Just Do It by Mark Garton

Mark is pretty much saving my life right now or, at least, helping me to follow-through on my commitment to post content every other week. So a big thanks goes out to him for another post! For the next week a book review, I swear. Apparently, it takes me much longer to get through a book than it used to because, well, the Internet.

This current post of his looks again at language learning and technology, or the lack there of . . . with the intention of adding it in but not just yet . . . but soon. How? He wonders aloud for us. See his other posts here.

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Advice CALLum by Mark Garton

Again, we have a delightful post from Mark Garton. I think a lot about my colleagues that haven’t quite embraced technology in teaching in the same way that I have, and he gives us some insight into his experience. It helps me to understand other people’s perspectives and challenges, which encourages me to be a kinder, more understanding person. And, if nothing else, it allows me to focus my work on what my coworkers need rather than assuming what is needed.

Mark has a few other posts he’s done for me that you can check out here.

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Weather Fronts by Mark Garton

Hello folks. This week we have a really delightful post from Mark again. He’s got a totally different approach to this writing than I do with mine, so the change, I’m sure, is refreshing. The only bad part is that he is making the rest of us (read: me) look bad. I can say that at least my writing has more typos, so if we’re going for quantity then I win on that count.

If you’d like to read more of his posts for me, you can see them here:

Lessons Learned, Lesson Taught Part 1

Lessons Learned, Lessons Taught Part 2


Weather Fronts


We hear this a lot: “Know your students.” This typically means that we need to know about our students’ learning styles and strategies, and it can be extended to include their particular interests and motivations for learning. When we know our students – and when our students know us, I’d add – there are some fairly obvious benefits for everyone concerned, but upon further reflection some relevant questions come to mind: Beyond what I’ve mentioned above, how much can we really know about our students? How much should we know?

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