Got this from David Maust (Latin, Los Angeles) last week: Hi Ben, I’ve been really benefiting from the blog these past couple weeks. Great discussions. Here’s a topic on which I’m looking for some ideas: What are some introductory activities for students, especially in upper level classes. I have two large combo 3/4, high school level classes this […]

Skip has repeatedly admonished me to not post new articles on the weekends – as we decided was best last January – and on those few occasions when I listen to him I realize how important it is to not let this stuff absorb all of our down time. So, in keeping with  that goal, I

Brian has a unique situation. Please comment: Well day one for the year is this coming Monday.  I’ve spent this past week in deep thinking on how to approach my greatest dilemma: non-natives and what I call heritage learners (understand Spanish with no problem because they grew up around it here in the States.) in

When I was learning piano, there were several different skills that I needed to learn, but we never practiced them all together. As I was learning fingering and phrasing, the mantra was “SLOW”. Once the notes were in muscle memory, I could gradually begin to speed up – on that piece. I think it works

We have chosen upper levels instruction as one of our big topics this year. In the comment below Nathan opens up a can of Whoopass on the problem by pointing out how students’ interests differ from level one to the upper levels, with level two, from what I infer below, being a kind of hinge year from interest

I’ve always been cautious in the use of the word should. If we tell a student, in our capacity as a teacher, that they should be able to do something, it implies that they won’t or can’t or that somehow this thing that they are supposed to be able to do is not a natural

I got two similar emails from group members today. They both definitely need practical responses, not just encouragement. Ideas? Jody? Robert? Laurie? Michele? Others? This is serious business. First email: Just feel the need to vent a little bit.  I’ve been anxious enough about going back next week (it’s already time…really?) and I logged onto

My web guy has finally updated the resource page here, where I added some articles and other materials there for ease of reference. A lot of material was added there – stuff like notes from my sessions at iFLT and NTPRS, classical music downloads for FVR, the updated posters for this year, the Jobs for

One of the F16s that went down has responded to my question as to whether it was mechanical failure or what. Here is that interchange over the past two days: ME: SO I know it’s not my place to ask but how did the storytelling thing pan out over the year? I ask really bc

David Talone, a Spanish and Latin teacher at Providence Day School, asks an excellent question. It reveals a discrepency about how we grade relative to the research. It needs to be addressed immediately here. I’m hoping for some excellent answers from the group. I have recently joined your online community, and am still ploughing my

The queue is jammed so there may be a delay in posts. I got this from Drew about a week ago: In reflection of the first two days of school, I underscore the importance of the first day. Being present, smiling, shaking hands, and finding your cool. I found him: Bret. In Spanish II and

I was talking with Skip Crosby today. He heads up the Maine TCI/TPRS/CI efforts and anybody up there need only email him for very gracious training and support in the New England area – muybien.crosby@gmail.com. Skip mentioned that, when Anne Matava recently presented a story with some of her upper level students to some teachers