Unlock with PatreonThe Problem with CI
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Tina on the Gold Standard
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3 thoughts on “Tina on the Gold Standard”
I think the issue is linking only one method to the way CI is delivered in the classroom. The thing is that one can deliver CI in several ways not just through TPRS because CI is not a method, and sometimes the TPRS purists forget that detail, a big one.
Talking about “standards” of good TCI practice, can we bulletpoint a list of the skills that a teacher heading toward a comprehension-based Language classroom should master. I know some aspects always will be in a grey area but it would be helpful to have a a general reference.
Besides being able to engage learners in communicative experiences organically through the use of comprehensible input, what else can be part of that list? Story-hunter? Speech register adaptability?
Fully agreed, Carmen, TPRS isn’t a synonym for CI!!!
Having been a TPR-enthusiast at the elemantary level for the last two decades has taught me a lot. My young students enjoy learning by movements so much it’s often like a treat. I’m working working with a TPR tape in year for and we’re having fun bc of the noises which sometimes accompany the language and also bc the pauses between sentences are much too long for them having been trained in this kind of listening comprehension for more than two years now.
But I find that stories are a more natural way to use other tenses than the present simple and continuous forms.
I believe that there is no Master here since we work with something innate and fluid. We can only improve on ourselves in being caring and compassionate to our students when when they act out. We are like parents in this regard. That was my takeaway from a workshop with Jason Fritze. To me, skills to be worked on are going slow but steady, Teaching to the eyes, gesturing words that will come up in your class but before all of that, it is classroom management. I’m not sure if it is the camera but both Ben and Tina are sages when it comes to management. Every video I’ve seen, they are patient but connecting directly with students about a job and expectations …. consistently.