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	Comments on: The Benefits of Think Time	</title>
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		<title>
		By: Jan Pierce		</title>
		<link>https://www.janpierce.net/benefits-think-time/#comment-653</link>

		<dc:creator><![CDATA[Jan Pierce]]></dc:creator>
		<pubDate>Thu, 09 Nov 2017 02:20:57 +0000</pubDate>
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					<description><![CDATA[I agree. Many struggling readers also experience the pressure of trying to read faster for timed tests. No one ever proved that a faster reader is a better reader. What is the point? Our whole culture needs to slow down...and breathe.]]></description>
			<content:encoded><![CDATA[<p>I agree. Many struggling readers also experience the pressure of trying to read faster for timed tests. No one ever proved that a faster reader is a better reader. What is the point? Our whole culture needs to slow down&#8230;and breathe.</p>
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		<title>
		By: John Morris Benson		</title>
		<link>https://www.janpierce.net/benefits-think-time/#comment-652</link>

		<dc:creator><![CDATA[John Morris Benson]]></dc:creator>
		<pubDate>Wed, 08 Nov 2017 00:46:21 +0000</pubDate>
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					<description><![CDATA[I remember that several students whom I believed to be well above the curve, did poorly on standardized tests when a tight time fame for completion was involved. 
When using a ‘caned’ six-grade curriculum, I often wondered why it was so important for a student to complete fifteen math fact problems in thirty seconds. One student never finished more than half, but never missed an answer. Some finished fast to meet the time, but their accuracy was poor. I just deleted the time requirement for those quizzes and tests. Most students did better, some because they had time to think and process, some because the pressure of time allowed them to think and process. 
If there’s no need to stop bleeding, start the heart, or give assisted breathing, there’s no need for unreasonable speed.]]></description>
			<content:encoded><![CDATA[<p>I remember that several students whom I believed to be well above the curve, did poorly on standardized tests when a tight time fame for completion was involved.<br />
When using a ‘caned’ six-grade curriculum, I often wondered why it was so important for a student to complete fifteen math fact problems in thirty seconds. One student never finished more than half, but never missed an answer. Some finished fast to meet the time, but their accuracy was poor. I just deleted the time requirement for those quizzes and tests. Most students did better, some because they had time to think and process, some because the pressure of time allowed them to think and process.<br />
If there’s no need to stop bleeding, start the heart, or give assisted breathing, there’s no need for unreasonable speed.</p>
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