About Colin — The Story Behind the Four Finger Rule

A practical idea, born in Japan

Colin grew up in coastal British Columbia before crossing the Pacific and beginning a new chapter in northern Honshu, Japan. Living in the rice-farming town of Kashimadai put language in its everyday context: people, places, responsibilities and things that needed to get done.

His teaching work led to a simple question: What if students learned the English they were actually going to use—first?

Give language a job

In the classroom, Colin focused on useful language in familiar situations: greetings, choices, questions and requests. Instead of treating every sentence as a separate thing to memorise, learners could practise a reusable structure and change its details.

The same approach guides the Four Finger Rule today. Start with the situation. Decide what you want to do, what you have to do, what you need and what might happen. Then prepare language that helps you act.

Part of the community

While living in Kashimadai, Colin joined the Osaki City Fire Brigade, Kashimadai Branch. His father-in-law, who was active in the brigade, encouraged him to join. Training, fire-prevention visits and community activities became another part of his life in Japan.

It reinforced the connection between preparation, communication and service—themes that run through this language system.

The goal: practical independence

The Four Finger Rule helps you prepare for your next conversation, make a useful request, listen for what matters and recover when something changes. The question after practice is simple: Did you communicate what you needed?

Try the method

Start with a free lesson you can use today—one place, one task and ten minutes of practice.

Try the free Week 1 mission →