Introducing Cognition and Emotion Connections through Cognitive Behavioral Therapy By: Josh Brunotte Share on facebook Share on twitter Share on linkedin There is a growing awareness that mental health disorders
Category: January 2020–Experiences That Changed Us
Stress: We’ve Got Good News and Bad News
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
When Research Goes Wrong
In recent years, the problem of “fake news” has become widely known, not just in the USA but around the world. Sensationalist headlines from dubious sources having little basis in reality are virulently shared in social media, spreading misinformation far and wide resulting in sometimes very real consequences. With this month’s issue we’re tackling a related issue, “junk science,” which often exhibits the same fundamental flaws as “fake news,” but also, fortunately, the same solutions: adopting a stance of healthy skepticism, examining the evidence, verifying the credibility of the sources, etc. In short: we need to wear our critical thinking caps when reading about science.
What is Normal?
If you are a human on planet earth, then you’ve probably had a rather interesting 2020. Congratulations on your newfound IT powers and commiserations on your shriveled-up adrenal gland. Looking back to April, it’s amazing to think how suddenly the education system changed for educators and our students.
Why We Are Here
Assuming that, on some future date, there will still be enough people around to remember 2020, we will not have to state that it was a year of upheaval and change. And so, since we always devote our January issues to stories from subscribers, what better topic could there be than how 2020 has changed us as teachers, as humans. And that is what we offer you: thirteen stories from people all over the world about their pandemic-related growth.
How Can We Make Grammar Brain Friendly?
One of our major endeavors in regard to grammar is to help our learners understand it as quickly as possible, and we can only do that when we change the way we deliver it, creating a more relaxed, curiosity arousing, association provoking, interactive process. In other words, we should strive to make talking about grammar enjoyable for both the educator and learner.
The advances made over the last 30 years in neuroscience and our fundamental comprehension of how the brain functions, learns, and reacts can now assist the way that grammar is delivered, creating the necessary bridge from theory to the practical application of neuroscientific principles, transforming traditional grammar instruction through what could be called brain-friendly coaching conversations. This involves not only applying principles from neuroscience, but also changing our delivery style through the use of professional coaching skills.
Call for Contributions: Ideas & Articles
Become a Think Tank star! Here are some of the future issue topics we are thinking about. Would you, or anyone you know, like to write about any of these? Or is there another topic you’d like to recommend? Do you have any suggestions for lead-in, or just plain interesting, videos? How about writing a book review? Or sending us a story about your experiences? Contact us.
Why are Teenagers Self-absorbed Risk-takers and How Can We Turn This to Their Advantage?
“Adolescence isn’t an aberration; it’s a crucial stage of our becoming individual and social human beings.” (Sarah-Jayne Blakemore)
Teenagers: active, powerful, challengers, without fear of failure, ambitious, flexible, curious, creative, cooperative, skilled operators of technology, memorize well, a lot of chatting and laughing, low motivation, selfish, bad manners, not responsible, no planning, get bored easily, depend on SNS, like to be in a group and like to be alone, negative.
Call for Contributions: Ideas & Articles
Become a Think Tank star! Here are some of the future issue topics we are thinking about. Would you, or anyone you know, like to write about any of these? Or is there another topic you’d like to recommend? Do you have any suggestions for lead-in, or just plain interesting, videos? How about writing a book review? Or sending us a story about your experiences? Contact us.
The Reward for Planting Seeds
What makes a student memorable? As an instructor, I’m not supposed to have favorites, but I have to admit that I do. Typically, these favorites were my troubled, unprepared, or lazy students. They became my favorites because I worked with them closely, counseled them, and got to know them as people, not just a warm body sitting in my classroom.