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Importance of TPR
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10 thoughts on “Importance of TPR”
Ben, et al.
I will be teaching online to classes of k-12 students. I will do my utter best to make sure everything I know about CI is being used to the greatest extent possible under the circumstances. While I have been making a few breakthroughs on how to incorporate many strategies we know to be effective (which I will share once ready), there is a lot to think through. Posters is huge.
I could take photos of my classroom and project the image as a slide in our whiteboard application, but other than that I am at a loss. Ideas?
I tutor by Skype, and I share my screen to show documents. The mouse hovering is visible to the student and I can also highlight chunks of words I’m focusing on. He knows the question words well now, but if he didn’t, I’d have my sheet with those at the ready. (I made a version on a 8.5×11 size Word document that I use when tutoring.)
What an interesting challenge you got there, magister p! Sometimes I feel like the disconnect between me and my students in my classroom is like as if we were in an online class as well. It is truly an art form, what we do to put the theory to practice.
Any way you can video tape yourself teaching a live class and posting that for your online class? I’ve thought about doing that for some of my struggling students, namely, students with learning disabilities that can’t handle being in a large CI classroom. That idea feel apart when I switched schools in January, but something I’m still considering for next year.
Maybe your online students can get to know your live students over the span of the course.
The classes are live/streaming/synchronous. There is just the physical space issue when it comes to posters…Point and Pause, even.
This past year I’ve been posting only the:
1) top 10 verbs with pics of students doing the gestures (I use mostly American Sign Language)
2) “some little words” (i.e., to, of, from, with, for, in, on, and, but)
3) and, for some odd reason, I’ve made a poster of opposites (present =/ absent, good =/ bad, fast=/slow, strong=/soft, alot=/ a little, truth=/ lie, nice=/ mean, serious=/ funny). There is something about these words; in Spanish they are not cognates, they serve as good descriptors in stories, and seeing them together as opposites is somehow stimulating for me. I should give this list more thought next year. I too do not want cluttered walls. No sir.
Oh, and then in the back wall I’ll post a list of targeted vocabulary so that I have it in my eye sight if I’m looking for some vocabulary to turn to in the midst of a conversation.
It strikes me how long it takes for students to acquire the question words, probably in part because they all kinda sound so different and yet alike. (Quién, Qué, Cuándo, Cuál, Cómo, and the odd-ball Dónde.)
Here’s a tech idea for the future: sound recognition on a Smart Board to pull up slides of targeted vocabulary with accompanying image at will when in the heat of a conversation. “Smart Board, show me the slide for ‘wants’.”
I like the opposites idea. Posters with opposites would help me with asking either/or questions.
Do you post the target language and an English translation or just the target language?
This is a conundrum for me too, as my lil first graders are pretty much emergent literate at the beginning of the year, so I don’t want all that intimidating print all over the walls. I don’t really teach 4 separate word lists/curricula; but even 2 sets would be visual overload! But it (lotsa language posted) seems so critical in upper grades!
One elementary colleague only posts the posters once they’ve moved on from that set of structures/story. Then they’re fair game for future use/recycling, I guess.
I have positive rejoinders on green paper and negative ones on red paper posted, as well as some Hi-freq connecting words, the interrogatives and “There is”. I have a small colors poster that I rarely use/invoke, though a bigger one might be a passive way to incorporate them more into stories. I still have a traditional calendar up that I change monthly, but if I find that different language is a better use of that real estate, it’ll come down.
Asking those of you who have used TPR extensively in your classes… I’m about to begin reading “Learning Another Language Through Actions” by James Asher. Any suggestions about reading it — things really to take to heart, or other ideas that didn’t work out for you? I also plan to watch Eric’s videos from his classes.
This is the summer of TPR for me. At least, I want to do some TPR in the war room some evening and see what happens. (Not try, just do, says Yoda.) Chinese is so different; glancing at the chapter sections I already think I’ll need to work out adjustments to usual TPR because so much appears to relate to the verb changes in European languages.
OK we have at least two new topics for the MN war rooms – TPR and vPQA. And you Diane are presenting on Listen and Draw (right?) and so you might as well share with us on that. I think it is going to be a very busy time those three nights we have because we also have to work on some of the other new strategies that we have and of course consume our normal war room fare of moving from PQA into a story and giving all who want to practice a chance to do so. We are at the Country Inn for those evening war rooms, by the way. Man we are going to be doing some WORK those evenings!