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
Right phrase. Right time. Right tone.
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
Spontaneous | Unrehearsed | Unplanned
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
Peto’s Stupidly Simple Solution to Hearing Cognates
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