Diane continues her description of Listen and Draw:
“With my distracted, bouncing-off-the-walls class I think this might become a permanent part of the PQA process in my classroom. I almost always try to review some of the drawings the next day as a class warm up before the story.”
James Hosler has added an excellent suggestion to Diane’s idea: “Use a student’s pictures as the basis for a quick quiz, e.g., in L2, “In this picture, class, does Albert want to eat vegetables?” (Such questions can be made up on the spot, as long as the questions have one word answers and as long as the quiz writer puts on a different hat and records the correct answer for grading.
What Diane has come up with here illustrated and defends how what we do is not a method but rather an ongoing, ever changing process. Yes, we need the skills to make the process work, and the strategies and techniques
mentioned in this book have proven helpful to many, but when we can adjust on our own, without relying on a book or computer program, to our students in constantly different ways, we have made what could be called significant progress into this way of teaching. When we are faced with chatty kids, we would do well to remember Diane’s perfectly phrased question to herself right there in the middle of class: “What can I do that will still cause these chatty kids to listen to these words in meaningful context?”
The Problem with CI
Jeffrey Sachs was asked what the difference between people in Norway and in the U.S. was. He responded that people in Norway are happy and
