We teachers have super powers. We don’t always choose our clothing with intention but middle schoolers do. When we notice and celebrate the concert Tshirt, the new shoes, the haircut, it brings light to their days and validates their identity. I
Simple Accountability for Free Reading
On the iFLT / NTPRS / CI Teaching Facebook group (which you should join if you’re reading my blog) there was a recent question about accountability during Free Voluntary Reading. My students read 10 minutes at a time starting in
Identity and Belonging: Empowering Authentic Communication from Day 1 with Rejoinders
I recently released four packs of rejoinders – short expressions that we use in natural conversation to keep the flow of communication moving forward. There are 16 per pack, 64 total. They include a wide variety of natural, authentic expressions
1,001 things to do, but…
There are easily 1,001 things on my To Do list. But today, I’m just enjoying this moment.
First We Listen Poster Giveaway
A couple days ago I announced a new poster. I use it in my class to lower anxiety, remind students that comprehension is their job, and to teach kids about the differences between learning and acquiring language. I’ve gotten lots
If it doesn’t work for the masses, throw it out.
Skip Crosby has quietly been stoking the fires of the revolution up in Maine. The revolution is one in which real language proficiency and fluency reach the masses and not just the high achieving students that typically grace the attendance
First We Listen posters for your classroom
This classroom poster of mine made the rounds on social media after iFLT15 thanks in large part to Darcy Pippins’ photo of it, seen here: Some folks encouraged me to make one for distribution. So, I did. Why? Because I believe
Send A Thank You to Your Admin
Our administrators don’t always understand. Most don’t understand foundational principles of Second Language Acquisition, much less the significant implications it has for classroom practice. But they do understand that some professional development experiences are better than others. Part of our
A Superhero Generator
In the TCI world, we make connections with our students by talking with them about their own lives. Slowly at first. Very slowly, actually. But, eventually we can begin to delve into issues of great importance. Karen Rowan, in her Extreme
3 Steps to Success with TCI / TPRS®
Bob Patrick, co-moderator of Latin Best Practices: Comprehensible Input Resources and 2013 Southern Conference on Language Teaching’s Teacher of the Year, encourages anyone interested in exploring TCI to do three things: Observe in a TCI or TPRS® classroom Read about Second