I made it through the last fifteen years doing whatever TPRS is in a kind of cloud. It made me crazy enough to write books about it in order to figure it all out because I learn by writing. I’m starting to see why now. Without Anne Matava’s story scripts, I never would have made […]
How odd that the power of the old guard and their influence on administrators, in the face of the actual research, is enough to keep teachers down, in a defensive posture, on their toes. The teachers are only trying their best in a failed system to employ comprehensible input in their classes. In the movie
Josh reports in from Vietnam: Hi Ben – You requested bios from PLC members so here is mine. After 12 successful years working at some of the biggest technology companies in Silicon Valley I opted for simplicity, meditation, and a more meaningful life. What was originally just a sabbatical in Southeast Asia, I discovered his love for
https://cdn.ampproject.org/c/s/brightside.me/wonder-curiosities/finland-will-become-the-first-country-in-the-world-to-get-rid-of-all-school-subjects-259910/amp/
Suzanne TenBroek said here recently: …it just seems like people are arguing over how to cook the turkey, when in reality we all know that the turkey needs to be cooked before it’s eaten. It’s just a matter of whether or not we want to brine it, then roast it, or deep fry, or whatever…..
Over recent weeks on the iFLT FB page, some of the people who write in support of nontargeted CI are having their comments deleted. The latest deletion there was of a comment from PLC member Jeanette Borich , who has published articles on comprehensible input (see the Primers section above) and who last week wrote the
Blaine’s brilliant idea to create the storytelling method out of the clay of Krashen’s research was met head on by school policy, esp. by the targeting of lists of words, in the way textbooks are designed. This was a high speed collision between his new car and the old traditional car. Which car won? Judging
From Craig West: This is a great tool for creating writing prompts with random emojis. Some of the combinations look pretty hilarious! https://goo.gl/NUqx61
A repost from last May: Today my sixth graders took over for about 3 to 5 minutes in French. I couldn’t believe it. I just sat down and watched. Half of the class was trying to decide on a story and the other half was really involved in listening. It was important to them where
As regular readers here know, Tina is having quite the year. Strongly attacked by traditional colleagues at the high school level, to which her middle schools students must matriculate and then be met with a the equivalent of Beethoven’s 9th symphony but in the form of grammar, Tina met those attacks with courage. Some of
What Tina wrote here is important. It points to the direction we want to go in: The hardest part about this job is teaching to the eyes – looking at a kid who is in pain when you are in pain and you have to act like everything is just fine. In fact, whatever your
The following is from a response by Tina to Carmen over the past weekend. I have made the comment into a post because of the subtlety of points made: First Carmen said: It is like magic when you just tell them a good story with a slow pace in your speech, simplified in a way
