Comprehension-based language teaching increases engagement, proficiency and enrollment and provides a path to reaching EACH student in your class.
Read my address to the members of the Minnesota Council on the Teaching of Languages and Cultures.
Products designed to help you drive authentic interaction with students to the only place an educational cliché could go… THE NEXT LEVEL!
I make well-crafted, delightfully ambiguous pottery. Sometimes, it's artful.
Jessie visited my classroom last week from Janesville, MN. She’s an experienced educator but is pretty new to TCI. I asked if she would share some of her thoughts and observations so that her experience could help other folks at
A variety of motivational mechanisms predispose us to respond positively to signs that we are accepted by the group (connecting), and it also means that we are motivated to work hard for groups we identify with (harmonizing). – Matthew D.
At the beginning of the school year I wrote about how I introduced my first rejoinders to the class. By this time of the school year, my students have a variety of ways to respond to different situations, what I
When I learn about a technique or strategy that promises to be more effective than what I’m already doing, I have to give it a try. This was the case with Michael Peto‘s “¡Béisbol!” technique for helping students recognize cognates,
I’m very much looking forward to seeing lots of people at ACTFL in San Diego next week. There are a few sessions that I would like to recommend to people who follow my blog. Here are the details of several sessions
I have been reviewing student interviews from 2013-14 for potential use in upcoming teaching trainings. These following two comments from two different students give me goosebumps. Sometimes, despite being 14 years old, my students are wiser than I could ever
A colleague of mine who attended iFLT 15 and observed how I use rejoinders in my classroom just relayed a cute little story that dovetails well with why I teach my students to respond with rejoinders and, in fact, why
Last May I grabbed a few kids and asked them to stick around after school. We sat down in my classroom and I began talking with them. I started by asking them to retell a story we had told during
This is a problem I’ve had and I’m sure you do to. You’re trying hard to stay in bounds so you use a cognate you’re sure your students will understand. Many do, but many don’t. It’s a story that’s played
Mike Coxon filmed and posted a 7 minute segment of my Spanish 2 Learning Lab at iFLT 2015 and posted it for your viewing pleasure. It starts out a little slow (I think this was right at the start of Day