Episode Transcript
[00:00:06] Speaker A: Evoke emotions in your teaching because once you evoke emotions, that information will remain in their long term memory routine. And the discipline is crucial for character formation.
We cannot just throw the whole, you know, whole information at them. We need to chunk it but also simplify it for them.
[00:00:26] Speaker B: Emotion drives will and focus when it.
[00:00:32] Speaker A: Comes to emotional intelligence.
The parents from earlier need to start modeling this emotional resilience and emotional intelligence from when they are young.
[00:00:51] Speaker C: Okay, so welcome back Eric and Olga. Really good to have you again for this fourth and final episode on Gen Alpha Students.
I think in this one we're going to focus more on the question of engagement, how we engage the students, how we deal with this question of shorter attention spans, which is one of the kind of defining characteristics.
And I think maybe I'll start off with this question of motivation, a bit of understanding about different types of motivation. Do we need to have an understanding of that in order to.
[00:01:26] Speaker A: There are two kinds of motivation. You have the intrinsic motivation which comes internally and there's the extrinsic which through rewards, for example. So that's the extrinsic motivational because you want to reach a goal and that is your motivation to drive you forward. And I believe that attention and motivation are very much interlinked. If they're motivated, they're going to be attentive and if you engage them to be attentive, they're going to be motivated. So they're both interlinked within the classroom.
When it comes to their short attention span. Gen Alpha, it's real. Yes, but I wouldn't call it a deficit. I would rather call it an adaptation to the world around them because they don't know any better. I mean, we have the TikTok reels that we mentioned before and we have the videos.
You know, even our brains are getting rewired.
[00:02:26] Speaker D: Yes.
[00:02:27] Speaker A: If I had to send you a video, what's the first thing that you would look at? It's the amount of time, the length of time, the duration. Right now if it's a 25 minute video, we wouldn't get down to watching it, but if it's a two minute video, we'd get down to watching it there and then. So even our brains are getting rewired, you know, adapting rather to this technology around us.
[00:02:52] Speaker D: Yes.
[00:02:52] Speaker A: So just imagine these students who are born and immersed into, into this world.
[00:02:58] Speaker D: Yes.
[00:02:58] Speaker A: So there are a number of strategies now that, that Olga and I will be discussing on how to go about their short attention span. And one of them is for example, chunking information as we said.
[00:03:15] Speaker C: Okay, you know. Right.
So this is great because as you say, there's to some extent this question of attention perhaps has always been there. It affects us, but it is definitely much stronger now.
And we're dealing, as you say, it's a, it's a, it's a conditioning of the environment in which Gen Alpha is being brought up.
So if we have a teacher who's listening and is saying, I'm really struggling to get my students to, to concentrate long enough to actually learn things, what. What would you be advising?
[00:03:54] Speaker B: Well, I feel your pain. That's what I could say the first place. But on, on the other hand, I, I would, I would gently question that. I mean, could that be like our judgment and our vision of what's happening in the classroom come from our own frame of reference, as in, oh, you're not focusing, therefore you're not going to achieve anything. I would just wonder if we take a bigger view on the classroom and say, what are you going to achieve in those 20 minutes? When you say they can't focus for 20 minutes. But what was the aim? What was your language goal? What was the language? What was the lesson plan? What were you hoping to achieve, to achieve in those 20 minutes? Just to really look into whether it is a realistic expectation that, for example, in 20 minutes students are expected to work out, you know, the meaning of the, I don't know, present perfect or whatever. Yeah. So it's just, I think, clearly seeing what you want them to achieve and then asking yourself, how can I maybe chunk it and split it in not 20 minutes?
Yeah, but how can I just split it into five minutes of watching a video, listening and then answering the questions and then a discussion? Make it kind of slicing it thinly, but making it more dynamic. Maybe they might not be able to focus for 20 minutes, but they were. By shifting the dynamics of this lesson, you could potentially achieve more in those 20 minutes by allowing students to shift between, to switch their attention between different types of tasks.
[00:05:37] Speaker A: So teaching, for example, the present perfect.
[00:05:40] Speaker D: Yes.
[00:05:40] Speaker A: Okay. In different ways. I think multimodality comes into this. So to keep the students engaged, showing the present perfect in different ways.
So if one student is not interested in watching, for example, or not attentive in watching the video, then they're going to learn the present perfect in another way.
You know, so it's the multimodality, I think, is very, very important to engage the students and even the chunking. We cannot just throw the whole, you know, whole information at them. We need to Chunk it, but also simplify it for them.
[00:06:23] Speaker C: So in a way, it's not necessarily, it's not necessarily a bad thing.
Chunking. That's in a way, I think what you're saying is that we may have routines and habits of teaching which point us towards doing a longer type of activity, but actually if we rethink it in terms of shorter chunks, we have multimodality, we have more interaction, we have more fun feedback in terms of what they're learning and not learning. So that there are actually advantages in chunking.
[00:06:55] Speaker A: There is the Pomodoro technique, which is one of the techniques where you have, for example, a 20, 20 to 25 minutes chunk of activities and a five minute break.
And that break, in fact, Olga and I were discussing, it could be a movement break, for example, not necessarily physical education, but it could be any other kind of activity, a dance activity.
[00:07:23] Speaker B: Simpler than that.
When you have to split them into pairs and then groups and shuffle the groups, just simply leaving the seat and moving somewhere else to sit and work with a different group. That it in itself affects the dynamics. It adds this sort of fluidity to the lesson. And I would be pro, you know, switching pairs and groups and stuff that would add this sort of dynamics. Because I think when teachers worry about the fact that students don't focus, I think what I'm hearing in this is that they actually, in fact anxious about themselves not delivering the right amount of content to the students, that the students would not be able to process and acquire the language that the curriculum is telling us. I'm just sensing that this is anxiety about the teachers not being good enough in this, if that makes sense.
[00:08:15] Speaker D: Yes, yes.
[00:08:16] Speaker B: So if we honestly look at this from, oh, I think it's my stuff. I think how I see teaching might come from how I learned myself at university times even earlier than that, where there were no gadgets available.
When I see something different, it might cause anxiety and this sort of sense of uneasiness with it.
[00:08:39] Speaker C: I think, I think you're right, but I think there's also an element of it is creating extra work.
So you, you're a teacher who has, as I said, a kind of routine. You're going to teach the subject in this way. You're going to give them a 15 minute reading activity.
Comprehension that's going to lead on to a writing task which is going to 20 minutes. It can be four tasks, get you through a lesson. Fact, now you're talking about 20 tasks. So you kind of, in a way it is putting more of a Burden on the teacher.
[00:09:14] Speaker A: The teacher has to plan their weights. That is, we use your materials. I tell educators you cannot to engage students.
You cannot walk into the classroom and say, okay, what do I have today?
You need to walk in knowing what you're going to, planning your way to see how you're going to engage your students.
[00:09:35] Speaker D: Yes.
[00:09:35] Speaker A: And with Jan Alpha, I think more particularly. Yes. Another strategy is novelty. Novelty and relevance. Genalfa wants to want to know the why behind what they are learning.
[00:09:50] Speaker D: Yeah.
[00:09:50] Speaker A: And they ask themselves, is this relevant to me?
Yes or no?
[00:09:55] Speaker D: Yes.
[00:09:57] Speaker A: And even novelty is another strategy I push teachers to use, to adopt in their classrooms. You know, start off with a different way of teaching.
[00:10:09] Speaker D: Yes.
[00:10:10] Speaker A: Evoke emotions in your teaching because once you evoke emotions, that information will remain in their long term memory, you know, for a very, very long time.
[00:10:20] Speaker D: Yes.
[00:10:20] Speaker A: Because you've evoked emotions.
[00:10:22] Speaker D: Yes.
[00:10:23] Speaker B: I think it's a, it's a very good point about overloading the teachers because I think it's, I think it's a natural state of any teachers to feel overloaded with the responsibility and stuff. I, I recognize and I respect that What I my way around it has always been to reuse.
[00:10:38] Speaker C: Okay.
[00:10:39] Speaker B: Content, to delegate, to ask students to produce their own warm up.
[00:10:44] Speaker D: Right.
[00:10:44] Speaker B: And to assign, know who is responsible. Because I really don't want to be responsible for everything. I just want to let go of that control.
It's funny how as a teacher I want to be in control and I don't want this control because it'll be more beneficial for the learners to be in control. So why don't we just assign, you know, people who are responsible for, you know, doing a game, a warm up and stuff. Yeah. Because they can, they can do that.
We can just sit, sit back and have our cup of tea. What I'm saying is that I think we, we, we need to be reasonable at what's achievable for us as students. As teachers.
We can use AI for generating stuff. The quality of that generated material, it, it is questionable. But what I think it, I think is a bigger message to the publishers here as well. That now because we're not so limited to paper course books, the possibilities are endless. So you could actually, instead of getting teachers to spend their time searching for all this additional material, publishers can actually support teachers by providing the pool of activities that the teachers can use and reuse with their learners.
[00:11:58] Speaker C: Can I just pick up on one thing? You talked about reuse and then you mentioned delegation and you went on delegation. I think that's Great.
But could you say a little bit more what you meant by reuse?
[00:12:11] Speaker B: I think teaching is a very personalized experience.
Again, I have favorite lessons, I have favorite activities that always worked. And actually, when I use published material, I always have this little.
I'm always checking, this didn't work. I'm gonna use it again. This worked really well. And I know solidly it always works with my students, whatever classroom I have. It's the magic of teaching is that the material, the quality of the material is very important, is how well it is designed and presented. So I don't want teachers to feel that they're just alone in this process. I want just teachers to think of, okay, how can I be mindful at selecting the published material that's been designed by professional methodology and learning designers that really support me in my delivery?
[00:13:02] Speaker D: Yeah.
[00:13:03] Speaker B: I don't want teachers just to feel it's just, just them and nothing else. I would encourage teachers to, you know.
[00:13:10] Speaker C: To use this support because I think there's something about. You can have routines and particular ways of dealing with things which create those chunks which are then reusable.
[00:13:24] Speaker B: Exactly. I, I, my favorite use just a tiny example. I use the bomb timer with my students.
[00:13:29] Speaker D: Okay.
[00:13:30] Speaker B: You know that's like a ticking. Well, that's very simple. On YouTube, you can, you can get those five minutes ticking bomb. I know it causes a lot of anxiety, but they're giggling usually. There's a lot of giggle. Oh, my God, I'm gonna explode. Let's. Let's just have it. Emotion.
[00:13:45] Speaker A: Yes, yes, Will.
[00:13:48] Speaker B: And focus.
[00:13:49] Speaker D: Yeah, yeah.
[00:13:50] Speaker B: If you feel excited or slightly anxious, which is like controlled. Controlled anxiety.
[00:13:57] Speaker D: Yes.
[00:13:58] Speaker B: That releases this sort of excitement feeling. This is what we want.
[00:14:02] Speaker D: Yeah.
[00:14:03] Speaker A: And even Generation Alpha, another way of tackling is making them work in pairs.
[00:14:12] Speaker C: Right.
[00:14:13] Speaker A: Or in groups, rather in teams. Because there's a difference. There's a distinction between group work.
[00:14:19] Speaker D: Yeah.
[00:14:19] Speaker A: And teamwork.
Teamwork. You're working as a team. You have your individual parts, but working together to arrive to the same goal. However, group work is working individually.
Together. But individually. So there's a difference between collaborativeness, but not single.
[00:14:40] Speaker D: Exactly.
[00:14:41] Speaker A: So working in Gen Alpha, like working. Although they like working alone.
[00:14:47] Speaker D: Yeah.
[00:14:48] Speaker A: For example, they like working alone when it comes to their games.
[00:14:52] Speaker D: Yes.
[00:14:52] Speaker A: But they also like working in pairs and also in, in, in groups. And another strategy a teacher could use is build curiosity as well. For example, start off your lesson with a picture of a suitcase. I'm just thinking at the top of my head and say, who do you think the Suitcase belongs to and you start a discussion, for example, and then you start moving towards your learning outcome of your lesson from the suitcase.
[00:15:26] Speaker D: Right.
[00:15:26] Speaker A: And applying it to the real world. I think with Generation Alpha real world application is a must because they're constantly applying what they're learning to the real world through modern technologies. So I think it's important.
Hi, I'm Dr. Erica Gaglia. If you're curious about how Generation Alpha lens and how we can teach them more effectively, I'd love for you to check out the book Olgasaya and Daikoro.
We take a deep dive into the neuroscience behind how this generation processes information, builds focus and engages with the world. You will find practical strategies designed to help you connect with Generation Alpha learners in meaningful ways. It's a resource for every teacher who wants to understand not just what to teach, but how these young minds learn best. Enjoy the read. See the link in the description for more information.
[00:16:26] Speaker C: I don't think this is particularly.
I think this is an issue which.
[00:16:31] Speaker D: Is there with Gen Z as well.
[00:16:33] Speaker C: Which is particularly at schools that focus on exams. So why are you learn. So you ask what is your real reason for learning? Well, I've got to pass an exam and trying to create that real world engagement.
If on the surface it's about passing an exam, I think is. Is quite challenging.
I don't know if this is something you found equally with Genel for students.
[00:17:02] Speaker A: For example, if you're teaching I'm going to go practical here. If you're teaching instructions, for example.
[00:17:07] Speaker D: Yeah.
[00:17:08] Speaker A: Get their village, their, the roads in their town or their village and use that to teach instructions or for example, you know, directions, for example, you know, so you're getting the real world out there and getting it into the classroom.
[00:17:26] Speaker B: Well, one of those collaborative tasks in speaking, for example, is to work together to find a solution to real world task which might not necessarily be with younger learners. I think it's not about just the global problems but more about the classroom, about their, their town, about their community or neighbourhood.
[00:17:49] Speaker D: Yes, yes.
[00:17:50] Speaker C: So drawing, building on the point that we were saying earlier that a lot of Gen Alpha students are perhaps more in touch with global issues than perhaps previous generations.
[00:18:01] Speaker B: Yes.
[00:18:02] Speaker A: They have the world in front of them.
Click of a button.
[00:18:05] Speaker B: Yeah. I think the real world application for Generation Alpha is so much modeled through gaming, immersive experiences where they can become, you know, farmers, sell crops and, and things. Why don't we use that in our language teaching? Because I find it fascinating, selling, negotiating, the sort of business side, even with younger Kids, prices, role plays in exchanging. Because, for example, my, my, my sons was so obsessed with getting a. What's called. I don't, I think it's called, oh God, I'm gonna embarrass like a wet coconut in Roblox. It's a very rare item. You have to trade and, or grow or work with others to, to, to make it happen.
So it's, it's the whole world out there. It's how, how they exchange and trade those things like people. So why don't we bring this in the classroom and introduce that and ask them what they want, what they want about.
[00:19:03] Speaker C: So now that you, you saying that reminded me that one of the other things we wanted to talk about was gamification.
[00:19:10] Speaker B: Yeah.
[00:19:10] Speaker C: Because that is often kind of cited as. That's the way to engage learners. That in a world where there's a lot of gamification, etc.
[00:19:20] Speaker A: Because you have the reward system, there's the dopamine that comes in there. That's right into gamification.
[00:19:25] Speaker C: Yeah.
[00:19:26] Speaker A: But it also can create anxiety for some students.
[00:19:29] Speaker D: Right.
[00:19:30] Speaker A: So for example, you'd have the timer. One of the elements of gamification is a timer.
[00:19:36] Speaker C: Right.
[00:19:37] Speaker A: That can cause dopamine for one, for one student, for another. To create anxiety.
[00:19:44] Speaker D: Yes.
[00:19:45] Speaker A: You know, the leaderboards, for example, you'd have their names, you know, either at the top or at the bottom.
[00:19:51] Speaker D: Yes.
[00:19:52] Speaker A: That can create anxiety or, or dopamine. Yes, release of dopamine.
[00:19:57] Speaker C: You know, as teachers we have to be aware that I think we need. It may have different impacts.
[00:20:01] Speaker A: It depends on the dynamics of your, of the class, you know, and another solution, as we said before working in pez, for example, you know, I agree.
[00:20:11] Speaker B: I, I agree with you. I also, as a t. Shirk, I can, I can see depending on people's personalities, depending on their temperament, people react differently to gamification. So what gamification basically is, is we use gaming elements in teaching. Right. It doesn't really replace any learning or teaching. We use it as micro tools to stimulate their focus or maybe reduce anxiety.
My personal choices for gamification in the classroom is to get the students to, to plan their learning, map their learning journey so that, you know, I think it comes from those games where you, where there is fog of unexplored territory. You start with this very small, you know, chunk where you are in your, say, language acquisition. And then if learners. Exploration, exploration. So if, when learners have a good outline of the map where they want to get. So for example, this is my starting point. This is where we should be by the end of this term. For example, they can see the path and they can almost move the toggle, you know, little magnet, for example, on the wall, from topic to topic. And that would create. That is gamification.
[00:21:29] Speaker D: Right.
[00:21:29] Speaker B: Because we're not using it to compete with each other. We're using an element of say, storytelling and the map. That's also gamification. So I.
Because usually people think gamification is about. Competition, is about just playing a game. No, it's not that. There's so much, there's so much more to that.
Not just leaderboards, but journeys, maps, explorations, levels, different levels. Rewards can be different as well.
Instead of say personalized reward which can create this condition of if I try very hard, I get this sort of reward which is, I think in the long term not very good for motivation because it shifts the motivation from intrinsic.
[00:22:14] Speaker A: To when we learn to get the reward.
[00:22:20] Speaker B: I think like we could, could be mindful with this and say praise and reward the group and they choose what the reward could be.
[00:22:28] Speaker D: Nice.
Yeah.
[00:22:29] Speaker B: Rather than just. Yeah, again.
[00:22:31] Speaker D: Yeah.
[00:22:32] Speaker B: We can just sit back and relax and get them to work out what feels good for them.
[00:22:36] Speaker A: That's why it's important to co create teaching and learning. Learning more than teaching.
[00:22:41] Speaker D: Right.
[00:22:41] Speaker B: You know, they might choose to. As a reward. They could choose to watch a video.
[00:22:46] Speaker D: Yeah.
[00:22:47] Speaker B: A cartoon or something. Like have those 10 minutes of.
[00:22:50] Speaker C: Yeah, yeah, I like that.
[00:22:51] Speaker B: Like easy.
[00:22:52] Speaker C: And it's choosing those bits of, as you say, it's choosing elements of games which are most useful, productive.
[00:23:02] Speaker B: It's used in adult learning as well, like learning paths, you know, like percentages. Like, oh, I need like 5%. When you know that you have to. You're like 95% in this module. That gives you a very clear understanding of where you are and it reduces your anxiety. You know, you probably feel good that you've done so much work.
I think we all, I think it's very natural for all of us, not just Generation Alpha. We don't seem to notice the progress.
[00:23:30] Speaker D: Yes.
[00:23:30] Speaker A: And that's where growth mindset comes in.
[00:23:34] Speaker C: Right.
[00:23:35] Speaker A: Building growth mindset within the classroom. That making mistakes is fine.
[00:23:39] Speaker D: Yes.
[00:23:40] Speaker A: It's part of learning.
[00:23:41] Speaker D: Yes.
[00:23:42] Speaker A: We have to learn from our mistakes though, to move forward.
That when we come across challenges, we fight through those challenges and obstacles to create resilience.
[00:23:53] Speaker D: Yes.
[00:23:54] Speaker A: You know, so it's a lot about the language we use in the classroom to encourage and motivate. This is growth, having, building and cultivating a growth mindset. In the classroom is part and parcel of attention and motivation as well. You know you can do it no matter what, you can move forward.
[00:24:12] Speaker D: Yes.
[00:24:13] Speaker A: And this is what Gen Alpha wants.
[00:24:15] Speaker D: Yes.
[00:24:15] Speaker A: You know, to hear I can do it. So motivation to move forward and empowering them to become independent learners because they are already independent learners with their gadgets. But we need to teach them the skill of now evaluating what's right and what's wrong.
[00:24:37] Speaker B: No, I, I, I, I, I agree with, with you. I think the feedback we give to learners is important. How we frame it, how we word it and if we say you can't do it or if the learner thinks they can't do it, we could just frame it differently. We could say I'm learning to do it or I can do it yet, but I'm learning. It's my task and my challenge to learn to do that. So again it's us teachers. I think we also need to be mindful of the language we use to give when we give feedback and assessment to learners as well.
[00:25:10] Speaker C: That's great. I think I'm going to wrap up now with one last perspective on this and that's we talked about how there's learning in the classroom, there's learning outside the classroom and that distinction is kind of blurring that we need to see the whole and I think part of that teachers may be thinking how do I bring parents into this? Especially if you've got younger children. Parents are important for supporting their children's learning.
Perhaps parents are also feeling that they're detached from what their children are doing.
So what would you advise to teachers who are thinking how can I engage, get the support of parents?
[00:25:57] Speaker A: I think parents are, in my opinion parents are, have a very important role in their children's education because they can guide them personally, give more attention at home to their, to their children.
However, advice I would give to parents would be not to focus on academic and grades, which is very difficult. Yes, I know as a parent but to encourage exploration, curiosity at home because Gen Alpha are interest driven.
So we need to as parents explore what their interests are, you know.
Yes, I believe that values and principles remain.
Discipline remains as well. I think discipline is very important and I also believe that having a routine, not a boring one but a structured routine at home, particularly with bedtime routines. I think bedtime routine and having getting enough sleep for the next day is so, so important because with technology we tend to children can spend the night awake or go beyond their bedtime with technology.
So I think those boundaries we need to set those boundaries. I think they're very important. It's not easy because even I go through hassles at home to.
To set, you know, those boundaries. But we need to keep it going because I think that routine and the discipline is very relevant and beneficial and crucial for character formation as well.
[00:27:50] Speaker C: That's really important points.
[00:27:52] Speaker B: Yes.
[00:27:52] Speaker C: Olga, is there anything else you would say?
[00:27:54] Speaker B: Oh, so much to say about that. I was thinking. I was listening to Erica.
I was thinking one of the fundamental needs of a young child is you're probably with us as parents. We experience, that is, look at me, look what I can do, look what I've made, look what I've achieved. Children naturally want to demonstrate their learning and they want to see us to be proud of them. So I think when we think about how parents can support their learning is to be that person who is involved in this demonstration where, you know, we can see what the learners can do and the parents can notice, appreciate, praise the children, thus creating this intrinsic motivation in the children. So instead of saying, I'm so proud of you, we could say, oh, look how much you've achieved. You should be proud of yourself.
Look how much you've learned from, say, last, you know, last month up to now. Wow. So this, this sort of recognition of their children's learning. So important because I think we as parents, we sometimes rely. Rely on the school that the school is there to teach them and basically.
But I think this emotional. It's a little thing really, but I think it's important for us as parents is to be emotionally involved in the process, progress of our children.
[00:29:27] Speaker C: I think that's really nice because that's also quite distinct from what some parents might be tempted to do, which is to test their children.
[00:29:35] Speaker B: Yeah.
[00:29:36] Speaker C: Which is not going to help them build their confidence, usually.
[00:29:40] Speaker D: It's.
[00:29:41] Speaker C: It's often doing the opposite. But that kind of give me. Give your attention to. To be their audience, to their achievements.
[00:29:49] Speaker B: Yeah.
Because I think, if you remember, one of my favorite animations I watched with my kids many times is the Despicable Me and Gru, who becomes the superhero just because he's in this desperate attempt to show to his mum who always goes, ah, nah, not really. I will steal the moon for you, Mom.
And I really want you to notice.
[00:30:16] Speaker D: Yeah.
[00:30:17] Speaker A: I think with our busy lifestyle styles.
[00:30:20] Speaker B: Yeah.
[00:30:20] Speaker A: We might tend to forget to do what Olga is discussing, you know, to validate them and to reassure them. I think we need as parents to model emotional resilience, you know, and even emotion regulation that we've been mentioning and I think when it comes to emotional intelligence, the parents from earlier need to start more modeling this emotional resilience and emotional intelligence from when they are young.
And then school will collaborate. You know, there has to be a collaboration between home and school.
There's no separation.
[00:30:59] Speaker C: Right.
[00:30:59] Speaker A: So it's important that the parents collaborate with the school.
[00:31:04] Speaker D: Yes.
[00:31:05] Speaker A: And vice versa.
[00:31:07] Speaker C: Wonderful. I mean, I think we've had a really interesting exploration of how the engagement of Gen Alpha students, their motivations, how we can manage issues around attention, etc. It's been a great episode.
Thank you so much.
[00:31:27] Speaker A: Thank you for the invitation that brings.
[00:31:30] Speaker C: Us to the end of our final episode in the Generation Alpha series. A huge thank you to Dr. Erica Galea and Olga Sayer for sharing sharing their expertise, insights and passion throughout this series. It's been a privilege to learn from both of you.
To get your copy of their book Generation Alpha in the New Approaches to Learning, click on the link in the description. It's a fantastic read and to everyone listening or watching, thank you for being part of the talking ELT community.
Your curiosity, commitment and and care for learners is what makes conversations like this so valuable.
Don't forget to like and subscribe if you want to learn more about this issue and others like it. We'll see you next time.
