Example 3: This third example is from James’ teacher – who wishes to remain anonymous – who locked horns with a parent simply because he uses best practices in WL instruction. Are there any CI teachers who have NOT had to deal with confrontations like this? James’ mother starts off her email to the teacher […]
Communicating with Doubtful Parents – Example 3 of 4 Read More »
Q. You’ve called QL3 and QL4 – where and with whom – the “power questions”. Can you elaborate? A. Many years ago while watching Susan Gross teach us about storytelling in many workshops, I just noticed it. I noticed that a story would “take off” when those questions were asked. It took some careful observing,
I’m working with a teacher who has been using Circling, which is the old way that some TPRS and CI teachers still use to get reps on words. The problem is that – although teachers who still use Circling get plenty of reps on individual words – they are at the same time hampering the
There are 3 secrets to classroom management in my view: 1. Teach an interesting class to keep them engaged. 2. Grow a spine for the vampires. 3. Never let a vampire make a single inappropriate comment, ever, without confronting it on the spot. I could go off on this topic. I have a book on
In my previous post on classroom management I said that the two things that I’ve concluded about this vastly ignored topic are to (1) use the StarChart™ well in all its detail to KEEP THEM ENGAGED and (2) understand narcissistic behavior the moment it comes up in all its various dark forms in our students
I know a teacher who thinks that casual conversation in the classroom is ok. He thinks that his students are his friends and they all have fun during class, going back and forth in witty repartee from English to French (he is a French teacher). The classes often roll by in pleasant interaction, but every
Have my readers understood what the purpose of my previous three posts on CM has been? If not, I will repeat: 1. CM is a function of good teaching that keeps the kids engaged in class so that they can’t act out. That – as I stated in the previous posts in this series –
Let’s fix this thing once and for all about CM and just say it flat out because it is true: CM is not separate from our instruction in the language. Our instruction in the language IS our CM. To repeat, our instruction in the language IS our CM, or 95% of it. The other 5%
If you have ever had to endure a child whose inappropriate comments were always just below the radar, read this post. It’s a conversation with a colleague: Talking to you about your classroom management problems has in no small way activated some deep PTSD stress that I have experienced years ago in my career. Those
Why do students choose to not continue on in our four year programs? After all, a four year program of language instruction should not be a one or two year program. It should be a four year program. Students, if our instruction was interesting, would not drop out of our programs after completing only one
Teaching using CI should have a compassionate element to it. That is, we should remember how damaged some of our students are and we should try to teach in a way that includes them. Or we could ignore how damaged they are and leave them alone. The research on which CI is based reveals a
There is another point to add here, not touched on in the first Broken Record Technique article but critical to the discussion. The teacher in her initial email to me said this: …their child is one of those children who is very bright but obstinate and tries to get away with doing the least amount
