20 reasons for educators to join me with Legalshield!

 This is installment six in a series of blog posts on legal and identity protection in the age of AI. My personal connection is with LegalShield corporation, which provides both, affordably. Each post is "co-created" by Perplexity AI and myself, the content initially generated by AI, the final formatting, style and content reflecting my understanding of where we are in this area today.

Clker.com

After a lifetime in education and professional services, it became clear that people are overwhelmed by complexity—especially legal and identity issues they never planned for. LegalShield gave me a way to keep doing what I love most: teaching, protecting, and empowering people, while building a flexible, scalable business. [2][3][4][1]

Why Educators Are a Natural Fit

1. You already live the mission 

   LegalShield exists to make legal help and identity protection accessible and affordable, not just for those who can pay large retainers. That commitment to access and fairness feels very familiar to anyone who has ever stood in front of a classroom. [5][2]

2. You are trained advocates 

   In education, you advocate for students, parents, and colleagues; in LegalShield, you advocate for families and small businesses who need help understanding their rights. The skill set is the same—only the subject matter changes. [4][2]

3. You understand real-world stress 

   Educators see families struggle with job loss, housing issues, custody battles, and identity theft fallout. Sharing a practical, affordable plan that gives them lawyers and identity specialists “on call” feels like a continuation of your support. 

4. You communicate complex ideas simply 

   LegalShield plans cover everyday issues—wills, traffic tickets, landlord disputes, contracts, and more. As an educator, you’re equipped to translate that into plain language that real people can act on. [2][6][4]

How the LegalShield Model Works 

5. Membership-based, not billable hours. Low start-up, high leverage 

   The cost to become an associate is a fraction of what it takes to launch a traditional business, with no inventory or office space required. From there, you leverage online tools, mobile apps, and company training to grow at your pace. [9][10][8][6]

Where My Experience Fits In

9. From teaching and training to mentoring associates 

   Years spent teaching, training, and coaching have made mentorship second nature. LegalShield’s model intentionally pairs new associates with experienced field leaders and a culture of ongoing training. That allows me to support new educators-turned-associates with both company resources and my own experience of building professional relationships over time.[10][3][1]

10. From explaining complex benefits to simplifying legal protection 

    Running a classroom or a department is running a system: lesson plans, outcomes, feedback, adjustments. LegalShield gives you a proven blueprint—training, presentations, compensation structures—that you can adapt and improve using the same mindset. [10][9][6]

16. Values alignment with LegalShield ethics 

    LegalShield has a published code of ethics emphasizing education, protection, and ethical business practices for members and associates. That alignment matters deeply to professionals who have spent a career modeling integrity for young people. [11]

The Practical Upside for Educators

17. Supplementing or replacing income on your terms  

    Whether your goal is to cover rising living costs, pay down debt, or prepare for retirement, the compensation plan offers upfront commissions, performance bonuses, and team overrides as your business grows. You control the pace and scale. [7][9][3]

18. Transition path beyond the classroom  

    Many educators are asking, “What’s my second act?” LegalShield can be a bridge: start part-time, learn the system, then expand as your comfort and results grow. It keeps you in a service-oriented role without the constraints of a school bell schedule. [1][9]

19. Making a measurable difference in family stability  

    A single membership can help with a will, an abusive landlord, a traffic issue, or an employment dispute at a critical moment. Knowing you introduced that safety net can be as emotionally rewarding as watching a student finally “get it.” [2][6][4]

20. Joining a community of mission-driven professionals 

   When educators step into LegalShield, they meet others from nursing, law enforcement, ministry, and corporate life who share a passion for protecting people. It feels less like leaving education and more like expanding the classroom into the broader community. [3][1]

If you’re an educator who feels that tug to impact lives beyond your current role—and to create more freedom for yourself and your family—this is an invitation to explore that next chapter. The same qualities that made you effective in education can make you *extraordinary* here.

Sources

[1](https://www.legalshieldassociate.com/blog/teachers-with-legalshield-you-could-start-building-your-own-busin
[3](https://www.facebook.com/pplsiopportunity/videos/opportunity-video/1101844191141100/)
[4](https://www.legalshield.com/legal-plans-overview)
[5](https://www.legalshield.com)
[6](https://cdn2.hubspot.net/hubfs/471589/PLACEMAT.USSTANDARD%20(1.17)%20tp.pdf?t=1490296868893)
[7](https://www.youtube.com/watch?v=w_0PP2IN2dQ)
[8](https://www.legalshield.com/faq)
[9](https://www.youtube.com/watch?v=2Tf1ok7hja4)
[10](https://www.youtube.com/watch?v=8zELfQS0HeU)
[11](https://www.legalshield.com/blog/member-benefits-legalshield-code-ethics)
[12](https://www.indeed.com/cmp/Legalshield)
[13](https://www.jobzmall.com/legalshield/faqs/what-types-of-jobs-are-available-at-legalshield)
[14](https://www.reddit.com/r/ucf/comments/d36ykl/beware_of_legalshield_they_are_currently_hiring/)
[15](https://www.benetrends.com/images/mybenetrends/Benetrends_LegalShield_Business_Offer.pdf)

9 ways to add more confidence to your pronunciation teaching!

There have been several earlier posts focusing from different perspectives on the role of confidence in pronunciation learning and teaching. Most of the research cited involved some type of physical action or physical response that functioned to make the speaker immediately more confident. You may start off with something of a gender gap, but here are some possibilities:

• You can create "Flow-ency" using one of the AH-EPS techniques, the Rhythm Fight Club.
• You can have learners strike Amy Cuddy-like poses or just move more confidently before they start speaking.
• You can make sure that learners are well-connected to their network.
• You can do some more work on basic phonemes  . . . 

  

  Clip art: Clker/
  Library of Congress

• Learners can lower the pitch of their voices.
• You can switch to being more of a coach than a teacher.
• You can get learners to be more physical or "listen to that voice in their heads."
• Learners can go to a proposed workshop at TESOL 2015 if they are Asian female professionals with accents.
• You can, of course, just get learners to feel better about themselves . . . 

Any other suggestions to add to the list?

Brain-fit Pronunciation Instruction!

Wow! Science Daily just published an article on a program developed by Beth Israel Deaconess Medical Center called the "Brain Fit Club." Here's the description (emphasis, mine) :

" . . . . might involve a combination of scientifically-validated computerized cognitive training, brain stimulation, nutritional coaching, mindfulness training, sleep and lifestyle education, gait and balance evaluation and treatment, and group classes in meditation, tai chi and gentle yoga designed to target a full range of cognitive struggles or decline . . . there's a lot to be gained from pairing traditional treatments like medication with special kinds of exercises, and we're very excited to offer this comprehensive approach . . . " 

Sign me up! The boldfaced terms would describe basic HICP pretty well! The BIDMC has apparently been around doing this kind of thing for decades. Of the dozen or so techniques or technique-types mentioned, as of now AH-EPS does not exactly employ only a few of them, namely: 

Clip art: Clker

(a) computerized cognitive training--although we do it well w/o the wiring and are ready to go virtual reality at a moment's notice!

(b) nutritional coaching--although AH-EPS is very much based on coaching models and students do find the system "food for thought!"

(c) sleep education--although research is clear when most learning consolidation happens.

(d) gait evaluation--although general body fluidity and balance are critical. 

Clearly, if you are not doing this kind of pronunciation work, you may be in some degree of cognitive (phonological) decline . . . 

Keep In Touch. 

Pronunciation coaching

Clip art: Clker

Clip art: Clker

Coaching is big. In many ways, the model of the pronunciation-integrating teaching (PIT) is that of a coach, as defined by the International Coaching Federation: "Coaching is partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential." To get a better sense of what coaching is really about, especially as it relates to physical training, I went to one of my favorite coaches, Tom Landry legendary coach of the Dallas Cowboys. EHIEP work tends to be more "coaching" related than more traditional instructor roles. Here are a few quotes from Coach Landry, with the obvious EHIEP application of the principle involved:  

• "A coach is someone who tells you what you don't want to hear, who has you see what you don't want to see, so you can be who you have always known you could be." Providing realistic assessment, along with achievable goals that learners can grasp, is critical. 
• "Setting a goal is not the main thing. It is deciding how you will go about achieving it and staying with that plan." Exercise persistence depends primarily on a plan that produces consistent evidence of incremental progress.
• "I don't believe in team motivation. I believe in getting a team prepared so it knows it will have the necessary confidence when it steps on a field and be prepared to play a good game." Developing confidence in class and in homework practice, outside of authentic conversation, is both achievable and essential. 
• "The secret to winning is constant, consistent management." Management of the pedagogical  process, attention within the visual field and expression of emotion is, indeed, the secret. 

And also from Coach Landry, "Right after the game, say as little as possible." Same principle applies before and during as well. I'll leave it at that . . . 

Moving accents (a kinaesthetic, Hollywood approach)

Photo credit: DrLillianglass.com

Over a decade ago I had explored the concept of beginning by attempting to change the overall body posture and typical gestural patterns of learners to be more "English-like" (whatever that was going to mean!) In a few specific instances, where the ethnic nonverbal "accent" was markedly different from, for example, typical North American business presentation style, I had some success, but as I became more involved with haptic work, I gave up on trying to identify a more general body-language-based "target" for  learners.

I have read numerous accounts of how Hollywood approaches the problem, seeing accent or dialect and body representation as being almost inseparable. Dr Glass (and her blog) provide a hint (only) into the way it is done. (Note the list of her former clients!) At some point in the future, using virtual reality technology--with haptic interface, of course--we will be able to truly "train the body first!" For the time being, however, we must be satisfied with just a glimpse into the "Looking (at) Glass" . . .

Learning and coaching new pronunciation and juggling

Clip art:
Clker

There are several "methods" for learning to juggle, as there are many methods for helping a learner change pronunciation. Linked above is a mathematician's method that presents a fascinating parallel with HICP/EHIEP haptic-integrated line-of-march. (Also check out Tim Murphey's sometime, too!) The 7 step process is very much "felt sense" based but moves systematically from conscious focus on individual movements to "automatic" performance. It involves three phases:
(1) anchoring the basic moves
(2) instructor and learner working together to integrate the moves
(3) learner "solos!"

In PHASE ONE, learner works on the felt sense of tossing (i) one ball in one hand, (ii) one ball going back and forth between hands, and then (iii) a second ball is introduced in the hand that will catch the other ball and be tossed away just before "main" ball arrives. The haptic parallel is basically anchoring the essential movements of the target sound without attempting to coordinate them. (There are rarely more than three critical parameters.)

In PHASE TWO, learner begins to combine features as the instructor/coach responds when needed in achieving accurate individual movements. Next learner and coach juggle/do the sound together. In the process, the learner's attention is directed away not only from environmental distractions but also from focus on the mechanics of each parameter, which is becoming more automatic and non-conscious. The instructor/student dance does much to enable that integration.

In PHASE THREE, learners "juggle" the new sound on their own. I have not seen a better model (or metaphor) for changing pronunciation. So should you learn to juggle first or simply "juggle" your teaching? It's probably a toss up . . .