USING MNEMOLOGICS IN THE CLASSROOM 1Using Mnemonics in the Classroom When we think about how busy our lives have become, we all try to look for shortcuts that we can use to make our lives a little more easy. When I think about trying to remember everything I need to keep in my memory bank, I also try to think of shortcuts or ways I can keep those things in mind. When I teach elementary school age children, I try to teach specific skills in ways that they can understand and then so that they remember these skills for future use. When we teach and use mnemonics in the classroom, are we teaching ways that can help our children take those shortcuts necessary to remember skills or facts that they will need to make their daily lives easier? Effective teachers guide students to connect new information to other information they already know and are familiar with. Teachers often use examples from everyday life to introduce familiar experiences. Educators must take an active role in helping our students remember the material they are taught. There has been extensive research to show that learning new material is difficult for many students, regardless of whether they have been diagnosed with a disability or not. Many researchers believe that mnemonics is one of the most effective ways to help students remember facts that they need to know and use in the classroom and throughout their adult lives. The main purpose of this article is to demonstrate whether or not mnemonics are a valuable tool to use in the classroom for... middle of paper...... young children with the simpler task of testing whether they can produce useful notations and whether they are able to use them.”(( Eskitt & Lee 2006) The question of why many of the younger children did not produce annotations could be found in a study that found that children before the age of 4th grade are not very accurate in predicting their performance on memory tasks (Flavell, Friedrichs, & Hoyt, 1970; Yussen & Levy, 1975). and 7 to write complete notes on the position of the cards and their partners who achieved higher scores while taking fewer turns to win the game. It was established that the more adequate the notation, the more advantageous the students' performance.