MENTAL ARITHMETIC CAN MAKE TOTAL FACULTY DEVELOPMENT FOR CHILD'S BRAIN

About Aloha Mental Arithmetic Program

Introduction:

This gives us immense pleasure to introduce ourselves as the first company to bring ALOHA Mental Arithmetic to Bangladesh for total brain development of children that originated in Malaysia. We profoundly believe that, this Mental Arithmetic will create a small renaissance among our young students not only in the field of Arithmetic but also in developing self-confidence, creativity, concentration, analytical skills and sharper observation.

The Concept:

Before we start to explain the concept, we would just like to put forward a few questions in arithmetic. Can anyone solve this problem -4325x235=? Or, 7354/2345=? Without the help of any tool in seconds? Hard to believe, but it’s true that an eight year old child can solve this problem in just 8 seconds flat and that too without using any of the external aids like pen, paper, or a calculator.

Brain Development:

ALOHA is a whole brain development company. When we talk about whole brain development, a lot of questions arise in our mind and the first and foremost thing comes to mind is: Is whole brain development possible?

Generally, human beings use only 2-3% of their brainpower during their life span. That proves that still more than 97% of the brains remain unutilized, and that means there is potential for development, and if there is potential, then of course development is possible.

Research has shown over a period of time that the brain development activities are mainly possible up to the age of 14 years; beyond this age there are hardly 10% chances of brain development. The age 16 to 20 is the age when the brain matures out and gives it a definite shape and pattern. Going by the dictates of research, it has been proved that whole brain development is possible from the age of 4-14 years since the child starts to recognize the numbers of 0 to 9 at the age of four as per the education system prevalent with us. You would agree with us that more you use your organs/parts of your body the better it responds and becomes efficient. Now the question is how do we give exercise to our brains?

Generally, it is said that mathematics is good medium for exercising our brains. Scientists and research team has proven that mental arithmetic of higher level like the techniques used by ALOHA can give lot of exercise to children’s brains hence it is the best medium to exercise brain. In short, Mental Arithmetic + Cultivation = Brain Development.

ALOHA Training:

ALOHA training helps the child to make best use of the potentiality that his/her brain holds, it strengthens the mind of the child by teaching him/her how to solve complex numbers and calculations. By the time child finishes the course, he/she would be solving complex arithmetic problems mentally without the help of any pen, paper, calculator and or computer. Due to this, the child gets overall mental development which helps in making him/her hard working, intelligent, smart, and increasing their overall academic performance.

Why Mental Arithmetic:

Mental Arithmetic is best-suited medium for brain development, as it is an age-old technique and it has been widely stated that the best exercise for the development of brains is arithmetic and hence mental arithmetic. The technique has been accepted the world over and is actively being used in over 15 countries around the globe, and having a constant increase in acceptance in more countries. It is also observed that, when children do fast calculations using ALOHA methodology through their mind, they need to use their imagination, memory, analysis, logic, creativity, listening skills, vision etc. because, both parts of their brain get exercises that leads to an increase in coordination. This way when mind gets constant exercise, the mental power of the child gets a boost. Just like the equipment at the gymnasium is a medium for bodybuilding, similarly for brain development, mental arithmetic is a proven medium. After the muscles are developed, the stored energy can be used as desired, likewise, thru mental arithmetic, the brain gets developed and enhanced and it can be used as and when required. ALOHA is not a class for teaching mental arithmetic but its aim is to bring around complete brain development. Mental math is an added advantage garnered through the whole exercise.

Tools in Mental Arithmetic:

Abacus is a tool invented more than 1000 years ago, and has been used in China for over 900 years as a mathematical tool. Abacus is termed as the father of computers. Abacus will be used in our curriculum for learning the basics of mental arithmetic, right and left-brain development and to increase their coordination.

Contribution to the Nation:

ALOHA is a mental development program based on mental arithmetic system. It starts with the use of an abacus and soon the child learns to do calculations in his/her mind itself without physical abacus. The learning will enhance a child’s ability to do calculation without the aid of any instrument such as the calculator, abacus etc. The child will be able to calculate with speed and accuracy using his/her own mental power and can surpass the speed of even a calculator. The finely structured syllabus is prepared by ALOHA Curriculum Development Department (Malaysia). Children who undergo with ALOHA arithmetic training would have several benefits such as:

·        Greater Concentration

·        Keen Listening Skills

·        Better Reflexes

·        Better Application Skills

·        Improved Analytical Skills

·        Better Creative & Imaginative Skills

·        Improved Reading, Writing, and Learning Skills

·        Better Memory

·        Sharper Observation

·        Self-Confidence

·        Better Expression

·        Better Comprehension and Calculation Skills

These special abilities rely entirely on one’s mental processing skills. This program aims at stimulating the children’s right and left side of the brain, making the whole thinking process mode efficient and effective to produce complete and confident personalities who achieve extraordinary levels in various disciplines. In short, it is a brain gymnasium for the young and growing minds.

With a view to this noble intention, we are going to launch this wonderful program for increasing children’s overall skills and brain development in BANGLADESH for generation next without wasting any time.

No Burden for the Child:

There is no extra burden on the child during the training through ALOHA, and due to the fact that the brain gets developed and hence the regular studies become easier. In fact ALOHA is not an educational institute, but it is a brain development center. World over students are undergoing ALOHA mental arithmetic training without any burden and get knowledge combined with fun and play. Like other training program ALOHA also has books and syllabus but the whole training program is easy and burden less. The children

should start taking interest themselves, which is the primary motive of ALOHA. At the start of the course, the child is taught how to use an Abacus – a beaded instrument used for the purpose of calculation. Later on, the child is not dependent on the Abacus to do the calculations. ALOHA center presents a friendly and good atmosphere, which will motivate children to come to ALOHA center.

Course Information:

Children of the age group 6-14 are eligible to join our course. The ALOHA Mental Arithmetic course is divided into 8 levels. Each level lasts for 3 months during which the children will have to attend 12 sessions. Teaching sessions will be conducted once in a week for two hours. After successful completion of the assessment at every level, the child will go to the next level. Certificates will be issued on successful completion of every level.

About the founder:

Mr. Loh Mun Sung

Place of birth                                                                : Ipoh, Malaysia

Native                                                                              : China

Education                                                                     : Malaysia

Mr. Loh Mun Sung’s mission is to strive to equip children with this unique program to sharpen their mental skills.

And we, ALOHA Mental Arithmetic BANGLADESH will help in achieving this mission of Mr. Loh Mun Sung.

PARENTING GUIDELINES

Techniques compiled using research from parents, pediatricians, psychologists, gang members, and kids in prison for violent crimes. Parents who were consistent, informative and fair had children who were well behaved. These kids were happier than their peers. They had a very low incidence of drug use, no violent behavior, no suicides. With minor adjustments, these suggestions are also useful in the classroom. It is important that parents agree on behavior control. Two parents who use different systems can do more harm than good.

1. USE CONSEQUENCES, NOT PUNISHMENT. Set up a system in your family or classroom where undesired behavior results in a consequence. Many actions are expected in children at different ages. There should be no consequence for normal childhood behavior. Books are available that describe the things your child will do at each age.

Make a list of the behaviors you wish to stop. Begin with your strongest areas of concern. List a possible consequence for each action. Don't be too strict. The severity of the consequence is less important than the consistent use of it . If the kids are old enough, have a family meeting and discuss the new system. Tell the children that their actions will result in consequences and use the list as a starting point. Allow the kids to participate in deciding the final list. By the end of the meeting you should have reached agreement on the consequence for each action.

Give each child a copy of the list. Don't impose consequences unless they are on the list. This system only works when the child knows the consequence for each action. If a child does something for which you have not imposed a consequence, say: "I am unhappy, you should have known better, I know it will not happen again, but if it should happen again the consequence will be ___________." This is then added to both copies of the list.

Once you have set a consequence for an action, you must impose it every time. Do not threaten. If the rule is broken, the consequence is imposed. The process will not work if you say "If you do that again . . . " or "Do you want . . . " The rules must always be the same, a child should not have to behave differently because you had a bad day nor should they get away with anything because you are having a good day. It may sound strange, but kids love the consistency.

Grades should not be considered for consequences, only negative behavior. A child who is getting to bed on time, doing homework and trying, should be praised even if grades are not high.

2. TIME-OUT AND GROUNDED. An effective tool for controlling behavior in children is "time-out." Once a parent learns the proper use of this technique, it is very effective. What works best is one minute for each year of a child's age, up to twelve. The child must sit in one place and not play for the period of the time-out. The only available entertainment is watching the clock until the seconds of each minute have passed. One minute per year of age was decided by trial and error. It appears to be just enough to accomplish good behavior without resentment for the consequence being too harsh.

Older children can be sent to their room, or any room where they are not allowed to watch TV or play. Time-out for a teenager is similar to being grounded. One day of not being allowed to talk on the phone, go out with their friends, or drive a car, will work until they are old enough to live on their own outside of your house. By then they will be secure and ready for the consequences of the adult world.

Avoid threats. Never say: "If you do that again you will get time-out." This is confusing to a child. Kids are eight to ten years old before they are capable of the adult reasoning behind the "threat, threat, punish" system. They think: "If I did something wrong, why was I not punished?" and: "Why is it okay sometimes and other times I am punished?"

Consequences may be adjusted to fit the individual. What works for most may not work for all. You must be sure the application is one-hundred-percent consistent. Kids need to know where the line is located. They want it black and white. Children have difficulty understanding gray areas.

NEVER THREATEN, SET THE RULES AND STICK TO THEM. IF YOU MAKE A STATEMENT, AND LATER FAIL TO STAND BY IT, KIDS WILL LOSE RESPECT FOR YOU. THEY HATE LIES MORE THAN THEY HATE CONSEQUENCES. LEARN TO SAY ONLY WHAT YOU REALLY MEAN.

3. BE FAIR AND LOVING. When a child commits a wrong for which no consequence has been imposed, some parents say: "They got away with it." Not really, they have been informed that you are not pleased with their actions, and they now know exactly what will happen to them if it is repeated. This is a learning experience for both parent and child. Parents who treat their children in a fair and a consistent manner will be respected.

Allow your child to suggest consequences. Kids believe it will be easy for them to behave in the future. One twelve-year-old, who said he would never use drugs, suggested permanent grounding and no car through high school. They decided on: "no car at age sixteen or loss of the car for six months for drug or gang activity." It became a contract that the child remembered when tempted. He later said he would have used drugs when they were offered, but he was too afraid of losing the car. If your child thinks that mom and/or dad will give in and get the car in spite of a minor infraction, the system will not work.

If you assume that your child will not use drugs or commit violent acts, you are living in a dream world. Why not make a contract with your child about drugs, gangs and violent behavior. The parents of those kids on the news are in shock when their little darling is accused of murder. Do not go into denial when you get a hint of problems.

4. AVOID NEGATIVE COMMENTS. The more impartial you are when imposing the consequence, the better the results will be. You can even take the child's side and say "I'm sorry this happened and you have to be grounded for three days, but the time will pass quickly and I'm sure it won't happen again." Do not make angry statements. Negative comments move the system from loving and fair to nasty and vindictive. Your children will treat you and the rest of society the way they are treated. It is easier to become successful in life if you are positive rather than negative .

5. TALK WITH YOUR KIDS. Some people avoid saying what they need to say because they are afraid of the results. The outcome is always worse than it would have been. One couple failed to discuss their expectations prior to their marriage. Both were afraid such discussions might end the relationship. The result was a divorce after several months of revelations. The marriage would have had a better chance if the issues had been handled during the courtship. It was the way their parents related. Each came from a divorced home. Parents who discuss and solve problems have children who do the same.

Tell your kids the truth. Many rules are for a parent's benefit. "I worry if I do not know where you are. What can we do to solve this problem?" Not: "How dare you not let me know where you are?"

6. LOVE YOUR CHILDREN UNCONDITIONALLY. Think about these two statements: 1)"If you ever ___________, I will disown you!" 2)"I hope you never___________, but if it should happen and you need me, I will be here for you!"

Parents who use the first statement have the children who fill in the blanks. The child thinks that the parent is lying. It causes resentment, loss of respect, and a need to prove it is a lie by testing. Parents who use the second statement almost never have the problems. The child knows it is true, has no need to test it, and behaves better out of respect for the parents.

7. LYING. Parents tell their children not to lie, but what about parents who lie? How do kids learn to lie? Children want to believe what their mother says is true. How can they if she says things she does not mean just to make her point. Things are said and intended as empty threats. The child resents the threat and the lie attached. Suppose you tell a four-year-old: "I'll pop you if you touch the TV!" Two weeks later they touch it and you say: "I warned you, do that again and I'll pop you!" The child did not forget what you said two weeks ago. He is testing you. If you do not follow through on what you said, the child will lose respect for you and believe it is normal to tell "little" lies. 

8. BE CONSISTENT. No one is in the same mood at all times. In a class on parenting the teacher asked: "How do you decide when to spank your children?" A man raised his hand and said: "They get spanked if I had a bad day at the office." This was told as a joke on The Tonight Show, but it is often true.

Parents think that they are making things easier on themselves if they remain flexible. This is not true. Children do not understand or appreciate being assessed a punishment that was previously unannounced. The same is true if a consequence was announced and not imposed when the rule was broken.

Parents must learn to use the same consequence for the same behavior on good and bad days. If you know you are having a bad day, you must remember that your child's future depends on you being consistent and fair. Children should not have to adjust their behavior to fit their parent's moods.

9. USE A FIXED BEDTIME. This is the strongest weapon in a parent's arsenal. As long as the child is dependent on the parent for support, they can be required to comply with a firm, fixed bedtime. Bedtime should be 8:00 P.M. on school nights and 9:00 P.M. on non school nights. This can be accomplished by using a digital watch or clock with an alarm. Set the alarm for 8:01 P.M., if a child is not in bed before the alarm sounds, the consequence is a 7:30 bedtime tomorrow. A later bedtime can be earned by good behavior. If the bedtime goes to 8:15 and a negative progress report comes home or the child is sleepy in school, the bedtime goes back to 8:00. Bedtime can be quiet time in their room as they grow older.

Once the set bedtime is in place, it can also be used for other purposes. For example: "One minute early bedtime for each toy, video or game not put away."

10. TELL YOUR CHILDREN THEY ARE WHAT YOU WANT THEM TO BE. I remember my mother telling me when I was young that I was smart and good looking. I grew up believing both, and I have lived my life as if it were true. I never saw the connection until I read in a psychology book that children believe what they are told about themselves. Telling a child: "You are a bad kid!" may cause them to grow up believing it and allow them to feel comfortable doing the things a bad person would do.

The extreme case of this was a mother who repeatedly told her son: "You are just like your father, you are all bad." The father was in prison for murder. As a man that former little boy is proud to be a killer. He is now on death row for multiple murders.

I learned this eleven years ago and started telling people to change the things they say to their kids. One woman told her four-year-old to: "Have a nice day," every morning when she dropped him off at his preschool. After our discussion she started telling him to "be a good boy." He is fifteen now and she wishes she had done the same with her older son who is on probation.

Each parent must decide which positive things they will say to their children. Remember that parents who say negative things pay for it later.

11. TEACH YOUR CHILDREN VALUES. What are Values? We all have some concept of what values are, but I like radio psychologist Dr. Laura Schlesinger's definition: "Values are lighthouses, they keep you from crashing on the rocks!" Many children are taught by their parents that values get in the way of shortcuts. Look at the vast number of people who play the lottery hoping to get rich the easy way. The truth is that those dollars would be a million times more likely to make them rich if they were invested. Think what lesson children learn when they see their parents stealing small items from work, calling in sick when they are not, and abusing drugs, legal or illegal. Tobacco and alcohol are drugs, and kids know it.

HONESTY - Tell the truth! Think about it, you know who is truthful in your group of friends and co-workers, and you usually know when your kids are lying. You should assume they know when you are lying! Parents who tell little lies can be teaching their kids to lie when they think it is necessary. The judgment of a child is not the same as that of an adult. When you catch your child lying, examine yourself.

COURAGE - Have the strength to NOT follow the crowd when the crowd is wrong. People of courage say NO and mean it. They influence others by the strength of their convictions. Would you rather be a leader or a follower? It takes courage to be a good leader. Most people would rather follow a leader who is doing the right thing.

PEACEFULNESS - Learn to compromise rather than argue. It is not necessary to give in, but realize that however wrong the other person might be, they think they are right. No two people have identical circumstances in their past. Everything you have encountered in your life has had an effect on the way you believe today. The same is true of the other party.

SELF-RELIANCE - Be responsible for your own actions. Abandon the need to blame outside forces. It is a commitment to personal excellence in everything you do. Parents must learn to let children make decisions. People who are allowed to make small mistakes as children mature earlier. Their decision making ability enables better life-choices in their teens and twenties.

SELF-DISCIPLINE - Use moderation in eating, speaking (don't curse/yell/lie), and use of alcohol/tobacco/caffeine/etc. Our kids know if we are in control and taking care of ourselves. They learn by our example. Children of parents who smoke are twice as likely to start before graduation from high school. Kids who are not smoking by then will probably never start.

FIDELITY - Be true to your commitments. If you say it, you should mean it. If you change your mind later, you should know in your heart that it is the right thing to do. Children of parents who know how to make and keep commitments are able to identify and associate with other people who do the same. This will help them in all aspects of life.

JUSTICE AND MERCY - Be fair in everything you do. Live by the golden rule. Consider this when setting rules and consequences. Remember what it was like when you were a kid. . . be fair!

LOVE - Teach your children to love themselves and to love others. They will always care what happens to themselves and to others.

* PARENTS, LEARN TO CARE ABOUT YOURSELF. DO NOT MODEL DESTRUCTIVE BEHAVIOR.
* TELL YOUR CHILDREN THAT THEY ARE LOVED. THEY WILL CARE ABOUT THEMSELVES.
* CARE ABOUT OTHERS AND TEACH YOUR CHILDREN THE SAME. YOU WILL BE HAPPIER.

Parenting is as difficult as any profession. Why would anyone try it without studying it? I did and the results were not good. After I studied it, my life was easier. I now understand why my kids reacted in such strange ways. I was continually doing things that disrupted their security. Why do we not offer classes for parents at every school in the United States? It took years of research to put together this simple information. A few evenings in parenting classes could have saved me a lot of legwork and made the early lives of two great kids a lot easier and happier.

We need to teach parenting to the next generation. It should be the fourth basic. Raising children correctly is much more important to the future of the world than Reading, wRiting or aRithmetic . Write or call your legislators if you agree with either or both suggestions.

Please copy this information and distribute it as widely as possible.

Learning Abacus Increases Right Brain Capacity

Enhance Right Brain Capacity

For those of you who are new to right brain learning, the importance of accessing both hemispheres of the brain is immense. In 1968, Dr. Roger Sperry published his ground-breaking discovery of two separately functioning hemispheres of the brain. The left brain learns in a conscious, logical, methodical way. The right brain learns in a subconscious, creative, intuitive way. This means that to support the whole-brain function, logic and intuition are equally important. Two Hemispheres of the Brain Left Brain - Conscious thought, logical analysis, outer awareness, uses language, methods and rules. Right Brain - Subconscious thought, emotional reaction, inner awareness, uses intuition, creativity, music Ever wonder why science tells us that we only use 3% of our brain? We believe it is because this is the amount of information available to most of us consciously. The rest is locked up within the subconscious mind. Most of the time, we work out of our conscious left hemisphere of the brain. In this mode, we tackle the daily stresses of life, but without access to the incredible storehouse of memory, intuition and creativity found within the subconscious right hemisphere of the brain. When the right brain is understood in education, children and adults alike are encouraged to access the creative, intuitive side of the brain for solutions to answers. The right brain is responsible for photographic memory, speed reading, speed listening, automatic mental processing, mass-memory, multiple language acquisition, computer-like math calculation, creativity in movement, music and art and intuitive insight. What is the difference between children and adults accessing the right brain? Young children access the right brain quite naturally. In fact, they use the right brain subconscious in advance of the logical, doubting left-brain. They act on creative, intuitive impulses. Adults, on the other hand, largely work out of the left-brain and need a lot of help in accessing this innocent, intuitive part of themselves. But, everyone has these genius-like capabilities. And they\\\\\\\'re hidden within the right hemisphere of the brain. The teaching focus is slightly different depending upon the age of the student. Photographic Memory, Speed Reading/Listening, Imaging Think of your brain as a camera. You are continually taking a mental photograph of everything you see--second by second, day after day. These picture images are always there--in the right brain--neatly filed and tucked away for later use. This auto-recording process is simultaneously happening through all the other senses--sound, smell, taste and touch. The right brain\\\\\\\'s mass-memory, automatic processing capability allows the brain to file, organize and store these images instantly. One exciting way to utilize this function in learning is through the use of flashcards. Flashing images to yourself or your child quickly--at a rate of one image per second--allows you to input a large number of facts, stress-free, within a short period of time. Access to these mental images (memory!) comes quickly and effortlessly through deep relaxation techniques. Memory can be enhanced through many exciting left and right brain linking techniques. You can also strengthen the photographic imaging (visualization) and subconscious memory intake through a unique right-brain \\\\\\\"after-imaging\\\\\\\" process. Another way of stimulating your child\\\\\\\'s brain development process is by using the abacus for mental math education. When children use both hands to move abacus beads in arithmetic calculations, it stimulates cells in both the right and left sides of the brain. This results in quick, balanced whole brain development, leading to greater mental capacity. Using the abacus, a child can do all arithmetic calculations up to 10 digits without relying on an electronic calculator.