I just now skyped with my students from last year in India. It was their morning and my evening. It made me think that the greatness of teaching is not in any pedagogy, or data, or anything else except in
The entire thing about all the questioning, in my own view, has been overblown. Why not just use our own intuition to say things that promote the plot line and the kids get to sit back and it’s all relaxing
I was just thinking how the standard TPRS/CI folks always like to say how the kids need variety in the instructional process. In my view it’s not the routine that causes the kids to get bored. On the contrary, they
Q. How do I stay in bounds when new words keep emerging all the time?
A. The students need to understand the message, not the individual words. We are teaching language, not individual words. I have come to see after
Q. What about lesson plans with the Invisibles?
A. The Invisibles approach is really a sequence of activities so nothing can be planned out. We just follow the sequence for building stories and for reading. We open our teaching selves
Q. You mentioned using your hands to work with “clay” in building the one word images. Can you elaborate on that?
A. In the same way that a sculptor puts her hands in water and then steps over to a big
Q. I can’t get my kids to really listen to each other. They are always blurting over each other.
A. You have to use the Classroom Rules with the smile. Every time. Each and every time there is blurting or
Q. But what if the character is really good and falls flat, even with a good emotion and a good reason for that emotion?
A. I am quite happy to provide the students with boring instruction by providing worksheets for