More from Tina: Why am I so interested in NT work? Because I think it takes stress off of teachers. It has taken considerable stress off of me. Using TPRS to get students to buy into a story based on targets requires a level of emotional trust that is not always easy to build even […]
In my opinion Tina is on target in these points about targets. She shares: Problems I have seen/experienced with targets are: Teachers find it difficult/draining to provide repetitions on targets. They have classroom management issues and give up on CI. Teachers are inclined to think, “I said it 75 times and I have the baseball
My new updated classroom rules. As per recent points made by Krista Kovalchick, I have removed the one about suggesting cute answers: Classroom Rules Listen with the intent to understand. One person speaks and the others listen. Sit up…Squared shoulders….Clear eyes. Support the flow of language. If the teacher is not clear, tell him/her. Do
Tina shares emails with me from happy parents. She is getting a lot of them this year. Here is another one: Hi Tina, This is [Jeff], parent of seventh grader [Emily] who is in your Spanish class. I am writing to tell you how much I appreciate your teaching methods. Emily has learned what I
This is an article of major importance. The link is so long that my mouse almost couldn’t grab it and started squealing as mice do so if you want to read this article – I read it about ten years ago so went back to it like an old friend today – just search this
Mike Peto recently published this on his blog: https://mrpeto.wordpress.com/2016/12/10/story-listening-almost/ I find every word of his article compelling and important. He talks about how doing Story Listening as per Beniko Mason, which is getting a ton of testing at the secondary school level in Oregon right now, really works. I am beyond happy to find another
When we start out the year we need to make sure that our students know the rules and how they will be graded. We need to make certain that our students get practice in knowing how to function in our comprehensible input classroom before starting full stories. In the Big CI Book, I have discussed
Here is the second article that goes with the one published yesterday: What does it mean to breathe life into our instruction using comprehensible input? What does it mean to avoid specific activities/trees in favor of an overarching concept of CI/the forest? What does it mean to gain mastery over the method? It means to
Here is a targetless script from Anne Matava: Targetless Scripts Time Travel Notice that there are no target structures. Anne addresses that (a recent topic here) in an email to me: “If people want to target phrases they can pick a few to use. Maybe flies, feels. The other thing that this script is really good
Tina sent me the link below. It contains the core of my work of my life. When I entered the profession, there was none of this attitude toward being alive in the FL classroom. Everybody was dead, stuck in the left analytical hemisphere of their brains. They were literally half wits, everyone in the classroom,
Michael Peto is currently writing a guide called “50 Things You Can Do to Start Your FVR Program”. It is aimed at beginners. Mike tells me that this project will be finished by late January. We can get the details about how to get it later on when it is ready. Meanwhile, Tina asked Mike
