This is from skip by way of the moretprs list. I include it here because it fits into our recent thread here: Hey Ben – This recent post from the more list resonates with the talk on the blog recently about “teacher control”. We have SO much work to do 🙁 to save our children from this…).I deleted the name […]

Some of us are in worse situations then others. Those of us here in Denver Public Schools, for example, are in the majority to the extent that, because of the huge work over years of Diana Noonan, teaching using comprehensible input is pretty much a district wide requirement. But many in this group are not

I got this from an excellent TPRS/CI teacher today: …today I found myself pissed.  I had a great script, was circling, pausing, pointing, going at a snail’s pace, pouring rivers of gold from my heart to theirs, and they wouldn’t receive it.  This was one of the few times that I didn’t blame myself for

Robert (Harrell) reminds us about boston.com. below. This is something Paul Kirschling does all the time. That’s his lesson plan. He uses pictures to teach culture. He puts up the picture and off they go. I made a kind of composite list of cue words at the bottom of this post, taken from stuff sent in

Here is a good question from Briana. Hopefully she gets some good responses: Ben, Thanks very much for pointing me toward Lori Fiechter. It turns out that our schools are part of the same network (the New Tech Network), and I was able to contact her directly. It’s always such a relief to know you’re

Whenever we get good detailed descriptions of teaching processes/templates we should share them. Here is one that Bob Patrick shared with the Latin Best Practices group recently: Of all the practices currently developing in the larger practice of Comprehensible Input, Reading and Discussing (R/D) in Latin was the thing that I began doing first–even before

Let’s take a break for real this time. We have almost 4,000 posts and 17, 000 comments here dating back six years, so plenty for people to read. I am really trying hard to get some video edited and up here over the holidays for people who want to study. It may or may not be

Jennifer describes below a scenario that took place with one of her students involving jGR. I publish it here and have placed this article under the jGR category, to add to the half dozen strong support articles there already, because of Robert’s clear description (below what Jennifer wrote) of the professional way in which Jennifer handled the situation with this

I think that since we have decided to take a break, it wouldn’t be such a bad thing to, if we feel like it, write, in the comment fields below: one thing that we feel we learned here last year that has REALLY changed our teaching. one thing that we intend to make work better

From Bob Patrick: Interesting (though not at all surprising) tidbit here today.  I have a female student, Latin 2, who was “sent away” to a juvenile institution to deal with behavioral issues (at home – never a sing moment’s trouble in my class or at school for that matter). While away, for about 5 weeks,

Here is that information from Jim that he sent to jen about options available to those few kids in class who want something else. Jim, are we to understand that these are for levels 3 and above and that the kids must do this outside of class to pad their grade while they are responsible for all

Those following the Jeff Brickler thread here will be heartened to read this from some parents to Jeff: Dear Mr. Brickler, David is lucky  to be your student and has been enjoying your teaching and studying Latin. He has learned a lot from you. We recommended you as an excellent teacher last year at Nagle.   And