Laurie Clarcq writes to Angie in this tour de force comment, but it applies to all young teachers: The things that concern you are the same things that concern us all. There comes a point when you realize that apprehension and uncertainty are givens in the classroom. It is that way with any relationship worth […]
In the homework thread from last month, Nathaniel made a point in response to something Polly said that bears repeating. His point is expressed with surgical precision: …when our daughter no longer had time for the family because she had several hours of homework in the 5th grade we decided it was time to homeschool.
If you were reading here a year and a half ago you followed the dramatic turnaround in the careers of Greg Stout and Angie Dodd. Angie actually did quit teaching, and Greg took a hiatus to teach in France last summer to get a different perspective on things. Both never stopped studying comprehensible input. Tonight,
It’s not too late! The 9th Annual TCI Maine, New England & Beyond Fall Conference, organized by the one and only Skip Crosby, is planned for October 16 & 17, 2014. If you can get to this excellent and established conference this year, do so. The training and the contact with the Maine group is
Angie asked for ideas to do after the story (after the reading of Step 3, which I think is best done using ROA). David Sceggel suggested some excellent ideas: 1. Read and Draw a previous year’s story 2. Read and discuss an alternate version 3. Do a movietalk if there are some similar structures 4.
This is from Eric this morning. I would highly recommend reading the link: Hey Ben – Maybe you saw Krashen post this to moreTPRS: http://skrashen.blogspot.com/2014/10/the-end-of-motivation.html Terry Waltz has responded on moreTPRS and disagrees, so it will be interesting to see how this plays out. I’ve also commented, hopefully not putting myself into the middle. haha.
This is from James, discussing the dynamic of level 1 vs. level 2 story creation: In year 1 we need lots of reps and the focus is almost 100% on the 2-3 target structures. This is more traditional TPRS. In year 2 I am noticing that we need less reps and it’s more about moving
This is on the Huffington Post today: http://www.huffingtonpost.com/peter-greene/free-market-education_b_5929048.html
This is from Jeffery Brickler: Ben – I saw this posted thought about what we do. We want to connect with our kids and we are fighting exactly what this guy talks about.
Grant has given us a fourth concrete way to deal with recalcitrant/non-listening kids. Here are the other three that, at least in my mind, are Bad Boys #1, #2 and #3: 1. The Classroom Rules (happens very often, every day, in the first two or three weeks and then rarely, if you did it right
Catharina wrote this over on the Forum today. The ideas she mentions are directed toward elementary TPRS teachers, but pertain to all levels: When teaching the very young I have found it essential not to go out of bounds. Every word is a foreign sound. Even yes and no in the target language confuses some
Eric wrote this over on the Forum. It nicely covers the targeted vs. non-targeted discussion and introduces a term we should all know, – “fluency development strand”. So your homework is to read this article and get command of those terms if you don’t already. There is a category on “Non-targeted” if you want to
