Article submitted by Darren Barden, a writing coach from

After rigorous research and manifold discussions with my friends from various walks of life I devised some techniques to coach my students and have been using these methods on my students to achieve miraculous results. Five most prominent of them are discussed below:

1. Intentional Mistakes: To blend a factor of alertness I sometimes make intentional mistakes and wait for my students to correct it. For example, I have a habit of writing conclusions towards the end of my class and I make intentional mistakes while writing some of these. Most of the time such a mistake is corrected by someone .And at times a mistake goes without getting noticed I correct it at the end but make it a point to announce “Nobody could detect this mistake.”It generally takes 4 to 5 classes for a new class to understand that the mistakes are intentional and thereafter it becomes a competition game.

2. Enhancing Analytical Ability Through Use of Flow Charts: Sometimes tendency to mug up descriptive answers makes things monotonous to the students. To find a solution to such matters I took the help of flow charts. For a descriptive answer a student draws a flow chart which makes his work interesting, increases interpretation and the answer becomes easier to remember. The students think about all the inputs to the decision boxes and the outputs thereof. For example, while depicting the flow chart of blood flow from and to the heart, the inputs to the decision boxes will be something like “OXYGENATED BLOOD?”, “DEOYGENATED BLOOD?” or “GOING TO VEIN?” or “PULMONARY?” etc.

3. Students Ask Questions: I motivate my students to create questions on the chapter in progress and these questions are solved in the tutorial class. This question asking ability is discussed in the class and the most difficult and intelligent question wins laurels. To establish their supremacy in this field, I have observed, students really pull themselves to the limits. I have seen students doing experiments on basic principles and coming up with very intelligent questions .

4. Creating a Thought Chain: Whenever I want a high degree of attention from the entire class I use this method. In this method, an answer to a question is contributed by 3 to 5 students collectively. A student is allowed to speak only one correct sentence while the answer is being conceived. For instance, a typical question-answer session is like this:

Q: Explain “The IST (Indian Standard time) leads GMT by five and a half hours.”

A: Student1-The longitude of India is 82.5 degrees east.

Student2-For every degree of longitude due east of Greenwich we add 4 minutes.

Student3-Hence the time lead for India is 82. 5X4=330 minutes=5.5 hrs.

5. Dynamic Ranking System: This tactic is about giving a ranking to all the students which is a dynamic evaluation of their performances in all the above mentioned parameters. The rank of a student for example, may rise on this Friday if he or she has corrected maximum number of intentional mistakes this week. The students are really anxious in the last period of the week to hear announcements like “Lucy has climbed 3 ranks to finish the weekend at number 6.”

Ever since I applied these methods my students have improved their thinking ability immensely. These techniques may be helpful to those dedicated teachers who like to help young minds through innovation.