This from skip. Discussion about the possibilities is welcome: 1. I would like to bring a few children’s books to those in the group that still haven’t received any. (not sure how to arrange that but I think it would be nice to use the NTPRS conference to distribute those – it would save postage […]
Many of us begin the year with the Circling with Balls activity. This activity builds high levels of trust and fun immediately and aids us in personalizing the room and norming the class in terms of classroom discipline and the rules (if you are not familiar with the Classroom Rules poster find it at www.benslavic.com/TPRS
Job Posting Job Title: ENGLISH AS A FOREIGN LANGUAGE TEACHERS Organization: Canadian Language Institute Location: Montequinto, Sevilla, SPAIN Open to Teachers: experience in the application of TPRS and CI based approaches Start Date: September 17, 2012 Canadian Language Institute, a TPRS friendly language school, in Montequinto, Sevilla, Spain has openings for TPRSers to teach
It greatly concerns me when I hear teachers coming up with all sorts of new ideas and activities about comprehensible input. CI is not complicated and when we make it so we destroy its value. We must let go of the idea of even being teachers. Teachers have a failed track record in languages. We
Here in the summer I find that I am getting some good insights as I step back far enough from my work as a language teacher to see a few more things in the larger picture. I expressed some of those thoughts in the last post and extend that thinking a bit more here in this post. The
This posted appeared here originally in March of 2008. Here it is again: Is it possible that TPRS may exist someday in forms that are unrecognizable to those who originally designed it? Could a lack of consensus for what TPRS is eventually lead to its disappearance from the scene? Could it be that the term
I was just watching a French film. The language moves so fast! I honestly haven’t a clue as to why a teacher would do anything but speak the language at every opportunity possible in class, if they are serious about actually teaching the language. Go watch a movie in the language you teach and you’ll
I was reading that bio link (see previous post) and read a comment by Grant that describes what we are really doing in our work in this very short and succinct statement, which gets to the core of my own purposes professionally, big time: …it should be an MLK-inspired peaceful coup. In many ways, it is
Bob Patrick sent this email. It describes the change we are now in regarding what it means to even be a teacher: Pondering some learning experiences I have had over the years in areas outside of language study—let’s just say, generally, in “the arts” of various kinds. I find that our walking around, conscious, ego driven
If you are like me, you reflect on what you do in class sometimes more than you actually teach. It’s part of the change. It’s the dismantling of the old by means of allowing room in our minds and in our teaching practice for the new. This process feels strange to us, because it is genuine. We are not used
I wrote this in response to a question from Bob Patrick but decided to make it into a post as well for ease of reference. I can just refer to this next month in Breckenridge so I don’t have to think about it anymore. (Handouts for teachers attending iFLT will be the ones of my
Bob Patrick sent this: Hey Ben – Krashen is involved in an ongoing dialogue on the Washington Post right now. He just gave an excellent response to two nay-sayers who are now down to whining– [saying things like]: but why does it always have to be your way? Is there only one right way? Krashen
