Anyone under pressure in their buildings to focus on output (“show what they know”) may want to visit the arsenal of articles collected here over the years and offer some of them to those fool-hearted administrators who have nothing else to do but challenge their teachers when they don’t fall into line with other teachers […]
In 2011 I got an email from a person I don’t know. I read it from time to time to remind me of how far we’ve come, because there was a day when people like this ruled the world, back in the Jurassic period of language instruction. Here is is: From: steve leggiero <sleggierous@yahoo.com> To: benslavic@yahoo.com Sent: Wednesday,
For those who must still hand in lesson plans (an insult to us as professional educators), Tina offers this that can be modified for anyone’s use: 10-20-2016 Tina Hargaden French One Novice Mid level of proficiency Lesson: Creating a story: Boo… le fantôme Objectives: SWBAT comprehend spoken French used to narrate a story that the
Here are more details about the nuts and bolts aspect of Alisa’s project. Let get this thing networked. It’s time. Dear Friends, This summer, I embarked on a new project that I want to share with you. In a nutshell, I am reimagining Modern Hebrew language instruction. I believe my vision is timely, and doable with
I got this from a teacher who is new to our PLC: Dear Ben, I am a second-year French teacher. I teach in a public middle school, and I struggle a lot with management. Most of my management issues arise when doing TPRS, PQA, and CI (lots of talking to each other in English, shouting out,
Alisa shares a new project with us: Ben, After teaching elementary Spanish w/CI for a few years, I could no longer tolerate the legacy modern Hebrew instruction my and other kids were getting at our local supplementary (temple-based) schools, so I embarked on a “re-imagining Modern Hebrew Instruction” project. I wrote a grant with the
Beth Smith is new to our group and up in Westchester County. Is the NYC group still meeting periodically? Carly or Brigitte or anyone email me and I will put you guys in contact with her.
I have a question for the group re: special ed kids. I have been able to successfully include them in stories, but not always. Sometimes it doesn’t work. Anyone with experience or insight into this topic is asked to comment on it below. Merci d’avance!
Inclusion of Special Ed Kids in the Storytelling Clasroom Read More »
Robert Harrell: Kathrin, your comments above, as well as similar comments from colleagues throughout the world, indicate just how far from reality some people can be. Your supposed “helper” reveals how little she understands students, psychology, learning, group dynamics, and a myriad of other facets that are essential parts of “The Invisible Classroom”. (Check out
Hi Ben, Below is a report as to how one of my French 2 classes is going. It was the disengaged class who is now wanting grammar. Today, at my school, students were asking for grammar. Though they are few, they are very vocal. Someone complained, “I do not how to say “how are you”.
Claire Ensor has written: TPRS is mostly plagued with a feeling of accountability for individual words. TPRS has innocuous ways of holding children accountable for targets or words via easy questions, gestures, TPR, and choral translating. But going painfully slow is the most subtle. Going too slow sets up the expectation that children will understand each
