This is going up on the Primers hard link and also staying here as a sticky post for awhile. Since it is in the Primers, we can all just go and copy it when we need it. This is a must-have document. I will share it with my students next week by projecting it up […]
I usually write volumes here and apologize for that. But today I am getting one of those crystal clear insights about this work. So here it is: Let’s just enjoy this work. Before stories we couldn’t make it fun. It was too boring. OK that was then and now is now. Now we have stories.
It’s about time that Robert had his own blog site and so this is to announce its launch this week. I will be a regular reader, as many of us will be, since we know very well what the Chevalier de l’Ouest has brought and continues to bring to our careers in the way of leadership and
Two of the biggest things that make a story interesting to the kids in a TPRS class are the elements of suspense and surprise. But if the one directing the story, asking the questions, making those split second decisions about where to take things during the creation of the story already knows what is coming,
This post from 2008 is from my book PQA in a Wink! It offers a way to deal with troubled kids that is based in kindness: Mildred is the captain of the girl’s basketball team. She is rough. She had to be rough because she was thrown around physically by her abusive parents in a
Who has oppressed us, who are asleep at the testing barrier? Oh, nobody in particular, except the textbook companies and a legion of freak memorizers-turned-language-teachers who don’t want us to wake up and who now are about to get the wake up call of a lifetime if only we can wake up at the assessment
One might ask right about now, “Who has time to read the recent barrage of articles and comments on authentic assessement? I’m too busy!” I would ask, “Who can risk not reading them?” Why? Because we are sleeping and need to wake up! We just spent, some of us, almost twenty years studying this Krashen and
Diane Neubauer was listening to the Tea with BVP show last week and reported back to us here: …they had done a poll of people following them on Twitter. If I remember correctly, 85% either said “yes” or “yes, but…” to this question: “Do you think we should move to language instruction without tests and grades?”….
Russ and Alisa made a couple of points that would be well go ponder before we give our next assessment on a story: Russ: “I think we need to differentiate between language and content. The students create the content; the teacher provides the language. Just don’t think you can assess the kids on the structures. Because
Authentic Assessment – Russ – 28 – Assessment of Language vs. Assessment of Content Read More »
We will link this article to the Super Mini Stories category and keep adding them in here for ease of reference next year: 1. Eating Kittens (Diane Neubauer): (students need: would like to/wants to eat, numbers, good) She is (Lady Gaga). Lady Gaga is not good! She wants to eat. She wants to eat (kittens).
An April 29 ruling from the country’s top authority on labor issues says that employers cannot require employees to be constantly positive at work. …requiring that employees act positive, regardless of working conditions, isn’t allowed. If employers want positivity in the workplace, fine. But they have to create the kind of environment that leads their employees
Just read this from Claire. Then think about it next time you do a story. Then act. Little girls feeling like they’re just a distraction in school is not okay. Until we do what Robert does and call out little boys who treat girls that way, invading our space when we’re trying to communicate-nothing’s gonna
