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00:00excellent very good so there we are so yesterday we were discussing a little
00:07bit about the about the habits and routines you know that how it's how
00:14important is to have good habits so we have a video today that we're going to
00:19discuss but let's see who else is coming so so that we can all watch it together
00:25right so let's see
00:42where is it this is the one with technology version one the tennis so plan an activity
00:51with someone you know can and have to Nathalie do you remember what's the main
00:56difference between the model barb can and the function have to to indicate
01:02obligations or activities that you have do you remember this function
01:09uh well I think can is for something you can do but it can be an option I have to
01:20is more like an obligation yeah well have to it's something that you have as an
01:27obligation but not really as a strong obligation at a high grade of
01:31obligation but a lesser grade of obligation you know something like that you can
01:36actually postpone that you can do some other time that you can do some other
01:40day and and it's really simple to use it you know for example I have to visit my
01:46my sister who lives in Florida but I can do so the next week so it's not very
01:53important that you do it right away so you can take some time to do that you know so
01:59on the other hand we also have must must it's a middle verb where you have to where you can
02:07express a higher grade of obligation you know for example I must do my homework I must clean a
02:14bedroom especially if cleaning the bedroom is your your duty or your your work you know or your job
02:22at a school or at a mall center or supermarket for example you must clean it because other workers or
02:32other people who could actually come and may need the bathroom you know so that's a
02:37higher obligation or for example I must study for my exam it's something that you
02:44cannot avoid next one very good so we have here you scan plus the base form of a verb for
02:51possibility we know that can can actually be used to describe ability or availability availability
03:00to describe that something it's available for you to do you know for example I can come tomorrow I can
03:09visit you tomorrow that means you have the availability to do something in in particular right so that's
03:16some and also can describes your abilities you know things that you can or that you cannot do things
03:24that you have the ability or the knowledge to perform so we have the first example and athlete can you read
03:32the first one please the one that says we can stay you know we can stay out late tonight there are no
03:44classes tomorrow morning okay so in this case we're gonna try to link the verb with the preposition stay
03:52out you know stay out instead of saying stay out late tonight you can simply say we can stay out late
04:00tonight you know or we can stay out late tonight there are no classes tomorrow morning that's actually
04:06a separable phrasal verb there are some phrasal verbs that you can actually separate there are some
04:12others that you can't for example stay out it's something that you can't separate we can stay
04:18laid out you know or we can you can we can stay out late tonight there are some phrasal verbs that you
04:24can divide that you can separate you know so we can stay out late tonight there are no classes tomorrow
04:32morning so can you try to link a little bit better that phrase say Natalie please we can stay out late
04:45tonight there are no classes tomorrow morning excellent very good that's as you can see that sounds a lot
04:51better and that's the advantage you know that's the advantage of linking the verbs with the prepositions
04:57that's going to be very useful because there are many phrasal verbs that you have to study and some
05:04of them are very common to to use in idiomatic English you know so that's the point let me see that's tomorrow
05:18what they say tomorrow Wednesday Wednesday Wednesday yes so that's the point so we have I'm too busy
05:26this afternoon I can't play golf which is the contraction for I cannot you have other contraction
05:33that you can use with cannot which is cannot you know like place all together although this is a little
05:39bit more informal you know it's not that common it's something more for the for speaking purposes something
05:46that you can that you can use in speaking but not in in written English you know of course you can use
05:53it but it's not like the best option right right there so we have also Mona can meet us at the park but
06:01her husband can't for example here we also have the verb meet and at you know so we we link it all
06:09together with the uh object pronoun which is it's an object pronoun right Mona can meet us can meet us
06:17at you know can meet us at the park but her husband can't so that's uh that's the point
06:27give me one second here
06:29so we also have remember that can in this uh label that we have on the right side of the book which says
06:46that remember that can plus the base form also expresses ability you know we can speak English or
06:53they can play the piano or we they can play piano you know you can add the article or you can emit it
06:59and that's as simple as that so you know it's very useful another way that it's worth knowing
07:06it's the function be able to you know be able to can be used uh very similarly to can which is this one
07:15be able to also used to express uh ability ability or availability availability so although uh
07:31this is another uh model verb another model function although this one it's one of the few ones you know
07:38one of the few that can be used with an infinitive remember that generally whenever we use uh model
07:45verbs these may not be followed by an infinitive you know for example when you say like in this
07:53example that we have here we can speak English we never say we can't to speak because that would be
07:59a mistake you know but we have they can't play piano but we don't say they can't to play the piano
08:07because that would actually be a mistake so that's uh those are verbs that we do not use with infinitives
08:14right uh for example in the same case with should or or must or might or um could you know um
08:25have to it's a semi model function because have is uh have it's an irregular verb but it's uh used
08:34very commonly in this expression to express a certain grade of obligation which is i have to you know i have
08:40to clean the floor i have to clean my shoes i have to open the door you know so i have to have to do
08:46something um but it's uh a light uh great of obligation you know a light uh it's less strong you know
08:59well that's another example of a semi model verb that is followed by an infinitive have to you know i
09:05have to open a door i have to open a window because i would like to breathe some fresh air i have to
09:11cook uh some dinner i have to bake some cookies you know so there are different functions that you can
09:18express with we'd have to you know and the and the infinitive function
09:35uh so that's the uh that's the have to you know that you can use with with an infinitive and the same
09:53is with the function of uh be able to because uh well be able to you can add the uh infinitive to complete
10:00the the statement you know in order to express to express an ability or availability uh the function
10:08and the main difference between can and be able to is that be able to is a lot more formal
10:16and you have the advantage that would be able to you can use it in uh in all the tenses there are
10:22you know in all the possible tenses so it's a lot more flexible than can on the other hand can may only
10:29be used in the uh simple present tense or with its variant which is good to be used in the simple
10:37past you know but only that we cannot express can in future for example you know that's not possible
10:43the for that we have to be able to you know which is something that we will study a little bit further
10:48in uh in other grammar sections which is very interesting
10:52so in this case uh that we are with uh aurelia and jose good evening now and you know so yesterday
11:00uh we were uh we were discussing a little bit about the habits you know so we're going to
11:06we're going to check some habits some routines let me see we have uh never translate english translate this
11:17side have you ever noticed so we're going to listen to these uh women who is going to give us some uh
11:31tips in our daily activities and then we continue with the with the book right so but now taking advantage
11:38that uh uh we are everyone in class you know that we have everyone in class so we can we can watch a
11:46little bit of this video and then we can discuss with some points some questions right how's that so
11:52here we go let me change the microphone here have you ever noticed that some people seem to make habits
12:05stick with very little effort while others struggle to get past day three maybe you've experienced this
12:11yourself you set a goal like working out journaling or cutting back on bed rotting that's lying in bed
12:18all day doing nothing productive you start out strong but then life happens and before you know it
12:24you're back to square one meanwhile someone else in your life seems to just decide that they're going to
12:30do something and they follow through like it's second nature so what's the difference you might be
12:35tempted to think that it comes down to willpower or motivation but the real answer has much more to
12:41do with how you work with your brain's natural tendencies rather than trying to overpower them
12:47i'm dr tracy marx a psychiatrist and i help you strengthen your mind fortify your brain and build
12:52resilience in our last two videos we talked about how habits form in the brain and why bad habits can
12:58be so stubborn in this video we're going to look at what sets successful habit builders apart
13:05and more importantly how you can use these insights to build lasting habits yourself let's start
13:11what's happening under the hood one of the biggest brain-based differences between people who
13:16successfully build habits and those who struggle is the degree to which their behaviors become
13:22automated we've talked before about how habits are stored in the region of the brain called the basal
13:28ganglia this is your brain's autopilot system once a behavior becomes a habit the basal
13:34ganglia takes over allowing you to perform the action with little to no conscious effort but
13:40here's what's interesting successful habit builders don't just have stronger willpower they've managed
13:47to delegate more decisions to that autopilot system which means that they don't have to rely on motivation
13:53every time they want to act and that gives them a huge advantage this is something you can train your
13:59brain to do as well every time you repeat a behavior in a consistent context like brushing your teeth
14:06after breakfast or taking a walk at lunch you're reinforcing the neural pathway associated with that
14:12behavior over time the path becomes so well worn that the behavior just flows but here's the catch your
14:19brain needs clarity to do that one of the top reasons people fail to form habits is because they're too vague
14:26saying i want to eat healthier or i'm going to be more active it's like giving your brain a blurry
14:32road map your brain doesn't know what to latch on to when where or how this new behavior is supposed
14:39to happen without clear instructions your brain can't automate anything compare that to something like
14:45i drink a glass of water right after i brush my teeth in the morning now your brain knows exactly when the
14:51behavior happens what triggers it and how it fits into the existing routine that clarity gives your
14:58brain something that it can encode and once your that behavior is stored in your basal ganglia you
15:04don't have to spend as much mental energy to keep it going so if you're struggling to make a habit stick
15:10ask yourself am i being specific enough is my brain getting a clear signal about when where to act another
15:17factor that separates successful habit builders is how they structure their environment and this is an
15:23area where a lot of people rely too heavily on will power when in reality environment often wins and
15:30here's what i mean by that let's say you're trying to cook at home more often instead of ordering takeout
15:36if your refrigerator is empty and takeout menus are stacked on the counter you're making it harder to
15:41follow through but if you've checked ingredients you plan ahead as to exactly what your meals are going
15:47to be or you've placed a meal plan on the refrigerator door you've made the desired behavior the path of
15:53boost resistance and this is what's called environmental design and it's something that successful habit
15:59builders do almost without thinking about it they place cues in their path like setting work clothes out the
16:06night before or putting a journal on their pillow so that their environment is nudging them in the right
16:13direction now let's talk about identity because it plays a big role in both bad and good habits in the
16:20last video i talked about how self-concept can reinforce bad habits when we say things like i'm just someone
16:27who procrastinates or i've never been good with routines those habits shape our behavior and make it harder to
16:34change they become part of the script our brain runs on repeat but the flip side of that is also true
16:41and this is where the shift happens people who build lasting habits don't just change their behavior
16:47they change how they see themselves they start telling a new story one with where the desired habit
16:53fits who they are not just something that they're trying to force so let's say you want to become
16:59someone who writes more consistently if you say i'm trying to write every day you're still framing it as
17:06something external a task that you want to do but if you start saying i'm a writer that taps into your
17:13identity and your brain is wired to protect and reinforce anything that feels like you in fact research shows
17:22that when behavior aligns with our self-image it engages more of the prefrontal cortex the part of
17:29the brain responsible for planning decision making and self-control that means that your brain will
17:35actually work harder to maintain the habit if it believes that that habit reflects who you are now
17:42this might feel like you're faking something or just making up stuff to believe but a reframe of that
17:48thought is that you're choosing a version of yourself to grow into and you're reinforcing it with
17:55small consistent actions you don't have to be perfect with this but your language does matter
18:01saying i don't miss workouts is more effective than i'm trying to work out more the first one is a
18:07self-definition i'm a person who doesn't miss workouts but the second statement is just a wish so try
18:14this take the habit that you want to build and reframe it through the lens of identity instead of
18:21i want to meditate more say i'm someone who takes the time to reset my mind even if it feels a little
18:28aspirational at first the brain will start wiring itself around that identity if you act in alignment
18:37with it even little small ways this brings us to something called implementation planning
18:42implementation planning is the difference between hoping you'll do something and actually building
18:48into your day it's a difference between i'll try to read more and after i make coffee i'll read one
18:55page while i drink it this works because it gives your brain a cue of behavior and a built-in reward
19:04all the ingredients that are needed to build a habit loop and over time those loops become your default
19:10one simple way to start this is with if then planning for example if i feel anxious then i'll take three
19:18deep breaths or if it's 7 30 and i'm home from work then i'll put on my sneakers and go for a walk the
19:25more specific and tied to a context the better this kind of planning shifts your brain from reactive to
19:32proactive now let's address something that trips up almost everyone at some point which is falling off
19:39track the reality is successful habit builders don't avoid failure they just recover from it faster
19:47and that's the real skill you want to build bounce back ability your brain is wired to seek patterns
19:53and continuity so when you miss a day or two it's tempting to think that you've broken the streak so
19:59the habits just lost but what the research actually shows is that one even two missed days has very little
20:05impact on long-term habit formation as long as you get back on track quickly and this is where i recommend
20:12having a failure recovery protocol that's just a fancy way of saying decide in advance what you'll do
20:19when not if you slip for example if you miss your morning meditation maybe you'll shorten it to
20:26one minute in the afternoon if you skip a workout maybe you'll go for a short walk that evening instead
20:32the goal isn't perfection it's resilience you're training your brain to view setbacks as part of
20:39the process not the end of the process so let's bring this all together people who build better
20:45habits are better people they're just using better strategies they're creating clarity instead of
20:52ambiguity they're designing environments that support the behavior that they want they're linking their
20:58habits to their identity not just motivation they're planning ahead using specific cues and when they
21:06stumble they have a plan on how to get back up these are all things that you can do you don't have to
21:12overhaul your entire life overnight in fact most sustainable changes usually come from small consistent
21:20shifts that compound over time in our next video we're going to take things even further by looking at how
21:27tiny habits really small ones can actually rewire your brain to be more resilient and these aren't
21:34just things that you do to check a box off they're tools that change how you handle stress regulate your
21:40emotions and stay grounded when life gets hard so if you've ever wondered how small habits can lead to
21:47big mental shifts you're going to want to watch that one subscribe to the channel if you're not already so
21:53you don't miss future videos thanks for watching today see you next time
22:03so that we have you know some interesting aspects here that this lady is telling to us about like what
22:10sets successful habit builders apart you know there are very interesting points here to discuss
22:16so overall here we would like to discuss here what she mentions related to a to-do list
22:25so Carlos what did you understand from this aspect where she mentions a to-do list and importance of
22:32organizing uh different activities on lists so what uh good points can we get from these from these habits
22:41tell me from this habit in particular sorry do you usually make a to-do list
22:54Carlos
22:58yeah did you understand the question
23:01no did you understand the question did you understand the question
23:15did you understand the question
23:18okay Nathalie what do you think
23:20Nathalie can you answer um well i think one of the benefits of doing a to-do list is uh well have a plan for
23:46what are you going to do on your day and be clear with your mind that's good excellent very good
23:54so uh are you used to actually uh creating a to-do list in your daily routine yourself
24:02yes but i usually do it more for my homework okay well that's a good strategy you are uh you are more uh
24:12linked to uh linked to uh use it in your homework so uh what is like the uh the process in which
24:19you decide how to make a to-do list in your homework Natalie can you explain us a little bit
24:27well i usually put on the top on the task that i have to uh do for the next day the most important ones
24:36usually if it's a hard uh task like do a presentation or study and when i have to do a simple activity just to
24:48answer a question for example it's on the end of the list almost always okay excellent very good so
24:55you organize it by uh priorities you know that's that's excellent very good so what are the main
25:01benefits that you have gotten from this uh habit Natalie in your perception you know yes uh i stopped
25:12from hearing my homework um i remember i i remember to do it and i do it by the priority like if it's
25:23something really important i get done by it first and i just go usually doing the one
25:30that is uh hard to do the easy ones okay excellent the easiest yes the easiest ones perfect that's good
25:39excellent very good so here uh this lady mentions that even language is important in which we actually
25:46define our habits as language means uh or plays a crucial part in how we perceive our world and our
25:55obligations and the activities that we have yet to complete so ideally what did you understand from
26:01this part for example here she makes a comparison between these two statements where she says i want
26:07to eat healthier which is a statement that we have in red color and the other one in green it says i'm
26:12gonna be more active so what is she referring to uh in terms of language and uh and um the way in which
26:20we communicate a message we communicate a message to ourselves what did you understand in this part
26:33um i understand it i understood simple best i understood yes i understood it's really important for
26:46to know more about our world more about what our world what do you mean
27:05let's check this let's check this frame one more time pay attention we're gonna check this frame one more
27:09time so in order to uh get as much information as possible so we're gonna see these these uh
27:17five minutes or these uh three minutes that last this section so pay attention please
27:26i want to eat healthier or i'm going to be more active it's like giving your brain a blurry road map
27:33your brain doesn't know what to latch on to when where or how this new behavior is supposed to happen
27:39without clear instructions your brain can't automate anything compare that to something like i drink a glass
27:45of water right after i brush my teeth in the morning now your brain knows exactly when the behavior
27:51happens what triggers it and how it fits into the existing routine
27:56so there we have it what does she say ideally what's the main idea that she's describing there she's mentioning how
28:04she's mentioning something related to the brain what did you understand
28:07it's our brain is not necessary to
28:19our brain doesn't necessarily our brain is doesn't necessary to i know without the without the pronoun
28:30uh ideally because if you already mentioned the brain you cannot repeat it because it would be the same
28:36right so the brain doesn't necessarily so we don't say the brain it because it is the pronoun
28:48right so the brain we can use either the brain or it we can use either the brain or it we can use the brain
28:59or it but not the two together no one can't be right so the brain doesn't necessarily continue
29:05the brain doesn't necessarily necessarily there is a difference between necessary and necessarily one
29:21one it's um one it's an adjective and the other one it's an adverb you know necessary is the adjective
29:31and necessarily is the adverb necessary is el adjetivo and necessarily is el adverbio right uno es necesario
29:38y el otro es necesariamente igual que en el español las dos no son lo mismo right so which one are you
29:44going to use cuál vas a utilizar
29:45okay our brain doesn't necessarily now you need a verb you need an action after that our verb ahora
30:03necesitamos un verbo una acción después de ese adverbio change okay excellent our brain repeat our brain
30:12doesn't necessarily change our brain doesn't necessarily change continue to make a good habit because
30:25it's part of our routine okay excellent very good so what does she describes about routines how routines
30:35are established for the brain for example she gives a very good example right here where she's talking
30:41about the glass of water you know for example here i drink a glass of water right after i brush my feet
30:46in the morning so how does the brain understands that he's got or that it's got to follow a new habit
30:56what do you understand from that how does a new habit develops in our brain
31:01for example how does your brain understand that you have to wake up every day at seven o'clock in the morning for example
31:18um i think it's because every day i do that and it's easier and not difficult to me for
31:31to do and in a small steps it's very time big x steps because it's more easy uh it's easier easier
31:50sorry it's more easier well in this case uh that's good that's a good idea yes but it's not the main
31:56point of this mainly she describes that the brain gets used to a new habit by repetition you know by
32:01conditioning to a new set of activities or to a new series of routines based on repetition so your
32:09brain understands that information creating uh neurological connections between one urine to another you
32:17know so in that way is how your brain understands uh through repetition and through the consistency that
32:25you have on that activity that a habit that a new habit has been acquired so there is actually a book
32:31that says that in order to create a new habit you have to repeat that activity a hundred times so that
32:37actually makes a lot of sense considering how uh through repetition is how we understand uh the the
32:44activities that we have to do or the obligations that we that we uh must do it's like for example when
32:50uh with uh with babies you know babies understand that they have to stay quiet at school because
32:55or at say the kindergarten you know let's say at kindergarten at school because um they see
33:03this behavior repeated in their uh classmates or in their um or in the indications that the teacher
33:09has given you know and uh or for example a baby understands that uh he or she is gonna be calm after that she is given the um
33:18um like um like um like in this case the uh how do we call this the one that babies use the feeding bottle you
33:30know with milk so they understand that they can uh keep calm that they can relax once they're given their
33:38their feeding bottle or once they're given milk from a feeding bottle or from the their mother's breast you
33:44know so that's how they're conditioned to understand that everything is okay that there's nothing to be
33:50afraid of you know so that's that's how uh the brain of the baby starts getting conditioned to react to
33:58certain stimulus and to uh behave in a certain way you know which is something very interesting that is
34:05mentioned here so we're gonna see another um another section here which is uh basal ganglia you know which is
34:13another interesting point that she mentions more uh related to the biological aspects of the brain so
34:19let's see what she says um i'm gonna activate the english subtitles you know so that's gonna be a lot
34:26more simple so you can you can see new vocabulary you can understand a little bit better and but remember
34:32that it's important that you get used to understand these videos without subtitles try to practice that
34:38ability to try to improve in those aspects because that's going to be quite important in your in your
34:44english right so here we go clarity gives your brain something that it can encode just let me see uh let
34:51me change right there existing routine that clarity gives your brain something that it can encode and
34:59once your that behavior is stored in your basal ganglia you don't have to spend as much mental energy
35:05to keep it going so if you're struggling to make a habit stick ask yourself am i being specific
35:11enough is my brain getting a clear signal about when and where to act another factor that separates
35:17successful habit builders is how they structure their environment and this is an area where a lot of
35:23people rely too heavily on willpower when in reality environment often wins and here's what i mean by that
35:30let's say you're trying to cook at home more often instead of ordering takeout if your refrigerator is
35:35empty and the takeout menus are stacked on the counter you're making it harder to follow through but if
35:41you've prepped ingredients you've planned ahead as to exactly what your meals are going to be or you've
35:46placed a meal plan on the refrigerator door you've made the desired behavior the path of least resistance
35:53this is a very interesting section because it's uh uh uh it is quite similar to what natalie described
36:03previously uh with her uh homeworks you know so as we can see here this man you know this man on the
36:10video it's creating some uh lists in order to elaborate what are the ingredients or the uh elements or the
36:19food that he's got to ingest you know that he's got to eat so it's really curious how this relates to
36:27creating a good habit you know and and it's very similar to the description that natalie gave related
36:33to her homeworks and how she organizes her activities and her assignments in order to complete them
36:42um as best as possible you know so so what can you see uh here natalie that actually resembles to your
36:52routine on uh creating a list of your obligations that you have but in this example you have the the
37:01uh the showcase or the example of food you know how is it similar to the to the the the routine that
37:09you have natalie i think it's similar on the importance of the environment because when i
37:19study or do my homework i try to be in a quiet place i can distract myself i try to turn off my notifications
37:31i'm just around my books and the material i'm going to study also my notebooks and my
37:39video list okay excellent very good so as we can see here there are different ingredients that are
37:47listed down right here which actually could resemble to the process in which you organize i don't know
37:52for example your materials or the uh things that you have to buy or the topics that you have to study
37:59in order in order to not lose track of uh what it's a priority for for you or in this case for this
38:07person right so in this case we see that that sometimes in this section she describes that where
38:15is it right here but sometimes we could actually try to cook at home but sometimes we um we lose track
38:23of what we actually want to do or sometimes we get distracted and sometimes it's quite difficult to
38:27concentrate especially these days when we are always uh connected to devices or to the cell phone and
38:34usually we get some distractions you know so a good way to improve this is by uh in the first
38:41point by checking what we have available in the fridge you know or in the kitchen and then in order
38:47to follow through for example this is a very interesting expression here what she oh sorry what
38:53she says here about our stock on the counter you're making it harder to follow through you know
39:00when she refers that whenever you have your ingredients all spread it all over your table or
39:06your or your kitchen drawer you know you're making it harder to follow through you're making it harder to
39:12fulfill the task specifically you're making it harder to um to complete the essential aspects that you had
39:20planned in the first place so that's the meaning of to follow through you know to complete to go through
39:25to uh go to the next stage of the activity that you're doing which is something really common that
39:31happens you know for example let's say that you're going to to practice an exercising routine and suddenly
39:38you don't have like a routine or like a pre-established planned to uh to complete your your activity or
39:46or your exercising process then you may feel lost you know you may feel confused or you may feel like
39:53this ambiguity of not knowing um what to do next or what exercise to do next so but when you have a
40:01plant you know when you have a pre-established or a pre-elaborated planned you have the ability to
40:07like to follow through you know to complete the activity to complete the the action or the um
40:14that's what you have said uh to yourself that that you have to complete right so that's that's the
40:23point but if you've prepped ingredients you've planned ahead as to exactly what your meals are going
40:29to be or you've placed a meal plan on the refrigerator door you've made the desired behavior the path of
40:35least resistance and this
40:37so as we can see here you know as we can see here she also recommends to have like a plan that you
40:46could actually stick to your refrigerator's door so that way you can see it all the time you can sit
40:54every hour every time you know whenever you need it to consult to verify what you actually need and
40:59what's the diet that you have to follow that day you know so that's that's the point that's a good
41:05recommendation that's actually can be done with english as well you know if you actually stick
41:09papers all over your place all over your house or your room with different assignments that you have
41:14to complete in english for a week or for a month that could actually make a lot easier your uh your
41:20learning process in english and uh and it's going to be very beneficial for you you know so it's uh there
41:27are many good strategies that you can get from from these videos so let's see what else she says in the
41:33next stage so let's pay attention here this is what's called environmental design and it's something
41:40that successful habit builders do almost without thinking about it they place cues in their path
41:46like setting work clothes out the night before or putting a journal on their pillow so that their
41:53environment is nudging them in the right direction now let's talk about identity because it plays a big
41:59role in both bad and good habits in the last video i talked about how self-concept can reinforce bad
42:07habits when we say things like i'm just someone who procrastinates or i've never been good with
42:13routines those habits shape our behavior and make it harder to change
42:19okay so there we have another important point right here she talks about uh procrastination you know
42:26so uh jose what did you understand uh by this frame do you know what's uh what to procrastinate is
42:35did you ever procrastinate in an activity what's your opinion on what we're watching here today
42:40in my opinion the procrastination uh make noise
43:00because uh we know never ever make a good alley
43:11so did you ever have the the problem of uh procrastination at some point with an activity
43:15in particular like an example that you could give us here in class
43:22or in your life you know something that has happened at some point to you
43:28yes for example in my in my experience and the for procrastination the first time i
43:39i i started to go to the gym mm-hmm i never went every day oh i did i i didn't go i didn't go
43:53every day okay i didn't go every day and i i i went uh two times per week or one time
44:07because i got very lucky okay excellent very good so that that's a good example so how did you improve
44:17that uh how did you improve that habit how did you make it better what was like the solution for you
44:26to to to to overcome that situation and to have more commitment to your to your exercising routine
44:36in the first day
44:37in the first day it changed the routine of the exercise of the gym because in this moment it's very
44:46very heavy for me i start with like exercise and training
44:55um and i make exercise every day and do exercise do exercise every day
45:06i do exercise every day for example the the first week the first week i i do
45:16exercise every day and i do exercise every day and i do exercise every day and i do exercise
45:26no that's good that's very interesting actually that's uh something that she describes right here
45:31almost at the end of the video that sometimes you have the energy or the motivation to go for a walk
45:37but sometimes we skip it but if possible she says that if possible if you have actually skipped
45:44your walking session of today try at least to walk 15 minutes you know despite the fact that you
45:51couldn't walk for 45 minutes as you usually as you usually do but try to uh to always do it you know
46:00try to uh do it all the time try to do it as as often as you possibly can in order to stick uh to a
46:08routine you know to create a habit so that your brain understands that you continue that you uh have
46:16these uh constant persistence in your in your activity you know and that actually is something
46:24that the brain understands as information you know so that's good excellent i would say that's good
46:29so let's uh continue watching this let's see what other aspects she mentions here
46:33they become part of the script our brain runs on repeat but the flip side of that is also true
46:42and this is where the shift happens people who build lasting habits don't just change their behavior
46:47they change how they see themselves they start telling a new story one with where the desired habit
46:54fits who they are not just something that they're trying to force so let's say you want to become
47:00someone who writes more consistently if you say i'm trying to write every day you're still framing it
47:06as something external a task that you want to do but if you start saying i'm a writer that taps into
47:13your identity and your brain is wired to protect and reinforce anything that feels like you in fact
47:21research shows that when behavior aligns with our self-image it engages more of the prefrontal cortex the
47:29part of the brain responsible for planning decision making and self-control
47:36okay this is another very interesting point because it actually describes that we tend to personalize
47:42we tend to interiorize the activities that we do in our personality and that's something that
47:49it defines who we are and actually makes you feel more committed you know maybe that's the explanation
47:55for which these days it's very common to see people that whenever they're dancing whenever they're
48:00painting or whenever they're uh uh given a lecture uh in a conference or they're singing a song they
48:08really feel themselves they really perceive perceive themselves as real artists as a real writer
48:16despite the fact that he or she may not be really famous or popular but they are committed to what they
48:23believe or to what they feel and this make them makes them um feel that they have uh a greater identity with
48:31themselves you know so carlos what do you think of this point what did you understand and and uh
48:38and what are your conclusions on this part of this uh of this uh section
48:42sorry picture my guarantee but i can't okay don't worry i'm gonna send you the video anyways and i'm gonna
48:52send you the video as well so that we can you can re-watch it a couple times so areli what about you uh
48:59what do you think about interiorizing our uh our activities in our behavior so that we can feel more committed
49:07so what do we do what do you think are they you have to have a conclusion here
49:29are you there come on come on natalie natalie can you give us a conclusion here or
49:34how we interiorize how we personalize an activity remember to check your microsoft your microphone
49:40you know it's important to have a fluent class really quick an athlete with a conclusion here please
49:47well i understand it's important to make our habits part of who we are of our personality or identity
49:55um well it's like i understand it will be something like i call program your brain like it's our
50:04action or i love it you want to do what you have to tell yourself you already do that and why you want
50:12to do that and that is part of you so it's good for you to don't procrastinate that's good excellent
50:20natalie you know like uh perceiving ourselves in the main activity that we are performing can help us
50:27to feel more committed and to avoid procrastination you know that's great that's a good point natalie thank
50:34you very much so that we have i'm gonna send you this video anyways i would like you
50:39to watch it one more time so that you can analyze it uh with more time with more uh attention you
50:46know it's a really interesting video with excellent vocabulary that you can check out in order to
50:51eventually incorporate it to your speech so that's going to be it for today we will continue tomorrow
50:56do you have any questions so far
51:04okay excellent have a good night so we'll see you
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