students - how many of you follow SQ3R, the most famous method of reading textbooks?
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SQ3R? I'm curious now as to what this is- I've never heard of it\n\nOk.. I went and looked it up to see what it was. I wouldn't say that I always use the SQ3R method. I think subconciously most people look at the chapter very fast to see whether it's worth it... and then at the bolded information (or maybe its just me)... I definitly don't do all of the 3Rs all the time. For the most part I do believe that the method is done by accident- or at least... while studying for finals in university it is
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Algebra, by Gelfand and Shen\n\nis textbook I taught myself algebra from in 3rd grade.  It's clear, concise, and elegant.
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Why don't you try reading your textbook.
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i dont personally know of anyone who would be scared of a simple reading.  There is no harm in reaching out to learn  something new. Learning never hurt anyone!
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i use princeton, barron, and kaplan. they're pretty good.
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What a great book!!  I just Yahoo!ed with Hinton, Outsiders, Teaching & Plan as search words and came up with a lot of good sites with online lesson plans relating to that book.  Have you tried?
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read the book...its the best way to understand it..
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i suggest you read your text book cause when i read the text book again and again i get the answer try it, it really works
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I think Frat and Saintrose have the right ideas.  Read everything, study it, compare it to what you believe.  Then pray earnestly about it and God will guide you.  In fact, that's how I became a Baha'i -- I read a bunch of stuff & got so excited by what I was reading that I started copying down (by hand....) sentences that I wanted to remember.  I wound up with 12 pages.  And I prayed a lot... I just couldn't (can't) stay away!
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I have the Lodish text ' Molecular Cell Biology and the Karp text 'Cell and Molecular Biology.' My biochemistry book is the text by Lehninger. I used these texts during my third and fourth years at UC Berkeley. I doubt a school like that would use textbooks that were of inferior quality.
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Try the SQ4R method...\n\n(Before the lesson)\nS= Survey the chapter before the lesson.  Skim through the sections reading the bold, headings, italics, pictures, etc. to get an overview for what the teacher/professor will be discussing during class.\n\nQ= Question. Figure out what you know about the subject, ask yourself what you want to know (or look at the questions at the end of the section) and prepare 1-2 questions for class.\n\n(The skimming and questioning should take no more than 5-10 minutes since it's only a preview)\n\n(After the lesson)\nR1= Read.  Read the section and your class notes. \n\nR2= Recite.  Ask yourself the questions that you had before the lesson and the ones that arose in class and answer them using your class notes or the reading passage.\n\nR3= Relate.  Link the information with something that you already know and is personally meaningful (e.g. a math lesson on fractions/percentages could be related to a baseball player's batting average)\n\nR4= Review.  Skim over the section again and quiz yourself to ensure retention of the information.
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Perfectly happy with Happygirl’s answer.\nI’d like to add: make your students read, read, read.\nDon’t insist too much on interpretation etc. Point out why YOU think it is worth reading, why YOU consider it powerful language. The ones who have it in themselves will follow, the others can just as well read study guides.\nAnd remember: read, read, read; and ENJOY!
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i was looking on ebay when i was going to buy books for the step 1.  there are usually good deals there.  but since it's study time, the prices have probably gone up.  \n\nare you taking 1, 2 or 3?  i really like the board review series for most of the basic and clinical sciences.  but for some subjects, i've gone into other serieses.
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My best technique at learning something new is "M.U.R.D.E.R."\n\n*  Mood:\n      Set a positive mood for yourself to study in.\n      Select the appropriate time, environment, and attitude\n* Understand:\n      Mark any information you don't understand in a particular unit;\n      Keep a focus on one unit or a manageable group of exercises\n* Recall:\n      After studying the unit,\n      stop and put what you have learned into your own words\n* Digest:\n      Go back to what you did not understand and reconsider the information;\n      Contact external expert sources (e.g., other books or an instructor) if you still cannot understand it\n* Expand:\n      In this step, ask three kinds of questions concerning the studied material:\n          o If I could speak to the author, what questions would I ask or what criticism would I offer?\n          o How could I apply this material to what I am interested in?\n          o How could I make this information interesting and understandable to other students?\n* Review:\n      Go over the material you've covered,\n      Review what strategies helped you understand and/or retain information in the past and apply these to your current studies
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I constantly work on classroom management and teaching skills.  TPRS has been a lifesaver.  It's only been 10 or so years since I've been using it, but the more I work with it, read the listserv, go to workshops, the more I try to develop my skills, the better life is going.  (30+ years of teaching, all middle school).  I continue to read and go to workshops and present at conferences (the research needed to present can only improve my skills).  I love this job.
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A friend of a friend of mine (unreliable, I know) had reading comprehension problems.  After a number of tests, they discovered that the problem stemmed from a sort of sensory overload.  The solution was for her to read text through a red filter.  It sounds a little wacky to me, but if it worked, that's kind of cool.  I hope that helps some.
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this sight has saved my grade countless times:\n\nwww.sparknotes.com