Learning Styles and Hemispheric Dominance - Right or Left Brain: Which is Dominant in Your Family?

Karen M. Gibson

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Hearing and listening in a typical classroom

ABSTRACT: In the past, many educational audiologists dedicated the majority of their time to assessing the hearing status of students and providing listening solutions to those students with hearing loss. More recently, educational audiologists are positioning themselves (rightfully) as experts not only in hearing loss, but also in the acoustical environment for all students. In this role, audiologists are being called on to provide solutions for improving the listening environment in average classrooms that are full of students with normal hearing.

 flagrant grammar mistakes that make your resume and you look stupid

These days, we tend to communicate via the keyboard as much as we do verbally. Often, we’re in a hurry, quickly dashing off emails with typos, grammatical shortcuts (I’m being kind here), and that breezy, e.e. cummings, no-caps look. It’s expected. It’s no big deal. But other times, we try to invest a little care, avoiding mistakes so that there’s no confusion about what we’re saying and so that we look professional and reasonably bright.

How to succeed

PLAN while others are playing

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STUDY while others are sleeping
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DECIDE while others are delaying

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PREPARE while others are daydreaming

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BEGIN while others are procrastinating

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WORK while others are wishing

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SAVE while others are wasting

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LISTEN while others are talking

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SMILE while others are frowning

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COMMEND while others are criticizing

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PERSIST while others are quitting

1.   Reach for your peak, your goal and your prize.

2.   Nothing wastes more energy than worrying.

3.   The longer one carries a problem the heavier it gets.

4.   Do not take things too seriously.

5.   Live a life of serenity, not a life of regrets.

6.   Remember that a little love goes a long way. Remember that a lot … goes forever.

7.   Remember that friendship is a wise investment.

8.   Life's treasures are people together.

9.   Realize that it is never too late.

10.    Do ordinary things in an extraordinary way.

Grammar and vocabulary:

seven ways to help students enjoy grammar

Introduction

Students’ reactions to grammar-focused lessons seem to be typically one of three kinds. Some students find grammar very appealing, some find it intrinsically boring, and some find it useful but really hard work.

There might be a number of reasons for these reactions. For example, some students’ brain chemistry might be more (or less) pre-programmed for learning grammar. If this is the case, the teacher has limited power to promote the enjoyment of grammar. But it’s also possible that students have had a negative learning experience with grammar – they might be used to listening to long lectures about grammar (yes, even today) and doing long, esoteric exercises on one particular area of target language.

In order to make grammar more interesting for students, I’d recommend a more inductive approach, i.e. students should be allowed to work out the meaning and the rules of the grammar for themselves. I also think that the teachers’ ‘metalanguage’ (i.e. the language used to talk about the target language) should be kept to an absolute minimum. Furthermore, it’s crucial to get learners to use the target language in an authentic way about their own lives. And, in addition to such communicative work, I think that students can be encouraged to do some analytical work, particularly where communicative outcomes are affected.

Let’s now study, in more detail, what I mean by the above. Below are the seven ways, together with sample teacher language for each part of the lesson.

‍CONTINUE........