Learning is a lifelong process, and for that reason, it is pivotal for teachers to realize that understanding how memory works: “Understanding how memory works will help tailor your teaching to your student’s needs” (O’Donnell, Reeve, & Smith, 2012, p. 225). For instance, while attempting to memorize Silverstein’s poem “Sick,” I learned it takes time for me to memorize and process information. For instance, I had to re-read the poem three times--before being able to memorize the first five lines of the poem. Nonetheless, in order to for me to memorize a poem, I must first read the poem for comprehension, as well as analyze the poem’s writing style--I must follow a procedure: “Procedural memory is memory about how to do something” (O’Donnell,
