I have a “zero tolerance approach” to grammar mistakes that make people look stupid.
Everyone who applies for a position at either of my companies, iFixit or Dozuki, takes a mandatory grammar test. Extenuating circumstances aside (dyslexia, English language learners, etc.), if job hopefuls can’t distinguish between “to” and “too,” their applications go into the bin.
Yes, language is constantly changing, but that doesn’t make grammar unimportant.
Good grammar is credibility, especially on the internet. In blog posts, on Facebook statuses, in e-mails, and on company websites, your words are all you have. They are a projection of you in your physical absence. And, for better or worse,
people judge you if you can’t tell the difference between their, there, and they’re.
If it takes someone more than 20 years to notice how to properly use “it’s,” then that’s not a learning curve I’m comfortable with.
I’ve found that people who make fewer mistakes on a grammar test also make fewer mistakes when they are doing something completely unrelated to writing — like stocking shelves or labeling parts.
programmers who pay attention to how they construct written language also tend to pay a lot more attention to how they code.
Today's classrooms are notorious for handing students the basic skills to live in the world while denying them the strength of character to transform it.
By shifting the focus of our feedback to effort as opposed to outcome, we leave students with the feeling that their best is yet to come.
Duckworth’s research is heir to the work of Stanford psychologist Carol Dweck (2) on mindsets. Believing that we can succeed even after suffering repeated setbacks (what Dweck calls a "growth mindset") can actually re-wire our brains -- and rewrite our fortunes.
Angela Duckworth (1), an associate professor of psychology at the University of Pennsylvania, studied (among others) the performance of West Point cadets during basic training. She discovered that the most powerful predictor of success -- acceptance into the academy -- was grit. Duckworth calls grit "the tendency to sustain interest in and effort toward very long-term goals."
Every Friday, my students cap a week of learning with self-rating journal entries like "Something New I Learned" or "This Week's Memorable Moment." To test their grit, I've added a new prompt: "Something I Struggled With."
Finally, create a forum for class-wide discussion about grit at community meetings. These are scheduled, relaxed opportunities for students to sound off on issues affecting their class and their world
In Age of Distraction: Why It's Crucial for Students to Learn to Focus (1), Katrina Schwartz refers to studies showing that the ability to focus on a task has been linked to future success. She quotes psychologist and author Daniel Goleman as saying, "This ability [to focus] is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health."
In a similar article, With Tech Tools, How Should Teachers Tackle Multitasking in Class? (2), author Holly Korbey explores research around student study habits and talks to veteran teachers about their experiences with students using technology in the classroom.
Instead, we should be deliberately teaching students how to manage their attention with their devices.
The reality is that devices are not going away, and we need to teach our students how to effectively manage them so that they can be successful in whatever they do.
Easy to use tool for creating flipped classroom lessons. Use the built-in search tool to find videos, images, or social media posts, put them into a timeline, add text and/or polls, and share. Free account has very limited media storage, but not an issue if you only use embedded media. Paid service has educator discount and is only $2.50/month.
The broader a person’s education, the stronger a person’s thinking skills and ability to solve problems.
What do you see as the next essential skill for tech-savvy students?
We’re seeing this combination of working in teams, using collaboration, knowing how to not get upset when they have not seen something before. Being willing to ask good questions, being willing to get to people who can work with them in developing skills. More and more what we’re seeing is, the m