Sildenafil + Tadalafil più economico senza prescrizione medica Quanto tempo per Sildenafil + Tadalafil generico per lavorare? Comprare Sildalis online Acquistare Sildalis Sildenafil + Tadalafil
Stendra Super Force generico all’ingrosso Valutazione 4.6 sulla base di 352 voti. Nome del prodotto: Stendra Super Force Categoria: Disfunzione Erettile Nome commerciale: Extra Super
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Subscribe to be a patron and get additional posts by Ben, along with live-streams, and monthly patron meetings!
Also each month, you will get a special coupon code to save 20% on any product once a month.
Unlock with Patreon
14 thoughts on “The Suck Zone”
Maybe I should have read this before responding to the above post. I suppose part of my problem is that I do feel that “need” for them to learn. That makes sense. Hmmm.
We all do. We’re teachers. We are trained to need them to learn. That is why that hmmm should have about 4,000 more m’s in it. It is a huge hmmm. It’s hmmmongous.
It means that we have to TOTALLY LET GO of fear and TOTALLY EMBRACE what they say. Teaching to their eyes does not mean teaching to their foreheads and hoping we make a connection. It means looking inside and finding what is important to them and what resonates with them and then honoring that so that we create a feeling in the room that is so safe for them that they no longer need to challenge you.
That is when the feeling of suck leaves the room and a peaceful, rules-supported, sense of mutual respect comes in and you actually hear what each other is saying. It is a very cool feeling when you actually hear what they are saying for real in L2.
We create discipline by first letting them know that we care about them. You care about them, it is clear, so the discipline will naturally follow if you stick with it.
That is another reason teachers don’t want to embrace TPRS – it means that we, as the instructors, must be emotionally strong enough to teach in this way. Emotionally strong in the sense that we need to activate the heart quality. I know one thing – for you, this will be a problem of the past in not so long a time from now. I just know it.
Think of all the new information you are processing now! You’re not even trained in TPRS, nor did you experience it as a student, and look how much ass you are kicking. Give yourself some time to let this all come together. Don’t run away. It is so easy to do that. There are a ton such people out there. They will tell you that TPRS doesn’t work. Riight.
What are doing with these rules? What’s going on? Be specific.
RULES
1. Listen with the intent to understand
2. One person speaks and the others listen
3. No “talking over”/random blurting
4. Sit up…Squared shoulders….Clear eyes
5. Do your 50%
6. Actors- Synchronize all your actions with my words
7. Suggest cute answers, two words of English only. [Note, this is no longer true now in 2015]
Not to go overboard on the rule thing–but as a possible addendum to #7:
Provide cute, interesting answers to the teacher’s questions to make our story interesting and to move it along. Maximum two words in English. (They like this one a lot).
My kids have also added this next one and insisted that I write it on this blog because they think it is the most important rule of all (because they made it up). They call it: “Do the thingie!”
(Sounds a little nasty, of course, but isn’t. It just means: Show me the hand signal when you get a little lost, notice that you’re not paying attention, or that you don’t understand something somebody said)
These two that I mention above are probably not separate rules, but are likely correlates of Ben’s #5, but they show you the power of the rules placed wisely and judiciously in the hands of our students. They make them their own.
Another instance: our #4 reads like this on the big poster in front of the room:
“Sit up straight, square shoulders, bright eyes.”
However, one day early on, I flubbed the real one. They liked this one better; so this is the one we do: “Sit up straight, bright shoulders, square eyes.”
Same effect, more fun. Ever seen a kid with “bright shoulders”? It is a sight to behold! There are many other silly riffs on this rule that I am sure you can imagine. They certainly do.
I ask my students why they believe that I go over each rule every day before we start anything. They now know that the answer is that “the rules remind us of the best way to acquire Spanish in this class”–nothing more, nothing less.
I remember the early years. Buttons pressed all of the time. Planned to the hilt to keep control. Reactive. Considered to be a very good teacher with excellent student relationships, but it always felt way too hard. I was not a good viewer of myself. In retrospect, I am not sure there was any other way it could have been–given my inexperience and lack of good mentoring. If somebody tells you that classroom management was a snap their first several years in the classroom, they are outright LYING or are losing their memory. It is the hardest thing there is–but, everyone here agrees, “Don’t give up.” You have everything you need already in you. Obvio–we can read it in your words–we see it in your “virtual” eyes. 🙂
In addition, you receive great advice here; you are guided well by the humane concepts which are the very heart of tprs; you are learning to be patient and loving with yourself as you learn to do so with your students (that’s the real gift of teaching IMO). ¡Adelante! You gotta a hella army backing you up. Don’t even have to turn around to look.
Hi Jody,
Just reading this now in 2015. Do you still go over the classroom rules at the start of every class? In L1 or L2 (Our ongoing discussion!)
Some have also suggested adding: “Keep the teacher happy. (If the teacher ain’t happy, ain’t nobody happy.)” As a classroom management tool this can be either useful or manipulative. After all, you are the only one who knows what makes you happy. You can remind students that certain behaviors don’t make you happy.
(Personally, I haven’t ever used this one, but it sounds intriguing.)
Keep the teacher happy… Rule 9. It is the be all end all for any gaps that may exist in the rules.
Jody,
I also implemented a similar rule after a couple weeks this year, my 7th and final rule as of now, “let me know if you do or don’t understand.” Again, probably what Ben means in his “Do your 50%”. I’m not sure which I like better yet, but Ben’s rule #5 sure does allow for more student responsibility as opposed to a set, limited rule.
I’ve got younger kids–quite a bit more need for developmentally appropriate specificity and concreteness. They aren’t quite sure what a percent is yet. He, he.
I use the ‘keep the teacher happy’ and after they recite the rules (everyday) I follow it up with asking “what makes me happy?”
They answer “when we listen and try our best”. It’s a rule that grows on them…. because they finally know that I care about them and yet it’s not preachy. How can they argue with that?
I have been remiss in that rule #8 as it is written on the poster download page of this site isn’t on my rules in class. I need to go change that. I think that the seven rules is enough, and the do the thingy thing I just make them do during the CI no matter what, and I don’t have it as a rule.
One other detail, Jim, is that what I mean by “do your 50%” is more of an attitudinal thing. What I want to convey to them is my response to my own personal hell from the past – that feeling of getting them to learn – as per what Jody said above:
“Planned to the hilt to keep control. Reactive. Considered to be a very good teacher with excellent student relationships, but it always felt way too hard.”
No, I really expect them to take over half of the work. Not just to clarify meaning, as per what Jim said, but so that the tennis game of back and forth CI is equal, the effort is equal. Of course, this is harder for them as I am the speaker most of the time (although a kid in my 8th pd. class today kicked out a monster sentence today – it’s starting to happen). The point is that, in the invisible world in my room, I really expect them to show up and react to the CI so that, each of us doing half, we have a complete back and forth process going on. Not a one way process. That feeling of it being way too hard, of needing to be in control, is just something I don’t ever want to feel again – it made teaching hellish, and when I realized that it is possible now in TPRS to work smarter, not harder https://benslavic.com/blog/?p=5336 I seized on that to get into this 50% thing. I really do mean that they do half the work. Now, triple my salary, and I might take that rule off the board. No, actually not. I never want to feel that I have to get them to learn again. I never want to be in the Suck Zone again. I want to be like Gilbert Gottfried on this.
I think “Do the thingie = Do your 50%. I always begin by telling new students “My job is to speak English (substitute whatever language you are teaching) in way that you understand everything I say. Your job is to let me know whenever you don’t understand. I can’t do my job right if you don’t do yours.”
To give a visual of the 50percent rule, I use an idea that I read here. I have two students come to the front of the room and toss a ball back and forth. Then one student stops playing toss. The game is over if both don’t do their part. This is the same in class. Who gave this example because I would like to give credit? Thank you to that person as it made a great difference in my classes.
Here’s a way of stating the no blurting/L1 rule I’ve been thinking about a lot. Stated negatively,
“Don’t interrupt the flow of [target Language].”
Stated positively, maybe “Keep [or] protect the flow of [Spanish].
I changed my rule to “Speak in Chinese (unless asked for English).”