Category: January 2020–Experiences That Changed Us

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.

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.

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.

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.

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.

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.