We got the 403 error on this excellent response by Robert to your rubric, jen, so I am just posting it here. Plus, the point he raises needs to be read by all who are following this thread: Jen, you put together an excellent rubric. The only quibble I have with it is making a […]
Just when we thought we had gotten to a point of closure with jen’s excellent attempt to align her rubric with the Interpersonal Skill of the Three Modes, David Sceggel (Illinois) comes in with a standing two handed slam dunk option. As usual, I am moving this information from the comment to the category field
Adrianne is brand new to this and reports in after her first few weeks: Ben, I am loving how this method forces me into the TL. In the last week and a half, my students have heard more Spanish than last year’s group heard in a month. (what was I thinking last year??). Anyway, I
I have a list of about 125 French – sorry, they’re only in French – verbs on the posters page of this site (click on the Resources page). It is under Useful Information at the bottom of that page. I would like to get extensive repetitions on each one of those verbs over my two
I will add this to the list of student jobs and see if it works this year. I think it might. The kid who is the Bump 5 English Counter counts every time the teacher breaks into English. Not how long they do it, which could be up to two minutes if the teacher is really
When we read poetry, it’s not the words that set us dreaming. It’s the images, thoughts and feelings that they convey. When we listen to music, it isn’t the individual notes that transport us into another place. It’s the overall feeling of the totality of sound that releases our imaginations. So also, when we listen
Keith Rogers is a Classicist in England and is fighting a kind of one man battle against the traditional approach to language teaching in the UK. He is kind of like Judy in France in that way. Keith had contacted me to address a colloquium over there in November and I just refused because I
Nathan Black has this wonderful idea for starting the year (I assume with kids who have had CI instruction before): I’ll usually start out by having each student draw me a “postcard” about a highlight of their summer, and then I’ll put those on the document camera and we’ll spend the first two weeks working
I just posted an article here about the importance of staying in bounds and avoiding introducing any new structures to the input. I feel that the ideas expressed in that articles hold THE KEY to our successful implementation of comprehensible input this year. When I saw the flow of the discussion move away from those ideas
We just finished a complex discussion about a simple idea – that we must severely limit the use of Point and Pause if our fluency program is to be effective. What started the discussion was this from Leigh Anne: …eliminating or nearly-eliminating Point and Pause, and only teaching the three structures will keep the slower
I got this from Judy. Comments, additional ideas are welcome. Dear Ben, My proposition to present TPRS in a one hour talk has been accepted by TESOL France. It’s in November, so I have time to work on it. Basically, I’m going to be talking to English teachers who work, or would like to work
