Texas Hold Em 101: A Basic Explanation

Version vom 16. November 2020, 18:28 Uhr

Whilst this instinct is designed to protect us, in modern times however, our instinctive anxiety towards unfamiliarity prevents us from having new and productive experiences. On a global scale, our fear of the unfamiliar it's the cause of racism, cultural discrimination, religious hatred, sexism, homophobia and intolerance in general. Pretty big barrier then isn't it? In the classroom however, the same human instinct we're talking about here is also going to be the number one barrier preventing your students from learning everything you want to be able to teach them.

Well before I explain how to play the game, let's us first enlist and learn about properties of this game. By the phrase, I mean any learning aspects which the game has and anything required to play the game. This includes objective of the game, language focus of the game and materials needed. To speak shortly, the game is intended to practice English prepositions. The language focus of the game is simple one or two words preposition especially prepositions of location including in, at, on, under, above, below, next to, behind, in front of, beside, etc. Meanwhile, the materials needed in the game are students' learning instrument such as book, ruler, pen, bag, pencil, eraser, drawing book, calculator, etc.

I think that our mind can only make sense of new information by fitting it into familiar experiences. Like a game of Tetris - if the mind can't connect the new piece with the pieces it already has, it tends to reject it, or just squeeze it in awkwardly. If our mind is bombarded with too much unfamiliarity at once; it's too exhausting, and our mind will reject it. We don't like the unfamiliar. Unfamiliarity is instinctively bad to us, even if only at the unconscious level. Even right now I suspect you can think of examples of human nature where we instinctively fear that which we cannot understand or cannot associate familiarity with.

So many men say nothing after this point which is a big mistake. If you think saying nothing is better than saying something wrong, you are wrong! When you say nothing it sends her the message that you don't care about what she said to you AND that you don't feel bad about what happened. This will make her feel even less appreciated by you and it will send her into a deeper place of anger or resentment.

Think about the times when you neither fought, defended, lashed out, judged or explained. You simply said NO and in doing so, said YES to your own needs; You felt taller, walked more confidently, and slept better. You may have lost friends and the world you had grown accustomed to, but in the moment of saying, you knew the end was actually the beginning. With a simple NO, one is saying "I don't want to" and the sky doesn't fall.

Thanks for their kind consideration - You should also thank the company for the favor it will be doing for you. Keep in mind that you are being provided with a favor and, hence, you should adopt a grateful and respectful tone.

A students mind can be like a car with an incredibly powerful engine. If you rely on explanation and passive listening; you might as well be pushing the car downhill whilst steering and hoping for the best. If you can get the student's mind to explore (analyse, evaluate and synthesise) ideas - you've just turned a key to fire up an engine capable to powering up the steepest of learning hills. The key to your learners ignition (and therefore engaging students in the classroom) then becomes how you can get them to explore ideas by thinking for themselves.

Back to the weather/market example. Let's say the weather forecast for market day was bright and sunny, but you decided to stay home instead. Even though people turned up at the markets, stayed a long time browsing and would have brought your cakes and jams, it didn't happen because you decided not to show up.