Nancy's Delight
First, my apologies for a week's delay. Now onward!
My colleague Nancy wanted me to share her delight. Nancy is a fantastic teacher and is dynamite incarnate with beginning students. She jumped into TPRS a few years ago and made it her own. This year, she has the opportunity to teach the second year students as well....something she hasn't done for ten years or so. She cannot believe the difference between the students of Level 1 pre and post TPRS!!!!
It has been so fun to watch her excitement as she works with these students for the second year in a row. She is able to really see how powerful that CI foundation is that she provides for them in the Intro year. Thursday she couldn't wait to tell me about these kids.
One of my earlier posts is about the use of a writing chart. Wednesday, her students used the writing chart for Selena to create a piece about the movie. She was flabbergasted as they intensely used the ENTIRE FORTY MINUTE period to write about the movie...then....ASKED FOR MORE TIME THE NEXT DAY!!!!!
Can you imagine? Students begging for an HOUR or more of time to write?!!! It was killing them to know that they had more to say and not enough time to say it. WHOOOOO HOOOOO!!!!!!!!!!!!!!!!!
The true beauty of it is that there really isn't enough in the writing chart to write for that length of time. These writings are from their minds and hearts. They are trying to squeeze in all of the Spanish that they know to write about this movie. The chart simply gave them some structure, if they needed or wanted it.
This kind of output (using a reading to create a writing)has been incredibly powerful for us. It keeps the brain in the TL as they create output. The real proof, of course, is when they are asked on a test/quiz to write unassisted. The results are just as astounding.
In my mind there are two types of output in the language classroom: Output as part of acquisition and output for evaluation. Combining some input with every output that is NOT evaluation, gives our students that much more input!!!
As much as I love seeing the students' growth, I am even more touched by the passion demonstrated by my dear friend and colleague. She would love teaching anything, anywhere...but I LOVE how teaching with TPRS just lights her up!!!
with love,
Laurie
My colleague Nancy wanted me to share her delight. Nancy is a fantastic teacher and is dynamite incarnate with beginning students. She jumped into TPRS a few years ago and made it her own. This year, she has the opportunity to teach the second year students as well....something she hasn't done for ten years or so. She cannot believe the difference between the students of Level 1 pre and post TPRS!!!!
It has been so fun to watch her excitement as she works with these students for the second year in a row. She is able to really see how powerful that CI foundation is that she provides for them in the Intro year. Thursday she couldn't wait to tell me about these kids.
One of my earlier posts is about the use of a writing chart. Wednesday, her students used the writing chart for Selena to create a piece about the movie. She was flabbergasted as they intensely used the ENTIRE FORTY MINUTE period to write about the movie...then....ASKED FOR MORE TIME THE NEXT DAY!!!!!
Can you imagine? Students begging for an HOUR or more of time to write?!!! It was killing them to know that they had more to say and not enough time to say it. WHOOOOO HOOOOO!!!!!!!!!!!!!!!!!
The true beauty of it is that there really isn't enough in the writing chart to write for that length of time. These writings are from their minds and hearts. They are trying to squeeze in all of the Spanish that they know to write about this movie. The chart simply gave them some structure, if they needed or wanted it.
This kind of output (using a reading to create a writing)has been incredibly powerful for us. It keeps the brain in the TL as they create output. The real proof, of course, is when they are asked on a test/quiz to write unassisted. The results are just as astounding.
In my mind there are two types of output in the language classroom: Output as part of acquisition and output for evaluation. Combining some input with every output that is NOT evaluation, gives our students that much more input!!!
As much as I love seeing the students' growth, I am even more touched by the passion demonstrated by my dear friend and colleague. She would love teaching anything, anywhere...but I LOVE how teaching with TPRS just lights her up!!!
with love,
Laurie
Hi Laurie - the link to the writing chart didn't work. Can you try again! I'm anxious to see how I can implement your output suggestions.
maria
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Hi Maria,
You're right that it doesn't work, but until Laurie can fix it, you can just erase the extra http// and then you should have no problem seeing the link.
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yeah Laurie we want that link.
Ben
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All fixed!!
with love,
Laurie
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