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 I teach using TPRS.
He shared that a special needs student passed gas audibly in class. After an awkward pause he gave a devilish smile and said, “¡Fue sin querer!”.
That’s a great example of: Right phrase. Right time. Right tone. (Even if the act itself may not have been time appropriate!).
I teach using TPRS because it allows all my students access to language learning in ways that are meaningful and relevant to them.
When we facilitate acquisition for all of our students, we, in our classrooms, communities and our country, are truly winning.

Right phrase. Right time. Right tone. 
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