Claire used the term “lack of faith in linguistic spontaneity” here recently when talking about the targeted vs. targetless discussion (clanging chains vs. no clanging chains is how I describe it). I thought, “That sums it up perfectly!” Robert made it into a meme. I’m still not sure what a meme is. What is a meme? […]
I am not going to shut up on the targetless discussion. It will continue to evolve. I just got an email from a PLC member which contained this little gem: …this non-targeted stuff is blowing my mind as well. Way more interesting stories and way more interested kids…. Hmmm. My prediction: some of us will
If the kids/teachers ARE burned out on stories, we have the April bail out moves of course, and all the other bail out moves. But I’m thinking of doing what I describe below if the kids are rude during stories w/ excessive English, lack of focus, etc. I’m going to try it tomorrow and if
Alisa ends her critique: If you could set up/explain what preceded the video a bit – do they already know the language elements/verbs of the story Sarah is spinning such that this story asking is but recombining those solid elements? Otherwise I think more play with this new language is in order before we go
Alisa continues her very excellent critique of Sarah’s work: More Teaching to the Eyes; more Point & Pause & SLOW – these are basic skills and must be consciously practiced. Sarah doesn’t regularly make eye contact or Pause & Point…yet, and we all could stand to slow our TL rate of speech waaaaay down! Reps/recycling
Alisa gives a tour de force critique of our video from Israel. It honors our vision here – to use the internet to get better at TPRS! Thank you Alisa. You are real teacher in every sense of the word! Joseph, This is so exciting…You probably know that I am a huge cheerleader! I hope
We have a problem with cell phones. I knew it was bad when I read an article yesterday where a school bus driver was texting and driving with a busload of kids in it. Here is an article that some of us may resonate with: http://gawker.com/louis-c-k-s-explanation-of-why-he-hates-smartphones-is-1354954625
Paul Seevinck has a good practical question for the group: Hi Ben, I was wondering if you could ask the forum for some advice. I have about $150 given to me to use on” instructional things” by the end of the week otherwise I forfeit the money. I’m wondering if there are any resources that
https://youtu.be/Iu-auLaueHU Hey Ben, I hope you are doing well. Here is another video of our attempt to “Ask a Story”. If you wouldn’t mind posting to the blog for feedback, that would be most appreciated. Joe Justiss
This tour de force is from Lance: (https://docs.google.com/document/d/1vHZ8hdXktVY8BBh8UFQJu3V6nkAEPVU0F5hZ25VtZ74/edit?usp=sharing) I’ll add it to the curriculum docs page. Thanks Lance. It’s bad ass.
Robert said today: …while I may criticize strategies, activities, methods, and approaches, I should not criticize (i.e. attack) motives; rather, I should attribute positive motives to others. Even the most rigorous grammar-driven teacher ultimately wants his students to be able to communicate in the language – or at least I need to assume that until
