This from a group member who would like some feedback from the group: Ben, I have been working with my classes to move toward using CI much more. I used to use very traditional methods. For example, I had a Powerpoint with examples of the grammatical topic. We would cover the grammatical topic and see […]
The second topic I will be presenting on at NTPRS is Circling with Balls. Thanks again to those who edit for mechanical issues or clarity: Circling with Balls Each student has a sheet of colored card stock folded in half lengthwise with a line down the middle of one of the halves. (I use a different
I will be presenting two three hour sessions in Las Vegas. I ask the group’s help in proofreading my notes for inclusion in the conference program. Luckily, I am limited to two pages. Merci d’avance for rendering this service. The first topic I will be addressing is Moving from PQA into a Story: Moving From
I hade a long talk with each of my classes today. I told them that I need to grade them next year (I hope to be with them), in a different way than this year. I told them that I would grade them on their ability to follow the rules, and that I had to
The group decision to embrace the metacognition piece and use the rigor posters to foster discussion in each class next year so that kids reflect and verbalize their ideas on how they learn with us is an important thread from the year. We created that entire concept of rigor, the rigor posters that Clarice did,
Carol reports: Hi, Just got back from Laurie’s Beginning TPRS Workshop. Great presentation. lots of great strategies for reading, working with the new circling template, classroom management, and more – all delivered with large doses of Laurie’s open heart for teaching our kids. Kudos, Laurie, Lea and staff at Sidwell Friends for a wonderful day!
A recent thread here has helped me formulate my approach to discipline next year. It is a concrete response to kids who misbehave and it has teeth in it. This is the first of three posts that address how I plan to implement discipline next year. Another poster will be required to implement this change. That poster will
Today during our class self reflection discussions about how we learn languages, a question came upin one class about kids who put their heads down. I said that I felt it my responsibility to try to reach them and teach them. The class overwhelmingly said to let them fail. Any ideas from the group on this
Just reposting some comments from Robert. I am searching through them and can’t find the one where you attach classroom behavior in terms of the Three Modes as very much part of an academic grade. Robert, could you either send that or rewrite something here to that effect. The attachment of behavior to grades has
I missed these comments by Robert in response to Chris’ request for models for teacher evaluations. I am just putting them here for ease of reference. I think that we need to look at these very closely for the general good of the order: My first two criteria would be something like: “The teacher speaks
Jody reminds us that doing reading classes that are too difficult for the class (instructional reading) brings fewer gains than we may think: If I know there are phrases/words/terms/whatever in the reading that the kids are unlikely “to get” from context, I write parenthetically “in bold type” the meaning in English. Hopefully, that won’t interrupt
Instructional Reading Levels vs. Acquistion Reading Levels Read More »
A rebar (short for reinforcing bar) is a steel bar used in reinforced concrete structures to hold the concrete together. In that way, three rebar rods in a piece of concrete would be like the three structures we use to hold stories together. Now, we could use cheap rebar – insufficiently repeated structures before moving
