Search Results

In this blog, Distance Cert director and Cert IBET learning mentor Ben Dobbs looks at seven "laws" that guide productivity and performance in the workplace. On a recent KPI and Goal Setting course in Saudi Arabia, I made reference to "Goodhart's Law" as a warning about the dangers of treating KPIs (i..e things we measure to monitor progress and inform decisions) as targets (i.e. numbers to aim for or exceed) when a course participant asked me how many of these laws there are that are named after people. This got me thinking and prompted a review of several bits of course material in areas including performance measurement, time management and more. These “laws” are informal principles that offer guidance and insight into human behaviour, productivity, time management and decision-making. They are often used in academic, professional and everyday contexts to explain why things go wrong, take longer or require caution. These are valuable to students, project managers and others as well as anyone who needs to solve workplace problems, plan activities or measure performance of teams or organisations.   Here, we look at seven of these laws in no particular order and will treat anything from physics, chemistry and so on as outside the scope of this blog:   Law 1 - Parkinson’s Law: In a phrase: “Work expands to fill the time available for its completion.” Meaning: Tasks and projects may take longer than necessary if given excessive time, leading to inefficiencies and reduced productivity. Without conscious effort, there will be maximum effort at the start of a project or task before a lull in activity occurs and then hectic and panicked action before any deadline. Example: A report due in two weeks takes the full two weeks to complete, even though it could have been done in three days.   Law 2 - Goodhart’s Law:       In a phrase: “When a measure becomes a target, it ceases to be a good measure.”        Meaning: If employees are judged only on sales numbers, they may push short term deals that harm long term relationships. This means that once people know they are being judged by a specific metric, they often change their behaviour to meet the metric, sometimes at the expense of the actual goal. Example:  A company wants to improve customer service, so it sets a target that all calls to their helpline must be answered within two minutes. As a result, employees rush to pick up calls quickly but then transfer customers or end calls prematurely to meet the time target. Fast call answering is achieved, but overall customer satisfaction drops because the real goal, quality service. is undermined.   Law 3 - Wilson’s Law: In a phrase: “If you prioritise knowledge and intelligence, money will follow.” Meaning: Success is best achieved by investing in knowledge and continuous improvement, rather than chasing money directly. By becoming more skilled, informed and intelligent, you increase your value in any workplace or market. While some “laws” (like Murphy’s or Parkinson’s) highlight problems, Wilson’s Law is optimistic as it emphasises growth and long‑term payoff. Example: An employee takes advanced courses in data analytics. Within a year, they are promoted to lead projects and their salary increases.   Law 4 - Falkland’s Law: In a phrase: “If you don’t have to make a decision, don’t make one.” Meaning: Unnecessary decisions should be avoided; sometimes the wisest course of action is inaction. Often (but not always) waiting until more information is available, a situation becomes more settled or until a decision is truly necessary. Premature decisions can create problems that might never have arisen otherwise. Example: A department head delays choosing a new vendor until the budget is finalised, avoiding premature commitments.   Law 5 - Murphy’s Law: In a phrase: “Anything that can go wrong, will go wrong.” Meaning: In planning, for example in product development, there is a chance of error or failure, it is wise to assume it will happen and plan accordingly. This is not about pessimism but about risk awareness and building safeguards to prevent issues arising later. Example: A team schedules a product launch without a backup plan and the server crashes on launch day.   Law 6 - Kidlin’s Law: In a phrase: “If you can write the problem clearly, you’ve solved half of it.” Meaning: Clarity is the foundation of problem‑solving. When you take the time to define an issue precisely, the solution often becomes obvious or at least easier to find. Many problems feel overwhelming because they are vague. Writing them down forces structure, focus and better understanding through reducing ambiguity. Example:  A team struggles with missed deadlines. Once the manager writes down the problem as “We lack a clear timeline with assigned responsibilities”, the solution (in this case, create a project schedule with task owners) becomes clear.   Law 7 - Gilbert’s Law: In a phrase: “The biggest problem in work is that no one tells you what to do or how to do it.” Meaning: When you take on a task, finding the best ways to achieve the desired result is always your responsibility.  This tells us that success depends on us being proactive and accountable as well as resilient when faced with challenges. Example: A team member notices tasks piling up. Instead of letting the problems grow, they take the initiative and create a shared task tracker so colleagues can coordinate without waiting for instructions.   Conclusions: These “laws” encourage realistic planning and contingency thinking. They promote efficient time management and task prioritisation while supporting problem-solving clarity and strategic patience. They also reinforce the value and importance of training, learning, proactive behaviour and preparation.

Ben reviews Feruz Akbarov’s The Art of Teaching  in which he finds lessons for us all.     Feruz Akbarov’s The Art of Teaching is in two concise parts. The first section focuses, ostensibly, on the author’s own experiences, reflections and the wider implications and learning experiences drawn from these for himself and all teachers. This covers areas including but in no way limited to themes such as teaching philosophies, intercultural communication, the role of technology, textbooks, feedback and feedforward, storytelling, innovation, mindset and more. The second section looks to the future discussing AI, its relationship to the teacher and inability to replace teachers, the potential for AR and VR to transform learning environments and strategies for AI inclusion.   Feruz has written a book that is rich in conceptual metaphor – Feruz talks of teaching as a living thing, of his own publication as a mirror, of the mistakes we make as being milestones in our journeys as teachers, the classroom as an artist’s canvas and, of course, teaching as an art form.   Feruz also demonstrates strong intercultural intelligence that he has grown through his experiences in Poland, China and beyond. This experience, as evidenced in The Art of Teaching  has often been hard won as Feruz himself highlights. He also shows himself to be a teacher with purpose who takes a human-focused approach to teaching. The Art of Teaching  attests to a teacher with high emotional intelligence, strong interpersonal skills and capacity to co-create productive cultures in classrooms.   Feruz’s book is packed with lessons and learning experiences and is supported by a clear structure, arrangement and frequent summary statements that make the book infinitely accessible. This is not a book for the cynical, for those who need to be told what to do or how to think, those without the capability to reflect on their own performance or to learn from their own mistakes or errors as teachers. This is not a manual. Instead, The Art of Teaching encourages us as teachers to reflect; reading this book, you will find yourself harking back to your own memories as a teacher - be they successes or failures – and will find yourself emotionally invested in the text.   The Art of Teaching  is a book written by an artisan dedicated to his craft – it is unpretentious, accessible and inspiring. It is the type of book that demands engagement and any reader will surely find themselves underlining passages that are useful, rousing, pertinent or that simply sound pleasing to the reader. Any reader is likely to finish the book in one sitting then read it again - a worthwhile activity as anyone will find new content and ideas with each reading. Clearly, publications like this are something the English teaching profession desperately needs and, as such, it comes highly recommended.   The Art of Teaching is available on Amazon . You can also follow Feruz on LinkedIn and YouTube .

Browsing through LinkedIn this morning, I came across a post shared by a friend of mine about AI use in Education. I could get onboard with the original author's premise that AI tools need to be applied in support of long-overdue shifts necessary in the British school system. She listed 4 "practical first steps" in order to rebuild education within this new AI-world order. Her post could be seen as an awareness-raising piece with a call to action. This link takes you to the post . Underneath this shared post, there was an exchange between my friend and another colleague. From the colleague's vehement (aggressive?) response to my friend's posting of the piece, I got the sense of someone completely disillusioned with "education" and the "system". Again, something with which I suspect many educators can relate. We have collectively been shouting into the wind for generations. I can understand why teachers are upset / angry with how poorly education is often delivered in many places. Based on the colleague's claim that the "i ncentive and ability to think critically (objectively analyze and evaluate a situation in order to make a judgement) was systematically destroyed in public school", I suspect this is probably a criticism levelled at a North American education system rather than uniformly all education systems around the globe. (Although, I was recently bemoaning a similar state of affairs with my colleague about our first year business students at the university where we teach in Austria...). As someone who strives constantly to encourage critical reflection and questioning (of me as well as material we might be reading), I did feel such a sweeping statement somewhat blinkered. But then when we're enraged by a system we feel powerless to change, we are more likely to think in black and white, forgetting nuance, shades of grey and exceptions. The saddest part of being so insensed is that we lose sight of the little pearls of hope; the examples of those actually striving to make a difference in their little corners of the world. A quick search online resulted in stories of where educators are working on making a difference: Education News posted about educators from around the world on Jan. 9, 2025: 16 Inspiring Stories of Educators Making a Difference. Global Citizen posted in March, 2017 about 10 Inspirational Teachers who are Transforming Education . In the UK, Nesta is "an innovative foundation" which works on "turning bold ideas into reality and changing lives for the better". Reading the webpage through a "critical lens", one could dismiss its claims as political smoke and mirrors; but what about the real people working on the frontline striving to make a difference? They need to be encouraged and thanked for their efforts despite the seeming lack of change at the Macro-level. Not forgetting how much of the world is a state of war at the moment, there are educators in such places working together. This article uses the example of Northern Ireland's Shared Education model applied to the Arab-Jewish societal context within Israel . On a personal level, I have spoken with colleagues who teach in Ukraine; these are exceptional educators who are not only continuing to teach in schools and universities (OECD, July 2025) during a war, they are taking care of each other too: British Council sponsored T eaching and Learning in Difficult Times , specifically for English language teachers in Ukraine. I appreciate how heavy the woes of the world currently lie on many of us, never mind the ongoing systemic education issues, but keeping in mind that " Die Hoffnung stirbt zuletzt " (hope dies last) helps lift my flagging spirits. Looking for examples of those who are making a difference, no matter how large or small, can remind us to occasionally focus our attention there, rather than on the doom-and-gloom everywhere else.

In this blog, TDCI Associate Trainer and Learning Mentor Seda Yaman discusses the impact of teachers both inside and outside the classroom Teaching is not just a profession; it's a profound act of shaping lives and futures, having the power to ignite curiosity and foster potential in students that lasts a lifetime. Henry B. Adams once said, “A teacher affects eternity; he can never tell where his influence stops.” This begs the question: Does a teacher’s mission conclude when the school term ends? Does it fade away once graduation caps are tossed? Absolutely not! The positive impact of a dedicated teacher resonates through time, transcending the confines of the academic calendar. In my view, teaching is a timeless job that is not limited by location or duration. A teacher's role extends far beyond merely delivering curriculum content. Great teachers possess the unique ability to leave a lasting impression on their students' lives. This leads us to consider: How do we define the connection between effective education and the educator? If teachers are the driving force behind successful education, what functions do they serve both inside and outside the classroom? Having taught English as a foreign language across various educational levels for nearly a decade, I would like to delve into the student-teacher relationship and the pivotal role teachers play in fostering effective education. Effective education is characterized by teaching methods and systems that yield meaningful, impactful results for students. It goes beyond simple information transfer; it emphasizes nurturing deep comprehension, critical thought, and the practical application of knowledge. In this process, teachers are essential facilitators of learning. They cultivate a welcoming atmosphere and offer guidance that allows students to acquire new knowledge and skills. As a teacher trainer, I often encounter a common inquiry during my seminars: How can I help children develop new skills? Teachers consistently strive to encourage critical thinking and problem-solving capabilities among their students. Understanding that each student possesses unique learning styles, abilities, and needs, they adapt their instructional approaches accordingly, aiming to provide personalized attention that enables every student to reach their fullest potential. In an age dominated by platforms like YouTube and TikTok, where their influence is undeniable, can the role of the teacher still be significant? Given that students spend a substantial portion of their day at school, their observations of teachers profoundly impact their development. Teachers often serve as mentors and role models, inspiring and motivating students while guiding them through their academic and personal journeys. They offer support, encouragement, and insightful advice that help students navigate challenges and pursue their goals. Different age groups present diverse emotional needs, and this is where teachers strive to create balance in the classroom, ensuring that each student receives the attention they require. They play an essential part in fostering the social and emotional growth of their pupils by building a positive, inclusive classroom environment where students feel valued, respected, and secure. By recognizing students' concerns and empathizing with them, teachers cultivate a sense of belonging and camaraderie. They also work to establish connections with parents, guardians, and community members to promote a nurturing educational environment. Teachers are genuine lifelong learners themselves, continuously refreshing their knowledge and skills. They keep pace with developments in their fields and teaching practices, engaging in professional growth opportunities, collaborating with peers, and reflecting on their teaching strategies. In essence, teachers are pivotal in molding their students' minds, attitudes, and futures. They have a significant impact on their students’ intellectual, social, and emotional development, equipping them for success in their academic pursuits and personal lives. The insights shared here merely scratch the surface of what constitutes an effective teacher. The impact a devoted educator can have on their students' lives is truly limitless. To fully fulfill this potential, it's essential to explore what fuels a teacher's intrinsic motivation and sustains their dedication to lifelong learning. This exploration is crucial as we seek to understand how to empower educators so they can continue to inspire and shape the futures of their students. What do you think? Connect with Seda on LinkedIn and share your thoughts.

... is that it does a conference too well. Overwhelmed by choice and input at conference From the week after one conference finishes, the IATEFL team are preparing for the next year's international gathering of amazing, dedicated, open-minded and curious teachers. All the hard work, thoughtfulness and organisation pays off and we get to participate in the annual flurry of talks, workshops, conversations, networking and social activities. What's not to like about hard working teachers taking time out for some CPD, professional stimulation and re-energising, not to mention the sheer joy of reconnecting with friends and colleagues - long-known and newly met. And there's the rub. I have come away with mixed feelings from a wonderful 5 days in Edinburgh (the venue for the 58th IATEFL Annual Conference). I caught up with a number of lovely people, attended a variety of thought-stimulating sessions and will be taking ideas and useful input back to my language department in Linz. But what about all those people I DIDN'T get to see and talk to? What about the invaluable talks I missed? I discovered on the tram back to the airport from a colleague, who I only spoke to at that point, that I had missed the chance to speak to my PhD examiner in person - she had attended my viva via Zoom. I hadn't realised she was at the conference! Then there was the situation on day 1 where I had to choose between 5 different simultaneous talks ! I know this is the eternal conundrum and we each have to make a decision in the hope that we pick the "right" session. I understand that IATEFL is inundated with hundreds (960+ for 2025 I believe) and that teachers willing to put themselves forward should be given the opportunity to step out of comfort zones and give a presentation. (An equally terrifying and rewarding experience for many - certainly in my case!). Conference app dashboard Clearly, one way to manage the overwhelming-ness of the conference is in the planning. Scrutinising the very comprehensive programme in advance is key. The conference app is ideal for keeping track of what you earmark (the "My Agenda" function was great for that!). Or the good old way of highlighting the pull out pages - lugging the whole printed programme around gets very wearing after while, doesn't it! It is definitely a worthwhile thing to do; it costs some time upfront but reduces the cognitive load of constantly thinking of what was I going to see next - and where was it?! The preplanned search I did not do in this case was checking the list of speakers - then I would have seen the name of the person I had missed and had the joy of finally meeting someone I have long admired in person. (I was also keen to talk more about what she remembered from my thesis...). Having been fortunate to have attended a number of IATEFL conferences over the years, I know to pace myself - it is not necessary to attend every single session. Taking a break is hugely beneficial - I took myself for a nostalgic morning walk around town on Wednesday (I spent a delightful 3 months teaching in Edinburgh in 2019). Down time is so important for mental well-being and energy-levels, particularly so for us (social-) introverts. Considering the potential for being overwhelmed, drained of energy and sleep-deprived during such an extensive conference, I can't help but ponder on what a "slow conference" might look like. How to balance the desire to capitalise on the learning and development offered by talks, workshops and all the other formats IATEFL includes with the human need for meaningful connection via unrushed conversations? I guess, ultimately, it is down to me to manage my time and priorities within the wider smorgasbord of delights. I DID have some of those special, personal conversations with a number of people - I also had those tantalising but fleeting exchanges with others as we passed in corridors, hurrying off to the next session on the other side of the venue or dashing to a meeting, or searching for the quiet room to prepare their own talk. Now that I'm home again, my intention is to review notes taken during sessions, revisit those significant conversations and set out goals for how to implement what I have learned during this year's IATEFL conference in the wonderful city of Edinburgh. Despite the problematic aspects, there is so much of benefit to be shared and disseminated beyond the 4-5 days we lucky delegates get to spend with each other.

Sticky problems One thing I was seeking to find out at IATEFL this year was how others are approaching the sticky issues around artificial intelligence (AI) in university language learning settings. In my current job, the problem of how to distinguish genuine student work from an AI produced piece of writing is proving to be a "wicked problem". A wicked problem was originally defined as " a class of social system problems which are ill-formulated, where the information is confusing, where there are many clients and decision makers with conflicting values, and where the ramifications in the whole system are thoroughly confusing’ (Churchman, 1967 , p. B-141 cited in Termeer et Al., 2019). I feel this describes the situation with AI mis-use in the higher education setting at the moment. It is a systemic problem born from an ill-conceived idea that everyone can access a powerful, artificially intelligent tool despite not really understanding how to use it effectively without prejudice, and which institutional leaders have little sense of responsibility for controlling its usage other than to ban it completely. The fact that among the wealth of experienced language teaching professionals none of us can offer a definitive solution to this problem suggests this is a sticky problem that requires further consideration and exploration. I have heard from colleagues who are applying innovative and creative measures to getting students to engage honestly and transparently with AI tools for writing tasks - in particular business English centers teaching students how to produce authentic texts that meet requirements of register and contextual appropriacy. Collectively, the message I am getting is that we need to focus on how to assess the process rather than the product. We need to be taking a hybrid approach and leveraging the AI tools to act as support for language learning and that students need to be curators of the process - constantly questioning, checking and revising not only the AI output but also their own prompt engineering skills. With another day of conference talks to listen to, I shall continue to listen, learn and contemplate how to foster the best learning for my own students with help from AI rather than find ways to prevent learners from delegating their learning tasks to a bot. Reference: Termeer, C. J. A. M., Dewulf, A., & Biesbroek, R. (2019). A critical assessment of the wicked problem concept: relevance and usefulness for policy science and practice. Policy and Society , 38 (2), 167–179. https://doi.org/10.1080/14494035.2019.1617971

Forget PowerPoint. Let's Go Analog! This year, I am fortunate to be able to attend the annual iatefl conference thanks to the BESIG facilitator's scholarship. I had thought going to Edinburgh in 2025 was not going to be possible but I decided - at the last minute - to throw my hat into the ring and submit a proposal and application. Previous attempts had not been successful, so I was delighted to be offered the scholarship prize this time. Now the big event is only a few days away and the workshop I am presenting on Thursday 10th April is just about good-to-go. I decided to share an assessment task success story with fellow BESIG-ers which I feel is very timely in the current climate of Gen AI and all things techie and digital. I am going to explore the potential for sometimes returning to an analog way of learning. The workshop - Forget PowerPoint. Let's Go Analog - takes a multimodal approach to a task-based language learning activity. The original drive behind this idea was the need to find a way to assess oral flunecy that was NOT another powerpoint company presentation. After years of observing and grading students' efforts to talk about a well-known company or their favourite CEO, I really wanted to change things up a bit. Capturing the essence of their findings on a single flip chart and then talking through in a less formal, more personal and communicative way was my goal. By the end of the workshop, in which I shall ask my colleagues to reflect on how my ideas might be adapted to their own contexts, I hope to emphasise the benefits of a hands-on, personal and no/low-tech approach to language learning and development. If you want a preview, or if you are stopping by here having attended the workshop in Edinburgh (in room Mentieth at 5:20pm on Thursday 10th April ), here is the handout.

Introduction   If you’ve ever found yourself frantically finishing an assignment, report, proposal, essay or other piece of work minutes before the deadline, you’ve experienced the subtle power of Parkinson’s Law.   This principle, which states that “work expands to fill the time available for its completion”. holds particular significance for those embarking on self-directed distance learning journeys like that experience by learners on The Distance Cert IBET. In this blog, we’ll explore the potential effects of Parkinson’s Law on self-paced education and offer strategies to overcome its challenges.   Understanding Parkinson’s Law   British historian Cyril Northcote Parkinson first coined Parkinson’s Law in 1955, observing that tasks tend to take up the amount of time allotted to them. This phenomenon can result in procrastination, inefficiencies and a continuous cycle of stress and last-minute rushes. For self-directed learners, who often set their own schedules and deadlines, Parkinson’s Law can become a significant obstacle to productive and effective studying characterised by a mad rush fuelled by enthusiasm at the start of a course and then significant slowing and delays.   The Unique Challenges of Self-Directed Distance Learning   Self-directed distance learning offers unparalleled flexibility and freedom. However, without the structure and accountability of traditional classrooms, students may struggle to manage their time effectively. Here are some ways Parkinson’s Law might affect self-directed learners: 1. Procrastination: Without immediate deadlines or instructor oversight, students might delay starting assignments, believing they have plenty of time. This can lead to a frantic, last-minute scramble to complete tasks, often resulting in lower quality work. 2. Extended task duration:  Tasks that could be completed in a shorter timeframe might take much longer due to a lack of urgency. This can impede progress and reduce overall productivity. 3. Inconsistent study habits:  The flexibility of self-directed learning can lead to inconsistent study patterns. Without a fixed schedule, students may find it challenging to maintain a steady pace, leading to periods of intense work followed by lulls of inactivity. 4. Increased stress:  Constantly working against self-imposed deadlines can create a cycle of stress and anxiety. The pressure to complete tasks on time can become overwhelming, affecting both mental health and academic performance.   Strategies to Combat Parkinson’s Law   To mitigate the effects of Parkinson’s Law and enhance the effectiveness of self-directed distance learning, trainees need to be disciplined with themselves and take proactive steps to monitor their own work and progress.   Some positive strategies would be: 1. Set clear goals and deadlines:  Establish specific, achievable goals and deadlines for each task. 2. Learning chunks: Break your course tasks into smaller, manageable segments with their own deadlines to maintain a steady pace. 3. Create a structured schedule:  Develop a daily, weekly or monthly study schedule that includes dedicated time for your course. Stick to this schedule as closely as possible to build consistency! 4. Use time management techniques:  Techniques such as the “Pomodoro Technique” (working in focused intervals with short breaks) can help maintain concentration and therefore productivity. 5. Seek accountability:  Share your goals and deadlines with a friend, family member, learning mentor, manager or colleague as relevant. They should check on you regularly and you should report your progress to them. 6. Avoid multitasking:  Focus on one task at a time to ensure it receives your full attention. Multitasking can lead to distractions and decreased efficiency. Conclusion While Parkinson’s Law presents a significant challenge to self-directed distance learners, understanding its influence and implementing effective time management strategies can help you navigate the pitfalls. By setting clear goals, creating a structured schedule, dividing work as needed and seeking accountability, you can harness the flexibility of self-directed learning while maintaining productivity and achieving success in your CPD.

A few weeks ago, while rummaging through some drawers on the hunt for an adaptor for a work trip, I came across something I long since forgotten I had - that classic TEFL tool, Cuisenaire Rods. This got me thinking about what uses this tool actually has and, since then, have been periodically playing around with my rediscovered teaching aid. What are Cuisenaire Rods?   Cuisenaire Rods are a set of coloured rods created by Belgian primary school teacher Georges Cuisenaire from which they derive their name. The typical range includes the following rods:   These were originally used in the teaching of mathematics and entered language teaching through the work of “Silent Way” creator Caleb Gattegno. A typical set of Cuisenaire Rods includes a selection of rods of differing colours and lengths such as: Rods only vary by colour and length and not width. Wood is the typical material for a set.   The Uses of Cuisenaire Rods in Language Teaching   There are many potential uses to Cuisenaire Rods. These can link to grammar, syntax and more.   Numbers and Counting   Cuisenaire Rods can be used to teach numbers and counting using the small 1cm cubes one on top of another or the increasing sizes.     Tokens and Props in Roleplays   With some imagination, Cuisenaire Rods can represent items or act as tokens in roleplays such as negotiations in which they could act as items for sale, commodities and more. Clockface and Telling the Time   Cuisenaire Rods can be arranged as a clock face with other rods for the hands of the clock:   Places and Maps   Cuisenaire Rods can be laid out on a table to form a map with different colours and sizes representing different features of a map such as roads, rivers, bridges, buildings and so on: This can also a way of teaching prepositions of place (“the school is next to the hotel” and so on).   Direction and Movement   Through moving a Cuisenaire Rod on a map, we can also teach items such as directions:     This is also an opportunity to teach a range of tenses such as the present continuous (“the car is turning left” and so on).   Word Order, Syntax and Parts of Speech   Using a different rod to represent a different word in a sentence, we can teach parts of speech (what is the noun, verb and so on) and word order (such as subject, verb, object)   Cuisenaire Rods can also be used as a form of error correction in the case that a student omits a word in sentence.   Prefixes and Suffixes and Forms of Tenses   If we wish to teach prefixes and suffixes, we can use Cuisenaire Rods to represent these different elements.   In this example, we see 1 cm represent one letter in the word “disorganised”:       “dis”                          “organise”                   “d”   Word Stress, Sentence Stress and Shifting the Word Stress   Look at this sentence and think how stressing different words could change the meaning:   “I know what you mean about Ben”   Shifting word stress - and therefore changes in meaning - in this sentence can be depicted on a board using stress bubbles or similar; however, Cuisenaire Rods could be used with, for example, small rods representing unstressed words and a different, longer rod to represent the stressed word.   Stressing the pronoun “I” would, if represented using Cuisenaire Rods look like this:     Stressing the verb “know” would look like this:     Stressing “you” would look like this:     Stressing the name “Ben” would look like this:     The same can be done with syllables in individual words.   Colours   Each Cuisenaire Rod is a different colour and although the selection is limited, there is some possibility to teach or revise colours using the rods.   Adjectives and Order of Adjectives   When more than one adjective is used to describe features such as size, colour, material and so on, these must be placed in the right order: 1. Determiner (“the”, “one”, “these”, “some”, “a” and so on) 2. Observation (“special”, “strong”, “better” and so on) 3. Size (“large”, “small”, “thick” and so on) 4. Shape (“cylindrical”, “spiral”, “square” and so on) 5. Age (“old”, “new”, “modern” and so on) 6. Colour (“red”, “silver”, “black” and so on) 7. Origin (“Chinese”, “British”, “European” and so on) 8. Material (“metal”, “plastic”, “stone” and so on) 9. Type / purpose (“testing”, “paving”, “painting” and so on) 10. Noun (“cable”, “machine”, “engine” and so on)   Using Cuisenaire Rods, we can place these adjectives in the right order (or correct wrong order) with each rod representing a different adjective.   Comparatives and Superlatives   With rods being of different lengths, there is the potential to teach comparatives and superlatives: · “The red rod is shorter than the yellow rod.” · “The orange rod is the longest.”   CLIL and Maths Teaching   Going back to the original envisaged use of Cuisenaire Rods and their most common use in educational contexts, we can use Cuisenaire Rods for the teaching of anything maths-related; this might include: · Fractions: using Cuisenaire Rods as fractions of a greater amount · Addition, subtraction, multiplication and division: using the Cuisenaire Rods as numbers · Dimensions: arranging the rods to teach length, height and so on · Shapes: arranging the rods into different shapes to elicit or teach such vocabulary   This could be part of a CLIL (Content and Language Integrated Learning) class in which both language and subject content, in this case maths, are taught. Telling Stories (Places, People)   We have mentioned how Cuisenaire Rods can be used for representing places on a map. If we wish to tell a story as part of a lesson, different Cuisenaire Rods can also represent different people and characters as well as places:     Military English   In a similar way to how Cuisenaire Rods can be used for maps and telling stories, Cuisenaire Rods can be used in Military English.   This might include a battle or theatre of operations in a historical context or plan.   Graphs and Charts   Cuisenaire Rods can be a way to display graphs and charts to, for example, present features of these graphs or charts and movement or trends in the data:                    The Advantages and Disadvantages of Cuisenaire Rods   The use of Cuisenaire Rods does have advantages and disadvantages. Some advantages are: • Help to focus on the form • Visually appealing with bright colours. • Kinaesthetic (tactile) • Visual • Useful for explain a situation when words are lacking • Lightweight and easy to transport • No major preparation needed • Can be used anywhere at any time without any special equipment • May be considered novel or different in a world of high-tech teaching • Encourages teacher creativity • Uses limited only by imagination • Dynamic and entertaining • Great for young learners but useful in any situation • Simplicity is an advantage, non-distracting • Can be used to bring people around in an interaction group Some disadvantages are: • Many teachers have no idea how to use them and being given a set if not enough to begin using them • Teachers often intimidated by the rods and the concept may seem more complex than it is • May not be suitable for certain age groups or personalities • Perception of “playing” that instead of learning grammar they are playing with coloured blocks • May seem old-fashioned and even childish to some (including teenagers) • Must not over-use as novelty can wear off! • Requires ability to think in an abstract way for teachers and students • Requires creativity • May be said to appeal to only certain learning styles or preferences • Only works with small groups that can "gather round" unless a set is distributed to smaller groups for tasks Cuisenaire rods are a great addition to any teacher's repertoire of tools and have fantastic potential for different tasks types. How have you used the rods in your training? What ideas do you have? Please let us know.

In this guest blog from a current TDCI participant, Amil expands on something he wrote about as part of one the unit submissions which caught our attention. Could it be truly the case that some business English learners see no relevance in practising interpersonal communication skills? Apparently, yes! A big thanks to Amil for taking the time to share his thoughts here. The "I Don't Need Communication Skills" mindset and How to Address It A few years ago, I received a reply to one of my DMs and it read “I don’t need communication skills, bro”. I had reached out to an IT professional offering some educational content I was sharing on LinkedIn. I’ve also spoken with many professionals who don’t believe that we should learn or improve soft skills to get things done. One of my best friends, a Team Leader, mentioned, “Communication skills don’t work. If you need to get the job done, sometimes we have to yell and shout. It’s part of the job.” So, where are these misconceptions coming from? I have a few ideas: Maybe they are just doing what was done to them. As they started their careers, they probably had to toughen it out in toxic environments. Perhaps they are extremely confident in their technical skills which have pushed their careers so far, making the idea of learning communication skills not so appealing. Or maybe they just don’t understand the difference between English proficiency and communication skills. As BE trainers, it is our responsibility to address this attitude and emphasise the undeniable value of effective communication skills. Firstly, we must highlight the importance of good communication skills. How can it help a professional succeed? Talk about how great communication skills could improve team collaboration, boost productivity, keep customers happy, persuade the management and sell your ideas, negotiate for more time or money and so on. Presenting real-life examples, challenges and case studies where poor communication skills could potentially lead to misunderstandings or business failures can exhibit the practical impacts of effective communication. Furthermore, we must nurture a learning environment where the importance of communication is continuously reinforced. Before we teach a topic, ask them why that topic is relevant and elicit how it can help them get the results they want. Questions like “Why are we learning this?” or “How does this connect to real-world situations?” can help the trainees see the purpose behind the content. Encourage self-reflection and feedback to help the trainees understand their communication strengths and areas for improvement. Keep them in mind when building a programme or a lesson. By creating opportunities to practise and refine these skills, we can address the “I don’t need communication skills” mindset but also provide them the tools to stand out in their professional field. Have you come across the “I don’t need communication skills” mindset? How do you deal with it? Let us know in the comments.

Ben and I have talking for some time now with Michelle Kremser and the ELTAS gang about offering The Distance Cert IBET to members in Stuttgart. Now we can announce a package has been put together that should be it affordable for fellow English language professionals to access top quality, certified CPD - continuous professional development. Download the flyer from here to read in your own time about how it will work : As a quick overview, these are key elements of the hybrid version of TDCI to note: The first 3 units will be completed in the launch event on Saturday 14th September in Stuttgart (registration details will be available on the ELTAS homepage shortly). There will be the opportunity for online group coaching sessions along the way. In March 2025, we plan to hold a second in-person event focused on preparing for the final assignment which is assessed by Language Cert who then confirms that you can be awarded the CertIBET by English UK. Both in-person events will have the option for online participation. All German ELTA members can sign up and take advantage of the discounted cost. Registration is via the ELTAS website: www.eltas.de up until 8th September You can attend the event as a regular ELTAS Saturday workshop participant if you want. (If you then decide to sign up for TDCI, we will deduct the workshop fee from your course payment). Contact us at info@the-distance-cert-ibet.com with any questions, queries or concerns.

Birte started her talk asking who has used scavenger hunts before. In response, several of us raised our hands. Birte also highlighted the importance of developing employability skills and their links to current issues in society - essentially, these are what is often referred to as Critical Success Factors (CFSs) for a modern organisation and include things such as digital skills, creativity, critical thinking, teamwork and so on. It was these CFSs that Birte aimed to develop. Birte went on to describe and detail a project that she designed and utilised; however, this was no ordinary scavenger hunt but instead used students' expertise in their academic subject areas (such as finding a car number plate using ASCII) and integrated numerous clue types (riddles, codes,puzzles and more). Birte has designed and used an extremely sophisticated project with multifaceted elements. Birte's talk provided a fantastic case study of gamification done very well - the project she created clearly meets the criteria for a gamified task of being both fun and having a clear learning purpose. This was not to keep people busy or entertained but to apply, develop and reflect on a range of competences required for the scavenger hunt in an innovative and engaging way. I