This thread got blended into the others, but, to return to it again for those who were following it, here is a reprint of that principal’s response to our PLC member Ben Lev: Dear —, I waited to respond until I had a chance to meet with the department today to discuss some of these […]
Last month Lea wrote on the general topic of keeping the professional peace and I repost it here because I need to read it over and over again. It is the way I personally want to move forward in my own interactions with others about what we do. I really want to remember it: … i would
Skip got this note from his guidance director today and would like some thoughts from us: Skip, We have a student who transferred in this year who will be taking Spanish 2 next year. She would like to know how to best prepare herself this summer. [The student] is VERY bright and being fast tracked in some Humanities
Grammar is correctly spoken language. We learn it by osmosis. There is no way we can learn it analytically, anymore than a yoga student can learn yoga by reading a book about a particular asana and then suddenly be expected to move into it without some kind of neurological pathway development in the body first.
Diana recently wrote this as part of an internal email to DPS WL teachers. I would like to share it with the group and do so here with her permission: No teacher in this district exclusively uses the TPRS methodology. It is a strategy used by most who have taken advantage of the professional development offered.
Skip may have uncovered a true gold mine of children’s literature for us, and it may indeed, as he suggests, replace our need to build our own libraries for each other as per: https://benslavic.com/blog/2012/03/10/fvr-instant-library-program/ The last idea we had was to mail them around to each other as per the above, but could this replace
I got this from Bob Patrick today. Can’t wait to hear the responses: Ben, I and a lot of others on your blog and on TPRS throw around the term “four percenters”. I would very much like to know what we all mean when we use the term. I find my work has two prongs
On story days, at the end of class, I often used to lose track of the important work just done by the story writer and the quick quiz writer – they would end up mixed in wth other papers, etc. Now, I have a system that is simple and streamlined to make sure I have easy
I am convinced that the number of repetitions we get on target structures is never enough. Combine that with our habit of introducing too many unknown structures (no curriculum can help that), and we have a recipe for confusion in the kids’ minds. Some people say 50-70 reps is the magic number, but for me
I got this question: Q. I’m going to do the “Lazy” story this week (Matava SS Vol. 2). Any tips on PQAing ‘lazy’? I’m thinking that ‘works’ and ‘the boss yells’ can easily be PQA’d to get a lot of reps, the ‘yells’ one can turn into ‘mom or dad yells’ as well and with
We had a bunch of good discussions going and then we took off, mid-week, on that tangent about that Spanish teachers group and, in doing so, we took our eyes off the ball. So then I started two new blog series, one from CA on conflict (Robert organized that series of articles), which seemed well
In introducing himself to the group, Jeffery wrote: …yesterday my story lesson bombed completely. Wow, it was embarrassing! However, I am undeterred in my resolve to continue. Like everything else, it’ll take a while before I can learn this skill…. There is not one of us who hasn’t done that. I did it for years.
