This is a repost from 2009: I heard somewhere that if you do something, anything, for 10,000 hours you gain mastery of it. It doesn’t matter what it is. But you gotta do it. You can’t fake do it. So, if it’s learning Lakota, you can’t do worksheets and study a book that talks about the […]
This from Robert was first posted here in Sept. of 2008 and is worth dusting off a bit. Robert do you still do this? How have your timed writing classes evolved? Something that I occasionally do with Timed Writings (starting in late first year) is have them get in groups and share their stories with
Maybe God wants more of Her humanity in our classrooms, and that is why we do PQA, and try, as best we can, to talk to the kids about themselves. It doesn’t matter how bad or embarrassing it is for us. We try anyway, because it is finally time for that – we have reached
In The Power of Reading, Insights From The Research, Stephen Krashen mentions the importance of flow in reading (p. 29). Why shouldn’t this same concept be a key part of our focus as we learn to get better and better at delivering listening input to our students in the form of PQA and stories? Water runs down mountains
