jGR – How Often?

As I mentioned in the last post, I weigh jGR at 65% of the grade. But how frequently do I assess using jGR? A teacher asked me this question in an email: Q. In your new book you mentioned using jGR for a daily assessment. Do you make that assessment every day for every kid?

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TPRS vs. Georgia 5

Panel 5 says: Provide learners with meaningful concrete experiences, making  extensive use of visuals, props, realia, and hands-on activities. I am kind of split on this one, but I am going to have to disagree.  This implies that the teacher is this kind of Professor Magic with a  deep bag of interesting tricks and activities (realia)

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My Truth

I want my classes to be about discovering things together with my students. I want to make things up with them. I want us to learn together how to have fun while we learn French. I believe that my students need people like me to help them get more curious, and less jaded, about school.

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TPRS vs. Georgia 4

Here’s panel 4 of that Georgia document: Provide learners with a rich target language environment that includes extended listening opportunities such as narration, descriptions, and explanations. Finally – this is one I agree with. This is exactly what TPRS does – we extend listening opportunities up the  wazoo; we narrate stories and – in PQA

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TPRS Curriculum?

I got this from Lori – there are two good discussion points in it, one about designing a curriculum from target structures (the only way I would ever “design” a curriculum and that with reluctance) and another about the P word – projects. Please throw some ideas at Lori. If she comes up with a

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TPRS vs. Georgia 3

Let’s take a  look at panel 3: Help learners clarify meaning and express understanding without translation. If they mean no translation, as per the last blog entry on this site, then this is just another impractical idea. Who wrote this? Any teacher who has actually spent time in a classroom knows that this is impossible to achieve in

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TPRS vs. Georgia 2

The Georgia FL Tenets as published in 2009 were in a kind of slide show or power point format. Here is one of the first panels from that Georgia document about what they want their foreign language teachers to be doing in Georgia classrooms: AVOID using translation as a tool for clarifying meaning. This is

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