![Human Nature - Happiness and the Workplace [3] @MrNickmi](https://i.ytimg.com/vi/Pf-e92b8Sf0/hqdefault.jpg)
Uploaded August 2016 | Updated September 2026, 2 weeks ago
Some fascinating insights on happiness by Tony Hsieh. The important bits are the four elements that contribute to happiness (Perceived Control – Perceived Progress – Connectedness – Vision/Meaning [0:09]), and the 3 types of happiness(Pleasure – Engagement - Meaning [1:27] – see also Seligman). Another interesting thing is how little tweaks can significantly contribute to people’s levels of happiness. Needless to say, all these things have serious implications for Educators, not only in terms of creating schools that keep teachers happy, but also in applying these principles in the classroom.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
Some fascinating insights on happiness by Tony Hsieh. The important bits are the four elements that contribute to happiness (Perceived Control – Perceived Progress – Connectedness – Vision/Meaning [0:09]), and the 3 types of happiness(Pleasure – Engagement - Meaning [1:27] – see also Seligman). Another interesting thing is how little tweaks can significantly contribute to people’s levels of happiness. Needless to say, all these things have serious implications for Educators, not only in terms of creating schools that keep teachers happy, but also in applying these principles in the classroom.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
![Human Nature - Happiness and the Workplace [3]](https://i.ytimg.com/vi/Pf-e92b8Sf0/mqdefault.jpg "Human Nature - Happiness and the Workplace [3]
Some fascinating insights on happiness by Tony Hsieh. The important bits are the four elements that contribute to happiness (Perceived Control – Perceived Progress – Connectedness – Vision/Meaning [0:09]), and the 3 types of happiness(Pleasure – Engagement - Meaning [1:27] – see also Seligman). Another interesting thing is how little tweaks can significantly contribute to people’s levels of happiness. Needless to say, all these things have serious implications for Educators, not only in terms of creating schools that keep teachers happy, but also in applying these principles in the classroom.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].")
![Comedy for ELT - Frank Dad 6 [Remarrying]](https://i.ytimg.com/vi/RGuYMPJf0RY/mqdefault.jpg "Comedy for ELT - Frank Dad 6 [Remarrying]
He is male, he is a father and he is divorced. He is also very frank… So when his son asks him about things, he is only too happy to reply. It’s just that one wonders whether his son might not have been better off not asking questions in the first place… In this clip, Paul has had a good time with his dad and his dad’s new girlfriend, so he asks him whether he intends to tie the knot… Enjoy! :-)
Quite apart from the entertainment value, these little sketches contain very real-life language, including discourse markers and idioms. Taken from the BBC Series ‘The Armstrong and Miller Show’. Level: C1 – C2. Topic: Family / Parents – Children / Relationships / Divorce / Remarrying / Sex.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
SCRIPT
D: (Having a picnic by the river) Well, we’d better think about being on our way…
S: Oh, dad, can’t we stay a bit longer?
D: Well, I think your mum said she had people coming round tonight, so I’d better get you back in good time…
G: Well, what about I go and get us all an ice-cream?
S: Oh, yeah! (She asks Dad too)
D: Oh, please, Zuki… (She goes off)
S: I like Zuki…
D: Yeah? Me too…
S: Dad…
D: What is it me old china? *
S: Are you and Zuki going to get married?
D: Well, that’s a big question… And one that deserves to be treated seriously. * I suppose marriage is, kind of like the next step when you’ve been together for a while like we have… And in order to know if it’s the right step, you have to ask yourself all sorts of other questions – you know: How would it affect our relationship? Am I ready to settle down again? Is she the right one for me to settle down with?.... You know, when I think about it like that, I realize that… No. * With Zuki it’s all about the sex… * And we are at it like rutting stags every minute you are out of the room. * And a couple of times when you were there… * I mean, don’t get me wrong, Zuki is brilliant and everything and I love that she is fond of you and she goes off to get ice-creams and what have you… But if I’m honest Paul, after some of the things she’s done to me in the bedroom I couldn’t take her into a church… *
G: Well, here we are… Here’s yours… Now Paul, I’m afraid yours was dripping all over my hand so I had to give it a bit of a lick… * (she give it to him, then licks off the cookie… both the adults groan with pleasure…)")
![Comedy for ELT - Homo Devis 1 [The Car]](https://i.ytimg.com/vi/RXLuxUPUmYM/mqdefault.jpg "Comedy for ELT - Homo Devis 1 [The Car]
Scientists have recently discovered a new human (sub-)species. It’s called ‘Homo Devis’. Most of us plebs refer to them as ‘the super posh’ and ‘the filthy rich’, though people have been known to use other names as well… These people live differently, they think differently, they speak differently.
A brilliant comment on class stratification by the very talented Catherine Tate. Taken from the BBC TV Series ‘The Catherine Tate Show’. Level: C1 – C2 Topics: Rich – Poor / Class / Discrimination / Values.
[NB: I do not own the copyright to this audio clip. I have uploaded it here for educational purposes].
SCRIPT
M: (talking on the phone – presumably to her husband) …and he’s coming here to the house. No, that’s fine… I mean, actually here…. No, I’m fine… Right. …OK... I’m afraid I’ve got some bad news. The Land Rover Voyager has gone in for repair.
D: But mummy, how shall we get to school?
M: Try not to panic…
D: But it’s home economics today and I’m sending my scallops wrapped in Bavarian veal…
M: I’m afraid the news… gets worse…
D: But how?!?
M: We’re going to have to have… a hire car.
D: Hire car?!? You mean a car that… other people have been in?!?
M: It’s being delivered by a man from the garage…
S: Do you mean a…
M: Yes, darling, a mechanic. * (the doorbell rings – it’s the mechanic; Mother opens the door apprehensively)
GM: Morning, darling. I’m from the garage. I’ve got your courtesy car.
D: Mummy, what’s he saying? *
M: We mean you no harm…
GM: Are you all right love?
M: I’m sorry I don’t understand what you are saying… * Please put the keys on the floor and leave us in peace… * (…Yuh, what?....) Have mercy on us! *
GM: Are you alright?... *
M: Please don’t kill us…
GM: Here, love… I’ll leave them here. (leaves the keys on the floor) Take it or leave it, all right? (he walks away)
S: There is no DVD in the back seat!
D: And there’s no bull bar on the front! What if we have to go off-road or to High gate Village?
M: It’s a death-trap! I’ll call daddy… We’ll have to cancel school for today, now run for your lives children, we’re all going to die!! **")
![Clips from IRCEELT [Tbilisi 4 / 5 / 2019]](https://i.ytimg.com/vi/T4Nvz1DqnsA/mqdefault.jpg "Clips from IRCEELT [Tbilisi 4 / 5 / 2019]
SOME TIPS FOR PRESENTERS
I cannot say I am an expert, but I have attended numerous talks by others and I have given quite a few myself. So I thought I would make a quick list of ‘Dos and Don’ts’ – hoping that others will add to it…
DO…
…start with something attention-catching (a joke – something weird – a story); you only have a few seconds.
…say interesting things. Content matters. (Ask yourself: would someone still find your talk interesting if they were not an EL teacher?)
…use stories and anecdotes to make your talk more interesting. Stories are our mother tongue.
…use stories to convey information; stories are far more memorable than giving studies or numerical information.
…move from the concrete to the general. It is easier for people to understand a principle if you have given them a concrete example first.
…include some practical elements. People need to be able to answer a question like ‘What did you get out of this?’ afterwards – regardless of how brilliant the talk was.
…add value to your talk through ‘social currency’. Include interesting little tit-bits of info that people can share with others (‘A glass ball will bounce higher than one made of rubber’).
…include ‘peak’ moments in your talk (a striking example; a paraprosdokian; a motivational quote etc.). This is what people will remember later (‘The Peak – End Effect’).
…segment your talk, and regularly let people know which part of the talk you are in.
…use your body, your arms and your facial expressions to liven up your talk.
…colour your voice; you may never become Cliff Parry but pitch fluctuations, stress and the strategic use of pausing help immensely.
…talk with confidence and assurance. This means two things: i) you have to know your stuff and ii) you need to have faith in what you are saying.
…use incongruity. Weird things like the completely unrelated picture of a dinosaur on the slide helps wake people up.
…use the power of association. Make that dinosaur a cute baby or a kitten. Advertisers have used kittens to advertise pizza. They know what they are doing.
…use emotions (uplifting soundtracks, moving poems, anger-provoking pictures, etc.) Emotions help print your message in people’s memory.
…interact with the audience (e.g. by eliciting information, by asking them questions, by using simple discrimination tasks, or asking them to predict something).
…engage the audience somehow (e.g. by giving them an activity to try out or something to discuss with a partner). Interactive elements boost information retention.
DON’T…
…stand behind the podium (unless you are as interesting as Luke Prodromou in which case you can do whatever you want).
…read from a text or your notes / overload your slides / read from the slides.
…choose titles like ‘The situated construction of divergent modalities in the quest for a fundamental positionality: the case of the subjunctive’.
…use long, complicated sentences. Forget you are an academic for the duration of the talk (…better still: ‘Forget you are an academic’).
…let the talk sag; make sure you maintain a brisk pace. Monitor activities and cut them short if people are losing interest.
…go over time; even the best attendees start getting restless if you do (plus it is unfair to the organisers and the next speaker).
…fade out; end with a bang (a quote – a joke, etc.) – and clearly signal to the audience where they are supposed to applaud. This helps round off the experience (see 2:00 – 2:12 here). *
[* NB: That last joke is not mine; I’ve pinched the idea from J. J. Wilson :-) ].
[Clips from IRCEELT. Tbilisi, Georgia 4 / 5 / 2019]")
