INDIVIDUAL STYLES OF LEARNING VARY CONSIDERABLY, AND NOT ENOUGH ATTENTION HAS BEEN PAID TO THIS FACT BY TEACHERS AND EDUCATORS. IF A BRIGHT CHILD MAKES VERY POOR PROGRESS IN SCHOOL, THE IMMEDIATE ASSUMPTION TODAY IS LIKELY TO BE THAT HE HAS AN EMOTIONAL PROBLEM. ACTUALLY, HE MAY SIMPLY TAKE A LONG TIME TO "WARM UP," AND HAS BECOME SO DISCOURAGED THAT HE SELDOM PERSEVERE BEYOND THE WARM-UP STAGE. ENABLED TO UNDERSTAND HIS LEARNING STYLE, HE MAY MAKE CONSIDERABLE PROGRESS BECAUSE ONCE WELL INTO HIS TASK, HIS STYLE WILL AID PERSEVERANCE AND INHIBIT DISTRACTION. ANOTHER CHILD MAY BE A "PHYSICAL" LEARNER. THE WRITTEN WORD NEVER CONTAINS THE MEANING FOR HIM THAT THE SPOKEN WORD HOLDS. HIS READING ABILITY AND INTEREST IN ABSTRACT LEARNING WILL BE MUCH IMPROVED IF HE IS MADE AWARE OF HIS STYLE AND ENCOURAGED TO DISCUSS AND PARTICIPATE IN ROLE-PLAYING ACTIVITIES CONCERNING THE SUBJECT MATTER HE STUDIES ABSTRACTLY. VARIOUS TRANSITIONAL TECHNIQUES MAY BE USED TO OVERCOME SOME OF THE WEAKNESSES IN A PUPIL'S STYLE. PERIODS OF CONSTANT VERBAL INTERCHANGE BETWEEN TEACHER AND PUPILS SERVE TO KEEP THE CHILDREN'S ATTENTION FOCUSED AND BUILD SKILL IN LISTENING. BRINGING WEAKNESSES UP TO MINIMUM EFFICIENCY FREES STRENGTHS FOR THEIR FULLEST DEVELOPMENT.