John sent this: Ben, This is an interesting article, because it shows just how revolutionary (and difficult) it is for someone under 25 to interact with friends without making use of social media. The author learned some important lessons which, though common-sense to you and me, are becoming lost in this world. http://news.yahoo.com/90-days-without-cell-phone-email-social-media-015300257.html This […]
I have turned the comment below from Judy into a separate blog post. As Ardythe’s words make the conceptual/theoretical point about how people really acquire languages, Judy’s makes the point from the actual classroom. It supports what we do in a way that I consider the best way, the most convincing way. It shows what happens with kids wh0,
Most language teachers, or teachers in general, in the past, went through their weeks thinking, “Hmm. I wonder what I will teach today.” And then the book told them. Now the new computer programs are doing that, along with the teachers’ neatly and loboriously planned pacing guides. How wonderful. Nobody ever really thought of teaching
This is actually a story that Judy wrote up after one of her classes, based on “He Talks Too Much” by Anne Matava. It is not a reading but it sure gives insight into how detailed these stories can get in class. Then, after that, there is an embedded reading about Vincent, which is not connected to the first, but which I
He Talks Too Much (Matava) – English – Judy Dubois Read More »
Below is a good final exam from Robert focusing on reading. Like the one just posted, it is from last January. Robert explains: Hi Ben, I am attaching my final exam for level 1, first semester. Out here in California we tend to run a bit behind the rest of the country on the timing
Last week Kate was called out in a post observation email by an administrator who doesn’t yet understand how people acquire languages. (That is an understatement.) We asked for help from the group, not just academically in terms of pro-Krashen statements of support that she could share with this administrator, but also emotionally, to deal with the
I’m just reposting this because I’m being observed in a formal setting this week on Wednesday and it makes me nervous to be observed. It’s a good reminder: When we get observed, we can’t shrink. The method requires that we be big. It doesn’t matter how we feel. We have to show up for our
I am hosting a learning lab on comprehsible input this Wednesday, February 01, 2012 from 1:30 p.m -4:15 p.m. Anyone in the Denver area is invited to visit. Here is the information: Where: Abraham Lincoln High School (Federal and Evans) Pre-brief – 1:30 – 1:50 (Room 226) French 1 – 1:57-2:42 (Room 228) French 1
A pretty good move to go to when class sucks is to just start going over Word Wall words. Go down the list and laser point to each word and the kids say each word in English. It’s just an escape move, really, with no huge pedagogical value for sure. My lists are here on the
This is just a note to myself I thought I’d share here: “Ben, if you are going to start some PQA or start a story, don’t bullshit around with all that “start-class-with-announcements-in-English-bullshit”. The kids don’t listen to it anyway. “Just start in with the CI. It sets a different tone. If it’s general PQA with no story targeted
Maybe we need to back off a little on our position on early output. Here is one reason why it can be a good thing: http://www.youtube.com/watch?v=6ugZ6aDTDYM
I got this from Nina Barber, who won’t be able to attend iFLT this summer but had already booked a room at a neighboring timeshare and can’t get her money back. She is willing to rent it out to an iFLT attendee at a great price. The unit is a “studio”. It has a double
