9 Tips to Writing Posts That Get Read on the LinkedIn Publishing Platform

Structure provides strength.

9 Tips to Writing Posts That Get Read on the LinkedIn Publishing Platform

One week ago I gave you advice on why you should use the LinkedIn publishing platform 

once you get access to it, and you will get access to it in the not so distant future

if you don't have access to it today. Whether you're a content creator, a business, or a professional, 

the LinkedIn publishing platform provides a compelling way for you to get found in, engage with,

and derive business value from LinkedIn. So, now that you're ready to start blogging on LinkedIn, 

here's my recommendation for writing posts that will get read in the news feeds of your followers. 

Note that this platform was only recently launched, so my advice might change in the future,

but based on what I see and understand now, these are my recommendations:

1. Blog for the LinkedIn Demographic

I wrote about this in How to Use the New LinkedIn Publishing Platform, but this will be the most challenging concept for businesses to understand. I believe that your content should be unique to LinkedIn and geared towards the LinkedIn demographic. If you just want to copy and paste your blog post, I don't think you're going to be as effective on LinkedIn as you could be - and I think at some point you might get hurt by Google's and/or LinkedIn's algorithm(s). Companies that excel at social media marketing target their content and voice towards each unique community in social media. 

You should as well. Look at it another way: 

For most professionals who don't have a personal website, 

LinkedIn IS their website and the new publishing platform WILL become their blog.

You will have to compete with them for readership in the not-too-distant future.

2. Watch Your Frequency

Every social network plays around with their news feed or timeline and thus have an algorithm similar to Facebook Edgerank. LinkedIn is no different. LinkedIn has to decide what posts to display 

on who's network updates, and I would tend to believe that if you publish too frequently,

that might be hurting your chances for maximum impressions for each post.

Just look at the LinkedIn Influencers: They're not publishing on a daily basis, are they?

With that in mind, I myself only plan to start publishing on a weekly basis,

and I would recommend that you keep that to your approximate maximum as well. As I said

3. Don't Underestimate the Power of the Visual

Visuals show up prominently in the LinkedIn newsfeed as they do everywhere else.

Make sure that you use a visual at the top of your blog post that resonates 

with the professional demographic that make up LinkedIn.

4. Headlines are Critical

Time is short, and while your content might go out into the LinkedIn network updates,

that's only half off the battle: Your headline must be short, concise, and give professionals

a reason to click through. A look at the most popular headlines of Influencer posts 

will give you and idea of some great headlines that you can try to emulate for success.

5. Keep Your Post Short

My posts are on the long side (this one is around 1,050 words), but your posts don't need to be.

My rule of thumb would be to make your post at least 300 words,

but there is no reason why you have to blog longer than 1,000 words here on LinkedIn.

Once again, I believe that for professionals where time is money, many simply don't have the time

to read through a longer post. Keep it short and simple when possible.

6. Link with Love

Just as you should update your LinkedIn profile with visual elements to showcase your work

and content across the web, you should also do so here when you blog on LinkedIn.

I wouldn't overdo it, and I would definitely make it look natural and organic,

but linking to provide a greater resource is an absolute best practice in blogging anywhere.

"Link with Love" is also about recognizing other authors of content that you can link to

if they influenced you, or marketing partners if you did something with them that is relevant

to your post (see 9. below).

7. Share Your Post Inside AND Outside LinkedIn

If you want to get your content read on LinkedIn, don't just share it on LinkedIn:

Share it everywhere you can! Other social networking sites and your email newsletter

are a great start. And, while I don't recommend you creating a blog post and summarizing it

on the LinkedIn publishing platform, I do recommend creating a LinkedIn publisher post

and then summarizing it on your blog to a link back to LinkedIn!

8. Optimize Your LinkedIn Profile

Needless to say, every post that you publish might lead people back to your profile.

If you want to be considered an authority on the subject,

you'd better have an optimized LinkedIn profile!

Here are my most recent collection of LinkedIn profile tips for you to follow.

9. Embed

Right now LinkedIn only provides you the option of embedding YouTube videos and Slideshare presentations, but if you have one that is relevant to your post, that can only help in better 

engaging with your audience - and building greater loyalty for your future posts.

While the below YouTube video is not just about the new LinkedIn publishing platform,

I was on a Google Hangout with Eric Enge from the leading digital marketing agency today

where I discussed the future of social media in 2014

and why the new LinkedIn Publishing platform changes everything.

Note: The above was embedded using a custom 600 x 338 size.

Finally, while there might be some things that you can't embed, I did want to give you a catch 

to listen to my latest podcast where I talk further about understanding the compelling power

of the new LinkedIn publishing platform. You can also "embed" other things into your posts

in the same way with a link until LinkedIn gives us the ability to embed more sources of media.

Now it's your turn: What other advice would you give to write posts that get read on LinkedIn?

And while we're at it, what else would you like to see me blog about here on LinkedIn?

Finally, make sure you don't miss my future posts and please follow me here on LinkedIn 

even if we're already connected. Thank you!

https://www.linkedin.com/pulse/20140313210407-235001-9-tips-to-writing-posts-that-get-read-on-the-linkedin-publishing-platform

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube 

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com              which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Homework: What does the Hattie research actually say?

Is this dock, sorrel or something else?

Homework: What does the Hattie research actually say?

http://headguruteacher.com/2012/10/21/homework-what-does-the-hattie-research-actually-say/

This is an excellent book.  It is an attempt to distil the key messages from the vast array of studies

that have been undertaken across the world into all the different factors 

that lead to Homework.  

As you would hope and expect, the book contains details of the statistical methodology underpinning 

a meta-analysis and the whole notion of ‘effect size’ that drives the thinking in the book.  

There is a discussion about what is measurable and how effect size can be interpreted in different ways. 

The key outcomes are interesting, suggesting a number of key factors that are likely to make

 the greatest impact in classrooms and more widely in the lives of learners.

My main interest here is to explore what Hattie says about homework.  

This stems from a difficulty I have when I hear or read, fairly often, that ‘research shows that homework makes no difference’. It is cited as a hard fact in articles such as this one by Tim Lott in the Guardian: 

Why do we torment kids with homework?   Even though Tim is talking about his 6 year old, 

and cites research that refers to ‘younger kids’, too often the sweeping generalisation is applied 

to all homework for all students.  It bugs me and I think it is wrong.

Research cited for younger children

I have written about my views on homework under the heading ‘Homework Matters:

Great Teachers set Great Homework’ . I’ve said that all my instincts as a teacher

(and a parent) tell me that homework is a vital element in the learning process;

reinforcing the interaction between teacher and student; between home and school

and paving the way to students being independent autonomous learners. 

Am I biased? Yes.  Is this based on hunches and personal experience? Of course. 

Is it backed up by research……?  Well that is the question.

So, what does Hattie say about homework?

Helpfully he uses Homework studies as an example of the overall process of meta-analyses,

so there is plenty of material. In a key example, he describes a study of five meta-analyses

that capture 161 separate studies involving over 100,000 students

as having an effect size d= 0.29.  What does this mean? 

This is the best typical effect size across all the studies, suggesting:

improving the rate of learning by 15% – or advancing children’s learning by about a year

65% of effects were positive

35% of effects were negative

average achievement exceeded 62% of the levels of students not given homework.

However, there are other approaches such as  the ‘common language effect’ (CLE)

that compares effects from different  distributions. For homework a d= 0.29 

effect translates into a 21% chance that homework will make a positive difference. 

Or, from two classes, 21 times out of a 100, using homework will be more effective.  

Hattie then says that terms such as ‘small, medium and large’ need to be used with caution

in respect of effect size.  He is ambitious and won’t accept comparison with 0.0

as a sign of a good strategy.   He cites Cohen as suggesting with reason that 0.2 is small,

0.4 is medium and 0.6 is large and later argues himself that we need a hinge-point

where d > 0.4 is needed for an effect to be above average and d > 0.6 to be considered excellent.

OK.  So what is this all saying. Homework, taken as an aggregated whole, shows an effect size 

of d= 0.29 that is between small and medium?  Oh.. but wait… here comes an important detail. 

Turn the page:  The studies show that the effect size at Primary Age is d = 0.15

and for Secondary students it is d = 0.64!  Well, now we are starting to make some sense. 

On this basis, homework for secondary students has an ‘excellent’ effect.  I am left thinking that, 

with a difference so marked, surely it is pure nonsense to aggregate these measures in the first place?

Hattie goes on to report that other factors make a difference to the results: 

eg when what is measured is very precise (eg improving addition or phonics), a bigger effect is seen compared to when the outcome is more ephemeral. So, we need to be clear:  what is measured 

has an impact on the scale of the effect.  This means that we have to throw in all kinds of caveats about the validity of the process.  There will be some forms of homework more likely to show an effect than others;  

it is not really sensible to lump all work that might be done in between lessons into the catch-all ‘homework’ and then to talk about an absolute measure of impact.  Hattie is at pains to point out that there will be great variations across the different studies that simply average out to the effect size on his barometers.  

Again, in truth, each study really needs to be looked at in detail.  

What kind of homework? What measure of attainment?  What type of students?  

And so on…. so many variables that aggregating them together is more or less made meaningless? 

Well, I’d say so.

Nevertheless, d= 0.64!  That matches my predisposed bias so I should be happy.  q.e.d. 

Case closed.  I’m right and all the nay-sayers are wrong. Maybe, but the detail, as always,

is worth looking at.  Hattie suggests that the reason for the difference between the  d=0.15

at primary level at d=0.64 at secondary is that younger students can’t under take unsupported study as well, they can’t filter out irrelevant information or avoid environmental distractions –

and if they struggle, the overall effect can be negative.

At secondary level he suggests there is no evidence that prescribing homework develops time management skills and that the highest effects in secondary are associated with rote learning, practice or rehearsal of subject matter; more task-orientated homework has higher effects that deep learning and problem solving.  Overall, the more complex, open-ended and unstructured tasks are, the lower the effect sizes.  

Short, frequent homework closely monitored by teachers has more impact that their converse forms 

and effects are higher for higher ability students than lower ability students,

higher for older rather than younger students. 

Finally, the evidence is that teacher involvement in homework is key to its success.

So, what Hattie actually says about homework is complex. 

There is no meaningful sense in which it could be stated that

“the research says X about homework” in a simple soundbite. 

There are some lessons to learn:

The more specific and precise the task is, the more likely it is to make an impact for all learners.  

Homework that is more open, more complex is more appropriate for able and older students.

Teacher monitoring and involvement is key – so putting students in a position where their learning

 is too complex, extended or unstructured to be done unsupervised is not healthy. 

This is more likely for young children, hence the very low effect size for primary age students.

All of this makes sense to me and none of it challenges my predisposition to be a massive advocate for homework.  The key is to think about the micro- level issues, not to lose all of that in a ridiculous averaging process.  Even at primary level, students are not all the same.  Older, more able students in Year 5/6 may well benefit from homework where kids in Year 2 may not.  Let’s not lose the trees for the wood!  

Also, what Hattie shows is that educational inputs, processes and outcomes are all highly subjective human interactions.  Expecting these things to be reduced sensibly into scientifically absolute measured truths is absurd.  Ultimately, education is about values and attitudes and we need to see all research in that context.

PS. If you are reading this from Sweden, Tack för läsning. Låt mig veta era tankar om denna fråga.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube 

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com              which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

3 Simple Questions That Will Transform Your Life

Are you travelling in the right direction?

3 Simple Questions That Will Transform Your Life

The following is a guest post from Damien Dante

Have you ever wondered what differentiates extraordinary people from all the rest?

We all know it’s not God given talent, sheer luck, or natural capacity.

So what separates those who lead remarkable lives from most of those who

merely struggle through another day?

Is there a formula for how any of us can go from existing to liv-ing?

Three years ago I was on the verge of ending my life. 

I was sitting with a glass of whiskey, a sharp knife by my arm. 

Crying and thinking: “Fuck, what the hell went wrong?”

I had everything. I had a life most people could only dream of. I had money, friends, love…

And still, I was miserable. I had reached the bottom.

There’s a good thing about the bottom though. It can provoke you to change.

That day I made a decision. I decided not to give up. 

I created a goal for myself and up to this very day, I wake up with one question:

“How can we (as human kind) make the world around us a happier place?”

During my education over the years on the subject of happiness and meaning,

I’ve come to realize what makes the difference in the quality of people’s lives.

It’s All About The RIGHT QUESTIONS

Every day, we ask ourselves countless questions.

But few of us consciously choose the questions that are being asked.

Most of us allow external factors, such as our culture, his-tory, fear,

and other people’s opinions, to create the questions instead.

That is the biggest issue.

We don’t control the questions that control our lives.

We don’t take time every day to stop and pose these questions

so they can fuel us for the rest of the day…

Fortunately, we always have choice.

At any time in your life, you can choose to change and start asking the right questions.

These questions will create a roadmap for living a remarkable life.

Wanna know what questions to ask in order to start living a mind-blowing life?

Let’s talk about three of the main ones and WHY you should be asking them daily…

1. “How Can I Make Today Better Than Yesterday?”

How do you measure success?

What makes you breathe deeply at the end of the day, smile, and think, “I really did a great job”?

If you want to transform your life, 

you should be MEASURING your progress in each of the areas of your life.

It’s just like going to the gym.

If you just go twice a week and do some running, you won’t achieve much.

But if you set goals for yourself and measure your progress every day, you’ll improve greatly.

And while lots of people do have metrics when it comes to their physical health,

they forget about creating ones for their mental and emotional wellbeing.

Start every day with one question: “How can I make today better than yesterday?”

This demands that you evaluate what you did well the previous day

but also makes you think how you can grow even more in the upcoming twenty-four hours.

What one thing can you do to improve?

Even if it’s a 1% improvement, the difference in a span of one year will be unbelievable.

Think of a golfer driving off the first tee.

If he is 1% off it’s not a problem for the first 10 yards, it’s barely noticeable.

But when the ball lands 280 yards away,

that 1% can mean the difference between the fairway and the rough.

Think about what you want to upgrade today. Your relationships, your work life, your habits,

how you spend your free time, your spiritual side… Pick anything.

And start a slow march towards improvement. Day after day, step after step.

Fall in love with the process of growing.

2. “How Can I Let Go Of Attachment Today?”

Dreams are a beautiful thing. But they also can be very painful.

The more we dream of something, the more we’re hurt when we fail to achieve it or we lose it.

The biggest cause of pain in our life is ATTACHMENT.

Attachment towards people, ob-jects, ideas…

We all have ideas in our mind about what NEEDS to be in order for us to feel fulfilled.

What has to exist in your life in order for you to be happy?

The more things you can mention, the unhappier you’re going to be.

I used to have hundreds of those rules. I couldn’t be happy without my father’s acceptance,

without my girlfriend’s smile, without a certain amount of money in my account,

without a certain body image I wanted to achieve…
Happiness was always a distant “If…”

The key to transforming your life is finding these “If’s” and allowing yourself to detach from them. 

Approve of yourself the way you ARE.

Only then can you be fully present and enjoy every element of yourself and the world around you.

Every day, try to think about one rule you have in your life,

and then allow yourself to throw it into the trash.

You’ll notice how just the act of letting go of your attachments

brings you ease and takes some weight off your shoulders.

3. “What Can I Do To Make Others Around Me Happy?”

Most people are self-oriented.

They start the day, thinking about how can they solve their problems,

improve their lives, go about their business… 

They think about their needs, their wants, and their happiness first.

And while they still can achieve big goals, accumulate great fortunes, 

build huge companies, they don’t usually achieve the level of desired happiness

that is common for people who think in terms of ‘we’ first.

When I was younger, I mainly thought about how I could have a better relationship,

how I could have a better job, how I could have more money, how I could be more happy,

how I could grow quicker…

You know what all these thoughts had in common? “ME”.

What if we stopped thinking about ME?

What if we focused on THEM instead?

What if instead of being self-oriented we focused first on OTHERS?

Shifting Focus

I found out with time that the day feels more valuable if we start it by thinking about

how we can improve the lives of others instead of thinking, “What about me?”

Now, I try every day to think about how I can make the person waking up

with me feel love beyond imagination.

How can I make people around me become leaders?

How can I share what I’ve learned with others?

How can we all contribute to the world’s happiness?

How can we all grow together so nobody is left behind?

“How can I make people around me happy?”

Since I started to ask that question, the world turned upside down for me.

Being a CONTRIBUTOR is a difficult, demanding role, cause you can’t just walk past poverty,

sadness, inequality, or hunger like they don’t exist.

But when you stop and do something to make somebody else’s life better for the first time

—and you do it consciously and with a sense of purpose—you’re changed forever.

You will remember that day till the end of your life.

When Does Change Happen?

Change always starts with a decision.

A decision that you want more. That you deserve more.

I like to think that every day starts as a blank piece of paper.

How you’re going to fill that piece of paper during the next twenty-four hours

is going to de-fine the quality of your life.

Are you happy with how that page looks right now? Are there love, connection, growth,

and happiness written on it every day, not only for you, but also for others?

This is what differentiates a “normal” life from a remarkable one—the ability to ask the right questions 

and allow them to guide you towards excellence every day.

Each one of us can create that excellence. All we have to do is CHOOSE.

And there’s no other moment to make that choice than NOW.

What questions are you asking yourself everyday?

What questions can you start asking in order to improve your life?

And what can you do to make sure you start asking them today?

http://www.adaringadventure.com/guest-posts/3-simple-questions-that-will-transform-your-life/

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com              which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com        just for fun.

 To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Stress inhibits learning – it’s a fact supported by neuroscience.

Stress inhibits learning – it’s a fact supported by neuroscience.

But, as a teacher, you didn’t need the research to tell you that did you?

Your classroom experience backs up the science. Here’s why and what you can do about it…

STRESS AND LEARNING

Have you ever tried to focus in a meeting, sit for a test or concentrate on reading a book

when you are feeling upset, angry or stressed out? Did you notice what happened?

M’reen: http://bit.ly/1xgbhcJ 

Naturally, you would have found it extremely difficult to focus or concentrate on the task at hand 

while you were feeling stressed out. It’s a fact.

Research demonstrates that stress inhibits concentration and is detrimental to learning.

In response to fear, stress or a perceived threat in the environment,

the brain releases two hormones – cortisol and adrenaline.

This activates the blood vessels and the heart for lifesaving ‘flight or fight’ action.

If a human being is in ‘danger’, there is no need for learning or thoughtfulness.

All that is needed is to get the heck out of there! To stop and think could endanger your life

and therefore, Mother Nature has designed our physiology to respond appropriately,

instinctively – all the brain’s energy is diverted into self-protection and survival mode.

This was a great evolutionary advantage when our ancestors needed to escape a lion

or fight a rival tribe! However, in our modern classrooms, these stress hormones,

are getting in the way of effective learning.

Cortisol and adrenaline actually turn off the parts of the brain that allow us to focus attention, 

understand ideas, commit information to memory and reason critically.

Stressed out students are not learning effectively. It’s as simple as that.

STATISTICS

Now, our students are not fighting lions nor protecting their clans but nevertheless,

they are experiencing modern day stress. The following statistics, from Youthbeyondblue[i],

paint quite a shocking picture of the inner world of our young people here in Australia

and give us an idea of the numbers of students whose learning is impaired by stress:

One in four young Australians currently has a mental health condition

Suicide is the biggest killer of young Australians

and accounts for the deaths of more young people than car accidents

One in sixteen young Australians is currently experiencing depression.

One in six young Australians is currently experiencing an anxiety

The top three issues that young people are most concerned about are coping with stress,

school or study problems.

A quarter of young Australians say they are unhappy with their lives.

In 2013, almost one in four young people (24.3%) said they were sad, very sad

or not happy when asked to report how happy they were with their life as a whole.

These are sobering statistics that is for sure!

It seems pretty clear that given the effects of stress on the brain’s ability to learn,

it is foolish to attempt to teach anything at all

until we have addressed the emotional well being and mental health of our students.

STRESS BUSTING STRATEGIES

The good news is that once recognized, stress can be dealt with and transformed.

Extensive studies show that the optimal mental state for learning is relaxed alertness. This means that our students need to feel safe, calm and balanced emotionally in order to learn effectively.

Also we use kinesiology techniques that

relax the body and mind and make it far easier to learn

Sadly, there are some students in your classroom whose learning is compromised by stress,

worry or anxiety.

Children are not born with practical coping skills. Some students will be better at coping than others. 

For those not coping well, it is an essential part of our job as educators to help our students deal 

with the stressors in their lives. Developing the mind is important, learning is important and yet it won’t happen if we ignore the emotional well being of our students. We have a moral and ethical obligation to help young people cope with stress, anxiety and to develop their emotional well being, 

to give them practical strategies to support their learning and their journey through life.

Here are some ideas:

Simple relaxation exercises with abdominal breathing or heart breathing techniques can work wonders for students. Breath work is relaxing and helps to balance the autonomic nervous system, bringing a student out of ‘flight or fight’ mode and back into a state 

of calm and balance within the nervous system. Chemicals like dopamine are also released 

within the body and this helps to activate the brain for optimal learning.

M’reen: While not pretending to be therapy; when Turbo Charged Reading, with three breaths

you relax into the focussed state of learning and this means that you have more relaxing alpha waves in your brain that the active, chatty beta waves.

Breathing techniques can also teach students the skill of staying in the present moment.

Sometimes anxiety is caused when the mind wanders off into future possibilities

and worrying about things that have not even happened yet.

Deep breathing can help a student to come back to the present moment

and just manage the next small step, rather than feeling lost in the overwhelm of a bigger picture.

If a student is in overwhelm, teach them how to break things down.

For example, teach them how to break a large task down into smaller, more attainable tasks. Although this might seem simple to us as adults,

it doesn’t necessarily come naturally to a young person.

If a student reaches out to you and wishes to talk, one of the best gifts you can give them

is to simply be present with them and provide a listening ear. Just being able to talk to an adult

who cares can alleviate a lot of the stress a young person might be feeling.

Studies show that students at risk who are supported by one adult outside the family

unit are less likely to harm themselves.

Teach young people about the importance of what they put into their bodies

and how it can affect their mental health. There is a considerable amount of research

being shared now about gut health and psychology – particularly in relation to ADHD, autism, aspergers and other issues affecting many of our students.

Questions about healthful, regular eating are not only relevant but important in the classroom. 

Filling up with junk like sugar and fast foods means that the body and mind

are not going to perform efficiently.

For anxious students, particularly those in Year 11 and 12, check on the amounts of caffeine

being consumed. Caffeine can heighten feelings of agitation and anxiety.

And it’s also important to make sure the body is sufficiently hydrated

 – are they drinking enough water? Water intake will affect brain function

and given that the body is 75% water, it’s actually a very important factor to consider.

M’reen:  Caffeine, the silent killer of success.

Exercise can be a wonderful way for students to deal with stress. There is nothing better than 

blowing off steam by running, playing footy or a good session with a punching bag!

Teach students how to articulate feelings and speak up for themselves.

For example, “I feel angry when you yell at me” or simply, “Please stop yelling.”

Compassionate communication is important to avoid a tendency to ‘stuff things down’ 

inside the body – which can result in blow-ups.

Negative self-talk can be a factor that affects young people.

Help your students to become aware of how they speak to themselves in their minds.

Are they kind to themselves? Are they patient and considerate of themselves

as they would be to a friend? Or are they hard on themselves and self-critical?

Once a person is aware of their own self-talk and how it is affecting them,

it can be transformed into more positive ways of thinking.

The field of Positive Psychology has wonderful tools for this.

Taking a break from stressful situations can also help. Engaging in activities like listening to music, talking to a friend, doing something creative like drawing or writing,

or even spending time with a pet can reduce stress.

These kinds of activities will also produce dopamine, important for well-being and learning.

Making connections with friends and building a network of supportive friends

who can help the student cope or just be there as a listening ear in times of trouble.

Join Louise Gilbert to learn more at her TTA workshop, “Transformational Teaching Tactics

– A 5 Step System for Quality Teaching with Effective Learning Outcomes” on March 20^th 2015.

http://www.youthbeyondblue.com/footer/stats-and-facts

http://tta.edu.au/blog/?p=354

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Sleep and Turbo Charged Reading, sleep and caffeine

Photo taken by M'reen

When Turbo Charged Reading, 

particularly technical or academic material, reports or white papers,

or anything that is, say, ten or more pages long such as a Shakespeare’s play or book of sonnets

then other than when reading a novel, it is best to give your growing neurons time to nurture 

the material you have TCR into your innermind at least 20 minutes but preferably overnight 

to catalogue the material TCR, cross reference it with what is already 

in your vast storehouse of information and collate the information you need for the morning.

This ‘sleeping-on-the-problem’ is a well recognised product of giving 

your mind an instruction and it following through.

Sleeping on the information is a great memory aid and so a boost to your confidence as your performance in meetings is enhanced as you are have a full store of information at your finger tips.

Rather than HAVE TO read-yourself-to-sleep why not read around what is preventing you

from having the necessary sleep your body and mind needs?

Q:  Doctor, I've heard that cardiovascular exercise can  prolong life.  Is this true? 
A: Heart  only good for so many beats, and that it...

Don't waste on exercise.  Everything wear out eventually.  

Speeding up heart not make you live longer;

it like saying you extend life of car by driving faster.  

Want to live longer?  Take nap.

Caffeine: The Silent Killer of Success

Dr. Travis Bradberry

The Ugly: Sleep

When you sleep, your brain literally recharges, shuffling through the day’s memories

and storing or discarding them (which causes dreams), so that you wake up alert and clear-headed.

Your self-control, focus, memory, and information processing speed are all reduced

when you don’t get enough—or the right kind—of sleep.

Your brain is very fickle when it comes to sleep.

For you to wake up feeling rested, your brain needs to move through an elaborate series of cycles. You can help this process along and improve the quality of your sleep

by reducing your caffeine intake.

Here’s why you’ll want to: caffeine has a six-hour half-life,

which means it takes a full twenty-four hours to work its way out of your system.

Have a cup of joe at eight a.m., and you’ll still have 25% of the caffeine in your body at eight p.m. Anything you drink after noon will still be at 50% strength at bedtime. Any caffeine in your bloodstream—with the negative effects increasing with the dose—makes it harder to fall asleep.

When you do finally fall asleep, the worst is yet to come. Caffeine disrupts the quality of your sleep 

by reducing rapid eye movement (REM) sleep, the deep sleep when your body recuperates

and processes emotions. When caffeine disrupts your sleep, you wake up the next day

with an emotional handicap. You’re naturally going to be inclined to grab a cup of coffee

or an energy drink to try to make yourself feel better. The caffeine produces surges of adrenaline, which further your emotional handicap. Caffeine and lack of sleep leave you feeling tired in the afternoon, so you drink more caffeine, which leaves even more of it in your bloodstream at bedtime. Caffeine very quickly creates a vicious cycle.

Withdrawal

Like any stimulant, caffeine is physiologically and psychologically addictive. If you do choose to lower your caffeine intake, you should do so slowly under the guidance of a qualified medical professional. The researchers at Johns Hopkins found that caffeine withdrawal causes headache, fatigue, sleepiness, and difficulty concentrating. Some people report feeling flu-like symptoms, depression, and anxiety after reducing intake by as little as one cup a day. Slowly tapering your caffeine dosage each day can greatly reduce these withdrawal symptoms.

Mindfulness in the morning is more than mediation. Energetic NLP: How to Retrieve Your Energy from Other People

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

How to choose a book when Turbo Charged Reading.

How to choose a book. M'reen

How to choose a book effectively; so using your time and money efficiently.
Lay down the first layers of memory and long term recall logically.
For the full student range, to career change for those who have been made redundant
or who have maxed out their current career.
Why limit yourself to cruising the car boot and yard sales picking up items in a single niche
when you could TCR yourself into being an expert in several areas?
Why not TCR in your hobby areas and simply let that accumulated knowledge
spontaneously pop up when needed?
Release your time for enjoying your life
by Turbo Charged Reading all written symbols, diagrams and mind maps
retaining that information easily for your personal and professional use.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Fourth set of blog posts

Welcome, come on in and explore this fourth set of blog posts and this is the 55th.

I took this photo in Malham, Yorkshire, UK.

With an investment of 3 breaths and 1 thought.     

The Chronicles of Narnia.   

The One Solution To Getting More Done - 'Microfixing'.

Caffeine, the silent killer of success.

Taking a risk - sharing an important book. Self Care for the Self Aware.

  GCHQ employs more than 100 dyslexic and dyspraxic spies.

Leveled Reading: The Making of a Literacy Myth

The first set of Turbo Charged Reading posts- enjoy.

The second set of Turbo Charged Reading posts and YouTubes.

The third set of Turbo Charged Reading posts and YouTubes.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”