Teachers know loud reading and silent reading. It is their course in C.T. or B.Ed. But loud-thinking is a recent process founded on research. It is not at all new though on it  many researches were conducted in foreign countries. Those who remember their primary school days can surely reminiscent how their teacher asked them to reproduce verbatim a poem or narrate a story from the textbook in his own words.

Previously in other issues remembering and forgetting were discussed. This topic is only a step to aid remembering and also retention. Many brilliant students practice this so motto without any advice from anybody. Hence what is loud-thinking? Loud-thinking means simply to think loudly. Question may arise that thinking is always a silent process, loud-thinking cannot be a thinking. No, for adults it may be silent, but for students it is loud, loud only to help retention.

A lesson is learnt in class, a student prepares it at home by reading either silently or loudly ( lower primary students read loudly, upper an M.E., H.S.C. students read silently to save time), then he thinks silently. But research shows that loud-thinking helps remembering more quickly than silent thinking. Loud-thinking is not loud-reading, where a student reads giving proper weightage to punctuation (comma, colon, semi-colon, full stop etc.) and proper pronunciation with a voice audible to others. But in loud-thinking, a student speaks or narrates with much low or murmuring voice alone to himself. In this process if he leaves any link or fact, he must open the book and see what has he left. Again he begins the loud-thinking from the beginning just like Montessorian number learning. Montessorian number learning different from ours. We teach children to count, say from 1 to 20 at a stretch. But in montessori method the process is 1,2, 1,2,3, 1,2,3,4, 1,2,3,4,5, 1,2,3,4,5,6,……that is every time beginning from 1 to 1.

How to cultivate this habit ?

1. Ask your child to read a lesson.

2. Tell him to revise it twice or thrice.

3. Then ask him to narrate the lesson not necessarily the whole lesson, but its summary covering all-important points.

4. This first process will be like a story telling, loudly or in audible voice.

5. Having five to six practices tell your child to think loudly, by himself the lesson he has learnt.

6. Never discourage him if he omits many of the points. Rather encourage him.

7. Better suggestion, tell him to sit before a mirror and talk very silently the lesson to the mirror where his reflection is the audience. This will help his tip movement because it is less of voice, more of tip movement. Many good orators first practice their speech before a mirror.

8. Ask your child as if whispering his lesson to an unknown and invisible child standing before him.

9. Give him a lonely specious room, where he will make free movements silently side murmuring the lesson.

10. Literature, history, geography, civics etc. are very easily remembered. But for mathematics and physics only actual practice with pen and paper will help.

At last this can be said that this is not at all new but most of the students do not know it and practice it. It is needless to say that in every walk of life its help cannot be exaggerated.