You can just see it can just see the words and I can see how they change in different tenses and according to who's speaking. Okay, Dennis I know I don't have to worry because I know it's going to come up again and I'm sure for the rest of my life on him these shells saying some of these words to his supporters his tapes are evidence enough that he has developed a teaching technique of enormous value I believe that Michels method should be examined in a more structured fashion I don't think that we need test trials of ten years to come up with any findings about the fact that it works but it isn't very important to have real-life trials real-life control groups and let's look at it let's look at it more rigorously now.
That it will get the credibility that it's due it will get the diffusion and the teaching profession that it deserves and it will get the understanding of all people who look at it about what learning is all about but when the opportunity arose for Michelle to open up to an enthusiastic audience at the University of California he would still only give a demonstration that his method worked I I was Dean of humanities at the time that I that I met Michelle and had the experience of working with him for about thirty hours about two-and-a-half days of work and I was entirely persuaded at the end of these thirty hours that this was a remarkable experience and.
I was enthusiastically supportive and I exerted some modest influence within the division of humanities where something like 80 languages are are taught and Michelle came out and we had a meeting and in the college offices and it was a fiasco it just it just really did not go well they asked Michelle. Okay, provide us with some examples of what you do.
That we can assess whether you're doing anything differently than we're doing or and what is this miraculous method and he's not prepared to come up with anything I didn't do it inside of a university my whatever I didn't I did was independent and I did it independently completely totally independently and just to give it to for them to to approve what no or to disapprove yes and to depend on what what they feel they can take out of it is it's not right I believe Michelle's protectiveness towards his program in his reluctance if you will to sort of just fill it out there and get it out there in the rest of the world is based on a realistic fear of what a commercial entity might do or not do both in terms of distorting his methodology and or maybe even stealing his ideas I think that's partially well-founded but he's got to get over that if we're going to have a legacy I don't have any reason to trust anybody who says look given give me what you have.
That we can study it and then mobile it then Deauville tell you what to think about it no I want to show them what is achieved what can be done yes otherwise I will only encourage plagiarism and this goes against my principles when you develop an idea in the academic world the very first thing you think of doing is sharing it with others if the idea has to do with an instructional method well then you put the method forward for evaluation by your colleagues by those who are experienced and knowledgeable and who can evaluate it with the possibility that it will be found acceptable and then it will spread and everyone will benefit from it and Michelle for whatever his motivation has kept this method an idea to himself it is the end of the week a Margaret Thompson has been granted her wish to watch Michelle and judge the students progress for herself you can say when when will you arrive give a choice Oh eleven are either right or right right good it is very important for me it's raising it is important for me it's important come well because I would like to see you pass safely through to see you wha right she would stable flow mm-hmm I would like to know every day who knows.
Far first one to know right.
Trace of wha if you want.
If you want to go see it with me the whole thing if you want a ending really is it right hmm.
If you want to go see it with me see if you want against ah si si vous l'ai go la la ending early yeah she is both laugh with me a bit more tonight. This is what right mm-hmm what time are you going to be here are you going are you going I like to be extra here yes well it was very impressive very impressive I think they pro is one of the students themselves say they learned in one week what they learn in five years and interestingly one of the girls said after five years in school my French teacher said I think you better give up because there's no way you're going to succeed and here she said I've just managed it fine I feel as if I understand it.
I'm interested to know really about how you found it first of all how you found the experience and how you how much you think you've learned that's always difficult to answer that question but then the teachers why is it very different why is it different cuz he finds himself he don't he doesn't make you feel lost if you're stuck on a word he'll just take you right back to the beginning like if he was a baby you say an ABC will take you right back and then you just actually like click and you know what you're saying then say in English first and then we'll sort break it down they will think well. This is how you translate back into the language and then it's easier that way where it's just in our new classes we're just told to say something and remember that. This is like broke into pieces and each piece we remember I would use each piece for a next sentence and it's just really easy that way he doesn't throw things at you you know. This is that and. This is that he's kind of muck he's kind of like made the structure into such a way that you go by it and once you've got the ingredients like you can cook what you want but you have any writing at all have you seeing any friendship right down oh no if you don't take in now you're never going to get it right have to concentrate you just got patience you got all the time in the world you know you have to really you can like think about it just sit back think about it and it's like it's just coming through your mind cuz your mind is relaxed and you know that he's just said patience you're like. Okay, I will be patient. Okay, but take my time and we'll think about it and it just comes out the revelation is that it's the learning process itself that motivates these kids masse the mastery of the structure the mastery of part of the language is the thing that keeps them going and keeps them enthusiastic and we lose sight of that in the way we teach we try and we think we capture their interest by finding them interesting materials that are supposedly related to their interests outside in the world generally and maybe we missed the point and I think he's probably on to something very important here I don't want what I've created throughout the years to just disappear in the sand but the value of it to be recognized and used wherever it can be for that I have to make it available I hope I will succeed before it is too late with this program being the first public explanation of any of his methods time would appear to be running out.