This is a repost from last year: Jen said: …I really feel lost…. Now this comment from Jen was about a few kids but I mistakenly read it as across the board in her classes and this prompted an outpouring of concern in me and others and I made about four responses to her original comment. […]
We come to input based instruction with unnecessary trepidation. We think that it is too difficult, but it is not. We merely make it difficult by bringing older models of instruction to this new model, mixing them. It is not necessary. We must lose the notion that that we have to teach certain things, to
There should be no struggle in our work. It should be as effortless as normal conversation, which is such a natural thing and can be so fine when both parties agree not to try to overpower each other. Nor should we struggle for the humor and laughter that everyone associates, mistakenly, with TPRS. As we
Another report from a teacher who is new to comprehension based instruction, Inger Moran: For the past three years, I have been teaching French, usually split between two or three schools while attending graduate courses at night to finish my M.Ed.. I’ve struggled with using the textbook series and my own style. I never could
Even if you don’t teach Latin, watch this from David: Hi everyone, I’m sure you all are busy, but if anyone has time to take a look, here’s a private video of a retell of a story and making of a second location. I wrote this script and it was a fun one that I
I got some questions from a group member who starts an evening adult class this week. Thought I’d share my responses. For those unfamiliar with some of the terms used in the discussion below, please go to the regular site here and click on resources/workshop handouts. Q. Do you think starting with cards on day
This is a very important phase we are in. We are doing breakaway stuff with the new YouTube awareness, of just how truly powerful YouTube is in bringing high quality comprehensible input to our students. Is there anything better, anything more compelling, than the YouTube clips for our kids? Stories – except those rare home run stories –
My web guy tells me that the forum should be up and running by the weekend. This new feature will greatly increase the speed of responses to questions. Sometimes after a class you just have to go somewhere and say it before the next class comes in. Group members also won’t have to look laboriously
If you go over the date to start your classes, say the date or season or month wrong. Tell them it’s the 36th of May when it’s the 26th of August. Bend their minds a little. When your students hear you say it is the 36th of the wrong month, their brains kick in to a higher
Q. I can’t get them to come up with cute answers and it is frustrating just standing there in front of them not knowing what to do asking questions. A. Well, first are you staying in bounds and making yourself comprehensible? Are you going slowly enough so that they all fully understand. Are you repeating
This is from Teri Wiechart: A workshop for CI Teachers on Coaching and Collaboration will be held on Saturday, September 28, from 9:30 a.m. to noon. Location: 14711 State Route 111 Defiance, Oh Teri adds: “Whatever the group needs, we will discuss and practice. CEU certificates are available for those who need it.” Teri
I have asked Deena, as a new PLC member, to send in frequent Reports from the Field this fall, since she describes so well what she is experiencing in implementing comprehensible input in her classroom from scratch, as it were. Here are the links to the first two excellent reports we received from her: https://benslavic.com/blog/report-from-the-field-deena-swenson/ https://benslavic.com/blog/report-from-the-field-deena-swenson-2/ Here
