…noticing students means we are “showing up” for them means more kids will “show up” for us…. …but why do we have to capture it on paper? We don’t have to, technically. It’s a safety net for some teachers (those who are being bullied) and for some kids-especially those who need to see growth on […]
More random thoughts from Claire on Authentic Assessment in TPRS that are giving me hope: …if the kids participated in class, tracked the speaker, etc. use jGR/ISR. If they do SSR and read in L1 and described what they read, jot down daily antidotal notes or just check off a list (participated or not; Monday-Friday
I have always felt vaguely defeated by the reporting system in the four schools I’ve worked in since starting TPRS in my own classroom. The current discussion on assessment is therefore affecting me in a very positive way. Below is a nice collection of some random thoughts from Claire over recent days that have gotten
Robert has the new MT/Scripts shared file ready. Here’s the link – https://docs.google.com/document/d/1qKNEwG_-D0_U2vWDjYQGujfV0NGUu7B_Gae3HaiYafM/edit?usp=sharing He is temporarily allowing people to edit because we are the only ones using it right now. Later he will open it up to others and change the settings to “may comment”. Robert advises: “As one of the other posters implied, my
Robert has a great idea. I could see a real strong pool of lesson plans coming out of this: Hi Ben, I did something in class today that I have done before, but thinking on it later today, I came up with an idea I thought I would run past you as a possible PLC
This from our one and only Robert goes up on the Primers today: If you follow the history of the teaching of languages, a number of practices become logical – even if misguided. Up until the early modern period, Latin and Greek were taught as means of communication. When those languages were superseded by French
This is a repost of a thread from last April that I wanted us to revisit in August. Some of us may want to do stories this way this year: Hey Nathaniel just yesterday I was observing Zach and his class was crisp and sharp and I wish I had it on videotape to share
If, like me, you are on a big roll of not targeting any pre-planned structures, you may have heard something like this from someone : “Oh if you don’t target structures you’ll go out of bounds.” Poppycock. The way to not go out of bounds when you have no targets is to strenuously limit any
We need to go over every second of what we do in a story with a fine toothed comb. Obviously that is impossible here in this blog space but I just want to say it. I believe that a big answer to our ongoing struggles lies in our initiating a deep and exacting, even unrelenting
It’s not as if we are going to get all the verbs ‘acquired’ in the first month verb frenzy time. My kids still now in April don’t always get the difference between goes and wants in French and we must have many thousands of reps in so far on those two cousins in sound (va/veut). So
I take little notes on my desk, those little sticky kind, during stories when I get ideas to share here. These are the sticky notes from today’s class: We cannot get too many details. We just can’t. We must keep our problem simple. We just must. When we get our problem stated, about 10-15 minutes
To all the hustle and bustle and rustle: I have a bunch of 12 year olds coming in four minutes from now. It’s school. I guess I don’t get my way. My way: (Can’t I just hang out with my students in French?) (In quiet awareness of each other? Yes? Maybe? Please?) (Where the pauses
