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Primacy of the Listening Skill
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8 thoughts on “Primacy of the Listening Skill”
I like this partner-pair activity – “In what order do the following four skills occur with small children?” – within the first couple of days, probably AFTER giving them a taste of CI.
I also like the idea of putting the classroom rules down where I can touch them, not just laser point at them. I know we were discovering in the War Room how touching the vocab targets has a visceral effect; so same should apple to touching the classroom rules.
I love the bright green framed glasses! I take it that is your version of an on/off switch between L2/L1.
Ben… I hope you know how helpful you are!
Back in the saddle again! Looking forward to your journey. What Sean said.
I agree, too. It’s fun to read about (green framed glasses, chairs and jobs on another post). I want to hear more about 6th graders specifically though.
One of my coworkers has put your classroom rules up as posters under her whiteboard. She put them in Spanish, and smaller, in English.
I am enjoying the sixth graders, Diane. They believe everything. They behave. All I have to do now is remember all the things I learned in our sixth grade thread here last year about changing things up on them often, going from one activity to another. But a few days ago I was able to take a very small class of six kids through a block class with the story Lazy. The artist and the other SW and QW led the way. We enjoyed making the story, and we did no other activities for the whole block. TPRS works best by far in middle school, where they are intellectually developed enough to focus but not yet jaded to education in general. I’ll keep my sixth grade reportage up here this year, for those interested.
Cool, Ben. I expected successful times for you with 6th graders. They do believe everything (sometimes don’t get a joke because of that).
I think it was Nathaniel – forgive me if not right on that – who suggested we put the rules up in the TL. Now I am thinking not. They are too important. I find myself now this year with no posters up except that one. No question words, not a single poster other than the rules. It makes them the center of the class in the first month. Later, I won’t need them.
BRIGHT green glasses. My fear was that I would look like some old guy trying to be hip knowing that the only place one can get away with that is in Paris and you have to have grey hair sticking out in all directions have a briefcase in your hand while the greatest buildings in the world tower above your down-turned head for the entire effect to work. But Landen countered with, “Dad you certainly couldn’t get away with that in Denver but we are in a cosmopolitan city of 20 million so it will work.”
Now I tell the kids whenever I put my hand on the rules poster that there will no stopping and discussing of procedure once I have my green glasses on. Now, those green glasses are going to make me do something I have never done – stay 98% in the TL. Unless I cave and then I will have to go buy another less dramatic color. Oh well things are so much more inexpensive in India so I could do that if I fail on the TL goal to comply with the ACTFL use of language position statement.
No posters except the rules for the first month. That sounds like a really good idea. That’ll remind me, too, about using that first month to establish the routine. I sometimes get distracted from that and end up working against myself.
Not even question words posters – you must have what you need on the board each day so you can point and pause.
Very interesting. I like this idea. Then as things go up on the wall, they have more meaning.
I look forward to your 6th grade reportage, too!
I think that those pictures of the question words just clutter. I am into extreme simplicity now so that if a question word is needed I write it down fresh behind me on the board, each time it comes up. In this way I am forced to go more slowly in my overall instruction.
Before, I would laser pointer and move fast to the rest of the sentence. No laser pointer at all this year. The big change, besides the green glasses, is so much open space in front of me for walking slowly around from rule to board to structure to actor to student, pointing out each one (person or object) as I go.
Even kids with a French background appreciate it. I appreciate it because I feel much more understood. My barometers really appreciate it. I learned this in MN – the importance of walking to a word while the other soaks in a little. Walking to the word – I like walking to the beauty of the word.