Hey Mr. Slavic, I have epiphanies in weird places. I know that that is a weird introduction, but it’s true. Last week at lunch, a few kids asked if there were grammar activities in TPRS that would help them remember grammar. They are tactile learners, so grammar can be a bit difficult to learn because […]
An update from K – sorry about the delay here – the queue has been very full lately: Today was really cool for 2 reasons: 1. In addition to my teacher and the other French teacher, the special ed teacher was there [ed. note: I assume this is at that lunch French story table thing they
My first two classes with Karen Rowan observing (yikes!) stank. But good kinds of stinkers, because I learned from them. I was trying to be too cool, too adept at a way of teaching I am still learning. I was pushing things. I wasn’t entirely listening to my students, I was thinking about demonstrating skills
I am starting to realize that every time I want to break into English, I don’t have to. I can, but instead of doing it, say eight times a class period, I can just do it once. I can teach myself to avoid the needless English. Paul Kirschling (Thomas Jefferson High School, Denver) and I have
A good bail out if a story isn’t working is a dictation (this site/resources/workshop handouts). But Read and Discuss kicks major butt for bailing out also, because you always have the translation text to return to in any event. I got an email today about it and went and found these blogs on it: Dec. 22, ’08
If you read that earlier blog entry entitled Lynn 1, you knew that the story would have a happy ending. That is because, in the tone of Lynn’s writing, between the lines, is the wonderful feeling that she is taking full responsibility for reaching all of her kids. If a kid is not learning, Lynn takes
Lynn wrote me a few weeks ago: On Thursday one of my grade 9 boys came to me and said he wanted to transfer out. My heart stopped. I felt awful. I’ve been asking him questions, he seems to be able to answer. I had no clue he wasn’t understanding BECAUSE THAT’S PART OF WHAT I
Here is installment #8 of from K. It appears that K is not lacking in strong feelings on this thread. I really appreciate that. This entire TPRS thing is going to stir up feelings. Change is never devoid of emotions. But stagnancy is. Among other things, K brought up two topics below: scripting stories and reading.
I got this email from Elissa that I wanted to share: This is so much bigger than teaching a language. I think that’s why I feel ignited about teaching Spanish in a way I hadn’t before. Its about bringing out the best in students and teacher, creativity, silliness….helping kids see their innate potential…. etc.! I
Is Sticking To A Curriculum Necessary In The Light Of The New State Standards? Read More »
I have an AP teacher friend who may actually think that the Achievement Gap is all about lazy kids. She may actually think that only the kids who do their work and who get into college should be the ones who deserve to succeed. My friend may actually think that her job is not really about speaking the language in class, but
The link below will explain why: 1. we sometimes have trouble reaching our kids in a reciprocal, social, participatory way in our classrooms. 2. we need not blame ourselves for not reaching them all. 3. we must work even harder to hone our TPRS skills to engage these kids on a human level in our
I was talking to Lynn in Canada and she was asking about using story scripts, how it can be easy to stay to stay too close to the story and tell it instead of asking it. She said this: …I’ve been trying to use my own scripts, but I’m telling instead of asking, and I
