TPRS can function in unique ways once the kids have been trained in playing the game. I got this from Beth Crosby in Maine today. The story here is unique to TPRS – it wouldn’t have happened in any other kind of classroom. Hi Ben! I just thought I’d share an encouraging story. First, a […]
Diana Noonan is spearheading a three year program in our district to get some hard data on TPRS programs through three years. This would involve articulated TPRS-only programs from middle to high school in Denver Public Schools in which TPRS is the sole instructional approach in the classrooms used. District TPRS teachers who want to be
While watching film of one of my classes I saw a still shot of an actor. The concentration on her face (we were saying that she wanted to drink a glass of water) was intense. She was holding a make believe cup in her hand and focusing completely on my words (rule #6). Many actors
Laurie told us to just play around with her EBR ideas (that thread from a few weeks ago about how they can be used with films in class). Personally, that the kids see their own sentences does make a significant difference in how they read. Moreover, adding in new layers to an original text is
Fortunately, there are a wealth of German materials. Since you specifically asked about German I and II materials, here are some links to materials. You can’t go wrong with any of them. Gerhard Maroscher’s graded readers. I met Gerhard at the week-long, national German TPRS Coaching conference at Sweet Briar College in Virginia ( a
In the post below, Bryce addresses the spontaneous creation of CI as opposed to the standard option that we always have in the three steps. It’s the old question of whether to do stay close to the safety of stories or just roam free with one word images and PQA and the like. Everybody has
Grant wrote a question to which I have no response, but maybe someone else does: Q. Ben, I need reminders that the best way to lead others to the light is through making my own teaching better and my own students outstanding rather than being evangelical, boisterous or confrontational. I battle with this on the
Don’t forget this crucial part of circling that Blaine told me last summer, and which I feel we all need to keep in mind during all CI that we try – when the circling saturates on one idea, bring in a new event or character and see where that goes. It works. Try it.
Here is a link to an old blog from 2008 describing how spontaneity can be reached in a TPRS class if we but listen to the kids. I revisit it from time to time. It’s about being open to the moments of potential creativity during the CI. If we make our own luck then we can also make
Here is a story that came out of a simple one word image today. It demonstrates the versatility of that process, which is explained in detail on this site at resources/workshop handouts. The word the kids chose was dog. The kids on first hour had the excellent idea of the dog coming into contact with
Thomas and I want to set up lists of links on our sites so that we can have easier access to each others’ blogs, but we need for you to send in your blog addresses before we can do that. This is all I have so far: tprsthoughts.wordpress.com – Thomas Young http://blog.heartsforteaching.com – Laurie Clarcq
I got an email from a colleague who asked if K really existed or if I was making the entire thing up. She really does exist and she is going to do great things – already is – on this particular planet. Below is her latest thinking on this thread. In it, she has certainly, and
