What Can You Learn About Personal Improvement, Teaching and Consuming Content From The Man Who Could Teach You To Speak A New Language In 5 Days? Answer: A Metric Shit-Ton.

Hey You,

It’s Lewis a.k.a. Nerd #2.

I’ve been studying Eben Pagan’s Advanced Learning and Teaching Seminar and I came across a guy I think you should know about.

Wyatt Woodsmall, the gentleman who is co-presenting at this seminar with Eben has had the good fortune to model a man he believes to be one of the greatest educators of the 20th century.

Modeling is the process of analyzing the specific behaviors and thinking patterns of another person or system in order to duplicate their successful results.

Michel Thomas was world famous because he could teach you to speak a new language in 5 days.

He lived to be 90 years old and Wyatt and his wife published a book not too long ago chronicling how he did what he did; The Future of Learning – The Michel Thomas Method.

Have You Ever Been The Victim of “The Blind Leading The Blind”?

Wyatt spent half of his time as a sophomore in college learning German and the best grade he ever got was a C while he got A’s in everything else. And he spent more time studying German than everything else combined.

My step-mom had the same experience with French. She had such a hard time learning it in college that she eventually surrendered and changed to a major where learning a language wasn’t a requirement. And like Wyatt, this was the only class where she wasn’t able to get an A (I think she got a D in it) in spite of being far from stupid and studying her ass off at it.

When she finished college she went and backpacked across Europe and when they got to France she was worthless when it came to speaking and interpreting and in her words, “Everyone there was an ass,” because they wouldn’t speak English to her.

Have you been in a similar situation trying to learn a new language and having it kick you in the balls and send you running home to your mommy?

We’ll if you want to see the easy way to master a new language AND a revolutionary way to teach someone something, pay very close attention to what’s coming.

Both of these examples are perfect examples of students being taught with a shitty strategy. Both of these people excelled in academics. They wanted to learn, but for this topic, no one had made it easy to do so.

So when Wyatt heard that you could learn to speak a language proficiently in 5 days, his knee-jerk reaction was to say, “Bullshit.”

How The Hell Did This Michel Thomas Guy Become So Amazing?

Wyatt says that as a modeler he’s got to meet some incredible people and Michel is one of the most remarkable people he has ever met.

Michel was born in Poland and when the Nazis came into power so he fled to Vienna. When the Nazis bull dozed into Austria, he then fled to France.

When the war started, he was caught several times and put into deportation camps, slave labor camps, and was caught several times because he escaped several times and he finally joined the French Resistance.

He fought with them when the allied army invaded Europe. He made connections with the American army and they quickly realized what an amazing talent he was and they recruited him into army intelligence. For the rest of World War II he was in intelligence and counter-intelligence.

At the end of the war he did some incredible things and was awarded with the bronze star for bravery . . .

He captured all of the Nazi party’s records before they could be destroyed which served as the basis for the Berlin Documents Center . . .

He was able to capture the U2 scientists so they were brought to the U.S. before the Russians got them . . .

And he captured the most notorious war criminal and he lived through things were absolutely unbelievable.

From War Hero To World Famous Teacher

When he was a student in France, before and during the war, he took at course at one of the prestigious schools and one of the teachers told him that no one knew anything about the learning process of the human mind. Michel felt this was tragic and thought, “How the hell can anyone not know about this?”

There’s nothing so simple that it can’t be made complicated,” was a belief that one of his teachers had and he felt that it should be the opposite way around.

When the war ended, he came to United States and settled in Beverly Hills in California. And this is where he decided he wanted to delve into and make discoveries about the learning process of the human mind.

So he thought of what would teach him the most about the learning process and he came to the conclusion that foreign languages would be one of the steepest learning curves anyone would encounter.

He set out to teach foreign languages because he wanted to learn about the learning process of the human mind.

He also wanted to demonstrate that there was nothing so complicated that it couldn’t be made simple which was contrary to what his professor in France believed.

So he started teaching language in Beverly Hills and he started

teaching people how to speak a new language in 12 weeks and in 30 years he refined that 12 weeks of instruction to 5 days. And he spent the last 30 years of his life teaching that 5 day course.

The people who came to him where the anybody who was anybody in Hollywood, politicians and their wives, the major CEO’s of corporations studied with Michel and at the end of his life he was charging $20,000 for one-on-one instruction for learning a new language in 5 days.

At the end of his life he ended up recording his lessons on tape and so now it’s possible for you to go to Amazon and learn German, French, Spanish and Italian and have a direct experience learning from him.

This Stopped Me Dead In My Tracks

I heard this and at the time I was chugging through the French version of Rosetta Stone and learning a lot of different words, boy, girl, man, woman, my colors, my numbers, table, car, hat, words for the different pieces of clothes, and some dialogue but the one thing I was struggling with were the connectors that make up dialogue like “I” “We” “My” “You” “We” “Where” “Is” “Are” etc.

So obviously hearing this promise and hearing about the tapes, I went and got EVERYTHING Michel on this topic of learning French and I positively LOVE the way they’re set up. They’re recordings of him teaching two beginners, on American woman and one British gentleman, who are both starting from zero.

Rosetta Stone takes on the approach of immersion so nothing is ever explained in English or even explained at all. You’re thrown into the language much like a baby is and you just see the words with pictures and you’re on your own to make the connection that “Cinq Pommes” with a picture of 5 apples means “five apples” in French and so on.

I’ve learned a lot from Rosetta Stone and I’m going to continue to use it but I’ve learned more about putting sentences together and pronunciation of words just in the first CD with Michel than I did in hours of doing Rosetta Stone.

If you can only have one, I say go with Michel.

And under Wyatt’s advice, I went directly to learning from Michel’s recordings (see here) vs. “The Michel Thomas Method” which is someone who swooped in after he died and bought the rights to his name and are now using them to sell a system where supposedly they’re using his method to teach a language.

How Michel Went About Teaching Foreign Languages

It wasn’t just what Michel did but rather it was how he went about it that was the most remarkable thing of all.

You have to keep in mind that this guy never went to school to be a language teacher. If he had, it would’ve been impossible for him to get the results that he did. The reason this is so is that in pretty much any field you can imagine, there are dogmatic beliefs that infest the field and keep it from making significant progress.

When working doing his modeling work in sports, Wyatt continually is astounded at how many people cling to the wrong way of doing things because that’s the only way they believe there is to operate.

We learn to speak a language before we ever learn to read or write it. So if you want to learn a language, you want to learn how to speak it FIRST. You want to forget about reading and writing it. You learn to speak conversationally and then you’re able to read and write.

Michel found that trying to do all three at the same time is what leads to frustration.

A Look At How Public Schools Make Kids Hate Thinking

Michel didn’t like the school system a.k.a. the mind prison.

Look at these negative suggestions that are drilled into you in the public school system and college and tell me how much freedom, curiosity and joy they inspire…

Learning means hard work…

Learning means trying hard…

Learning creates pain…

Learning requires concentrated effort…

Learning demands study…

Learning generates tension…

Learning requires homework…

Learning creates anxiety…

Learning requires memorizing and learning by rote…

Learning requires cramming for tests and being examined…

And worst of all . . . Your future depends on learning and whether you’re going to succeed in life depends on whether or not you succeed here and if you fail here you will fail miserably in everything you do!

Did you have these beliefs rammed down our throat every day you went to school?

I did.

And I believe they unintentionally did their best to make me hate the process of learning. They almost won. And despite their best efforts, I stand here today sharing what I learn from studying every day.

This list of garbage beliefs above are the doctrine that’s drilled into the minds of children in the dis-educational system. And living as many decades as he had, he saw three democracies fall and he blamed the public education system for their collapse.

These beliefs and the environment are designed to create tension and stress. Children are given all sorts of negative programming and their self esteem is tied up with their success or lack thereof in the mind prison.

It’s no wonder that our desire for learning is destroyed and we stop doing it as soon as no one is forcing us to attend a dis-educational institution.

Surviving the disastrous dis-educational system is the ultimate testament to the resiliency of humans; that we endure such a disastrous system and come out the other side relatively sane and healthy people. That, is the real miracle.

Here’s How “The Michel Thomas” Approach Differs From “The Mind Prison” Approach

Michel was a renegade who didn’t want to play by "The Herd’s" rules. He pretty much took the opposite view to learning which is what allowed for his students to achieve such rapid progress.

One of his primary goals was to relieve the learning environment of tension.

Here’s how it wasn’t business as usual when teaching content with Michel:

1. You Always Start With What The Student Already Knows

You connect what you want people to learn to the familiar. To learn is assimilate and connect up so this led him to begin with the known.

2. Have a Sharpened Awareness of One’s Own First Language

One of the huge problems with learning a foreign language is not even knowing how to properly speak your own.

3. Learn How To Speak Using Correct Grammar

If you’re going to learn to speak, you want to learn to speak right first, then add the slang and shortcuts later.

4. Learn It Right The First Time

It is far more difficult to unlearn than to learn. As a matter of fact, he refused to teach people who’d been taught the language previously.

5. The Heart of The Language Is The Verbs

6. Build Meaningful Associations Based On Memory

For everything Michel would teach he come up with analogies and metaphors so that you could automatically remember instead of trying to remember.

7. Teach For Understanding; Not For Memorization

8. Teach For Acquisition of Knowledge

The Enlightened Learning Environment

Michel would bring you in where you were seated in comfortable easy chairs . . . there was no black board . . . there were no flip charts . . . there was no writing material in the room . . . there were no desks because you were not going to be taking any notes . . . there was no written material . . . there was no homework . . . there was no writing . . . and there was no trying to remember anything.

You would come in and he would first ask you to first make yourself comfortable.

He would then say . . . 

"Let go of any tension you may have. This course is about understanding and knowledge; not about memorization. Never, never try to remember. You don’t forget what you know. You may block it but you don’t forget it.

In this course there is no need to take notes. There is no homework but there may be research projects.

There are no texts and no examinations. THE TEACHER IS RESPONSIBLE FOR YOUR UNDERSTANDING AND REMEMBERING. (the exact opposite of what goes on in the dis-educational system where the student gets blamed by the lazy teachers – in this world, the teacher and the teacher alone is responsible for your remembering and your understanding)

If you don’t remember or understand, it’s the teachers fault. It’s not your fault. The teacher will find out why you don’t remember or understand and will know what to do about it. Just sit back and experience the joys of learning."

  • So once again, Michel’s whole method is teacher-centric:
  • So the teacher is responsible for mistakes that occur – any mistakes are Michel’s problem; not the student’s problem.
  • Responsibility for learning is Michel’s problem; not the student’s problem.
  • Learning and remembering are Michel’s problem; not the student’s problem.
  • Michel is at fault; never the student.
  • The student’s problems are none; All the student is responsible for is being there and participating.

Within Spanish, Italian, French or German there are lot of common words with different pronunciation so he would start with these words along with words you could very quickly master. This would lead to you being able to speak long sentences very quickly.

This led to you having a sense of accomplishment very fast – within the first hour of being in the room.

And he did this with no text book, no note taking, no emphasis on remembering.

Let The Language Teachers Proceed To Go Berserk…

Another variation on his method is that he doesn’t teach grammatical vocabulary – He teaches you to speak grammatically correct.

You learn grammar in the context of learning to speak the language.

Out of the 850,000 words in the English, 100 of them are used 52% of the time. 16 of them are used 25% of the time so he would generalize and teach you to speak all the tenses of the language plus a functional working vocabulary.

The New York Times only uses 600 words which means a small number of choice selected words will get a looong way in sounding like you know what the hell you’re talking about.

In his French course he promises to have you knowing 1,000 words by the time you’re done.

The only grammatical words he used were nouns and verbs and he said that most people don’t even understand what those are. Vocabulary for the most part confuses people and is unnecessary in order to speak grammatically correct without ever using grammatical vocabulary.

Grammatical vocabulary is a series of labels developed by the Greeks and it’s what English teachers use to label what you’re doing and we don’t really need that.

The 95/5 rule applies here and it says 95% of grammar is irrelevant and redundant because it doesn’t really capture the pattern – the way people actually speak – not the 850,000 words of the entire language.

This sounds like common sense, but common sense isn’t too common when it comes to teaching languages as you may well know.

So in the course he tells you how to say, “I’m sorry, but you speak to fast for me.” And then he asks you to say it and this process repeats itself over and over again.

The course it completely interactive because you’re having to continually respond as you’re building on what you’ve learned.

He finds what’s most easy to generalize. You want to learn the commonalities first; not the exceptions. You want to start with what the general pattern is learn the exceptions in context.

He can tell when you’re trying to remember and he asks you not to do so.

He also corrects you if you try to guess or rush. He demands that you go slow and think it out because once you understand, you’ll always remember. Guessing right and understanding are not the same because you shouldn’t have to guess if you understand.

His whole method was designed to help understand and figure it out.

He asks you to translate a sentence like, “What do you think of the political and economic situation in France at present?” and what he could tell if you were thinking it out because you’d be breaking it down into chunks and he could tell from the timing as to whether you were translating or guessing.

He hated guessing because you can’t reproduce the results of it on a consistent basis whereas understanding you can.

So in three days he’d cover all the tenses of the language and would leave you with a functional and working vocabulary. So during this time he had to figure out how to fit in all of the tenses and learn a functional vocabulary and so he would ask you say this and the student would translate it and he repeats back what the student says and then he moves forward asking how to say, this, repeat that back, and it just builds and builds upon itself.

How This Master Deals With His Students Mistakes

So you and I know he believes that if the student makes a blunder, Michel takes 100% of the blame.

And at another level he didn’t want the student to know they’d made a blunder because we only got 7 + 2 or -2 chunks of attention and your attention can be on one of two places – correction mode or it can be in peak performance/improvement mode.

If you make mistakes it triggers the part of you that is cautious, on guard and your focus is turned to correction mode. This is no good. You want all of your attention on improvement mode.

If the student knew the right answer they wouldn’t make the mistake.

So when a student makes a mistake he would not immediately correct the mistake. So the student mispronounces, they didn’t know they have and Michel knows it’s a mistake.

He would then ask himself, "What would have to be the case for the student to make that mistake? What did they fail to remember or did they not understand?"

He would make a note of this in his mind and he would go back and review what they hadn’t understood or forgotten without the student knowing the reason he was doing so and when the student came to what they’d said wrong the student would be able to correct themselves.

He found that the best way to learn was to correct yourself and to do it without having seen that you’d made a mistake when you’d made it. The dis-educational system is all about pointing out your mistakes and making you feel bad about them. Michel never made anyone feel bad about anything. He took all the blame and responsibility.

So with this process you learned all the tenses and had a functional vocabulary in three days and during the last two days you would converse with a native speaker of the language.

How Do You Teach More In Less Time?

Michel was a master at layering. He didn’t have a label for this like Wyatt and his wife did but I’ll tell you what it means. At any moment when you’re teaching you’re doing one of three things:

1) You’re pre-teaching.

You pre-teach without labeling what it is. You teach it in a simple context where people understand it.

2) You formally teach

3) Then you go back and periodically review

Michel did all of these simultaneously. This is a HIGHLY efficient way to teach. Michel was a master at layering which made all of his lessons economical in the sense of time expended and impact upon the understanding of the material on the part of the student.

Michel believed in blocked teaching. So instead of trying to learn in 50 minute segments that we need to break it up into like 6 week blocks if you want to teach six subjects in thirty-six weeks.

He discovered that if people were excited about learning, they can pay attention for long periods of time. He believed that too many breaks, breaks up the learning.

How Potent Is Your Content and Teaching Strategy?

With Michel background of having served in the military and being conscious of Esprit de Corps – A feeling of pride, fellowship, and common loyalty shared by the members of a particular group – he strived towards having Esprit De Class.

In his business, Michel would teach either 1-on-1 or in small groups.

He saw himself as an educator and believed in his method so much that he went into Watts – one of the roughest and most violent ghettos not only in Los Angeles but in the world and he went to this trashed school system and in order to prove his method work, he went into one of the public schools and decided to teach the kids one of the most irrelevant topics he possible – French.

The school principle told him they’d love to have him come in but she warned him that he would be taking his life into his own hands.

She explained how rough an environment this was, so rough in fact, that they had no doors on the classrooms to prevent anyone from getting locked in and stomped, stabbed, or shot to death. They had armed guards patrolling the hallways who looked in on the classes at all times. And if he wanted to come into these conditions and teach, they were fine with that.

Of course, they had no idea who the hell they were dealing with. They didn’t realize is that Michel had faced down some of the most ruthless gangsters in the history of mankind – The Nazis in World War II. So with that being the context, this was a cake walk and he welcomed the invitation.

When he encountered the students he placed them in three categories in his mind:

The Openly Hostile…

The Bored…

The Shy.

But before this he talked about French and how it was spoken in Africa and how important it was and the role it played in black culture in history and how if they had this language they could converse in many places in the world.

For those who don’t know, Watts is the predominantly black area of Los Angeles and so he was seeking out a way to make this language relevant to his audience. Then he began his process.

He started out by getting the shy people to participate. And what was happening was that by participating some of these kids were getting their very first experience of succeeding in a class room as a result of speaking some fairly complex sentences in a foreign language in a very short period of time.

Next, he worked at activating the bored people. Now his teaching was different because he would only teach by direct eye contact. He didn’t have people raise their hand. The way you knew to respond to him was he would look at you and you would answer. Only eye contact.

And he would see in his peripheral vision who wasn’t listening then he would call on that person with his focus next and put them on the spot to tell him what had just been said. They of course, couldn’t answer and he would ask them, “Well, why didn’t know the answer?” And they would tell him they didn’t remember and he would say, “No. It’s because you weren’t listening and paying attention.”

This yanked people into paying attention not wanting be clueless if they were called on. He used peer pressure to get the bored/distracted people to give him the time of day.

At the end of his first day, he had two-thirds of the class hooked. The next day he wanted to direct his focus towards bringing the troublemakers onboard. The way he did this is he told them, “If you want to be here, sit down and participate. If you don’t, go ahead and leave.”

Kids were always wandering the halls and if they came into the classroom he welcomed them to sit down and participate, or get the hell out. What he did next was turn the trouble makers into the class cops who were telling people to sit and behave and telling people to get out if they were disrupting their learning.

And after doing this, he wasn’t suited with the progress because the kids weren’t 100% on board. They were waaay better than before but they were still screwing around more than he preferred they would.

Fuck This Shit. You Don’t Want To Learn. I Quit.

So, he told the kids that he wasn’t going to teach under these conditions and told them that they had to decide whether or not they were really interested in learning or not. So he told them he was leaving and that he’d be in the teacher’s lounge for a few minutes, and if they decided they wanted to learn, then to come and get him.

After sitting in the lounge for some time, no one had come so he started thinking he’d blown it but in a few minutes there was a knock on the door and the child told him that the class had voted and that they wanted him back.

In the meantime, they’d rearranged the room to make it more comfortable and interactive. His original arrangement was to only be there for two weeks. After 4 or 5 days kids were asking him if they could take lunch in the class room and continue their learning. They would ask him to stay after school and teach them more. Other teachers would wander in because the word was spreading about what was going down and they would see an environment of order and curiosity and then spot certain kids and tell him, “I can’t believe Twondale is behaving, succeeding, and making progress. You wouldn’t believe what he does in my class!”

At the end of two weeks the students begged him to come back. So he came back for a couple of more weeks. And then the students begged him to come after school and he did so for the rest of the semester.

The Supreme Strategy For Making Learning Stick

There are so many limitations in our mind. Boredom sets in when we don’t a sense of having accomplished something.

Michel’s method is dialogical – He’s asking questions so there’s always a dialogue back and forth and this is his way of making sure you understand and noting down what you misunderstand and figuring out what caused them to misunderstand or forget and then weaving review back into the lesson till the answered the question right.

12-15 interactions between the teacher and student per minute happen in Direct Instruction – one of the best methods of education available to classrooms (that no one uses that you should pursue if you want your kids to be learning).

When a person needs to be ready to be called on, they listen at a whole different level.

With you any subject you’re going to teach, Michel believed you first needed to start off with blocked teaching – no fifty minute periods, you would instead take something like 6 weeks to study it (both times he’s talked about this he’s been this vague about the topic so I’m with you on wanting more), You would find out the major concepts that you need to understand, and you would teach the concepts through a back and forth exchange of questions and answers.

This allows you to uncover where people are confused and teach them correctly before the idea was too doctrine in their mind. Another bonus about this process is that it allows people to feel like they’re making progress as they answer you correctly and correct themselves.

Start Off On The Right Foot

Michel not only went into Watts and helped kids but he also went into the Mexican ghetto known as the “Barrio” and worked with kids who only spoke Spanish.

He found when going to teach these kids English that they didn’t even speak Spanish correctly so he first taught them how to speak proper Spanish. So he not only taught the kids to speak English but got them for the first time in their life speaking their first language correctly.

Michel also hired people to train languages he didn’t speak. But he would never hire anyone who’d been trained by a formal language teacher. He knew it would be a bastard trying to retrain them on how to teach a language.

So he would take this native speaker and ask them, “How do say this . . .” over and over and over then after some time of asking these questions he’d be able to say back to them, “Well then you must say this, this way,” and the person would more times than not tell him, “You’ve been fooling me because obviously you speak this language and why are we going through this,” and Michel would let them know that wasn’t the case.

And through him asking these questions they would put together a course by him asking how to say the fundamentals they would get excited about the process because they could see that they’d rapidly taught someone to speak their language.

Employee vs. Business Owner Mindsets

Michel had both a passion for learning and a passion for teaching.

This showed up in everything he did. He had too much respect for the student to waste their time and no patience for wasting his own time. So he took everything into his own hands – everything was teacher centered and prepared beforehand just the same as it is with Direct Instruction – rooted in the premise that if the student didn’t learn, the teacher didn’t teach.

He came to the conclusion that teaching for understanding was a completely different ball game than teaching to get through the day. He put his ass on the line by guaranteeing the outcome. All that matter to him were results; not hours worked.

He was entrepreneur so he knew that if he didn’t provide value, he wasn’t getting paid and this caused him to innovate. Teachers in the public school system are employees who get paid even if they don’t get the results. This is a prime example of the vast difference between the business owner mindset and the employee mindset.

These are highlights of Michel’s process. If you go get the book Wyatt wrote, you’re gonna see where he and his wife go deep and go nerd on the topic.

This is just a wake up call that training and teaching and learning can be optimized. And some things are worth re-learning because we’ve had such shitty teachers our whole lives.

Michel also came to the conclusion that one of the best ways to learn was to teach. He found this worked great when he was working with kids. He would tell them there was no homework but if they found something interesting and they want to do a research project on it, they were welcome to do so.

This was getting kids to go to the library who’d never been to the library before and the next day Michel would have them teach the other kids about the interesting things they discovered that they cared about.

The normal way of doing business in school system that causes problems stem from the slow pace, having no evidence of whether you grasping things in the moment, it seems like a never-ending journey, and there’s so much to be learned that you’re on overload and overwhelm which leads you to be tense and stressed which is only enhanced by all the negative but well-meaning programming you get from the teachers.

Did Michel Use Positive Reinforcement?

Michel didn’t use a lot of praise because he found that it wasn’t necessary and he never blamed anyone else except for himself for a student not learning.

He came to the realization that the best form of positive reinforcement was success – this was far better than any praise he could give.

This is an incentive-based learning situation.

Why Did Michel Do What He Did?

Michel experienced something that almost none of us have had.

He saw three democracies fall. This led him to ask the question of “What causes a democracy to fall?” He came to the conclusion that the reason for this was a direct result of the school system.

The school system was designed to create a compliant society. It wasn’t designed to encourage creative thinking human beings. This concerned Michel because he had massive evidence that people didn’t observe this fact nor pay attention to history and see where the society we’re living in is heading and the fact that people were fine with a system that inspires conformity rather than creativity.

He knew there was a way to teach people to think independently instead of mindlessly taking orders and absorbing what was shoved into their mind. Michel was passionate about this topic till the very day he died.

He knew that public education was the cornerstone of democracy but if it’s done wrong democracies will fall and that we need stand guard at the door of our minds – a form of resistance you could say to the dumbing down of society.

It pissed him off that in the mind prison, children don’t have advocates. Even prisoners have advocates in the form of lawyers. Kids don’t have anyone sticking up for them. Michel home-schooled his own kids refusing to sentence them to the mind prison even though it was illegal when he did it. I like this guy. He’s a genuine bad ass thinking man’s man.

Summation Of How To Use Michel’s Strategy To Learn A Language

1. Concentrate on speaking the language – forget about learning to read or write it initially

2. Learn to speak grammatically correct

3. Look for the real patterns of speech opposed to the grammatical patterns

4. Have a profound knowledge of your own language

He mastered 10 languages and I believe he learned to teach all 10 and if not somewhere close to that.

So if you want to learn to speak Spanish, French, Italian, or German fast AND see what he does that’s different and get a direct experience of him, go get his courses but make sure they’re him doing the teaching and not “The Michel Thomas Method”.

As I mentioned above, I’m going through the French set every day for a minimum of 30 minutes and I absolutely love it and feel a strong sense of accomplishment after every session.

Here’s the link for his Spanish course and I’m sure you’ll easily find the other languages here . . .

And if you want to learn more about his unique teaching style, you definitely want to check out the book . . . "The Future of Learning: The Michel Thomas Method"

That’s it for today. Get up, get out, and go do something with what you’ve discovered here today.

Talk soon,

Lewis LaLanne a.k.a. Note Taking Nerd #2 a.k.a. L.L. Cool Nerd

PS. If you ever do take on the personal improvement challenge of learning a new language, you’re sure in the hell gonna have to take charge of your ability to manage yourself and these notes here include some of the best strategies and tactics that lead you to making shit happen in your life. Go see them here <—–