We’ve got some friends over from New Zealand this weekend and over dinner one of them mentioned WEIRD, not the adjective meaning strange, but an acronym used by certain American psychologists. As soon as she had used it, I realised how difficult it would be for anyone else to be following the conversation if they didn’t know its meaning. The acronym actually stands for Western, educated, industrialised, rich and democratic; it's a way of classifying certain people in the world. The argument goes that people of this type have different values to others. One simple test is the ‘I am’ sentence starter. We have all taught this tense and this sentence but what answers would you expect? Apparently WEIRD people will reply ‘engineer’ or ‘runner’ or ‘football fan’. In other words, they talk about their individual status. Non-WEIRD answers would be ‘mother’, ‘cousin’, ‘grandfather’ which are all about relationships. Whether you agree or not, it is true that our culture will always influence what we say and what we expect to hear. That is why we have to be very careful listeners in the classroom and take on board what all our students offer. We need to avoid considering anything as ‘a funny idea’ until we have really understood where it comes from.

The whole area of ideas is very much present in this issue. When I announced the theme of ‘Teaching writing’ about a year ago, I had no idea it would prove quite so popular. Whether teaching teenagers, children, students or adults, the biggest problem continues to be: having ideas associated with the topic and, finding ways to articulate them in a clear, accurate and engaging way. I enjoy challenging students with statements they have to agree or disagree with, such as ‘Learning to cook is as important as learning to count’ or ‘All education should be free’. It is not whether they agree or disagree that counts but rather why. What evidence can they provide to back up their argument? There are very few brand-new ideas around, most ideas are simply adaptations of what we have read and heard elsewhere. Don’t forget that in many cultures it is not up to the learner to have the ideas anyway, their role is to remember the ideas of others.

Everyone goes through stages in life when they think they will not have to write much but I am continually amazed how often the writing skill is still called for. Sending WhatsApps and emails is something everyone has to do, writing presentations, essays and reports are not simply academic activities. Unlike speaking, writing leaves a trace; and for that reason alone, accuracy is really important. You don’t want a mistake on your application letter or on one of your PowerPoint slides.

But writing takes time. Thoughts have to be gathered, organised, planned and put into order. The right words have to be chosen then repetition and incoherence removed. For that reason, writing has to be physically done in class time, either as a joint activity or alone in order for teachers to help at each stage of the process. Practice does make perfect with writing, so I really hope you find inspiration in the articles to help you with your writing classes. As for me, I continue to write my 700 words each issue to introduce the magazine and offer you insights into my life. The book I have been writing for my granddaughter has now gone to the printers. No more opportunities to change. It has a good plot, some international animals and takes place on three continents in thirty-two pages. It has a moral of sorts – giving is as important as receiving – and it will be read for the first time at Christmas.

As you have your breaks at this time of the year, I hope you have had or will have a chance to reflect on the year and look forward to the next one. Thinking about your teaching is good but not for the whole holiday! I hope 2025 brings you lots of what you want. I look forward to seeing you at the next MET Spotlight webinar. Google for more information. Meanwhile, enjoy this first issue of the year.

Robert McLarty

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