Jonathan Robie wrote:You say that Greek instruction should focus on teaching structures. This makes sense to me - for those in the Living Languages, what are the best resources to use when teaching structures? If you had to pick one video where you do this particularly well, which one would you point us to?
Stephen Hughes wrote:(1) What do you do when they say ἡ λόγος or τοῦτο ὁ λόγος? ....How do you handle grammatical gender inaccuracies on a lesson by lesson basis?
Stephen Hughes wrote:How do you handle the gender learning curve in your overall course design?
Stephen Hughes wrote:How are you working to improve this balance in your classroom interaction to allow a more natural language learning environment?
Stephen Hughes wrote:C. What the student understands (varies from student to student - from nothing to a little),
D. What the student can say (,aybe only the stated lesson aims - or a passable amount of them (50%)).
Yes, let's untie and lay aside the nub (and metonymically my facade of a question) and get down to business.Paul-Nitz wrote:I’m limited by teacher incompetency, though that’s getting better by the day. Unlike a normal living language class, we don’t get very creative. I try to only use what I can offer with confidence and fluency. My students only react with what they have already been fed. In a normal TPRS class (let’s say teaching English to Chinese), you might tell a bit of the story and ask the students to tell you what they think will happen next. Blaine Ray recommends taking the most outlandish response (Teacher: Bob went to the store. What do you think he bought? Student: An elephant. Teacher: YES, he bought an elephant!). My students just don’t have the ability to respond this way, though just lately a few of the top students have been getting creative.
Blaine Ray would say that student input on a story is essential. I haven’t found that to be entirely true, but I can readily imagine that it would be more important with living language and a less motivated group of students. My students are engaged by the fact that we are really learning Greek. That’s enough motivation.
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