I’m sure this is on our list of bail out moves, but a simple R & D is totally kick ass when it comes to eating up minutes and getting through the hard month of April. Don’t want to teach a certain class? Tell them to shut up (ok, be nice), let them know that […]
James posted a comment today that I would like to use as a jumping off point for a discussion that will lead to rubrics to join jGR to align our grading with the Interpretive and Presentation Modes as well. For convenience until we come up with real names, I am calling: jGR 1 – Interpersonal
We must give the kids proper punctuation instructions. I sometimes forget to say, for example, “point” for a period. This confuses them. So I am going to try to do that better. Adolescents need clarity. Sabrina addresses this: I have taught punctuation from day one with all of my classes. So I have one transparency
Here’s Kevin’s bio: Salvete Omnes! I joined the PLC at the start of this school year and learned a ton, but took a few months away while my son (now almost a year old) learned the value of sleep. It’s great to be back. I’m finishing up my third year teaching high school Latin at
…when I was very young, most of my childhood heroes wore capes, flew through the air, or picked up buildings with one arm. They were spectacular and got a lot of attention. But as I grew, my heroes changed, so that now I can honestly say that anyone who does anything to help a child
I got this question from a group member: Ben do we have a stand alone rubric for the Interpretive Mode like jGR ? I responded: No, and I don’t see one happening. Interpreting input is an individual process within each kid and I don’t see how it can really be measured in a real way,
There is another Ben in our group so now we have Ben Lev and me and now Ben Orwin from Arizona: Ben, I have not been too active on the PLC, but I do appreciate the chance to hear people’s successes, trials and ideas when it comes to Comprehensible Input. Here is my bio: My
Here is a bio from Jamie in Arizona: My name is Jamie Kronwald and I teach at Mesa Prep in AZ. I teach high school Spanish 9th-12th grade. I began comprehension based teaching when, after my first year of teaching, my students didn’t remember the concepts I had lectured them on the year before. (They remembered
Here’s Steve’s bio: I work at Del Oro High School in Loomis, Ca (Sacramento area). I teach Spanish 1 and 2. I became interested in comprehension based teaching when I learned the difference between learning and acquisition. I’ve been to a few conferences and workshops on TPR/TPRS and I’m currently reading a couple of Ben’s
Hi Ben, I just logged on to the site for the first time in a few months. Life got too crazy for a bit. As a middle school teacher, I only get together with my overall department a few times a year. But good news – this time, one of the new hires at the
I’m Liz Hughes Waddick. I teach at Breckenridge Elementary and Upper Blue Elementary schools in Breckenridge, CO. I have been using CI since my first year of teaching in 2005. I went to a Blaine Ray workshop in Chicago during the summer of 2005 with Karen Rowan, Blaine Ray, and Donna Tatum-Johns. After that conference
In dictée, the importance of absolute silence from the very beginning to the end of the process, which lasts fifteen minutes at most, is not properly appreciated by most teachers, and that is a gross understatement. On this point, Robert Harrell has written: Usually I am able to impress the class sufficiently with the seriousness
