If we are teaching using a vPQA slide presentation we may come to a slide of an angry girl. We just park there. We don’t leave it. There are posters (Director’s Cut, Sabrina’s Greetings) to support our instruction of the emotions and so we can laser point from the angry girl to the emotions on […]
This idea is from Michele Whaley – Provide the observer with a translator… I think it’s a cool idea. Mega. By being provided with a translator, a checklist and an explanation of what is going on, we completely transform the energy in the room, building a strong bridge with the observer before the observation even
The part in green below connects to the current thread on how to build up trust with negative kids: It would be nice for teachers if communication via language could be done via single words only; their jobs would be much simpler. Unfortunately that is not the case. Languages require that words be grouped together
My artists this year – probably because of the iPads – are getting way too much into their drawing during the creation of the story. They give me little eye contact and miss a ton of CI. So I demoted them all. They now have to draw the story on their iPads as soon as
Polly Fuller has a question for us. It’s the old curriculum map bugaboo: Ben, I need some help. This year my school is requiring that each level prepare a syllabus and curriculum map to post on the school website. No one will look at them, but we must put something on paper to make it
Summary of ROA Steps: Silent reading Instructor reads aloud Pair work Choral translation using laser pointer Discussion of grammar in L1 Reading from the Back of the Room Reader’s Theatre Jump into the Space! Work on accent 5 minute write Class artist Textivate Sacred reading Translation quiz Content quiz Free Write
Bryan Whitney said (about the fact that typing up stories for Step 3 of TPRS can be time consuming): …it’s often enough to just type up the most important scene of the story. That way there’s less that needs to be typed up, plus it focuses on the most important part. Plus, when you add
When translating the story received from the Story Writer into the TL to prepare for the ROA reading class, as per Laurie’s instructions on the creation of embedded readings, I try to embed about 10-15% new vocabulary. The amount of newly embedded vocabulary depends on the class – some classes can handle more than others. Sometimes I
I am finding that I must write up each story. Generic stories written from a combination of all classes never did really work for me in years past. Now that I am writing up each story it requires extra time, but the ROA classes are just wonderful. Maybe one way to handle it, since we are
This is from Leigh Anne and we are crazy if we don’t do it every single time an observer comes into the room: …I make all of my observers participate. It’s my secret weapon…. How to do it? Just start talking about what the observer does. Weave it into the thread of the class. If
From a PLC member: We’re about 3 weeks into the school year now and things are going pretty well. I have a really good group of students this year and as long as I can remain consistent in my classroom management, I should have a pretty good year. Last year had me burnt out and
Q. We are having moments of feeling great and moments of frustration when we try to combine our textbooks and CI method. Is this normal? We are determined to keep going, but some days are feeling like the students want the grammar. I know you will say, “Don’t do it”, but any motivational words would be
