In talking about whether jGR is really something that we can connect to grading (it is), Chris Stoltz wrote: …is why I think behaviour(s) should not be graded unless they directly reflect learning outcomes…. And I agree with the exception of in languages. In fact, behaviors don’t just directly reflect learning outcomes in languages, they […]
We assume so much. I got an email from Susan today asking what a story script is. And yet, looking back, I realize that there has indeed been no specific description of the term in all the trainings I have seen and done over the past ten years. Since 2004 or thereabouts, we just assumed
I was driving Susan Gross to a presentation in Jefferson County, CO about eight years ago and I remember exactly what street we were on when she said this sentence, which I will never forget: Discipline precedes instruction. I took a photo in my mind of where I was talking with her in that car
For those who have started stories, or who will start in January, remember that we fuel stories through humor. Now, this does not mean that WE have to be funny. I’ve not met many kids who see their teachers as sources of humor. Rather, THEY are funny, and what they say is funny. So develop
Latrina Thompson joined our group a few months ago. She teaches in Paulding County in Georgia at North Paulding High School. She recently sent in this comment which I am turning into an article here, because it describes a change that is happening in a lot more places than just Georgia. I want to stress
Skip is presenting soon and has a question for the group: Hey Ben, I have been asked to present at the 2014 FLAME (Foreign Language Association of Maine) conference. I think I am going to run two sessions: The first will focus on the basics – learning vs. acquisition, key elements of CI, CI strategies
The contentious issue of forced speech output is likely to come up for some of us in our buildings in the next months. Accordingly, I have added three new primers on this subject to the Primer hard link on this page. All are taken from the recent thread initiated by Kate here about a year
Those few moments right before class are nice. The vibe is relaxed. It’s like sitting with someone in a recital hall with a loved one, just talking, waiting for the concert to begin. Sometimes I poke fun at someone about their weird ass name and if it is going to change or not. The kids always get into
Polly Fuller has some questions for us. Answer any of them as we must continue to try to help our new members get the basics down: Ben, I have been reading as much as possible over break and am starting to feel completely overwhelmed. I am enjoying all of it, but finding it hard to
This month’s Teacher of the Month is long overdue to receive this award and many others. In the TPRS/CI worldwide community Laurie Clarcq is the rock that many of us have gone to for safe harbour over the years. One of the true superstars of bringing Krashen into school buildings, Laurie brings sparkle to this
A repost from the fall: The culture of pushback by kids in American schools can pollute the integrity of our instruction. CI is easy to undermine – all the kid has to do is fade out or try to start a side conversation to create a problem, since ours is a community-based approach in which every
Robert got the restricted rule on a comment to “Don’t Tread on Us”. In that article, Kate received, I suppose, a well meaning email after an observation in which the administrator told her: …the objective is for students to vocalize that vocabulary…. I’m sorry, I know it’s the Christmas Season and all, but that guy
