August 4, 2015

We may be working from a list of verbs provided for us by our district WL leadership. Or not. It doesn’t matter. Another point, and one bound to irritate some people: in my view the order of teaching the verbs to our students doesn’t matter. If a verb is high frequency it will occur a […]

From Nathaniel: Hi Ben, I just found this. Interesting. http://www.sdkrashen.com/content/articles/2015_notes_on_tprs-_contributions,_controversies,_problems,_and_new___frontiers.pdf

Jen just sent me two photos of her new classroom: It struck me that the space is so inviting and expressive of the time now of starting again, of the possibilities. But then I realized that desks would soon be in there, changing the space completely. I am thinking that as nice as the space

I received an email from a PLC member who really sees the big picture about what we do: I’m looking forward to my new gig and also was sobered a bit by some stats I learned in a mental health first aid course I just took at my new school. Off the chart levels of

This question is from Joe Eye: Hi Ben – I hope all is well. I have a scenario/question for the PLC and you. Scenario: New school has a Spanish program that they want taught exclusively with TPRS. However; the students coming in are at many different proficiency levels. They are even at various proficiency levels

So, having tried to stress the importance of teaching verbs, verbs and verbs in our CI classes, let’s get started with our suggested sequence, our train tracks, for getting through our first class with our students in a safe and happy and pleasant and engaging way, by focusing only on two verbs: “looks for” and

A second metaphor, a heavier one, that illustrates the importance of verbs in our work can be found in the image of dump trucks. Each truck is a verb that is loaded up with all the other parts of speech that make up the anguage. The truck goes to the job site, gets loaded up