The thing about the OPI - the stupid and elitist Oral Proficiency Interview - is how it is "old school" like the IB/AP exams are for the kids - they measure how much vocabulary you have, etc. and they don't
Alisa wrote here about a week ago the following insights. It should be posted here as required reading once a week for the next ten years:
No-one wants to be forced to change to something new and many in that situation
I recently had a situation with some parents where they kind of called me out for the no homework thing and not knowing what their child can do at home.
I created the following document about homework in my classroom.
I wanted to let the PLC know that I am taking on the most important group needing buy-in for the work we do--students.
In the spirit of mental health, I am doing a week long unit on SLA.
A repost from 2012. There was a hurricane:
Please protect all the people on the East Coast as they go through this big storm. Keep them in safety. Watch over Carol and Jennifer in New Jersey, and Brigitte in Long
It may be too complex an undertaking, but could we perhaps suggest in the comment fields below ideas that would allow us to define together what the term "progress" means in a comprehensible input classroom? Our definition should of course
Tina reports from a class today:
"OK, so I have this new rubric I made for the new book called the Speaking Rubric. It basically has the kids working in partnerships and speaking to each other to respond to questions and
What causes teachers to quit on non-targeted comprehensible input before they even try it? Why do many of them reject it as something they won't do, sometimes vehemently? After all, NT instruction aligns with the research far more than TPRS