Richard asked several great questions in a comment from Saturday’s workshop post. Here is what he wrote:
“The whole day was great, and the night before. Excellent! I was hoping that she would tell us more of HER story, of her own personal journey with TPRS, to include problems met, coped with, and how. I also have a question regarding the A-Z. She said people don’t go from A to Z, but they are where they are, but aren’t there ‘predictable obstacles’ or challenges that most of us are likely to encounter along our way toward using TPRS primarily in class? Does she mean that we don’t all encounter them in the same order? I need clarification on the A to Z statement she made. What did she mean?”
I’ll leave my own personal journey for another day…and go straight to your questions about the journey for now. It will probably take me several posts. :o)
For those who were not at the conference, I spoke about how the journey of growth as a Comprehensible Input-based teacher does not follow a clearly defined map. Teachers do not start at Point A and follow a straight line to Point Z. It would certainly be easier for teachers (and for trainers) if it were, but it would also definitely NOT be as beautiful, personal, and powerful. The truth is that each teacher’s CI (Comprehensible Input) journey begins differently.
We each “find” TPRS or CI teaching at different points in our career. So……
1. We each come with an individual “education” background, based on our childhoods, college studies, professional development histories and personal reading/research experiences. As we grow, our new experiences sometimes mesh with, and sometimes challenge our background knowledge.
2. We each begin the journey with a different level of understanding of how language acquisition works…and a different level of faith that it does. Some folks believe completely and totally that acquisition can happen in a classroom. Others believe in acquisition, but don’t yet believe that it happens in a classroom. Others are just becoming convinced that acquisition, rather than learning, actually exists and occurs. Depending on what we “believe”, our “AH HA!” moments are different as we begin to see acquisition occurs in our classrooms.
3. We each “begin” our growth as TPRS/CI teachers with different skills. Some are innate “people” skills that we use to manage the class, create relationships with our students etc. Others are deliberate “teaching” skills that we have developed; “tricks of the trade” so to speak.
4. The environment we are teaching in when we begin our journey will be different for each teacher. Some are the only teacher in the department, others work in a department of 80 or more. Some have colleagues in the same building or district who are also interested in, or at least supportive of, this teaching approach. Others are the “lone wolf” in their educational community. Some have districts that help to fund and to provide opportunities for training. Others must carve out these opportunities from their own finances.
5. We are each “introduced” to this journey in a different way. Some people first become informed by reading articles and blogs and such via the internet. Some first see it via Youtube. Some are introduced to it when a colleague begins using it in the classroom. Some see it first at an hour-long demo at a state conference. Others are immersed in a 5 day week long summer conference. Even the people we read, or see, or hear when we first begin shape our understanding as they open a door.
What do we have in common then?
Are there commonalities among “novices? I think that there are common needs:
A. A need to share our new or renewed “fire in the belly” about teaching. We find a growing level of excitement about the possibility of students who really are excited to be in class and who are successful with the language. We are blown away by what we see our students being able to do. We want to tell people about it!
B. A need for colleagues and mentors. We have questions!! Our questions are not all the same, but we have a lot of them!! We also need the support and reassurance that supportive colleagues and mentors offer.
C. Input, Input, and more Input. At any stage in the journey, but most importantly at the beginning, we need to see, hear and read about TPRS/TCI. A teacher who is going to progress on the journey is a teacher who, at some point, develops an attraction to, if not a minor addiction to, all things TPRS/TCI-related.
I believe that the best way to feed these needs is to find a TPRS/TCI community (or communities!!) to belong to. Whether we join the Yahoo group mortars (often referred to as the moretprs listserv), one of the Facebook pages, Ben Slavic’s blog community, or begin to attend the regional groups that are growing around the country doesn’t really matter. Being part of the community is one of the best parts of this journey …personally and professionally.
I once read a very insightful piece about the Camino de Santiago where the writer, who went on the pilgrimage alone, without friends or family, described the Camino as something he did alone, but never really on his own.
I think that the TPRS/TCI journey is very much like that. In our classrooms, it is our own personal pilgrimage, but we never, ever have to travel the road alone.
Thank you Richard for the questions…very, very much.
PS If you are looking to connect with other TPRS/TCI teachers, check here for some options.