Michele Whaley and Janice Gullickson have made available an excellent new resource: http://asdworldlanguages.ning.com/group/comprehensibleinputclass?xgi=383yXWRWHOX52a&xg_source=msg_invite_group You can also find this site in the list of links at the bottom of the right side column of this page as “Michele Whaley 2”. Other links are welcome – send ’em on!

Our table was right in front of the podium at the (U.S Congressman) Jared Polis Awards Banquet last night. Fifteen of the most effective teachers in Colorado were honored, among them a member of our Denver Public Schools TCI (Teaching with Comprehensible Input) team, Joseph Dziedzic. Paul Kirschling was there and also DPS World Languages

Ben, I am still working on the Rejoinder pieces.  I dug this up the other day.  These are the interview questions that we asked applicants for a Spanish teaching job at my school a couple of years ago.  I wrote most of the questions and the committee took turns asking them.  The committee consisted of

We must remember that, when we do PQA, we are trying to personalize the story that is waiting to be developed when the PQA is over. Therefore, we direct each PQA question directly at a student. This means that, if one of the three structures is “drinks”, after we have explained what it means and gestured

From Utah, a girl – sparkling four percenter –  joined my French 1 class about two weeks ago. She had an A in her former school and, since we have been on a Susan Gross type of reading jag lately, had an A with me as well – she reads well.  But each time that we took a spin into L2, I noticed

This was a comment that I just felt like making into a blog post: I was filming today my heavy hittin’ 6th pd. level 2 class (I’m trying to get as much video as I can for this blog). I noticed something. Whenever I would fire out something (way too fast, because SLOW is still

We would assume that the foxes guarding the hen houses, the grammar teachers who need to “cover the imperfect” (referring to what Melissa just said here), do so out of ignorance. Anyone who has experienced teaching kids a language using both comprehensible input and grammar would know that CI works far better than any grammar

I am very happy that Carol Hill (chill to most of us) is in our group: My name is Carol Hill and I teach in a private prep school in the South Jersey near Phialdelphia. I dabbled with TPRS until it became clear to me that it was the only way to go forward. I

Bryce’s list of rejoinders is now available on the posters page of this site as well as in the category column here on the blog site.

There was a really cool set of drawings of vegetables along both sides of the page, right and left. Two columns of vegetables, drawn with cute little faces and looking a lot alike. The boy, already in fifth grade, read the  instructions because his dad always made him do his homework. He was to match

Here is Bryce’s list of rejoinders that are on the wall of his classroom. I will get this into poster form as soon as I can on the regular website and also make a category for them here on the blog site. Bryce told me he would try to get a blog post or two

I teach a full German program at Pacifica High School in Garden Grove, CA. I’ve been at Pacfiica for 16 years, and this is the only public school in which I have taught. (Before becoming a teacher I worked at a variety of other jobs, including an airline, a private seminary, a church, and an