We've Got It...Let's Keep It Going.
"The strategies for educating students to high standards are pretty much the same for all kids: teacher collaboration; a laserlike focus on what we want kids to learn; formative assessment to see if they learned it;data-driven instruction; personal relationship building." (Molly Bensiger-Lacy, principal of Graham Road Elementary School in Falls Church, Va.) Wow.
My copy of the American Educator (the AFT Journal) arrived yesterday with a fantastic article entitled "Piece By Piece" written by Karin Chenoweth. The article is an excerpt from her books, It's Being Done: Academic Success in Unexpected Schools and How It's Being Done: Urgent Lessons from Unexpected Schools. It is an excellent article. I am going to try to get our Teacher Resource Center to purchase the books. The article centers around this particular quote which jumped up, kissed me on the forehead like Leo Buscalia and put a sticker on my cheek like Susie Gross.
THIS is what TPRS is about.
People wonder why I am so passionate about TPRS. It is more than just the "way" we teach vocabulary and structure. It is more than the skills of circling, pause and point, read and relate. It is because it WORKS...on many, many levels.
Teacher Collaboration:
Chenoweth succinctly describes what Teacher Collaboation is not, and I agree with her. I have seen what Teacher Collaboration can be, however, and the TPRS community has it in spades. Not everyone, not everywhere, but our listserves, blogs, coaching and mentors feed and sustain us, our instruction and our students. We have more work to do, but we're getting there. It is about being able to ask questions, share ideas, "walk through lessons", analyze best practices and modify instruction as necessary. It is about looking for each teacher's strengths, to build on them and to share that expertise with others. It is about being able to identify needs and finding others who can model, train and support development.
Focus:
A "laserlike" focus. I love it!!!!! It doesn't get much more narrow and deep than that. It requires us to identify what is critical and essential. It forces us to ask ...What is required for a REAL framework for language development? (rather than a an outline for a document for the central office) Slice off and burn away what is not essential. Start with what is left. Build off of it. Build from it. Build with it.
Formative Assessment:
Hello!!!!!!! Checking for comprehension. One question for every two statements. Choral and individual responses. Go Slow. Asking for clarification, amplification, opinions and reactions...none of which can be done without comprehension. Dozens of times per class period. Adjusting input every minute based on the reactions (verbal and non-verbal)of the class.
Data-driven Instruction:
Normally this is a phrase that makes me nauseous...but good TPRS programs abound in intelligent DDI. How? By paying close attention to studies and research on the brain, language acquisition and education in general. We are not ignoring research...we are welcoming it. TPRSers are frequently assessing their own assessment and grading programs to make sure that they reflect acquisition and hinder learning as little as possible. We are using assessment to drive instruction rather than to label and to divide students.
Personal Relationship Building:
This is a central focus in TPRS. TEACHING IS RELATIONSHIPS. If the strongest relationship in the room is the one between the teacher and the language, little good of any kind will occur. We are working to strengthen the relationships between ourselves and the students, the students and the language, the students and school, and between the students in the classroom.
According to Chenoweth (whose book info can be found at www.hepg.org/hep/book/102/HowItsBeingDone) the elementary principal who identified these qualities of academically successful schools is right on the money. So is TPRS. I'd bet on it.
with love and my two cents worth,
Laurie
My copy of the American Educator (the AFT Journal) arrived yesterday with a fantastic article entitled "Piece By Piece" written by Karin Chenoweth. The article is an excerpt from her books, It's Being Done: Academic Success in Unexpected Schools and How It's Being Done: Urgent Lessons from Unexpected Schools. It is an excellent article. I am going to try to get our Teacher Resource Center to purchase the books. The article centers around this particular quote which jumped up, kissed me on the forehead like Leo Buscalia and put a sticker on my cheek like Susie Gross.
THIS is what TPRS is about.
People wonder why I am so passionate about TPRS. It is more than just the "way" we teach vocabulary and structure. It is more than the skills of circling, pause and point, read and relate. It is because it WORKS...on many, many levels.
Teacher Collaboration:
Chenoweth succinctly describes what Teacher Collaboation is not, and I agree with her. I have seen what Teacher Collaboration can be, however, and the TPRS community has it in spades. Not everyone, not everywhere, but our listserves, blogs, coaching and mentors feed and sustain us, our instruction and our students. We have more work to do, but we're getting there. It is about being able to ask questions, share ideas, "walk through lessons", analyze best practices and modify instruction as necessary. It is about looking for each teacher's strengths, to build on them and to share that expertise with others. It is about being able to identify needs and finding others who can model, train and support development.
Focus:
A "laserlike" focus. I love it!!!!! It doesn't get much more narrow and deep than that. It requires us to identify what is critical and essential. It forces us to ask ...What is required for a REAL framework for language development? (rather than a an outline for a document for the central office) Slice off and burn away what is not essential. Start with what is left. Build off of it. Build from it. Build with it.
Formative Assessment:
Hello!!!!!!! Checking for comprehension. One question for every two statements. Choral and individual responses. Go Slow. Asking for clarification, amplification, opinions and reactions...none of which can be done without comprehension. Dozens of times per class period. Adjusting input every minute based on the reactions (verbal and non-verbal)of the class.
Data-driven Instruction:
Normally this is a phrase that makes me nauseous...but good TPRS programs abound in intelligent DDI. How? By paying close attention to studies and research on the brain, language acquisition and education in general. We are not ignoring research...we are welcoming it. TPRSers are frequently assessing their own assessment and grading programs to make sure that they reflect acquisition and hinder learning as little as possible. We are using assessment to drive instruction rather than to label and to divide students.
Personal Relationship Building:
This is a central focus in TPRS. TEACHING IS RELATIONSHIPS. If the strongest relationship in the room is the one between the teacher and the language, little good of any kind will occur. We are working to strengthen the relationships between ourselves and the students, the students and the language, the students and school, and between the students in the classroom.
According to Chenoweth (whose book info can be found at www.hepg.org/hep/book/102/HowItsBeingDone) the elementary principal who identified these qualities of academically successful schools is right on the money. So is TPRS. I'd bet on it.
with love and my two cents worth,
Laurie
Comments