I got two similar emails from group members today. They both definitely need practical responses, not just encouragement. Ideas? Jody? Robert? Laurie? Michele? Others? This is serious business. First email: Just feel the need to vent a little bit. I’ve been anxious enough about going back next week (it’s already time…really?) and I logged onto […]
My web guy has finally updated the resource page here, where I added some articles and other materials there for ease of reference. A lot of material was added there – stuff like notes from my sessions at iFLT and NTPRS, classical music downloads for FVR, the updated posters for this year, the Jobs for
One of the F16s that went down has responded to my question as to whether it was mechanical failure or what. Here is that interchange over the past two days: ME: SO I know it’s not my place to ask but how did the storytelling thing pan out over the year? I ask really bc
David Talone, a Spanish and Latin teacher at Providence Day School, asks an excellent question. It reveals a discrepency about how we grade relative to the research. It needs to be addressed immediately here. I’m hoping for some excellent answers from the group. I have recently joined your online community, and am still ploughing my
The queue is jammed so there may be a delay in posts. I got this from Drew about a week ago: In reflection of the first two days of school, I underscore the importance of the first day. Being present, smiling, shaking hands, and finding your cool. I found him: Bret. In Spanish II and
I was talking with Skip Crosby today. He heads up the Maine TCI/TPRS/CI efforts and anybody up there need only email him for very gracious training and support in the New England area – muybien.crosby@gmail.com. Skip mentioned that, when Anne Matava recently presented a story with some of her upper level students to some teachers
…the click didn’t happen without a certain ring but the other thing was that the boldest boy ran around fourteen times but it didn’t work when the captain began to sing…. That’s what it sounds like to our students when we don’t go slowly enough, and when we don’t check for comprehension at every turn
For me, this is a must read every day. It is one of the two or three most important of the 4,000 articles written in this space. I will post and repost it over and over through the year. I have to remember to check for understanding via a thorough questioning process. As we teach for full
Skip suggested that we talk about cell phones. Hello! A perfect topic, since we are doing the two other housekeeping discussions on seating charts and bathroom passes this week anyway. My own position is that cell phones need to be completely out of the room. Of course, that is too much to ask when it
Here is a great link from mb to an article that some of the more intellectually driven among us might enjoy reading: http://linguistlist.org/ask-ling/lang-acq.cfm
I got this from Anny. It could start a series that could be very helpful to us: Hi Ben, Here are some thoughts I’d love to share with the group, based on my reading of The Art of Possibility. My school recommends summer reading for faculty and this year our elementary division was asked to
I had written a question for the group about what limitations video might have in revealing various qualities in our teaching that could help us improve. Jody wrote this response, and it is right on point, so I’m repeating it here: I believe a couple of things. I believe your experience was true. I, also,
