Home' Teacher : October 2009 Contents PROFESSIONAL DEVELOPMENT 13
Do you tie knots in your handkerchief, or string around
you r finger? Like Elvis Presley, have you ever forgot-
ten to remember to forget, or more likely remembered
that you'd forgotten to remember something? We all
forget so much that we mean to remember, and much
that we should have liked to commit to our long-term
Can we do something about this and, for the benefit
of more than just our supermarket shopping, can we as
teachers help to improve our students' ability to perma-
nently record important information in the brain?
Like many another teenager, I used always to be for-
getting important things, often to do with homework,
like taking the correct books to school or home, but
also when doing errands or passing messages.
My intentions were all good, but I was scatter-
brained and always double-tracking to catch up. In
senior school I came to the conclusion that in the real
world it mattered to remember things and that life
would really be much easier for me if I did.
Somehow, I knew that the link between forgetting
and remembering was connected with concentration.
If I concentrated on the thing that I had to remember,
thought about it and pictured it in my mind delib-
erately, then I did remember it. It was really an easy
process once I got used to it.
Memory tags are no use if you forget what they are
for, or don't even recognise them again, but they are
HAVE YOU JUST REMEMBERED THAT
YOU'VE FORGOTTEN TO REMEMBER
SOMETHING? DO YOU WANT TO COMMIT
IT TO YOUR LONG-TERM MEMORY? AS
BARBARA DYKES EXPLAINS, REPETITION
IS THE KEY. REPETITION IS THE KEY.
REPETITION IS THE KEY.
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