Summarize the following:
Students will zone out less if they think of you as a person, not an authority figure. Encourage students to speak to you before and after class, or in office hours if you have them. Have your students include some of their own personal experience in discussions and writing assignments, and share material from your life if it is appropriate. You can maintain professional boundaries without acting cold or inhuman. Don't probe for information about your student's personal lives, but know that their personal experience informs their thought processes, and they will be interested in how your personal experience informs yours. Lectures are effective at delivering information, but they are not effective for stimulating thought, teaching values, or inspiring interest in a subject. When you lecture, keep it brief and informative, or break it up with other forms of work: group discussions, pair presentations, or individual reflection and problem-solving.  When you do lecture, show slides, and engage students in questions and answers.  Change approaches every 10-15 minutes to keep students engaged. Your students will think more critically if they are debating (and learning from) one another. Discuss daily with a smaller class, and put them in groups if your class is large. If your students are hesitant to disagree with you, take yourself out of the mix—have them sit in a circle and talk, and observe them, taking notes, from the margins. Only interfere if they are behaving badly or not being rigorous. Have students listen to guest speakers, and video or audio clips. Give them worksheets, or tell them what information to look for, to encourage them to listen actively and take efficient notes. Your students will learn how to listen to you if you give them exercises that teach them how to listen to others. Every few minutes, ask questions and check for comprehension. Call on students who are not speaking. Encourage them to ask you questions and to respond to one another. Don't design your class to be attendance-optional. Portions of your class should only be available from attentive attendance. #*You may share slides online, but your students should be getting information from you and from class discussion.  Connect their homework and tests to material and critical thinking they perform in class. Do this from the first day, so that they get in the habit of paying close attention. Hold them accountable for listening to you and to one another. Ask them to restate your points and things their classmates say. Model attentive listening by paying close attention when your students talk. Rather than trying to anticipate their questions, or supplying words for them, let them struggle to get it out. When they have, echo what they say back to them. Restate their question to let them know that you hear them (and to help their classmates in the back row keep up). Answer them, then ask if you answered their question.

summary: Get to know your students, and help them get to know you. Lecture less. Encourage discussion. Bring in other voices. Insist that they listen. Listen to your students.


Summarize the following:
Place one iron ingot in the center left column. Place the other iron ingot in the center top row.

summary: Place the two iron ingots into your crafting table. Arrange them as follows: Shift click or drag the shears to your inventory.


Summarize the following:
Using rhyming and even melodies can help you remember facts. By incorporating rhythm or the tune of a simple song into your memorization you can also help your understanding of how key events, people, dates, etc. fit together. The old saying “In 1492, Columbus sailed the ocean blue,” is a great example of how rhyming can help commit information to your long-term memory. By taking the first letter of a series of related key words and using to invent a silly and memorable phrase, you can recall things in a specific order. This can be especially useful when trying to remember things in the order in which they happened. For example, "Gill Underestimated Cliff’s Strength” is a mnemonic for remembering who the main Allied powers were during World War II: Great Britain, the United States, China and the Soviet Union. If you study while smelling a certain notable scent (like rosemary, for example), and then use that scent later when you need to recall the material, studies suggest you’ll have a greater recall ability. Similarly, studying while listening to calm music can help you recall the material again later. When trying to commit a fact to memory, try to associate it with an image in your head. It may even help to draw the image out if you are a really visual learner. The image doesn’t necessarily have to be direct in its meaning. For example, if trying to learn facts about the Boston Tea Party, you might picture a Red Sox mug filled with hot tea. Associate different historical facts, events or phrases with a different part of your home in the order that you would normally walk through it. For example, to remember the outbreak of World War I associate the assassination of Archduke Franz Ferdinand and Sophie the Duchess of Hohenberg on June 28, 1914 with your front door. Visualize your entryway to your house in relationship to the fact that Austria-Hungary blamed Serbia for the killings and declared war on July 28, 1914.  An ancient memorization technique, the loci method has you construct a "memory palace" using a building you know well (like your home).  If trying to remember a chain of historical events, you might associate the first event with the front door to your home, the second with the entryway, the third with your living room, etc.
summary: Put the information in a rhyme. Make up a mnemonic device. Use your other senses to trigger your memory. Use visualization. Use the loci method.