Hi Ben, Thanks to the feedback from the PLC, I have revised the Eight Traps document, adding some additional information, names, and sources. Here it is. Robert Opponents of Teaching with Comprehensible Input in general and TPRS in particular will often raise a number of issues. Since one of the premises of the method is […]
Of course this is much more than can be done in two blocks. More like 10. But it gives the sequence, a very valuable one in my opinion that has been cooking for at least four years and is now ready to serve as each individual CI chef wishes: Block 1: FVR Grammar Translation Word
I like lesson plans that are rugged and tough and yet that have lots of flex in them so that if something is working we can stay with it as long as we like. It’s a big order to get a lesson plan like that, one that gets and keeps the kids’ attention during an
I am and will always remain of the firm and studied opinion that grammar teachers secretly hate their jobs and yearn for something exciting but are afraid to leave the shores of book safety that have kept them wallowing in their jobs, but which shores are now eroding fast. But what’s wrong with teaching a
As mentioned here a week ago, there is a new arrangement with the story artist. Perhaps it’s the iPad with so many bells and whistles that causes the artist to disappear into the iPad and thus miss valuable input. So I changed that job so that the artist does the drawing at home, perhaps sketching a
Here is the draft from Robert: In a recent discussion with other teachers, one of the participants expressed the following opinion in opposing Teaching with Comprehensible Input: “If you teach like a baby learns its first language, your students won’t say their first word for two-and-a-half to three years.” While the statement indicates a number
Hi Everyone, Last Thursday I was at a District World Languages Department Chair meeting. The TOSA (Teacher on Special Assignment) opened a discussion about language acquisition. During the discussion, classroom practice came up. One of the other department chairs, who is quite traditional in his approach, talked about having students memorize lists of words so
Diane mentioned Bryce’s Dual Line Reading Entry form. It is to be used with oppositionally defiant kids (or anyone else) whom we have separated out from the class in another classroom because they can’t behave. I’m sure that no one in our PLC allows those rare truly oppositionally defiant kids the privilege of staying in
I’m reposting this because the issue of blurting just came up as a thread. I have to say that this plan is better than any I have ever used to control blurting. Today it worked perfectly. No blurting. Even the worst blurter, a funny 6th grader with a fast mind and a great heart, came up
Here’s an idea from Eric someone may like to try out: Hey Ben: Quick strategy I’m trying this year and having success with thus far: Kids sit in chairs in a semi-circle with a few chairs behind the semi-circle. If a kid blurts out L1 or L2, he/she is asked to move to the back
From Eric: Check out Jim Trelease’s image: https://app.box.com/s/42shyfan0x5p754wsr71/1/1189482717/14395317372/1
Running dictation is such a good way to give kids a break from lots of input. Linda did a running dictation class today and it was during my planning period so I was able to observe. Linda asked the students to self-reflect on the activity and here are some of their thoughts: “This exercise was
