Students are always exactly where they are, and if we express something in three seconds, and they need four, it is up to us to slow our speech down to their level and not expect the reverse to magically happen.
In general, one could say that one of the primary reasons for many of the overall failures in the American educational system is that teachers routinely speak to their students, in all subjects, using rates of words per minute that
One day I was watching my classes being taught by a teacher new to the method. I was coaching her from the side of the room.
Being new to
it, she went extremely slowly. The kids responded beautifully, due to the
This is a repost from many years ago. The information in it cannot be repeated enough. Many of us fail to look in the right place for the solution to the problem of not reaching our students with our comprehensible
You must accept that you are never going to come close to teaching your students anything more than a fraction of the language, in spite of what the College Board would have you believe to keep rapidly burning-out teachers all
Below is a video link to a Story Listening example (in German) by Kathryn Shectman. It’s a very simple story with lots of repetitions. Notice how she brings her pacing and vocabulary content completely down to the level of her
Regarding distribution of instructional minutes in Story Listening (SL), I asked in a 2016 phone call with Dr. Beniko Mason, the originator of Story Listening, if she thought that Story Listening and the Invisibles would make a could combination CI
There is one specific activity that I suggest we throw in from time to time as a break from the Invisibles. It is another way to teach using comprehensible input that is tried, tested and proven to work, and a
The words in
French, Spanish and English - Mais/Pero/But! - can be bleated. This is one of
the funniest thing that occurs in my classes, and it occurs all the time. But
it is hard to explain and may not resonate with some.