Question

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3 thoughts on “Question”

  1. I think it is normal to feel this way, but what you describe is actually a plus as it allows for one more class job and teachable moment. The first few times I don’t know a word that comes up in a story and that I feel is useful we look it up together on wordreference.com. I just pull up the site on my Smart Board and enlarge the print and together we find the word we are looking for. Once I feel the students understand how to use this site, I just designate a diligent student as the “diccionario” and this student comes up to my desk and now looks up all future words that we need. Now we only do this for useful words and if I get a crazy word like zorse I just use the English. This has worked for me and like Ben said…you will be amazed at how much you will improve since you are speaking the language more. Good luck, deep breathes and lots of laughter!

  2. I love the sense of discovery in doing that, Polly. It teaches the kids something very important – that learning is a lifelong adventure based on curiosity and not having to be the smartest person in the room all the time. It models how we learn, and how we are human to the kids. It supports something that is true and that I always tell them, as well, that we can never know every word in a language even if we were born there and that languages are so big nobody every really knows every word. They need to see that. They are tired of teachers who do not model that learning is am ongoing process for everyone and not some kind of competition to know everything and always be the PhD person in the room.

  3. Leigh Anne Munoz

    I don’t have any advice — I’m terrified every day that I’m teaching a language that still feels like mush in my mouth.

    All I can say is, if you have any risk-taking proclivities, don’t be afraid to teach a language you are learning.

    Courage!

    –Leigh Anne

    ‘On peut enseigner ce qu’on ignore.’

    -Joseph Jacotot, French-born teacher and Philosopher of Education

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