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Critical thinking is a 21st century skill that has been around for thousands of years. There are records of Socrates using critical thinking skills in his teaching in 4th century BC Greece. In recent years though, critical thinking has again become more prominent in education.

What is critical thinking?

Critical thinking requires students to do more than remember and repeat information. Instead, it encourages them to analyze, examine, evaluate and use their problem-solving abilities through questioning, theorizing and rationalizing to have a deeper understanding of the world around them, both inside the classroom and beyond.

Why is critical thinking so important?

In the past, success in education was largely based on the ability to remember facts and figures. However, the skills which our students need today go further than memorization. With our rapidly evolving technology, the internet, and the bewildering amount of information online, it is essential that our students can use higher-order thinking skills to analyze and assess the information they are presented with.

How can you incorporate critical thinking into your classes?

Devising long-term goals

We all know the importance of looking ahead and planning for the future. We can encourage this skill in our students and directly relate it to their learning.

At the start of the course, take a moment to chat with each student individually and ask them to identify an objective for the first part of the year. You may like to brainstorm possible objectives as a class first, but it¡¯s important for students to determine their own personal objectives, rather than imposing objectives on them.

During the first half of the year you can talk to each student about their progress and ask them to assess to what extent they¡¯re achieving their goals.

The key point comes at the end of the semester when students evaluate their progress and set a new objective for the following one.

Analyzing

The ability to analyze options, risks and opinions will help your students in the future in many situations, including when they decide which course to take at university or which job to take.

You can practice this skill by providing students with relatable situations and asking them to analyze and compare the options.

For example:

Imagine you are taking a trip with some friends this summer. You have a number of different options and want to discuss them before finalizing your plans. Talk to a partner about the different trips and decide which would be best:

• Traveling around Europe by train for a month ($1,000)
• A weekend hiking and camping in the countryside ($200)
• A weekend break in a big city, with shopping, sightseeing and museum trips ($500)
• A week-long trip to the beach in an all-inclusive resort ($650)

Anticipating consequences

Students also need to have an awareness of the consequences of their actions; this is a skill which is transferable to making business decisions, as well as being important in their everyday lives.

To practice this skill, put students into small groups and give them the first part of a conditional sentence. One student completes the sentence and then the next student adds a consequence to that statement.

For example:

Student A: If I don¡¯t study for my English exam, I won¡¯t pass.

Student B: If I don¡¯t pass my English exam, my parents won¡¯t let me go out this weekend.

Student C: If I can¡¯t go out this weekend, I¡¯ll miss the big football match.

Student D: My coach won¡¯t let me play next year if I miss the big match.

Rearranging the class menu

By giving students more responsibility and having them feel invested in the development of the lesson, they will be much more motivated to participate in the class.

Occasionally, let students discuss the content of the day¡¯s class. Give them a list of tasks for the day, including how long each will take and allow them to discuss the order in which they¡¯ll complete them. For larger classes, first have them do it in pairs or small groups and then vote as a whole class.

Write on the board:

• Class discussion (5 minutes)

The following tasks can be done in the order you decide as a class. You have five minutes to discuss and arrange the tasks as you choose. Write them on the board in order when you¡¯re ready.

• Check homework (5 minutes)
• Vocabulary review (10 minutes)
• Vocabulary game (5 minutes)
• Reading activity (15 minutes)
• Grammar review game (5 minutes)
• Speaking activity (10 minutes)

Take this one step further by asking your students to rate each activity out of 10 at the end of the class. That way, you¡¯ll easily see which tasks they enjoy, helping you plan more engaging lessons in the future.

Mindfulness and your routine

In the run-up to the holidays, it is common to feel like your routine has completely broken down, especially when you¡¯re not giving classes or working at school. The holidays also often bring with them lots of people, family, and excitement. That sometimes means we also experience fluctuating emotions, stress and the feeling that everything should be perfect.

On top of this, shops and social media are filled with advertising ¨C and there¡¯s definitely more ¡®stuff¡¯ to buy. In addition, we can see messages telling us we need to feel ¡®merry¡¯ and ¡®bright¡¯ wherever we look. Even the popular greeting, ¡®Merry Christmas¡¯, can sometimes feel less of a greeting and more of an instruction.

Sometimes it feels like the people around us expect us to always feel happy and joyful over the holiday season. This is fine if we do feel merry, but we will always have ups and downs. If you don¡¯t feel happy, for whatever reason, it can feel even harder than it might at times where there is less expectation all around us.

Overcoming the challenge

Finding a way to introduce mindfulness into the holiday season can be a wonderful way for us to understand our emotions at this time of year. It will help you think about your expectations and let you find a moment to pause to accept whatever the reality actually is.

Here are some quick and easy ways to find some ¡®you¡¯ time and keep checking in with how you¡¯re feeling. These are also tips you can try with children in the classroom and for yourself at home to keep yourself on track.

3-minute body scan

Find a quiet moment. This may be in the few minutes after you wake up or go to bed, during break time, or even at the start of a lesson.

• Notice the contact of your feet with the floor. Notice the sounds around you in the room.
• Take three deep breaths and notice how they feel.
• Scan down the body in your mind from the top of your head all the way down to your toes. Observe what you notice about your body with an air of curiosity ¨C look for any tension, discomfort or comfort. Also, notice if there are any expectations you have of that day or moment. See if you can simply notice them and set them aside. This curiosity helps us stay detached from what we notice so we can just observe.
• Take three more deep breaths, and carry on.

2-minute notebook

Writing something down can be a wonderfully mindful exercise. Have a stack of post-its or a little notebook on your desk or bedside table. You could encourage your students to do the same.

1. Pick a point in your day. It could be at the start of each day, the start of each lesson, or just before bed. Each day, at that time, take a moment to write down three:

• good things that have happened in your day
• things that felt challenging
• things you feel grateful and thankful for.

2. Review your notes every now and again during the holiday period. This will give you a sense of your shifts of mood and energy that might have occurred.

Noticing something you feel grateful for has been shown to .

1-minute cupboard pause

When things feel over-stimulating, find a quiet space just for a minute. Even if it¡¯s in a cupboard!

STOP: notice the contact of your feet with the floor.
BREATHE: take ten deep breaths, breathing in for a count of four and out for a count of six.
WATCH: watch each breath coming and going from the nose or chest or belly. Observe what your thoughts and feelings are doing. Allow them to sit without needing to respond.

Then head back into the area you were in.

I hope these tips help you to navigate the festive season without expectation and with curiosity for what each moment holds along the way.

Remember that the holiday days you celebrate are really just normal days. It¡¯s simply that expectations have changed, and what¡¯s more, everyone¡¯s expectations will be different.

Simply taking time to notice this can make a massive difference to the pressure we put on ourselves. Releasing this pressure can even lead to more enjoyment overall ¨C so why don¡¯t you try it and see?

Teaching teenagers can be a rewarding yet challenging experience.

When planning classes, we need to consider the environment in which the students are growing up. Most of our teenage students do not know a life without the internet, instant messaging or Google.

Commonly referred to as ?(or Gen Z), they are the most tech-savvy generation to date; this should be reflected in how we teach them.

However, not all of us have access to computer labs, interactive whiteboards or class tablets. But there is something that many of our teens bring to class in their pockets and bags every day.

You¡¯ve guessed it - a phone.

By bringing students¡¯ phones into your classes, you can bridge the technology gap between the learners and the curriculum, keep them engaged for longer and make them feel more empowered at the same time.

Here are four low-tech activities that use phones in class.

1. Review target language with your very own quizzes

Activity requirements: one phone per student (or group of students) and a pre-made quiz.

is an app designed to help you create quizzes online, which can be a fun, engaging way to challenge your learners in the classroom.

Quizzes are an ideal activity to use at the start of a class to recycle previous vocabulary or to pre-teach new language.

For example, you could choose 10 British English phrases or idioms. Write a series of four possible definitions for each word, phrase, or idiom (with only one correct answer).

In class, ask your students to take out their phones, find the app, and link to the quiz.

Tell the students that they must vote for the definition they think is correct. They can keep track of their scores directly on the app while competing with their friends.

Not only will it immediately engage your learners and help them interact with what¡¯s being learned, but they¡¯ll also have a lot of fun.

2. Become expert translators using Google Translate

Activity requirements: a phone with the Google Translate app installed and a pen and paper per pair.

Did you know Google Translate has a feature where you can ? This is a perfect tool for text that you might find on a poster, in a book or uses an alphabet which you are unfamiliar with.

Bring in samples of different languages to class ¨C the more complex, the better. If you don¡¯t have anything suitable at home, find something online and print it out.

Get one student to take a photo of the text using the app and with their finger, select the section of the text they¡¯d like to translate from the original language to English. (Note: if you download the Google Translate language file to your phone, it will translate everything automatically).

Then, have them dictate what it says to their partner, who has to write it down.

Finally, they work together to improve the English translation. After all, everyone knows Google¡¯s English isn¡¯t perfect (not yet, anyway).

3. Take photos outside the classroom to use in class

Activity requirements: a mobile phone with a camera per student.

Do your students love taking photos? Tap into their love of photography and make activities more exciting by incorporating the photos on their phones into your classes.

Adapt speaking activities from common exams such as the B2 Cambridge First. Instead of using the pictures in the book, put the students in pairs and get them each to choose a more relevant photo from their phones. You may find they have more to say and will communicate naturally while still practicing the necessary language and skills required in the exam.

Another idea is to get students to take photos of things they encounter in English in the street. This could be on a sign outside a restaurant or in their favorite clothing shop. Use these photos to start the next class with a discussion about where they saw it, what it means and if the English is correct.

You could also nominate one student each week to bring a photo they took that weekend. Share it with the class and get everyone to write Instagram captions. You wouldn¡¯t believe how many already do this in English, so why not help them?

Keeping your teens on task with mobile tech

If you are worried about the misuse of mobile devices in your class ¨C don¡¯t be! Here are our top three strategies to help avoid students getting distracted:

• Create a class contract. At the start of the course speak to them about when it is acceptable (e.g. during one of the activities above or to check the meaning of a new word on ) or not (e.g. during an exam or when you are explaining something) to use their phones. Then have someone write down everything you¡¯ve talked about, get the whole class to sign it and stick it to the wall where everyone can see.
• Give them a tech break. Halfway through the class, allow students 60 seconds to check their notifications to relieve their anxiety.
• Reward good use. If you see they¡¯ve been using their phones appropriately, reward them by playing their favorite game. The more you punish or tell them not to do something, the more they¡¯ll want to do it.