Sometimes we just need to get to the end of the year. There is a “Bail Out Moves” category but some of those posts are about TPRS and dated so they all may not be relevant to what we are doing now. But here is one idea that is a good way to eat up […]
We must avoid interrupting the flow of a story or a reading class with unnecessary digressions and explanations. What seems interesting to me as a language teacher is not interesting to them. They don’t want me to talk about the language. They just want to know what happens in the story or the reading. We
When I need to take a break during a story and re-energize a bit, I sometimes do so in the following way: If, in a story, I use a new word, I of course write it on the board and pause and point to it. I would normally then continue on with the story. However, if I feel
I posted this here in 2008, and am reproducing it here, with a few changes, as it fits in with one of the most important threads here about keeping in emotional and mental balance in the hard work that we do: If students really don’t care then go the book. But, as it was with me anyway, their not
Nathaniel wrote in a comment today these very wise words: I was just reading something by Mike Peto. He calls himself a krashenista and passes the test by calling his program pleasure reading. His goal is to create internal motivation for reading and subvert what he calls “the game.” I understand this to mean a
Greg made this Google Doc of the 7-Level Questioning NT process. We can copy, print, laminate and use to put on the floor. Thank you Greg! https://docs.google.com/document/d/1VmzNUtK8E6juJ1v3x_aBbYhWronM8XHogCPOKPCHfX4/edit
Presenting in front of people until this weekend in KY was always 70% torture and 30% fun. It was mainly because of the naysayers, those who don’t want to change, whose energy I seemed to pick up on like iron filings in a windstorm. Some of you who have been in this group over all
Jonathan shares: Ben- Some may have already seen this, but it seems to give voice to some of the spirit of the discussion on this blog here. Video Clip from Steve Kaufmann of “Lingq” What do you all think? Sounds like his top value on “what makes a good language teacher” is overwhelmingly their ability
Ben, I am beginning to ask for a little output and am so pleased! I am seeing the kids write in past tense, and they are remembering and using low-frequency verbs, because they occur in our stories. Examples: to bet, to capture, to inherit, to roll, to distribute. Interesting! The high-frequency vocab is there too.
Tina and I will be in Louisville, KY this weekend. PLC members can attend for free so if you are in the area come by: Louisville Collegiate School 2427 Glenmary Ave. Louisville, KY 40204 I’m not sure about the starting time so call 303-995-0526 or email benslavic@yahoo.com for those details. I think it’s 9:00 –
Greg wrote this here last spring. It’s good for those who have been working with the Invisibles program and know how it works. Greg says: Hey everyone: Here is another end of the year activity: Do a drawing day with the Invisibles. Change up some of the prompts that go on the back of the
Hi Ben, I wanted to update you and the PLC about my recent French Immersion Camp trip with some former CI students of mine. These students are in their 3rd year of French at their high school feeder school. They were in my classes when the invisibles started and they were the first set of
