A Growth Mindset in the Classroom By: Alessandro Grimaldi Share on facebook Share on twitter Share on linkedin Have you thought about mindsets in your classroom? Look at the six
For the Love of Teaching (and love of your students) By: Skye Playsted (with Curtis Kelly) Share on facebook Share on twitter Share on linkedin When did you fall in
Why Design? By: Curtis Kelly Share on facebook Share on twitter Share on linkedin Now why would a magazine that connects brain sciences to language teaching have an issue on
Just give me three minutes. Just three. Click below and watch this video. Don’t worry what it is about, just click here. That’ll be two of the three minutes.
To start a productive discussion–ideas are first born in the mind and then become food for thought that can be digested in public in fruitful exchanges–let me begin this article on empathy with a multiple-choice question. According to the experts, which option below is the most empathic response?
If you hear that a colleague is getting bad results at school because of a hard phase he/she is going through, what are your thoughts?
a. This person does not know how to establish priorities.
b. Oh, poor thing! What can I do to help?
c. It might someday happen to any of us.
d. It is none of my business. I barely know this person.
In Hong Kong it is not uncommon for the written English script to be described in a derogatory way by its school-aged Chinese learners. They describe it as looking like “ugly worms” or “chicken guts.” No doubt there are other labels, but these are the ones that my secondary-school students were willing to share with me. One Chinese teaching colleague, newly returned from a self-driving holiday in Europe, told me that he had developed “alphabet headaches” from all the road signs that he was obliged to read.
Whew! This was hard. We sent out a survey to our readers and asked them to tell us about which articles they liked. They tended to like them all, and a whopping 14 articles were all within a couple votes of each other! In the end, we editors had to go in to make the final choices of which to include in full, and which to put links in for. It wasn’t easy.
Hart and Risley introduced the staggering “30-million-word gap” between children of different households, back in 1995. Some may call it a famous study while others may call it an infamous study. This is because it has caused quite a stir directly and indirectly; the proposed solutions tended to sprout problems of their own. In their study, Hart and Risley followed parent-child language usage (listening/speaking opportunities) in a range of different contexts. The children in the most socially disadvantaged group produced only half the number of words that the children of the “professional” families did. Hart and Risley also noted that vocabulary size is a major predictor in future scholastic success and that the vocabulary size gap among young children quickly widens from a 2:1 ratio to a 4:1 ratio in a matter of months.
Introducing Cognition and Emotion Connections through Cognitive Behavioral Therapy By: Jush Brunotte Share on facebook Share on twitter Share on linkedin There is a growing awareness that mental health disorders
Stress: We’ve Got Good News and Bad News By: Jason Walters Share on facebook Share on twitter Share on linkedin When discussing the stress they experience, my undergrad students work