Consequences of Providing

Mind Grammar-based Critical Instruction

Learn to minimize conventional roteism practice because it is self-defeating. It inherently defeats comprehension of subject matter and development of critical literacy in students. Because it is based based on a serial, static, crystallized, one-dimensional, mental view of subject matter, roteism instruction provides no mental process to reason, read and write critically.

Move your instructional practice to critical instruction, which is based on a mentally dynamic and three-dimensional view of subject matter that is profession and student-affirming. See these consequences.


Positive Consequences for Teacher Educators, Teacher Candidates, School and College Faculty, Textbook and Academic Authors, Researchers, and Administrative Leaders

  • Think, read, and write through use of critical reasoning processes to achieve understanding, comprehension, and literacy abilities in the context of engaging new and revisited subject matter.
  • Design and deliver student-centered classroom assignments that show students how to identify, connect, and integrate the facts and ideas in new and revisited subject matter to achieve understanding and comprehension through mind grammar-based critical thinking, reading, and writing.
  • Provide students with the explicit and formal ability to take mental and procedural responsibility for their learning.
  • Spend less time for classroom preparation because critical reasoning, reading, and writing processes for engaging new and revisited subject matter are formally, explicitly, and transparently shared with students.
  • Help students to explicitly and formally achieve learning standards that call for critical literacy achievement.
  • Mentor young colleagues in the practice of critical instruction.
  • Overcome professional frustration and personal disappointment and therefore much less likely to leave the profession.
  • A significant drop in roteism-assuming teaching reform efforts aimed at telling teachers how to practice their profession.

Positive Consequences For School and College Students

  • Move from one-dimensional self- defeating roteism learning that subverts innate critical thinking abilities to three-dimensional and self-affirming critical learning.
  • Think, read, and write through use of critical reasoning processes for understanding, comprehension, and literacy development.
  • Self-explain critically what is read or heard. In other words, assess media and internet information, and study textbooks and other sources of subject matter, critically.
  • Explain critically through writing and speaking so readers or listeners may understand and comprehend critically your topic.
  • Limit the chances of dropping out. Mind grammar-based learning minimizes dropouts because it: (a) reduces boredom significantly when engaging subject matter; and (b) develops, grows, and does not stifle students’ innate power to engage the world critically, (c) there is a game-like quality to engaging subject matter critically that increases participation in the learning process.
  • Give much greater consideration to the consequences of proposed paths or actions in school, college, careers, and life.
  • Engage the fast-moving, complex and digital world with the means to assess critically what is read, heard, and observed; and self-asses what one says.
  • Apply critical reasoning to school and college learning, social media, on the job, and in life.


Negative Consequences for All of Not Minimizing the Practice of Roteism Instruction

  • Continued reliance on ages-old professional practice based on roteism instruction, which places teachers as merely transmitters of subject matter in a crystallized one-dimensional manner causing students to learn by rote; while also defeating their ability to develop critical thinking, reading, and writing abilities in the context of engaging new and revisited subject matter.
  • Continued instructionally weak teacher preparation, development, practice, and instructional materials.
  • The learning standards call for critical engagement of subject matter will not be met if roteism practice continues to be the mental basis for instructional practice and curriculum writing.
  • Conceptual and procedural weak curriculum writing will continue because conventional materials have static and one-dimensional views of subject matter baked into the writing. This means materials will not help faculty develop critical thinking, reading, and writing abilities simultaneously with engaging new and revisited subject matter.
  • Continued deadening of students’ mind’s because their innate ability to engage the world’s subject matter critically is blunted and deadened instead of nurtured and developed.
  • No direct way to help ensure equity in learning, how subject matter is taught, and how the classroom learning environment supports learners of all backgrounds and promotes achievement and retention of students.

Neutral Consequences

  • Occasionally, consequences can be neutral. For example, a consequence of some process may initially require more effort, which can be considered negative. However, the additional effort may result in a better outcome, which is positive. So a balance is achieved.
  • When such balancing consequences occur, they are considered neutral consequences.
  • Mind grammar-based critical instruction is a case in point. It takes time—but surprisingly little time, a matter of weeks not months or years—to learn and apply mind grammar-based instruction. On the other hand, the many positive consequences of critical instruction, as given above, outweigh greatly the time needed to learn how to teach critically.
  • A good question is: “How can I cover the required material and do the extra work of teaching students to think, read, and write critically?”  For the surprising answer, one unique to critical instruction, click here.