Ce que racontent les verbes irréguliers

Façons d’apprendre et dissonances scolaires Oui, au commencement était le verbe. Et dans mon cas personnel, le verbe était anglophone. Les adultes nous reprenaient s’ils nous entendaient dire ou nous voyaient écrire I done it au lieu de I did it, mais c’était pour nous obliger à bien parler, à bien écrire. Tout au long […]

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Learning to play rugby – tackle and scrum

Time for me to continue this section on Learner Tales started out with a text in French about reading Jane Eyre at 13. The articles in this sectionare part of a project about giving visibility to the routes people take in order to learn. We’re all human, but in our own way. It is this […]

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Smoke Signals in the classroom

Learning how to begin a story When we start a story, we send out a signal to indicate our presence, get people’s attention, and invite them to connect to something different which is about to start. Once upon a time – or its equivalent – is a widely accepted signal for starting a story. But a […]

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Slow down, teacher, enjoy the journey

Learning to accept being the focus of attention The posts in this section of the blog are about The Subjective Classroom. Students and observers have often said that they find me calm as a teacher. If this is true, then it was by no means a given. I recently ran a short public speaking workshop […]

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Your voice – friend or foe?

Weaving, absorbing and telling a story This post continues the exploration of the theme of Orality and Storytelling. If you have a story to tell in class, you may think that the most important thing is to get the story straight. But in an oral tradition where you speak to a group of listeners this […]

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