This is from Michele: Dear Ben, After I read this link about learning to read in Waldorf, I wrote a letter to our local school about how well I would fit in there as a language teacher! I couldn’t believe the parallels. http://blog.bellalunatoys.com/2011/waldorf-reading.html Michele [Ed. note: Below is the part that jumped out for me personally. […]
This is from Carol: Hey Ben – ACTFL was, as many described it, HISTORIC!! It was amazing! It was the first time I can honestly say I felt secure (once my session was over LOL), confident, unapologetic and absolutely certain that CI and TPRS are making serious headway. I am confident my session with Krashen
Those of us who have been making the time to watch the links from Grant – see previous posts – have been learning a lot. In return we have been sending him back educationese-phrased sentences that he needs for his current run at Central States Teacher of the Year, which run is in full swing
From Michael Coxon: Check out Dr. Stephen Krashen and Professor Bill Van Patten discussing the field of language learning at ACTFL 2015: Opening the show: 46 minutes in the middle: Closing the show: You can listen to archived shows at:
With kids predictably squirrelly this coming week, here is a game that, if you have a good word wall up, is fun and eats up minutes (which is more important than trying to force CI), but the description is kind of long: Word Chunk Team Game (WCT): It would be nice for teachers if communication
When doing snowplow reading, Linda reads in the TL and if the kids don’t know a word they stomp their feet and only then does she explain the meaning to them in L1. Is this the best way to do it? Or is it better to read in L1 to them while they read in
Blaine came up to me some years ago – I think it was NTPRS 2009 in TX – and asked what I thought about Susie saying that the kids should “snow plow” through the book or if perhaps (his) Read and Discuss was better. I remember that the topic was “up” at that time. I
If you have a native speaker in your classroom, you can take advantage of it in advanced classes by using the following sequence when dealing with an authentic text (Le Petit Prince in my case which I am doing with my 8th graders). Normally I would just use R and D but that only works
Reading with Upper Level Kids/Use of Native Speaker Read More »
The link below is connected to Grant’s work, but is not an actual link directly connected to his ACTFL application process. Check it out anyway: Why Build Inequity into the Fabric of Class? – Methods Class Feedback 3 of 6 – “E”
Here is another link to Grant teaching for those who have already looked at the first two: https://youtu.be/66joYg3I96A (44 min.) I have stuck the two previous posts about Grant’s need for our help at the top of the posted articles for a reason: Grant’s deadline is coming up and he needs our help. Some have
There is a student. I will call her “T.” On the first day of school, she skulked in, buried in a black hoody, avoiding eye contact, sequestering herself in a far corner of the room. I remember this day clearly because she also had on these tights that were really cool. Black tights with the
This is from Alisa: Ben, Hello from Chicagoland! Check out this post to Nandu for a groan and an eye-roll: Nandu. Together You Will Spin A Web I like doing an ‘exit’ ticket or check in. So for instance today, we learned that the -car and -gar verbs change in the yo form for the
