Category Archives: Compelling Input

VIVA SENOR WOOLY!

I bought a subscription to Senor Wooly (James Wooldridge, senorwooly.com) in October and it has proven to be money well spent as far as acquisition in my classroom.  I am teaching Spanish 1 and …

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Posted in Acquisition, Acquisition vs. Learning, Compelling Input, Weekly Routine | Tagged , , | Leave a comment

SLOW DOWN! NEWBIES AHEAD (#2)

We are still circling students and conducting interviews in Spanish I.  The interviews are getting more and more lengthy as the level of language increases.  The Chinese students in my Spanish 1 classes …

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Posted in Acquisition, Classroom Conversations and Banter, Compelling Input, Starting the Year | Tagged , , , | Leave a comment

GETTING KIDS TO CLASS ON TIME WITH SEÑOR WOOLY

Now that school has been going for a while, students are starting to relax.  They are starting to test the boundaries. They want to see if we really mean what we say. …

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Posted in Acquisition, Classroom Mangegment, Compelling Input, Daily Routine, Starting the Year, Teacher Tips, Uncategorized | Tagged , , , , , , | Leave a comment

DANCING! 5 A DAY HULA EN ESPAÑOL

What a great video!  Kids beg for it. Perfect for a TPR or TPRS class and many of the same words we have been using in Spanish I. 5 a day Hula …

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“WHO ARE YOU?” QUIZZES BLAST OFF

As we interview our way around each class, we stop periodically to quiz students on what they know about one another. I give quizzes about students in class and their task is to …

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Posted in Acquisition, Classroom Conversations and Banter, Compelling Input, Starting the Year, Teaching Slowly | Tagged , , , , , | Leave a comment

STUDENT TAKES CONTROL OF PERSONAL INTERVIEW (Oh yea!)

We are continuing to interview our way around each Spanish I classroom and the fun is accelerating. Students are becoming more and more comfortable with the process and with the language …

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Posted in Acquisition, Compelling Input, Forced Output, High Frequency Vocabulary, Starting the Year, Teacher Training, Teaching Slowly | Tagged , , , , , , | Leave a comment