The old idea of "spare the rod and spoil the child" is out of date everywhere and that includes our profession. It doesn't align with the paradigm shift we are in. What shift?
Basically, in my view, the shift is about
Q. So how do you really feel about Can Do statements, Ben?
A. Thank you for asking! I think that they are about as useful as a screen door in a submarine because they favor the few. We can't teach that
In the previous article, I stated that when an observer comes into my classroom, I try to remember to bring the child that the observer once was into the class, to find that child and teach that child some French.
I hear comments about how teaching using CI can be exhausting. I don't agree with that position. It's about FLOW. (Search that category for more articles on this important TPRS/CI concept.) Flow is one of Krashen's favorite words, judging by
I got this email:
At this point, I am just wishing I could read your books faster, as my students come on Wednesday. I have loved the storytelling approach but felt the same difficulties that you describe in your
Deep down, I feel that it is best for our mental health to not have to plan, and I mean zero planning. The no-planning approach is also best for our students in terms of language gains when we don't plan.
Carla asked me about Circling recently. I don't know what the TPRS/CI community is up to these days, but I gathered from what Carla said that they still circle. God bless them.
I find that Circling does not work. It seems
We are now moving at warp speed into a new way to educate and assess people. It is now more about communication, process, intuition and cooperation. It is no longer about isolation of the smart from the not so smart. Nor
1. That Book 2 training group is now officially scheduled to start March 27th. 3 spots remain. (Classes are limited to 15)
2. The next Book 1 training starts March 27th as well. Registration for that group is now closed.