds One Person At A Time
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LanguageEnglish
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Table of Contents
                            THE FUTURE OF LEARNING: The Michel Thomas Method (2008)
DEDICATION
ACKNOWLEDGEMENT
CONTENTS
Forward: HOW THIS BOOK CAME ABOUT
01: MICHEL THOMAS: A REMARKABLE MAN WITH A GRAND MISSION
02: THE MESSAGE: THOSE WHO "GET IT"AND THOSE WHO DON'T AND THOSE WHO NEVER WILL ...
03: MICHEL THOMAS:A BIOGRAPHICAL VIGNETTE
04: EDUCATION AND DEMOCRACY:THE DELICATE LINK
	THE UNEDUCATED MASSES
	IS IT DIFFERENT TODAY?
	MICHEL'S GERMANY
	MIND CONTROL - APPEALING TO THE MASSES
	THE CONSEQUENCES OF NONACTION
05: THE MIND PRISON: THE FAILURE OF OUR CURRENT DIS-EDUCATIONAL SYSTEM
	SENTENCING OUR CHILDREN TO THE MIND PRISONT
	PRACTICE WHAT YOU PREACH
	THE INNA TE DRIVE FOR LEARNING
	FROM ZERO POINT TO OVERWHELMING SUCCESS
	THE MYTHS OF LANGUAGE LEARNING
	SPECIAL, INFLUENTIAL TEACHERS: MAKING A DIFFERENCE
06: THE MICHEL THOMAS METHOD: THE MASTER TEACHER'S MODEL
	WHAT IS A METHOD?
	OVERVIEW OF METHOD ELEMENTS
	OVERVIEW: STRUCTURE OF COURSE CONTENT
	COURSE OBJECTIVES
	MICHEL MAGIC IN THE ROOM
	INITIAL FRAMES
	INITIAL FRAMES
	LEARNING ENVIRONMENT - EASE OF LEARNING
	A UNIQUE LEARNING AMBIANCE
	REAL TEACHING VERSUS LECTURING
	THE ELIMINATION OF ALL TENSION
	TRADITIONAL DEMANDS OF LEARNING
	THE PARADOX OF TRYING
	THE SECRET OF REMEMBERING
	THE TRUTH ABOUT MEMORY
	THE KEY TO UNDERSTANDING
	UNDERSTANDING
	IMPRINTING
	WHY THE DISTINCTION OF KNOWLEDGE BASED ON UNDERSTANDING WORKS IN THE MICHELTHOMAS METHOD
	NO PERFORMANCE ANXIETY
	MICHEL'S PROBLEMS
	THE ANNOYANCE FACTOR NOT ALLOWED
	THE INNATE DRIVE FOR LEARNING
	EXCITEMENT
	FRAMES AT THE END OF THE DAY
	FRAMES AT THE END OF THE DAY
	CONTENT
	HOW TO TEACH CONTENT
	START WITH WHAT THE STUDENT ALREADY KNOWS
	HAVE A SHARPENED AWARENESS OF ONE'S OWN LANGUAGE
	LEARN TO SPEAK GRAMMATICALLY CORRECTLY
	LEARN IT CORRECTLY THE FIRST TIME
	VERB TENSES ARE THE HEART OF THE LANGUAGE
	MICHEL'S "HANDLES"
	EXPLANATIONS AND HEURISTICS
	GOING INTO THE WOODS (WOULDS) WITH MICHEL
	MICHEL'S "WINGS"
	GENERALIZA TION
	THE MASTER TEACHER AT WORK
	TEACHER SELECTION AND TRAINING
	CHUNKING AND SEQUENCING
	MICHEL'S SECRET
	LAYERING
	BLOCK TEACHING
	DRAMATIC DELIVERY
	GESTICULATION AND EXPRESSION
	GESTURE ANCHORS: A POWERFUL TOOLBOX
	MISUNDERSTANDING
	CALIBRATION SKILLS
	GROUP DYNAMICS - ESPRIT DE CLASSE
	MENTALLY REACHING
	REMEDIATION AND METACOGNITION
	TEACHING OTHER SUBJECTS: GENERAL PARAMETERS
	TEACHING HISTORY
	MICHEL'S HORIZONTAL PERSPECTIVE
	TEACHING MATHEMATICS AND SCIENCE
	LEARNING FROM THE MASTER TEACHER
	INITIAL FRAMES
07: THEORY AND PRACTICE: THE WAR BETWEEN THE TWO
	AN APPROACH TO RECONCILIATION
	HOW PEOPLE LEARN
	LEARNING WITH UNDERSTANDING
	THE CRITICAL IMPORTANCE OF PRE-EXISTING KNOWLEDGE
	META-COGNITION
	TRANSFER PROBLEM
	ACCELERATED LEARNING
	TAPE LEARNING
	CONCLUSION
08: PRACTICAL APPLICATIONS OF THE MICHEL THOMAS METHOD
	THE SYSTEM
	TEACHERS
	THE BENEFITS OF COOPERATION AND COORDINATION
	PARENTS
	STUDENTS
09: MICHEL THOMAS: A UNIQUE PROFILE THE DIFFERENCE THAT MADE THE DIFFERENCE
	THE CHANGE PEOPLE PATTERN
	SAMENESS
	QUALIFIED SAMENESS
	QUALIFIED DIFFERENCE
	DIFFERENCE
	MICHEL THE GOOD MISMATCHER
	MICHEL THOMAS: A TRUE DIFFERENCE PERSON
	GETTING TO KNOW ME
	MICHEL THOMAS CREATOR AND TEACHER
	THE EVALUATION PEOPLE PATTERN
	THE EXTERNAL EVALUATION PEOPLE PATTERN
	THE INTERNAL EVALUATION PEOPLE PATTERN
	MICHEL: HIS OWN ULTIMATE DECISION MAKER
	THE MOTIVATION PEOPLE PATTERN
	MOVE TOWARD PATTERN
	MOVE AWAY FROM PATTERN
	THE MASTER TEACHER AND HIS INCENTIVE BASED LEARNING
	THE INFORMATION PEOPLE PATTERN
	THE PERCEPTUAL SOURCE PEOPLE PATTERN
	MICHEL: THE BALANCED ONE
	THE CHUNK SIZE PEOPLE PATTERN
	THE SCOPE AND DEPTH OF MICHEL THOMAS, THE MASTER TEACHER
	THE DECISION PEOPLE PATTERN
	MAKING SENSE OF MICHEL
10: MICHEL'S MODEL SCHOOLS: DREAM OR REALITY
	MICHEL'S DREAM TEAM
	THE QUEST CONTINUED
11: MICHEL THOMAS' TEACHING TRIUMPHS: THE RULE RATHER THAN THE EXCEPTION
	SUCCESS AGAINST ALL ODDS
	INNER CITY MIRACLE
	ANOTHER L.A. MIRACLE
	MICHEL'S VIEW OF BILINGUAL EDUCATION
	THE SAN JUAN INTERNATIONAL CONFERENCE
	AIR CANADA
	PRIVATES AND OFFICERS SIDE BY SIDE
	SAN FERNANDO VALLEY STATE COLLEGE
	MICHEL'S METHOD FINDS A HOME IN CANADIAN HOUSES OF LEARNING
	THE UNIVERSITY OF PITTSBURGH
	SUCCESS IN LOS ANGELES SCHOOL DISTRICTS
	HUGHES AIRCRAFT COMPANY
	THE RAND CORPORATION
	"FIRST BILINGUAL STAFF WEST OF THE BRONX"
	MODERN LANGUAGE ASSOCIATION
	UNIVERSITY OF SOUTHERN CALIFORNIA
	THE BEVERLY HILLS SCHOOL SYSTEM
	UCLA
	TEACHING FEMALE INMATES
	TRAIN TEACHING
	ENDORSEMENTS FROM THE PRESS
	WHAT STUDENTS AND TEACHERS SAY ...
	OTHER TEACHERS
12: CONCLUSION
APPENDIX A: ADVANCED BEHAVIORAL MODELING TECHNOLOGY
APPENDIX B: MICHEL'S LANGUAGE COURSES
	DIFFERENCES IN THE METHOD BETWEEN TAPES AND PERSONAL TEACHING
APPENDIX C: PHOTOGRAPHS AND DOCUMENTS
ABOUT THE AUTHORS
INDEX
                        
Document Text Contents
Page 225

THE MICHEL THOMAS METHOD:
THE MASTER TEACHER'S MODEL

doesn't understand you, and you can make the necessary
corrections accordingly. People will indicate to you if they don't
understand what you are saying, but you have no way of
knowing in the moment whether you are misunderstood or not.
What you said may have made sense to them. It just did not
make the sense that you had probably intended.

This is a big problem in communication. During the
modeling process, Michel used a tennis analogy in his personal
explanation of misunderstanding. The latter has to do with
words and not with structure and communication.

When you say something to someone and get
a blank stare, that look means that you have a net
ball and you get another serve. If it is a ball that
goes over the net, even slightly over the net, it will
be picked up. Even if it is mispronounced, it will be
picked up on the other side of the net.

So you watch out for the correct pronunciation. Even if the
pronunciation is not totally correct, it may be close enough to be
understood.

Guessing often leads to misunderstanding, so Michel would
encourage his students never to guess on grammar. Even if you
guess and get it right, it is an accident. If you can think out what
you are going to say, however, then it is no accident and you
can repeat it. Michel said that it may be alright occasionally to
guess on vocabulary, but it is never okay to guess on grammar.
As for guessing on vocabulary, Michel recommended it only
once one had acquired a feel for the use of the language: "Once
you know how to swim, I will encourage guessing of
vocabulary."

CALIBRA TION SKILLS
The Master Teacher was able to follow his students'

progress on many levels because of one very important skill. In
our terminology, we call it "calibration."

219

Page 226

THE FUTURE OF LEARNING THE MICHEL THOMAS METHOD
Freeing Minds One Person at a Time

Calibration refers to the ability to detect minute changes
in physiology which correspond to specific shifts

in a person's experience.

Michel had this ability to "read" or to calibrate his students.
He was amazingly able to tune into the students' emotions,
attitudes, beliefs and level of understanding. He had to be
aware of minute changes in physiology to "see" what the person
was experiencing. He knew that there was a close relationship
between what the students were thinking, i.e., their beliefs,
attitudes, emotions, skill base, and previous experiences which,
in turn, affected the way in which they interacted in a given
environment, and the way in which they took in information,
interpreted it and assimilated it.

All of these components will necessarily affect the way in
which students absorb new information based on mental and
emotional structures already in place. Michel's calibration skills
were truly remarkable. In observing him, one would think that he
was actually reading the minds of his students. He was a master
calibrator in that he would constantly and skillfully observe his
students (and people in general), detecting minute changes
which would go unnoticed by most people. Michel accomplished
all of this in his typical casual and discreet manner.

Part of his ability to do this so well was based on his ability
to put himself in someone else's place. As we mentioned earlier
on, Michel had an uncanny ability "to walk in another person's
shoes" or to look at things from the perspective of the person
with whom he was interacting. He would ask himself how he
would feel and think if he were to be the other person. We call
this the ability to go to "second position."

This wonderful ability served him well as a counter
intelligence agent and it served him equally well as a teacher.
Michel would put himself in the position of the learner and would
ask himself how he, as the learner, would respond to an
explanation or meaningful memory association™. This allowed
him to check out explanations and heuristics in advance, and to
refine them before he actually delivered them. And when he
would deliver them, his calibration skills would let him know

220

Page 450

THE FUTURE OF LEARNING THE MICHEL THOMAS METHOD
Freeing Minds One Person at a Time

316
subconscious, 116, 128-129
suggestology,289
suggestopedia, 289
supra-national university,

34,361-363,365,368,
419

Sutherland, Donald, 34
tapes 98, 143, 187,202,

277,292-293,373,389,
392-393, 416, 426-429

teachers (what to do), 303-
305,

tenses, 34, 80, 96, 99, 101,
103,112,153,155-157,
163,168-169,175,192,
216-217,274,287,338-
339, 357, 389,425

tension, 66, 81,86,91-92,
103-105,107,110-122,
124, 128, 134-139, 144-
145, 152, 156, 168, 178,
182, 194,206-207,209,
210,213,222,231,233,
236,252,255,273-274,
279,288,291,302,304,
310,348-350,377,386,
393

textbooks, 80, 94, 101, 103-
104,114, 158, 163, 193-
194,236,251,255,257,
344,408,411

The Children of Light and
Wisdom Foundation, Inc.,
17

The CL WF Institute for
Global Leadership, 17,
302,438

The Test of Courage, 23
theory, 126, 167,248,261-

450

265,269,295,421
thinking it out, 99, 208, 272,

282
thinking out, 115, 208-209,

282,288
think it out, 99,137,141,

205,234,272,278,282,
288

Thompson, Emma, 34,121,
409

thought control, 13, 16, 18-
19, 38, 48-49, 54, 295,
415

Thunderbirds, 29
Tillich, Paul, 363
tools of the language, 94,

96,425
traditional belief systems,

107,113
traditional classroom, 106,

107,200,229,236
traditional demands of
learning, 113
train course, 406
transfer problem, 284
Truffaut, FranDois, 34, 82,

83,409
truth about memory, 124
try to remember, 103, 111,

120,123,128,132-134,
136,255

trying to remember, 4, 101,
103,111,122-123,129,
133-134, 172,271-272,
274,410

Twelfth Commandment, 75,
328,329

two mothers, viii, 11, 24,
325,329

unconscious competency, 5,

Page 451

420
understanding, 96, 126-131,

146,211,232,273,357-
359

United Teacher, 378,400,
412

United Teachers Los
Angeles (UTLA), 397,
400,410,412

Universalist, 11, 70, 73
University of Alberta, 395
University of Bordeaux, 24,

87,90,336
University of Calgary, 394
University of California's
School of Law and of
Journalism at Berkeley, 30
University of Lethbridge, 395
University of Pittsburgh,

395-396, 413
University of Southern

California, 401
unlearn, 165, 187, 276-277

INDEX

unteach, 157, 187
Venge, 75,328-330, 334,

347, 380,382
vertical perspective, 238
Victor Gruen Associates,

366
violence, 64, 65, 204, 205,

302,405
Voltaire, 246
Warner, Senator John, 436
Washington, George, 68
Welds, M.W., 397
Welsh, Raquel, 34,409
wings, 174
wisdom of practice, 5, 6, 20,

36,265,271,273,280
Wolfe, Robert, 30
Wood, Natalie, 34
work hard, 66,112,135,

313,349

451

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