Monthly Archives: February 2017

A professor = a good teacher. Or not?

One of the students of Nazarbayev University GSE and my former colleague once told me, “Do not expect NU professors to have the qualities of a good teacher and facilitate your learning. Just try to get the maximum from what they know.”

Life of each person is inevitably connected with a teacher. First teacher could be a mother or a father who teaches his/her child the basic skills essential for living. However later on a young person usually begins his/her journey of becoming literate and educated. The guide he encounters on this road has a profound effect determining whether the journey would be successful or not. Teacher has the authority to show his student magnificent buildings, gorgeous gardens and orchards, and thought-provoking events or only walk him through the streets with the most primitive buildings, lawns with widespread flowers and trivial events. Thus, a teacher has to strive for equipping his/her students with the most beneficial experiences and exposing the brightest sites of the road. Knowledge of the subject is not enough; a teacher has to be able to masterfully convey the knowledge he/she possess to others. I believe there are certain qualities a teacher should possess to be “a good guide”.

Professional, communicative, compassionate, caring, attentive, curious, modern, organized, open-minded, passionate and patient — all these adjectives should be attributed to a teacher. This portrait of a teacher formed during my primary school years by my first teacher — Rimma Aleksandrovna. Rimma Aleksandrovna is an exemplary educator and a model to follow. She always tried to ensure that everyone received enough attention and did not have any disturbing questions. Her passion to innovate the teaching process and make the classroom a comfortable zone for learning always amazed me. She put tremendous efforts in her work and it always paid off: her students performed better, won contests and were known as very disciplined ones.  However, not all teachers were like Rimma Aleksandrovna.

During my years at the university I was disappointed to encounter teachers who did not fit my vision of a teacher. Unlike my first teacher, university professors had a completely different approach to teaching. Of course some may argue that primary school and university cannot be compared, however, I strongly believe that there are certain features of a teacher which are universal. For instance, the ability to clearly communicate his/her knowledge to students is of paramount importance. What is a need for a teacher if he/she is not able to facilitate learning and share his/her knowledge?! What is the use of an instructor if he/she is a prominent researcher but a poor teacher?! I can compare this to a doctor who has necessary knowledge to perform a surgery but cannot do it because does not know how to operate with the instruments.

Personally, I learn better when a teacher is capable of creating suitable conditions. How about you? Do you believe that all teachers have to know how to convey their message or deep knowledge of a subject is enough to be a good teacher?

Raising an introverted child

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Some parents may get worried when they see their children always favor playing alone and not actively participating in social activities. There exists a common belief that a person is more successful or has greater possibilities to be successful if he or she has wider social networks and plays an active role in social events. Extroverts are those who always break the ice, lighten up the surrounding atmosphere and motivate people get into chats; they are the focus of the group and this offers them greater chances to become leaders. However, the world without the introverts, who are good at extracting the essence of things in the solitude, creating masterpieces that broaden the understanding towards the world, universe and humanity, will never become what it has become.

Some parents push their children to get involved into classmates parties or activities; some parents even pick up friends themselves whom they suppose to be ‘good’ for their children. These “good-hearted” or “concerned” parents place pressure on their children gradually; this may result in even worse rejection or phobia in terms of socializing or communicating. Thus, the first and foremost thing for these parents to know is that “there is nothing wrong with these children”, “they have an inborn need for quiet time to process what they take in by observing” (Larsen, 2017, para.11). Dr. Laney, a neuroscience researcher and psychoanalyst practicing in Calabasas, points out that “dopamine produced by our bodies in the situation of like a party tends to give extroverted kids a pleasant boost, while it can overload a introverted child’s circuits” (as cited in Larsen, 2017, para.16). This indicates that the disparities of inner needs prompt introverted and extroverted children to seek different environments for their self-satisfaction.

Introverted children may face pressure not only from their parents but also from teachers as well as schools. Some teachers misunderstand introverted children as not smart or diligent enough, daydreaming and not paying attention to class content etc. Sometimes, situation even gets worse when a teacher yells at a child for he or she does not respond to the question quickly and labels this child as “awkward learner”. Linda Silverman, PhD, Director of the Gifted Development Center in Denver, illustrates that “introverted children are less likely to be admitted to a private prestigious school because they clam up in an interview” (as cited in Larsen, 2017, para.20). It cannot be denied that there exists discrimination against introverted children in school and other social places; this is the issue needed to be addressed via social campaign, advertising or media in order to influence people’s views and judgments, transcending differences and embracing diversities.

To sum up, parents of introverted children need to give back a ‘fair’ view to their children and accept them as who they naturally are; at the same time, parents can encourage and support instead of pushing their children to get used to various social places and meet with various people by get involved into conversations themselves and allow some time for their children to warm up. While it is important to bear in mind that these children need some time alone and absorb into their thoughts or things which interested them most.



Larsen, A. (2017). Raising an introvert in an extrovert world. Retrieved from:

Let’s help teachers!

The significance of English is likely to be very high for every developing country because it can directly influence a country’s place in the world economy. Thus, throughout recent years one of the most important issues in the Kazakhstani education system is the implementation of the trilingual education. The Ministry of Education and Science of the Republic of Kazakhstan is trying to embody teaching in three languages – Kazakh, Russian and English – in all the Kazakhstani educational places including kindergartens, schools, colleges and universities. However, currently the implementation process is facing with the enormous problem which is lack of the teachers who are able to provide students with the qualitative knowledge in three languages. While the Kazakh language orientated teachers have some troubles in Russian, the Russian language oriented teachers have problems with Kazakh. Furthermore, in most cases English is a big puzzle for both Kazakh and Russian speaking teachers.


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According to Yule (2010), there are approximately 30 language family trees which consist of very different languages of the world (p. 225). The Kazakh language belongs to the Turkic language family tree whereas the Russian and English languages are under the Indo-European language family (Ethnologue, 2016). Despite the fact that these languages are in different branches of the different languages families, they can still be taught together. In my point of view, linguistics can assist teachers to learn Kazakh, Russian and English languages fast and effectively in terms of phonetics, phonology, morphology, and syntax in order to implement the trilingual education in Kazakhstan as soon as possible.Linguistics word cloud

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As a first step towards implementing trilingual education, the Kazakhstani teachers should be taught the phonetics and phonology of the languages. It will help them pronounce words correctly, write orthographically (a correct spelling), and, thereafter teach students the right pronunciation and spelling. Yule (2010) claims that phonetics is “the general study of the characteristics of speech sounds” (p. 26). Teachers should pay attention mainly to the articulatory phonetics because it teaches the way of speech sounds articulation (Yule, 2010). It will be easy for teachers to learn L2 and/or L3 through comparing to L1. For instance, there are labials, alveolars, palatals and velars in English as well as in Russian. After maintaining the phonetics of the language, teachers should move to the phonology. “The description of the systems and patterns of speech sounds in a language” is defined as phonology by Yule (2010, p. 42). Phonology mainly deals with phones, allophones, minimal sets, syllables, assimilation, elision and etc. All of the phenomena occur in Kazakh, Russian and English, that is why it will be much more convenient for teachers to learn them together. Completing the studying of the phonetics and phonology of the languages, teachers can take next step which is word formation and morphology.

Word formation is the studying of the word uprise. It will be amazing to study the word formation: to understand how the particular word appeared. Also there are a lot of words which were borrowed from Russian to Kazakh (eg. қорап khorap – коробка korobka – box). Another interesting point might be becoming familiar with new way of word formation like clipping, backformation or conversion – these phenomena do not happen in Kazakh and Russian languages. Moving to morphology, teachers will deepen their knowledge of foreign languages by investigating the basic forms of the words: their roots, suffixes, prefixes and endings. The table below shows the similarities and differences of the three languages morphology. There is no prefix in the Kazakh language. Also ending in different languages have slight differences: English endings show the singular or plural forms of the word, Kazakh endings illustrate the singular/plural forms and cases, and Russian endings demonstrate the singular/plural forms, cases and gender.

Language Prefix Root Suffix Ending
Kazakh zhaksy -lyk -tar
Russian pri- byt -i -e
English en- force -ment -s


Studying phonetics, phonology, word formation and morphology, teachers should be taught how to make sentences in a language. The way of constructing sentences is taught in syntax. In Kazakh sentences structure is subject + object + verb, while in Russian and English it is subject + verb + object.

Language Word order Translation
Kazakh Мен – subject кітаптар – object оқимын -verb Men kitap okymin.

I read books.

Russian Я – subject читаю – verb книги – object Ya chitayu knigi.

I read books.

English I – subject read – verb books – object  


To sum up, in order to be able to educate students in the three languages Kazakhstani teachers should start from learning the linguistic patterns of Kazakh, Russian and English themselves. Becoming familiar with linguistics of these languages, teachers are supposed to have more opportunities for teaching their subject in any of Kazakh, Russian, or English languages.


Yule, G. (ed.). (2010). The study of language. New York, NY: Cambridge University Press.

Lewis, M., Gary F., and Charles D. (eds.). (2016). Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Retrieved 16 October 2016 from

Lewis, M., Gary F., and Charles D. (eds.). (2016). Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Retrieved 16 October 2016 from


What are the interrelations between language, culture, and literacy practices…?


It is important to analyze and raise the points of plurilingualism and its role in diverse communities. This is relevant for the Kazakhstani context due to the implementation of the trilingual policy. Therefore, i would like to examine the interrelation between languages, cultures, and literacies in the framework of the context of education.

To begin with, the question “What are the interrelations between language, culture, and literacy practices?” has generated a great discussion among different scholars, including Meilan P. Ehlert and  Leannne Boschmar (2014).  On the one hand, Ehlert (2013) introduced the concept of plurilinguals in motion in order to strengthen and acknowledge the multilingual individuals with different linguistic, cultural repertoires. For example, according to Ehlert, this concept PIM strategically enables individuals to use their full cultural and linguistic backgrounds in a multilingual society.

Based on their social experience,a number of learners around the world can be associated with the concept of plurilingualism. According to Moore (2006) and Gajo (2011), bilinguals, plurilinguals, and monolinguals develop languages based on their social experiences. They call it a “plurilingual strategic box” or “plurilingual assets.”(Moore, 2006). These concepts relate to the problem solving approach in the process of language learning. I support the concept that facilitating an accumulation of? “plurilingual assets” in the educational context depends on the educative culture of learners and their experiences as well as on a proper planning of the curricula, including reflection on language learning in a diverse, multicultural classroom environment.

According to Cope and Kalantzis (2000), the challenges and practices of multiliteracies shift from the local to the global perspective,  which in its turn means that learners should be able to discuss ethnic and  regional dialects, and cultural practices, as well as be able to code-switch in the classroom environment (Cope & Kalantzis, 2000).The multiliteracies approach critically refers to the interrelation between cultures, languages, and literacies.  To illustrate how this approach may work in our country, I would like to refer to the example of the implementation of the trilingual policy in Kazakhstan.

The Republic of Kazakhstan is a diverse, multilingual country which is currently working  on the development of  a new language policy. The diversity of learners can be seen as a resource which should be supported by all stakeholders who are involved in the educational practices. Learners as well as practitioners can use their full linguistic repertoire to support the language learning process by creating a dialogue as a learning platform aimed to develop the language learning process as well as a cultural exchange model to broaden knowledge and resources. For instance, language does not merely mean the use of words: words reflect the history, culture, and beliefs of a certain nation. Therefore, I would also like to refer to the critical examination and challenge of the content of different texts and discourses in the framework of building on the literacy learning theory  These could also bring diverse learners to literacy practices in the socio-cultural domains such as journals and magazines, as well as being acquired from community members, family discourses, and digital resources.

To sum up, after analyzing the views shared and differences among the ideas discussed above, I believe that a greater awareness of plurilingualism in motion, i.e., the importance of  language, culture, and literacy in a diverse society will help stakeholders  understand the nature and the importance of plurilingualism in the formulation of a language policy, such as  the trilingual policy in the Kazakhstani context.

What do you think about the integration of  multiliteracies practices (culture, language, literacies) in the classroom?  Is it possible to implement it within trilingual policy in Kazakhstan?



Cope, B. and Kalantzis, M. (2000). Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London.

Ehlert, D. (2013). Plurilinguals in Motion. Retrieved from the website of a non-profit group, Multilingual Forum Canada Society (MFCS; ) on April 18, 2014.

Ehlert, M. & Moore, D. (2014-in Press). Plurilingual Youth in Motion: Navigating and Reconfiguring the “Multi” in Languages and Identities – Six Chao Xian Zu [ethnic Korean Chinese] teenagers in Beijing, China, International Journal of Education for Diversities (IJE4D)

Moore, D. (2006). Plurilingualism and Strategic Competence in Context. International Journal of Multilingualism. Vol. 3, No. 2, 125-138.

E-learning reform

In the modern educational system, the role of computer technologies and digital educational resources is constantly increasing. In 2012, the President of Kazakhstan in his Annual Address “Strategy of Kazakhstan till 2050” highlighted needs in the modernization of teaching methods and in actively developing the online educational system (Kazakhstan 2050 Strategy, 2012). In 2011 the Ministry of Education and Science of Kazakhstan approved national program “State Program of Education Development for 2011-2020” which initiated a national E-learning project. The aim of the project was “ensure an equal access for all participants of the educational process to the best educational resources and technologies” (Fimyar, Yakavets, Bridges 2014). However, the initial plan of government and the real situation in the implementation of the project in the educational system of Kazakhstan according to the current statistic indicators mismatch. Here appear questions: Why did this project fail? What were the main obstacles in the realization of reform? Was it just the waste of time and money? Below I will try to answer to these questions.

Firstly, according to the statistics of the national website of e-learning in Kazakhstan, in the beginning of the project, the target number of educational institutions where this project should be realized and the reached number were almost similar. However, starting from 2013 the discrepancy between target number and intended number of started to expand. For instance, in 2014 the intended number of educational organizations where e-learning project implemented should be 2824, while in reality, the number of institutions reached only 1139. Similarly, in 2015 the target number was 4135 and the implementation took part only in 1159 educational institutions. In other words, the first part of the project wasn’t realized in a proper way. So, what were the reasons of fail of the reform: finance, equipment or inappropriate planning?

In terms of the infrastructure of the educational institutions, even though they have all essential equipment such as electronic backboards, linguistic classes, and projectors teachers used them rarely and didn’t have the desire to use them as there always were problems with getting permission.

Secondly, the most important problem in the realization of the e-learning is finance. Most of the people consider that e-learning is the very expensive project as it covers not only the infrastructures of the educational institutions also the preparation of electronic books, staff training, and the invention of different programs. Therefore, in some sense educational system of Kazakhstan cannot invest such excessive project. At the beginning of the project the government spent a great amount of money for this project, but as we mentioned above even the first part of the e-learning couldn’t reach target percentage. Moreover, in 2015 the government temporary stopped to invest the project due to the finance crisis.

Sum up, E-learning project was one of the reforms which couldn’t reach indicated target. The majority of people consider it as the waste of money from government’s budget and it served as one of the reasons for skeptical attitude towards other educational reforms such as trilingual education, education autonomy etc. However, we shouldn’t be the pessimist because of only one project but vice versa we must get a lesson from it and don’t repeat such mistakes in the future.



Nazarbayev, N. (2012). Kazakhstan 20150 Strategy: New Political Course of the Established  State. Annual State of the nation Address. Astana, December 2012.

Fimyar, O., Yakavets, N., Bridges, D. (2014). Educational reform in Kazakhstan: The contemporary policy agenda. In D. Bridges (Ed.). Educational reform and Internationalisation. The case of School Reform in Kazakhstan. (pp.53-68). Cambridge: Cambridge University Press.

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AAVE sample analysis, or a fun way of promoting the status of language variety

This is one of the most popular videos from the educational comedy web series Thug Notes on YouTube channel Wisecrack, summarizing and analyzing popular literature using the AAVE language variety.

From the quantitative analysis of the transcription, there are several features common in the speech pattern in the video, thus they are partially representative of the AAVE (Green, 2002; Pollock et al., 2007; Rickford, 1999; Wolfram, 2004). Those features are the specialized vocabulary, which needs specific cultural and linguistic knowledge to understand (ex. homies, cracka) (n=64) with the biggest amount of use present in the source, as well as grammatical and phonological features, which are almost equal in number. The highest amount of repetition is present in the instances of two phonological features – interdental fricatives replaced with stops (ex. brudda, dem) (n=6), realization of final ng /ŋ/ as [n]  (ex. talkin) (n=6), and one grammatical feature of copula/auxiliary absence (ex. he about to, he dead) (n=8). An interesting component of the sample is the translation of a sentence from “Standard English” into AAVE, which shows that even though both of them are English, they are two distinct language varieties:

“Mockingbirds don’t do one thing but make music for us to enjoy… That’s why it’s a sin to kill a mockingbird.” – Only a jive ass fool would bother capping a mocking bird, cuz all dem b*tches do is drop next level beats for your enjoyment (Wisecrack, 2013).

As the actor portraying the character Sparky Sweets, PhD in those videos states: “Thug Notes” is my way of trivializing academia’s attempt at making literature exclusionary by showing that even high-brow academic concepts can be communicated in a clear and open fashion.” (Hooper, 2013, p. 1) This video fosters a new outlook on the status of AAVE, which is often perceived as the language variety used by the “uneducated masses”. It discusses the education related topic of retelling and analyzing a book. Specific grammatical structures peculiar to AAVE featured in this video can be used to disprove the belief that Ebonics is just grammatically incorrect “Standard English”. This video exposes the viewers to the peculiarities of AAVE by using it in an unusual context, thus challenging the stereotypes about this language variety and at the same time creating a platform for  the discussion of the role of AAVE in the modern digital world.


Hooper, E. (2013). ‘Thug Notes’ delivers the innovation needed in education. Tampa Bay Times. Retrieved from:

Wisecrack. (2013). To Kill a Mockingbird – Thug Notes Summary and Analysis [Video file]. Retrieved from

“Shala Kazakh” and other obstacles for the pure Kazakh

I respect people who speak a pure language. However I am acquainted with some obstacles that prevent us to speak the pure Kazakh.

1) “Shala Kazakh”

The “Shala Kazakh” is like an inborn disease for Kazakh language. In order to discuss and explain this issue I referred to a humorous presentation written and performed by actors of humorous theater named “Алдараспан” (Aldaraspan), one of the most popular theaters from South Kazakhstan Region. The theater is well-known not only for South Kazakhstan as they perform regular concerts all over Kazakhstan. All their presentations are in Kazakh but in many cases they intentionally mix Kazakh and Russian in order to show to the audience the Shala Kazakh issue. For instance in the presentation named “The hospital” a doctor shows different attitude towards different class in society. He biases social descent of people firstly by behavior and secondly by trying to speak pure Kazakh to people from the free-part of the hospital, whereas trying to perform more code switched language to the paid-part of the hospital. In my vision, these linguistic contexts features show that “upper class” in Kazakh society are more likely to speak the Shala Kazakh:

Мына жағы не платный ғой, не платное отделение(this part is free, the free part)

…Мына жағы платный… (this part is the paid one)

…Тихий час қой қазір… (Now is a “silent hour”)

…Зам.әкімнің баласы… (son of a co governor)

…Қай отделение?… (which part?)

…Давление тексеріп жатырмын(I am measuring blood pressure)

…Платный жақта тамақ көп… (there is a plenty of food on the paid part )

…4 пакет салып қойдың ба? Давай(Shall I put 4 packets? Ok then)

…Ассалаумағалейкум, брат… (Hello, brother)

…Брат, платный қай жағында?… (Brother, where is the paid part)

…БИП палата, VIP палата… (VIP chamber, VIP chamber)

…Түсінбейді тормоз… (Does not understand, dumb)


If Kazakh elite speaks Shala Kazakh, what should we expect from other people? As our Kazakh ancestors say: “A fish is rotten from its head”

2) Kazakh – Russian in one word (unique case)

The second aspect of this show worth paying attention for is the mixed morphology, in other words how Russian and Kazakh words and language elements were combined and used in one word. Obviously it was done in order to make an audience laugh over and understand how strange they sound in everyday life.  However, the use of these specific words for the most part of the presentation was made in light of group of onlookers as it pinpoints the words which are ordinarily used in that society widely. The tokens of style shifting in these unique case (as I call them!) can be seen in these examples:

…Шеш очкиді, пляжда жүрсің ба?… (take off your glasses, are you in a beach?)

Нервіне тиіп… (making nervous)

…Жатсай палатаңа!… (lay to tour chambers!)

…Крутойлар жатады… (place for cools)

…Шеш очкиді, пляжда жүрсің ба?… (take off your glasses, are you in a beach?)

Нервіне тиіп… (making nervous)

Переговорныйда тұрсың ба?… (are you in telephone office)

Духым жетпейді екен… (I am afraid to do so)


3) Tokens to identify an accent’s pattern (Southern)

 The last but not least obstacle for pure Kazakh I wanted to mark in this blog is that from the presentation I was able to identify the local belonging of the speakers according to the usage of some specific words that belong to one definite region. These words might not be found in other regions thus this can become another obstacle towards pure Kazakh . From here we can witness that the way speaker speaks and the words he uses can also show his/her identity:

  • Құдай алсын! (God forbid!)
  • Тоба (Strange)
  • Рең – басыңыз жақсы (you look good)
  • Миқоқ (dumb)
  • Няғып? (why?)
  • Өңшең (each/all)


My vision of this issue is that its always good to speak any language purely may it be Kazakh, English, Russian or any other language. I tried to mark my opinion by writing this blog, actors of Aldaraspan did it in humorous way. The purpose remained the same. Dear, visitors of the blog I suggest you to watch this video.What are your views? Do you try/prefer to speak the pure language?

Reference to the video:

References to the photos:



Genius is simplicity!

photo credits to


Procrastination is not the only obstacle students face while their studies. You can be not ready for your classes even if you spent the whole night reading what you were given. Nobody deserves to be in stuck after reading comprehensive information. However, this happens frequently. “If you cannot explain it simply, then you do not understand it well enough” or in other words “If you cannot explain it to a six-year-old, you do not understand it yourself” is the claim of Albert Einstein who was awarded the Noble Prize in physics. Whereas another physicist Richard Feynman who is also the Noble Prize winner proclaims a way (method) to do so. Feynman Technique is a very simple but very effective method that you can use while learning something new, trying to remember a theme, or preparing for exams.

There are two types of information (knowledge) and we often focus on the wrong type of information. The first type of knowledge is based on knowing the name of something, the second type of knowledge is based on knowing that thing. Of course, they are not the same things. One of the greatest factors behind the success of Richard Feynman in understanding the difference between knowing something and knowing the name of something. Feynman tells this distinction in this striking anecdote:

Can you see that bird? It is a brown-throated thrush bird which is called “halzenfugel” in Germany and “chung ling” in China, even if you know all the names given to it, you still do not know anything about this bird. The only thing you have learned is about people, how they call it. Now, this bird is singing, teaching her cubs to fly, and flying from the one end of the country to another for miles, and nobody knows how it finds its way.

As you can see here, knowing the name of a thing does not mean that you understand it. Do you really understand an idea or you know the definition of this idea, there is a way to test it. It is called Feynman Technique.

The Feynman Technique can be considered,

  1. To understand the issues/ideas you really do not understand
  2.  To remember the issues/ideas you understood but forget during exams
  3.  You can use it as an effective method of study before the exam. By using this method, you will be able to grasp deeply in a theme in a short period of time so that an idea will not be out of your mind for many years.

Let’s take a look at Feynman Technique now:

Step 1: Identify the Concept
Get a sheet of paper. Write the title of the topic you want to learn on the top of the paper.

Step 2: Explain it (to yourself in front of the mirror) as to someone who does not know the subject
Write down what you learned by avoiding using as many complicated expressions as possible to tell someone who is unfamiliar with the topic of the paper. If you use a language that is simple enough for a child to understand, it will also make you force yourself to understand at a deeper level and simplify the connections and relations within a topic. It will be much more effective to pronounce what you write concurrently.

Step 3: If you become struggled at any point, go back to your sources
When you find out that there are places you do not remember or are difficult to understand in step 2, go back to the resources you were working on. Read and study again until you are able to transfer what you learn to paper. Say, you have written about biology, and you have difficulty explaining evolution process in simple words. Open your biology book and re-read the part about evolution. Now close the book and write on a new blank sheet what you have learned about evolution. If you keep this stage running smoothly, you can keep working with your actual working paper.

Step 4: Simplify and Establish Similarities
Now we can look through the paper. Einstein’s “If you cannot explain it to a six-year-old, then you do not understand it yourself,” provokes simplifying your language and building similarities which will make it easier to understand instead of using a complicated jargon and making confusing explanations. Optionally: Find a six-year-old (or a person who has the intelligence like a six-year-old) and try to explain to them what you have learned. If it works then you have understood the topic.

This wonderful method not only makes it easier to learn and remember, it also allows us to rebuild ideas from the ground up by opening windows to different ways of thinking. It makes easier to understand ideas and topics more deeply. It is important that they approach the problems in such a way that we can understand what is the topic about.


Damar, E.(2016, November 15) Öğrenmeyi ve Hatırlamayı Kolaylaştıran Yöntem: Feynman Tekniği [The best way to learn anything: The Feynman technique]. Retrieved from