Doing PQA For An Entire Period Is Important

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7 thoughts on “Doing PQA For An Entire Period Is Important”

  1. Hey all,

    I shared this post with my colleague who has been teaching for 3 years and TCI for 2 years. She is a gifted young teacher and has given TPRS a really fair chance/effort…

    She sent me this question after reading the above post….

    Hi Skip,

    Do you have any suggestions on how to do this without it becoming boring and repetitive (in terms of delivery, so that I can repeat the structures without them realizing it) for the students? I run out of ideas or questions and so my PQA doesn’t have much momentum.

    I was wondering how folks on the PLC would respond to this question?

  2. It also helps to have done all the personalizing beginning the year activities like CWB, questionnaires, WCT game, OWI, all that stuff described on this site on the TPRS Resources page/Workshop Handouts.

    The piece she may want to consider developing is the humor/personalization piece. So the focus is not on the words, but the odd things being discussed. But certainly, that is easy to do when you do PSA and not PQA.

    You just make shit up. They have to listen to you bc you’re the teacher. Soon they’re laughing.

  3. Ben, I will be employing the following concept this week as I try to get things back on track with my first period:

    “You just make shit up. They have to listen to you bc you’re the teacher. Soon they’re laughing.”

    That, along with the post on Annoying Orange from a while back which I just came across (Maybe also helpful for skip’s colleague to look at? Not sure where I found that though…).

  4. I like to take the Annoying Orange attack to one of the most resistant kids in the class. You can stand there and say stuff in French about him or her and they have to try to understand. They get a zero on jGR if they try to tune you out. Their classmates want to know what you are saying. He kind of has to try. Between the Orange and jGR, you are in the driver’s seat. It completely turns the kid’s sour energy back against the kid.

  5. Humour! I have stuffed animals, a skull, some clothing items…if I had some dolls I could totally rock.

    Your target/structure is, say, “(n)avait (pas) beaucoup d’amis”/ (no) tenía muchos amigos:

    A) you point to the most “popular” kid and say “class, Johnny has nooooooo friends” (assuming the kid is cool with some major verbal irony). Circle away.

    B) Then you use (in my case) the massive blue stuffed Tasmanian Devil named Tyrone. “Class, Tyrone has looooaaaaaddddssss of friends.” Circle away.

    C) Then you ask “class WHY does Johnny have no friends?” and all you have to elicit is some kind of “because he had/did not have X (e.g. Deodorant, pants, etc etc)”. So you get “that’s right, Johhny has no friends because he has no purple pants. He has only red pants”. Circle away.

    D) then you ask “class, why does Tyrone have lots of friends?” All you need is one funny detail. “THat’s right, class, T. has lots of friends because he has 13 pink tacos”. Circle away.

    E) compare kids in class with T and J. Write “I have no/many friends” on board and ask them over and over “is Lady Gaga your friend? Do you have 15 or 22.5 friends?” Etc.

    Ifnit’s weird enough you can PQA for 70 mins or PSA if the kids are boring/bored. And right there you have tomorrow’s story: J has no friends but hears that T does so he goes to find T to get the friend secret.

  6. So….if all I can do for a class is PSA; the kids are not being a distraction and show they’re acquiring through other ways of assessment but are too boring to play the game with interpersonal communication, what do they get on the jGR?

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