Moderator: Tempo Gain
GuyInTaiwan wrote:ironlady: Incidentally (and perhaps you could split this off into another thread or merge it with an existing thread), checking out some of your posts on this site has led me to an investigation of TPRS (one of my friends is very into CI, but I'd never taken that much of an interest until recently). I tried teaching a couple of classes that way yesterday. The first, some year 9 students with a collective pulse that barely nudges 20 b.p.m., thought I was off my rocker, and some promptly took that as a signal to go back to sleep or perhaps actually die (I can never tell the difference with a couple of them) because I wasn't making them "work". The second, some rather excitable year 7 students, thought it was hilarious and got right into the whole thing. Win some, lose some.
What would be your approach with the year 9 class? I have issues with compulsory education in many senses, and I don't think you can force someone to learn something. Yet there's a massive hurdle to overcome in that I think these kids equate not having a pen in their hand, a test in front of them and a teacher breathing down their necks as break time. I might have thought that given enough time, they'd start paying attention or even participating, but a lot of these kids are so perpetually tired and burnt out from their general workload that I'm not sure that will happen.
tryingmybest wrote:I found the whole thread about Aquisition, Input, Learning & Correction very informative. It's great to hear from "old timers" who really know how to do it.
I've read many times that I really need to do a real time conference/seminar to "get" the pacing and simplicity of TPRS. I know I would really benefit from knowing what a story is. I can make my own, but I'm sure I don't repeat enough.
On Friday I taught a 1 hr class of 16 students, age 5/6 about The Earth. They're a mixed class, brought together for "winter camp". We had a handout, and they could read most of it!
I learned about TPRS the next day, so on Monday I tried to review the Earth handout TPRS style. We read the story a paragraph at a time. I wrote some key words on the board (the ones I found on the Cambridge Young Learners [i]Movers[i] vocab list I was handed at the beginning of class. I spent half the class describing the vocab words in various ways and getting the students to talk about them. "A rock is soft. A rock is hard. The Earth is made of rock" they'd tell me. they gave me a few words of their own. I chose the easiest, like soft & hard. I also tried singing songs about the weather, since cloudy, hot, cold and sunny were in the reading too. We played Bingo so they students could practice writing the words. I made sure each student understood the instructions and spelled the words right, but I could see some had no idea what the words were. I thought I'd teach to the majority of learners rather than the slowest. (Reading more about TPRS I think that was a mistake)
The teacher asked me to write an approx 50 word story at the end of class. Our words were: head, hard, soft, cloudy, sunny, rock, hot, cold, white, windy, bed. I wrote:
"In the morning it was sunny. I was hot. In the afternoon it was cloudy and rainy. I was cold. I put on my soft, white jacket. The rain fell hard on my head. I put a rock on my head but it was too heavy. So I went to bed."
The teacher said it was too easy for the majority of the class. But I know there were some lower level learners in the class too.
Maybe the story needs more repetition in it? Is anyone willing to rewrite it to give me a good example? Or is it too hard without knowing the context of the class? Or should I try to get the class to write it with me? They were throwing all kinds of new words into it. I think I was right to not include those in my talking since I'm trying to be totally comprehensible right?
Forumosans browsing this forum: No Forumosans and 3 visitors