教室を超えた成功の構築:批判的思考と評価

Autumn (or fall, depending on where you are) is a season full of color, changing weather and cozy traditions. It is also a great time to learn new English vocabulary. Some autumn words are useful in everyday conversation, while others are unusual words that can help you sound more natural and descriptive.

Here are some autumnal English words to add to your vocabulary.

1. Crisp

Crisp can describe cool autumn weather, especially in the morning. Not to be mistaken for the British potato snack. Example: “It was a crisp autumn morning.” It can also describe something that makes a sharp sound when you touch or eat it, such as a dry leaf or an apple.

2. Foliage

Foliage means the leaves of trees and plants. In autumn, the leaves can change from green to yellow, orange, red and brown. Example: “The autumn foliage was beautiful.” This word is useful when talking about nature and landscapes.

3. Russet

Russet is a reddish-brown color often associated with autumn leaves. Example: “The trees were covered in russet and gold leaves.” It is a less common word, so it can be a fun addition to your vocabulary.

4. Mellow

Mellow can describe something soft, calm or gentle. It is often used to describe autumn colors or light. Example: “The garden was filled with mellow autumn colors.” It can also describe music, flavors or a relaxed person.

5. Harvest

A harvest is the process of collecting crops from fields and farms. It usually happens in late summer or autumn in many parts of the Northern Hemisphere. “The farmers began the apple harvest in September.” You can also use harvest as a verb: “The farmers harvested the pumpkins.”

6. Equinox

An equinox is a time when day and night are approximately the same length. The autumn/fall equinox marks the start of astronomical autumn in the Northern Hemisphere. It is a useful word for talking about seasons and the natural world.

7. Squirrel

You may see squirrels collecting food and preparing for colder weather during autumn. Example: “A squirrel was hiding an acorn under the leaves.” Try learning the phrase “squirrel away”, which means to save or hide something for later.

8. Drizzle

Drizzle means light rain made up of very small drops. Example: “It was drizzling when we left the house.” Unlike heavy rain, drizzle is usually light and gentle.

9. Gloomy

A gloomy day is dark, grey or lacking in sunlight. Example: “The weather was cold and gloomy.” You can also use gloomy to describe a person, place or situation that feels sad or depressing.

10. Rustle

Rustle is the soft sound made when leaves, paper or other light materials move. Example: “We could hear the leaves rustling in the wind.” It can also be used as a verb: “The wind rustled the leaves.”

11. Cozy

Cozy means comfortable, warm and relaxing. It is often used when talking about autumn and winter. Example: “I love spending a cozy evening at home.”

12. Petrichor

Finally, here is an unusual one: petrichor. Petrichor is the earthy smell that you can sometimes notice after rain, especially when rain falls on dry ground. Example: “I love the smell of petrichor after an autumn shower.” You won't hear it every day, but it is a great example of how English has specific words for things we experience.

Does taking an English test remotely make it less rigorous? Not necessarily. What matters is how the test is designed, scored and delivered – not simply where it is taken. For universities and governments, this is important. English test scores can help organizations make decisions about study, admissions and other opportunities.

They need to know test results are reliable and comparable, wherever and whenever a test is taken. A strong test starts with good test design. PTE Express assesses four core English skills: speaking, listening, reading and writing. The test uses a structured format to assess how candidates use English in different situations.

Tasks can include understanding spoken information, responding to questions and producing written answers. This is important because a rigorous test is not simply a difficult test. It should measure the English skills it is designed to measure and give candidates a fair way to show what they can do.

Should students be allowed to use their phones at school? It is a question being discussed by teachers, schools and families around the world. Smartphones can support learning and communication, but they can also distract students, affect face-to-face interaction and create new challenges for teachers.

No single approach works for every school. Different countries, communities and schools have different needs. However, recent research and policy changes can help teachers think about how phone use affects learning, behavior and wellbeing.

Why are schools restricting phones?

One main concern is distraction. A phone gives students access to messages, social media, games and other online content during the school day. Even when a student is not actively using their phone, notifications or the possibility of receiving a message can make it harder to concentrate.

Some schools have responded by introducing restrictions or complete bans. Others allow phones at certain times, such as during breaks, or allow them when they are being used for learning.

The approach varies between countries. For example, England introduced statutory guidance on mobile phones in schools in June 2026. Schools are expected to follow the guidance from this month. It says schools should be mobile phone-free by default throughout the school day, including lessons, the time between lessons, break times and lunchtime.

Teachers outside England should not see this as a rule they need to follow. Instead, it is one example of how governments and education systems are responding to concerns about smartphones.

What does the research say on phone bans?

Research does not give a simple answer.

The SMART Schools study looked at 1,227 students aged 12–15 across 30 secondary schools in England. The researchers compared schools with different types of phone policies.

Students in schools with restrictive policies spent less time using their phones and social media during school hours. However, the study did not find evidence of better overall mental wellbeing or lower phone and social media use across the whole week. The researchers concluded that restricting phones at school alone may not change young people's wider phone habits. More recent research shows why the issue is complicated. The University of Birmingham published findings from interviews with 177 students, parents and school staff across seven schools. The research found both benefits and negative consequences associated with different types of phone policies.

Students in schools with restrictive policies reported more face-to-face interaction during the school day. However, some students also said they used their phones more outside school to make up for the time they could not use them during the school day. The researchers also found that online bullying and conflicts could continue to affect students at school, even when phones were not available.

A phone ban is not a digital safety lesson

Whether a school bans phones or allows limited use, students still need to understand how to use technology safely. Young people may experience cyberbullying, unwanted contact, harmful content or pressure from social media outside school. They need support to understand these risks and to know where to go for help.

This is particularly important for teachers. A phone-free classroom can reduce some distractions, but it cannot remove every problem connected to smartphones and social media. Research from the SMART Schools project found that online problems could continue into the school day. For example, disagreements that began on social media or in group chats could later affect relationships between students in the classroom.

This means phone policies work best as one part of a wider approach to digital literacy, online safety and student wellbeing.

What can teachers do to support mobile policy?

The first step is to understand your school's policy and apply it consistently. Students should know when phones can be used, where they should be kept and what happens if the rules are not followed. It can also help to explain why a policy exists. Instead of presenting phone restrictions as simply another rule, teachers can talk with students about attention, notifications, social media and the effect of constant interruptions on learning.

Schools should also consider individual needs. The current guidance in England, for example, recognizes that some students may need phone access because of a disability, special educational need, medical condition or other specific circumstance.

For schools in other countries, local laws, safeguarding requirements and student needs should guide these decisions.

What should schools consider about phone use policy?

There is unlikely to be one phone policy that works for every school. A primary school, secondary school, international school or university may have very different needs.

Teachers and school leaders can consider questions such as:

• Does phone use regularly interrupt learning?
• When, if ever, can phones support learning?
• How will students contact their families during the school day?
• Are there students who need phone access for medical or accessibility reasons?
• How will the school respond to online bullying or conflicts that continue into school?
• Are students being taught how to use technology safely and responsibly?

The current evidence suggests that phone policies can affect students in different ways. Restrictions may reduce phone use during the school day, but research does not show that a ban alone solves wider issues around wellbeing, behavior or digital habits.

For teachers, the bigger question may not simply be “Should students have their phones?” but “How can we create an environment where technology supports learning rather than getting in the way?” As more schools and education systems introduce or review phone policies, continuing to listen to teachers and students and to follow the research can help schools make decisions that fit their own communities.