Information for schools
Gary would like to thank Mrs Sue Aston and Miss Tracey Walklate Head Teachers to being involved in the ongoing research with Gary and Prof Nicholson Mrs Sue Aston and Miss Tracey Walklate are the most open-minded headteachers that Gary has met they both believe in the student success Gary feels privileged working with two headteachers who truly understand how students feel who have learning difficulties they understand emotionally a rarity in headteachers . They must be commended for the way they look at students succeeding .
Prof Rod Nicolson said
I have known Gary Chevin for four years now, and have had the pleasure of working closely with him in attempting to investigate his conviction that dyslexicadults (and children) suffer from a lack of‘inner voice’ – the language of thought.
Lord John Laird said Gary’s belief is so strong that he had agreed to donate money for dyslexia research which must be commended
Dr Gerald Lombard said
Gary is a life-long student and researcher without formalqualifications or the rigour of academia but with the understanding and creativity of a innovator.
Professor Angela Fawcett said
The author of this book, Gary Chevin, who came to a conference on dyslexia to challenge our academic reconceptions, may well be the most colourful character I have met in the dyslexia world understanding and creativity of a innovator. Gary has developed his own theory of dyslexia, based on his recognition that he lacked an inner - voice which others seemed to use to help them reading Gary challenged us to work with him to research these ideas .
Gary Chevin from Chevin Associates.
Gary has been working with Prof Rod Nicholson he is a professor of psychology Sheffield University for over five years now on research that focused on did people with learning difficulties suffer with underdeveloped internal speech the language of thought . Gary is a researcher author program developer over the last 15 years working in the field of learning difficulties working with some of the top academics in the UK Prof Rod Nicholson Prof Angela Fawcett Dr Gerald Lombard Lord John Laird .
The Associates
Gary Chevin
Prof Rod Nicolson
Lord John Laird
Professor Angela Fawcett
Dr Gerald Lombard
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The benefits
What are the benefits for the students taking part in this program before athletes begin running and jumping their warm-up their muscles this program is like what the athlete does the students will be warming up their mental muscles getting ready for learning.
Watch this video and learn how to do this exercise program . Make sure the students have enough room when doing these exercises.Why do we go through the relaxation program ? There is a lot of evidence when people are tense and under pressure they cannot work effectively to help the students to start their day in a relaxed state This will be beneficial for the learning process a relaxed mind is a open mind the perfect stage for learning . This process is beneficial to help to develop the cerebellum Prof Nicholson has done 14 years research on the cerebellum a part of the brain what is used when learning. Prof Nicholson's research showed there was a percentage of people with underdeveloped cerebellum .
why do we do these exercises Children`s memory and better performance of the brain can be improved by some of the eye tracking exercises. They can also help children to identify figures and letters and objects faster than before. Children`s eyes can get really tired and these exercises are also very good for strengthening the eyes
Any questions e-mail me.
Why do we learn the pictures when the students are going through the pictures? 1 they are learning to think in a linear way step by step.
2 this process slows the students down what helps them when learning.
3 this process will help the students to develop internalisation skills. print off these images Use them every day get the children to learn how they work you will learn five images everyday.When the students have learnt all 26 images go through them every day .
Print off these images use them each day of the week and give them to your student's ..
Watch these videos and learn how to remember the pictures.
watch this don't use for students .
Read about the software what Gary uses .
Chevin Associates
Comments by Prof Rod Nicolson, University of Sheffield
1. Outline of program
The programme has a range of desirable features:
(a) little and often. Long-term skill development requires ‘learning by doing’ and also involves repeated overnight skill consolidation, so that the appropriate ‘neural commitment’ takes place without the danger of acquiring bad habits. Gary’s plan of daily short interactions is therefore an excellent one.
(b) Complementary. One of the main dangers of outside interventions is that children are taught approaches that are not compatible with the teaching approach undertaken at the school. The approach that Gary is taking is to build skills – such as mental coordination and mnemonic techniques – that will actually accelerate rather than interfere with the learning occurring normally within the classroom.
(c) Motivational. One of Gary’s major strengths is his complete commitment to learning and his strong belief in the techniques he advocates. I have seen him in action and can confirm that he is a highly motivating and highly engaged teacher.
(d) Fun. One of the casualties of some recent approaches to teaching has been the downgrading of major motivators such as success and fun. Gary’s approach provides these in abundance.
2. Gary’s background
Gary of course does not have formal teaching qualifications, and therefore it is vital that he works in partnership with the school and its teachers to ensure the optimal outcomes. In my view, his lack of formal qualifications is potentially a considerable strength, because Gary is therefore able to convince children who don’t themselves aspire to extended education first that it is important nonetheless to try to acquire the necessary skills and second that they will themselves be able to do it.
He has an excellent background in teaching mnemonic techniques, and was instrumental in the development of a major initiative in schools based upon these techniques. I am confident that these will prove effective and motivating for children.
The exercise program Gary proposes to use was developed by Wynford Dore and is the outcome of 10 years worth of research. The current system involving Internet based exercise selection could prove a major breakthrough in low-cost support for development of physical and mental coordination. I have been able to arrange for Gary and the school to use this private and comprehensive system through my long-standing links with the Dore Programme.
3. My commitment
I have great faith in Gary’s ability and commitment. Nonetheless, it is important to ensure that Gary’s work dovetails well with existing work, and with the class teachers, within the school. I will be happy to visit the school and to assist where appropriate in the design and implementation and evaluation of Gary’s program.
4.My conclusion
The work Gary carries out in the schools testing students for internal speech development will be extremely valuable to our ongoing research .
what Gary has done working with education industry has never been done before in the academic environment I believe it will be extremely valuable to the schools working with Gary .
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