{"id":422,"date":"2010-08-19T10:33:31","date_gmt":"2010-08-19T10:33:31","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=422"},"modified":"2010-08-19T10:33:31","modified_gmt":"2010-08-19T10:33:31","slug":"67-article-cuisenaire-rods-in-the-language-classroom","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=422","title":{"rendered":"#67, Article: Cuisenaire rods in the language classroom"},"content":{"rendered":"<blockquote><p>The first time I saw Cuisenaire rods being used in the language classroom I had no idea how much fun they could be. Since then I&#8217;ve used them in both adult and young learner classrooms where they have always been received with enthusiasm.<\/p>\n<p>In his book &#8216;Teaching and Learning Languages&#8217; (1988) Stevick describes them as: &#8220;wooden or plastic blocks one square centimetre in cross section and one to ten centimetres in length. [&#8230;] I recommend that you get some for yourself. They are compact, portable and relatively inexpensive, but they are the most versatile teaching aid I know of at any price.&#8221;<\/p>\n<p>&#8211; How you can use them<br \/>\n-Some classroom management considerations<br \/>\n-How they&#8217;ve affected my teaching<br \/>\n-A few tips<br \/>\n-Conclusion<\/p>\n<p>How you can use them<\/p>\n<p>There are many ways of using Cuisenaire rods in the classroom and I&#8217;m sure all teachers who use them develop their own methods as well. Here I&#8217;ll talk about some ways that I&#8217;ve tried and tested.<\/p><\/blockquote>\n<p>Read the complete article at <a href=\"http:\/\/www.teachingenglish.org.uk\/think\/articles\/cuisenaire-rods-language-classroom\" target=\"_blank\">http:\/\/www.teachingenglish.org.uk<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The first time I saw Cuisenaire rods being used in the language classroom I had no idea how much fun they could be. Since then I&#8217;ve used them in both adult and young learner classrooms where they have always been received with enthusiasm. In his book &#8216;Teaching and Learning Languages&#8217; (1988) Stevick describes them as: 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