> > I really need to all the guidance I can get. Think back to the long = and > > distant past when it was all being explained to you. What was it = that made > > you understand the concepts. > > I found that a class of students would learn well by 1. Giving them a problem that they should try and solve and=20 could possibly solve with concepts learnt so far. 2. Then introduce the new concept that elegantly solves the problem.=20 Eg The concept of arrays and indexes by itself can be quite meaningless. First offering a way to store strings A$ =3D "Bob" B$ =3D "Sam" etc=20 =20 Then ask them to search the strings for a match. Very Tedious i.e. IF A$ =3D Search$ then IF B$ =3D Search$ then ... And of coarse this is elegantly solved with Arrays. Also I am sure we learnt OCTAL in Grade 1 or 2. They asked us to count = as an Octopus would. It seem that everyone found it easy at the age of 6 or 7 to count like an Octopus but at the age of 16/17 a class of students = found the=20 OCTAL thing quite difficult. The Octopus was never mentioned. -- http://www.piclist.com hint: The list server can filter out subtopics (like ads or off topics) for you. See http://www.piclist.com/#topics