Summer Planning and Getting Back in the Game

An unexpected hiatus

Burned out, Over it, Exhausted, Fried, Run down

These are all phrases I can use to describe the last 2.5 months of school. I was ready to be done with the year in April, which is bad, because the year was over on June 1. I didn’t blog because all I had were negative things to say. I know that I would stop following a “woe-is-me” type blog from a burned out teacher, so I decided to just take a break.

And I’m glad I did, because, after a week and a half at home, I’m already anxious to get back into the game. I went back and re-read my posts from the last year. I really posted a lot less this past school year than the year before. I am not too happy about that. This blog is a place to post my reflections, ideas, and share what has been successful in the classroom. The reason I didn’t post was that I didn’t feel as inspired as I had in the last year. I felt like I made it past the honeymoon period of TPRS and have started to plateau.

Engaging students and myself next year

Now comes the hard part: How to keep students (and myself) engaged. I have storytelling pretty much down. The kids like the stories, especially in the lower grades, but the older ones are hungry for more. They need a new story template and new types of activities to keep them engaged.

This summer is the time for finding the solution. I have been reading up on Laura Sexton’s pblinthetl blog and am going to try some of her ideas:

Vocabulary blogs

 

Since the 8th grade is now a byod class, I am anxious to get them using their devices to personalize their learning. I learned about the idea of student-created word walls, but those are not very practical for me because I teach 3rd – 8th grade in the same room which I also share with another teacher. There just isn’t enough wall space for all the classes to have that for all of the classes.

An idea for those younger grades would be to have class wikis for word walls (have students suggest words or I can take a picture of the words we end up writing on the board) and post them to our class websites.

Interactive notebooks

 

Interactive notebooks are something that I have played with before, but it wasn’t very successful. First off, it was way too much work for me to collect and grade, which is because I implemented it in 4 grades at the same time. It was a bit of a disaster. This year, though, will be better. I am keeping it simple and straight-forward and I am rolling it out slowly, just like the byod activities that I talked about above.

Finally, assigning homework (or finally assigning homework)

With 2 days per week of instruction time, I decided that chasing students for uncompleted homework assignments wasn’t worth it. While this did free up my time and keep lots of 0s out of my gradebook (allowing grades to better reflect the students’ abilities), it hasn’t quite sat right with me. I want the students to interact with the language outside of school, but I don’t want to give worksheet and I don’t want to have to chase them down for it. Then, I found this 5 year old post from my Blackbox Buddy Sara-Elizabeth Cottrell at musicuentos. I will have some ideas on how to hold the students accountable for getting this work done and I will post them as soon as they are more fleshed out.

These are just a few ideas that I have encountered that are going to dovetail nicely with my own teaching style. I will be describing more as I find them and will be adding my own contributions as well.

Thank you to all the bloggers and great thinkers out there in the World Language Ed-Blogging world. Your work serves as an inspiration and I hope that I may rejoin your ranks soon!

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