This is an updated repost from February of 2008: My teacher gave me a fender. She told me it was “important” to really look at the fender, which she called relative pronouns. Then she gave me two bumpers, front and back. Verbs, she called them, regular and irregular. Important. Then she gave me a steering […]
I was going back and reading Greg’s comments from over the summer here and this one I thought was worth sharing here today: I think NTCI is superior for two reasons 1) targeting is a constraint on student interest 2) targeting can lead to a denial of i+1. That being said, for COMPLETE beginners (first
Dear Ben, Thank you for creating this group and for what you do. I am writing to let you know that I just joined the group today. I attended your workshop in Tucson last year and since then I have been implementing and studying your books. I am also part of the CI Liftoff facebook
I don’t remember posting things that are unrelated to the general discussion here, but here goes – I can’t help it: https://www.yahoo.com/news/bad-lip-reading-reveals-sarah-074641860.html
This is a post that I put on FB in early 2016, a few months before the appearance in the next year of the two “natural approach” books. I post it here because, as I look back on it now, I see that it is a kind of manifesto on the subject of non-targeted comprehensible
A very sensitive area tied to equity is found in how many CI classes are made to read “class novels”. If thirty five kids have a wide range of reading ability, because of their background down to elementary school, availability of books throughout their childhoods, family wealth, etc. then many of them will be odd-man-out
L: What are the best novels to buy these days? What are people recommending? I need to spend $440 in grant money fast on some readers for my very literate Level 3s and 4-APs. Me: The thing is if you read my “Hit List of 26” [the reader can search it on the PLC] you
Sometimes we feel like this guy, but we stay in the game. And we win. But if we keep our focus on our mental health and using non-targeted instruction to guarantee same, then we won’t ever feel this way, even in March: http://www.huffingtonpost.com/entry/this-volleyball-players-face-is-the-real-championship-mvp_us_56fae910e4b083f5c605e141?section=india
I am reposting this article (revised 64 times and reposted many, many times as well). I apologize for the length and the repeated postings, but since these assumptions form the bedrock of the newest (non-targeted) work we are doing, I want new PLC members who may have a background in TPRS to know where we
What we do when we let go of the need to teach lists reminds me of the scene in Dead Poet’s Society between 21:00 and 26:00. It expresses what underlies my own personal view on education. If you need a pick-me-up for school’s beginning this year and you are doing non-targeted comprehensible input, you may
What is teaching? It’s a lifetime of learning how to access one’s personal power. That’s one definition. I haven’t written this anywhere, but I feel that one of the root issues of bad classroom management is a lack of personal power in the teacher. That’s not an easy one. We are taught to please others
So if you are new to the group don’t forget that what we do when we run into problems in class (this group is focused now in August and September on our Classroom Management 101 homework) is simply email the problem to me at benslavic@yahoo.com and we talk about it. Three group members are currently
