Got this from elissa: Hi Ben! I feel like there was blog discussion at some point about parent/curriculum night tprs demo ideas, but can’t find it… can you point me in the right direction? Thanks! elissa Two places I found are below but if this jogs anybody’s memory please advise: https://benslavic.com/blog/2011/10/18/parents-night-question/ https://benslavic.com/blog/2011/09/18/parents-night/
Hayne came up with an option involving writing and reading practice that represents a nice option to our basic fake classes routine. It allows the kids to do nonjudgemental peer review of each other’s writing. Using this option allows: a. kids to know and respect each other in class. b. administrators to see that we
For me, the big win in March was the metacognition discussion and resulting document. I feel like it will force very positive self reflection and discussion up the taxonomy about what counts most in our classrooms with the kids. How can we ask them to show up for class in the ways we want unless we
The essence of using comprehensible input in the classroom will never be altered. Nothing can change the simple core fact that we are to endeavor to do our best to SIMPLY STAY IN THE TARGET LANGUAGE AND BE UNDERSTOOD in our classrooms and that is all of it. We must find a way to get
Concrete Action Step 1: sit and let the gorilla (the offending words) be acknowledged by all in the room. Concrete Action Step 2: call a parent then and there to set up a physical meeting with the offending child present that day, and refuse to put it off to another day. make that call so
We often forget to build our stories around the target structures, focusing on the story instead. It is a mistake to think that it’s about the story when it’s about the structures. I recently finished editing one of the videos from when Krashen visited with Diana and Beniko Mason and I talk about this same idea
Here is my version of the final EERP document: Concrete Action Step 1: sit and let the gorilla (the offending words) be acknowledged by all in the room. Concrete Action Step 2: call a parent then and there to set up a physical meeting with the offending child present that day, and refuse to put
Thank you for your cooperation in dropping other topics in favor of this work in creating EERP. I don’t want to mix a topic of such supreme importance like this with other topics. Without a strong response plan to the lead pipes some kids wield in our classrooms, we can’t teach anyway. I plan to use
Here is my own EERP with added details drawn from David Young, Ben Lev, Jody Noble and David Maust, from recent comments they made, so that the document continues to expand: Concrete Action Step 1: sit and let the gorilla (the offending words) be acknowledged by all in the room. Concrete Action Step 2: call
If a person approaches me with a lead pipe and starts to use it on me I would probably want to discuss it with him in a calm and rationale manner. If it were done in front of others, people I work with, I would probably ask the person to meet me later to talk
Remember that we are trying to curtail other normal discussions that take place here about pedagogy and such while we take a kind of time out in an attempt to create this important dream of a document. Many have agreed here that this document or something like it is much more important than anything else right now,
Carol shares this on the theme of bullying: Ben: Dr. Mikey Fowlin, poet, actor, psychologist, came to our school back in January. The beginning of this video is a homage to the power of stories, but about 7 minutes in he gets very serious about the lack of empathy. Fowlin assumes different personalities and voices
