Reposting of Information about the TPRS Graduate Course Columbia, SC June 14-17, 2010 Instructor: Elizabeth Hughes Location: Columbia, South Carolina Dates: June 14 – 17, June 21 and August 2, 2010 Cost: $125.00 for 3 hours of graduate/recertification credit and course materials Registration: Please email Nancy Williams at nwilliam@lex5. k12.sc.us, and she will gladly assist you […]
I don’t know if anyone else has had this experience during CI: You build an image with the kids, for whatever reason (story, PQA. or just to build a little one word image for fun), and pretty soon this kind of weird ownership or the image emerges from the kids. Like, you can’t change any
In a recent communication with a parent there was, in the signature of her email, this quote by Paul Shepard: “…I move toward a feeling that we can make enormous changes, but that they’re not going to be made through change in ideology, or policies or programs. They’re going to be made in the way we
I got a nice letter from a parent today – it was cc’d to other people in the building. We should all get such letters at the end of each school year! – “I would like to personally thank you for making learning a language so enjoyable for my son. His French 1 class
Michele send me this as an email. My responses are in italics: M – Kids don’t usually get the OPI interviews. But the interviews themselves really can tell people about how they are progressing. My problem situation wasn’t about a hole in my sleeve (why would you need language to solve that?! I think they
What goes on in a typical classroom reflects the mental stance of the teacher. If the teacher is uptight, the classroom will be uptight. If the teacher is spontaneous, the classroom will be spontaneous. If the class is heavily planned with all sorts of fragmented/eclectic activities, the classroom will reflect that in the form of
Michele went to those 32 hours of OPI training recently and below expands on some of her earlier comments about OPI: Here are some more comparisons between the ACTFL Proficiency Criteria and how TPRS teachers work. At the ACTFL Novice level, students are not yet communicating autonomously. They are able to make lists and speak
Jennifer sent this to add to the word list discussion: Hi Ben, I’m still trying to figure out how to teach in this new bureaucracy I find myself in. But, I’m getting ideas that are starting to gel together. Thank you so much for all the wonderful, thought-filled posts and conversations. Without them, I’d
Make it clear to them that periods of silence, when the class is trying to come up with cute answers to a question, are welcome. Just sit there in that quiet space. It’s o.k. – sometimes everybody needs time to think. If the silence really drags out, do a retell right then. Then watch
Let’s admit that the influence of the people in our buildings who feel that grammar really needs to be taught to the kids in the first year is strong in our classrooms. Kids hear that the next year is all grammar and they get a look in their eyes like, “Are you preparing me for
I got this testimonial from Elissa a few days ago: “…I am LOVING LOVING LOVING my work with kids now that I have found TPRS. OMG this is frickin awesome. And I still feel like I’m at the tip of the iceberg! I’ve learned so much from you and the blog and DVDs. I just feel
Meagan told me an idea for next year. I think it has a lot of potential in immediate and front loaded personalization. You ask the kids to bring in images of their “mascotas” or family pets or any animal that they find important to them. Those critters then become potential drop in characters into stories.
