I don’t want to bear any  ill will against my colleagues who push back hard against narrative based methods, those who prefer an eclectic (read: ineffective) approach. They are doing what is natural for them. They are making their best professional decision. I can accept that, except when it is done at the expense of children.
I have heard people criticize TPRS for the insanity, the outlandishness, of some of the stories. In my opinion, they miss the point. The fact is that we are just trying to attract and keep the students’ interest. Anything that does that, usually kind of crazy stuff, will address the real task at hand, which is
Laurie has also been considering designing some multi level classes for next year. Below is what she sent me today: Ben, I have been struggling with how to approach next year with six classes and four preps…and mentoring a new teacher.. One of the ideas I’ve had was diving into multi-level….and so I couldn’t believe
For six years now Diana Noonan has been working on aligning Denver Public Schools WL with ACTFL and what then turned out to be, in December of 2009, the new Colorado State standards (novice low, etc.). She trained teachers (those interested) in TPRS, who then worked together over recent years to design assessment instruments that align with those standards.
I sent this to my principal this past week, as we plan class distribution for next year. I think that it is a good idea. Exploring multi level classes is something that we don’t do enough of, especially in light of the new (ACTFL based) standards. Sir – I hope to convince you that, by combining
Anne kindly sent me this because I was being observed and I needed a good story that appeals to things that really happen to kids. She had already done “grounded” in a previous story, but I had to add it as a structure. But my kids already knew “shows”. Thank you, Anne. It is a
The old and time worn model for teaching languages is based on a certain lack of faith that we can develop in our students the ability to converse and interact with us in the target language. Can we not instill in our classrooms a way of learning that is reciprocal and participatory and honoring of the highest and best
I’ve been struggling all year with a level four class that I had never taught before and that had done largely grammar from the beginning of their study of French – virtually no CI. I just assumed that the kids knew basic verb tenses. I assumed that they knew a lot more French than they
Martin Anders teaches French in Germany using TPRS. Here is a detailed look at how embedded readings worked in his classroom recently: Hallo Ben, I just would like to share my experience with embedded readings with my 8th graders. (Note that we start French already in 1st grade. But it is their first year with TPR and
Cara O’Brien-Holen teaches French at East Anchorage High School. She served in the Peace Corps – Mali, West Africa 1997-1999. I think that that is just cool. Anyway, Michele sent something Cara wrote as part of one of the Anchorage group’s teachers’ final course reflections. Michele said that she read this “as our final response person of the day,
Bryce ends his four part series on reading with this: Reading more than once is OK. Hearing it more than once is OK. Once is not enough. Reading a text over and over is good. We have to figure out how to get kids to do that.  I think that there are other reasons
Go Deep! (Patricia va a California, Chapter 3, Part IV) Read More »
