Conference Update – Community Support Well, what a week. I hardly slept a wink Tuesday night then headed into conferences Wednesday and Thursday for 12 hour shifts each day. Because admin had questioned if the kids were learning anything, we had prepared portfolios of the kids’ work, on November 1-4: 1. Reading Assessment – I […]
Elena Overvold is in her second year of teaching at an urban school in Portland. I think of her as Our Lady of the Lake and if you met her you would know why. I miss all of our nicknames we used to have for each other. Let’s bring them back! Here is her report:
Craig West has written something very wonderful and very beautiful here that makes me feel that I am on the right track in my own pursuit of figuring out the best way to reach kids as a language teacher. I give this comment from Craig a million stars: …I am seeing the language learning process
Mental health is one of the big topics here. We have a category for it. We need to protect our mental health or we won’t be any good to anyone. I have been told that when teachers work with the Invisibles and emergent targets, they are in better mental health, even at such time like
We rarely talk openly and honestly with our students about what is happening in our classes. Perhaps we are too afraid to be met with open rebellion. Perhaps we are still clinging to the centuries old old model of the teacher being the unquestioned expert. Steven Ordiano in Fresno, CA, shreds that image of a
Leigh Anne sent this: “One can choose to obsess over prescriptive rules, but they have no more to do with human language than the criteria for judging cats at a cat show have to do with mammalian biology.” Steven Pinker, Harvard professor, The Stuff of Thought: Language as a Window into Human Nature
We all have a pretty good idea of what comprehensible input is or we wouldn’t be in this group. But in the following article Robert Harrell gives us a description of the “Comprehensible Output Hypothesis”: Robert shares: The comprehensible output (CO) hypothesis states that we acquire language when we attempt to transmit a message but
From PLC member Bobbi Roblido: Hi Ben, Got your book The Easy Way yesterday and am devouring it as quickly as possible! I want to plant some Invisibles on my back wall to start including some indirectly in our stories, subtly as you suggest. I know I have seen a gallery of them somewhere but
Hi Ben, I wanted to update you on a report. Most of my TPRS classes have been going great. We have been doing OWIs to kick start stories and it’s been a blast! I am starting the Invisibles with individual characters in my stinker class who the majority are completely disengaged or have turned into
Nathaniel addresses those in our buildings who may think that what we do is too teacher centered. I pulled it from the Primers because it fits in with the current thread: Nathaniel shares: 1. We know that when the teacher is the center of the class, CI is less effective. The student interests, the student
Robert Harrell has an excellent nine part series on textbook adoption. Find those links on the Primers page.
Apparently Tina’s boss didn’t get the message. And why doesn’t that surprise me? Hi Tina, After Debbie’s email this morning I went on a scavenger hunt for our language textbooks and resources. Just wanted to let you know that they are in room 160. If you would like to have us move those over to
