Last year I used our school’s poster maker to create a bulletin board of rejoinders that students could refer to during storytelling to react to the stories. Or when I would use one 
of the phrases, I could point to that word on the poster so that students could see what it meant.
We all know how important rejoinders are; being able to react to something. It lets the speaker know you are engaged, listening, and giving the appropriation emotion.
This year before I went back to school, I was able to observe my best friend who teaches at a nearby highschool which had already started classes. His whole department has embraced TPRS and I was able to see some new techniques in action.
One of my favorites parts of the lesson I observed was how the teacher Continue reading
dangerous effects? As an educator are you OK with promoting stereotypes? Sure, you may teach the what Cinco de Mayo really is, including it’s history. But what are students going to remember? It won’t be a lesson in history. It will be: We had a party on Cinco de Mayo. I’ve seen it first hand. My students ask me every year if we are going to have a party. Why? “We had one last year.” For what? “This is Spanish class!” So? “It’s a Mexican holiday”
