Face 1 vs. Face 2 (repost)

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10 thoughts on “Face 1 vs. Face 2 (repost)”

  1. I was there on that Wednesday night, and I remember Bernard’s intense concern for us. That is what really came through. Here he was, on the spot, “going through the motions” in a sense for a room full of teachers. But when I gave an answer, he had all his attention on me, he showed that he appreciated my contribution (whether or not he accepted it for the story), and he was genuine. I was in a coaching session the next day, and he was coaching me as an intern coach (which meant that a coach was coaching him on his coaching of me–how’s that for meta!). Once again, here he was, again on the spot, but fully there as a person, and he was making very simple but essential observations and comments that really helped me.

    Kids are amazing BS detectors, and once we stop seeing that as a problem, as an obstacle to our content-delivery schedule, then we can recognize it for what it truly is: the first articulated gropings for what is real and genuine on the part of children who are beginning to realize the shitty fact that the world of adults involves a whole lot of role-playing and hypocrisy. We can send the message that not all adults are required to behave this way–not all the time, at least.

  2. Wonderful !!! Beautiful!!! and perfect timing!! Forget that old adage about not smiling until Christmas!!!

    This is Michele’s gift as well: total delight in her students….and it is clearly written in her smile. I KNOW that her teacher face was one of utter concentration…but all the students saw was her delight.

    How do we do this? That is the kicker. First, we can be honest about ourselves with our students. I’m a real person who makes mistakes, mispeaks, loses things etc. We can laugh at our own shortcomings and enjoy ourselves as we are..in front of our students. If we are not trying to be perfect, we may not have to wear that teacher-face out front. (and our students will learn a valuable lesson about teachers and adults in general).

    With love,
    Laurie

  3. The good news is that with time the “naked feeling” and panic that comes with not having a page in the book, a set of pronunciation exercises or a worksheet and leads to “face #1” fades and the fun of riding the wave of L2 takes over and leads to face 2….

    This would be a good place to once again thank all of those that have helped so many go from face 1 to face 2….

    Also, I don’t know how many of you have been able to see Michele present (I mean TEACH) but what Laurie refers to is SO true.. She has such a calming effect on her class and an uncanny ability to “reach” you with that smile and give you confidence. Her excitement when you get it or her “total delight in her students” is contagious…

  4. It’s worth adding that our voices also carry implicit messages. Tone of voice is a very powerful window into our humanness, our presence (or not). I have a low voice, and can unawarely become very loud, which scares/intimidates students. Along with facial expression, I think our tone of voice is a key component in how our students “see” us, experience us.

    In this regard I think I’m at my best when (a la mind meld) I’m immersed in the story or action and I use my voice deliberately, in a flexible way, theatrically even. Students love when I use a falsetto for a woman’s voice, etc.

    In my ideal TPRS university/graduate program, there would be coursework on this kind of thing, with an emphasis on improvisation in general.

    1. Sabrina Janczak

      Bonjour Judy,

      Je m’appelle Sabrina Janczak et je suis membre du blog. Je suis Française ( de Paris). Je vis à Chicago où j’enseigne le Français dans un lycée public, et j’enseigne strictement avec TPRS.
      Bernard est Français lui aussi et nous nous sommes rencontrés à NTPRS cet été à Las Vegas. Il est également prof de Français dans l’Utah. Il devait également s’inscrire sur le blog mais je ne crois pas qu’il l’ai déja fait.
      Où enseignez vous?
      Je peux vous donner l’adresse email de Bernard si vous le désirez.
      A+

  5. Bernard Rizzotto

    After more than 4 hours of giving, Ben was the last one to leave the room, giving to the expression “no teacher left behind” a whole new dimension 😉
    Along with many selfless and passionate language teachers I met at the NTPRS, Ben, you have so much heart! I remember trying to get there, to reach this level of heart and art, and in the process finding myself oscillating between face 1 and face 2. It is an unvaluable and humbling experience to have someone coaching you while you teach, to see yourself through the words of you peers. Encore merci Ben, your passion is contagious.

  6. I taught in a French lycée in Agen for over 15 years. This year I’m officially retired, but am trying to get started with private lessons to small groups and would like to work with French teachers who want to try TPRS, but it’s a lonnnnnnnng road. At least in the States people are talking about TPRS, either for or against. Here, all I get are blank stares.

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