SCOLT 2018: “But I Only Teach Once A Week!”

Creating Memorable Experiences and Lessons in the FLES Classroom

Program Description:

Teaching a class only once or twice a week is just not enough time to provide input and foster language acquisition, right? Wrong. By creating memorable experiences through stories, personalization, and other brain-based strategies, we can foster acquisition in the leanest of scheduling circumstances. We can make our one or two classes our students’ favorites of the week and build their proficiency! Learn strategies to engage students and create experiences (and lessons) that they will remember.


Teachers will

  • learn techniques and strategies to create engaging and memorable lessons for students who only have Spanish one or two periods per week.


Part 1

You guys already know about me here on the blog 🙂

Me looking cool:


Me as a Narwhal:


What does this tell us about my classroom? I used this as a way to show off some of my students’ doodles and also to show that we don’t take ourselves too seriously in class, which is an important theme throughout the presentation.

About this presentation

Elementary and Middle School Foreign Language Programs…

…Can be amazing

…Can be frustrating

…Aren’t always given enough time to get anything done

…Or so it seems…

The goals I wrote on my presentation application are below

Learn techniques and strategies to create engaging and memorable lessons for students who only have Spanish one or two periods per week.

As you can see, that’s a pretty general and generic kind of description of what we’ll do. While thinking of what to do for this presentation, as I wrote it and thought over all the things I wanted to talk about, I found myself asking some questions:

  • But what does that really mean?
  • What should be the goal of a class that meets with elementary and middle school students only 1-2 times per week?
  • If you could do anything in your classroom, what would you do and why?

A better list of the goals of this presentation is here:

  • To get you thinking about the future, specifically, your students’ future.
    • How will they remember your class?
    • How will they remember your instruction?
    • What content will they remember?
    • Why??

I teach each class from Kindergarten to 3rd grade once a week for 30 – 45 minutes. I teach all the other grades twice a week for 45 minutes each class period. This is great in some ways because I get to make sure all my vertical alignment is great, I get to know the students over their whole time at our school (my first kindergarteners are now 7th graders in my homeroom).

But there is a downside to this schedule: it’s just not enough time. I can’t get all the grammar that is expected of high school Spanish one into these kids’ brains by the time they’re graduating 8th grade because they forget everything between classes and I can’t make any progress. They are failing because they just can’t get enough practice on verb conjugations!

This reminds me of a student I’d like to tell you about:

Part 2

D is a girl who came into our school in the 6th grade. She came from another school in our town and in her old school, she was the top of her class. Every test score, every stanine, every indicator showed that she was the most intelligent kid our school had ever seen. She was a genius, she was nice, she was a hard worker, she was humble. She was everything you’d expect the perfect student to be.

Until she came to Spanish class. She would come in and be a nervous wreck. There was no reason to think that she’d be unsuccessful. She hadn’t taken Spanish before, but I was confident that she would grasp the grammar and vocabulary concepts that we were learning about. She did ok. As it turns out, at the end of that year, I was the only class where she had a B average.


From February, 2012

Part of me thought, “Wow, I must really be challenging this kid. She gets As in every class but mine. How great am I?”

The other part of me thought, “Wait, why is she doing so well in everything? Why does she have the academic Midas Touch in every subject except mine? Is it something I’m doing?”

It turns out, the answer was yes. It was something I was doing…or rather, something I was not doing.

I wasn’t making the class engaging, I wasn’t making the class memorable.

I was teaching as I had learned in High School, where I had class every day of the week for an hour long period. As a student, I practiced every day. Danielle did not have that. She had 2 days a week in Spanish.

You see, in my school (then, as now), kids in middle school only have Spanish twice a week. I see one group on Monday and Tuesday and I see the other group on Thursday and Friday. That means that they have 5 days inbetween their Spanish classes. 5 days to have stress or to have events happen in their lives…Basically, it’s 5 days to forget everything they’ve practiced.

When I taught straight up grammar lessons (lessons out of the textbook), that is exactly what happened: Students who were A students, students in the highest percentiles on standardized tests, the Ds of our school were getting mediocre grades. And the students who weren’t as academically gifted…They fared considerably worse.

As a beginning teacher, I took my lack of high grades as a sign of my rigor. I was the badass teacher who didn’t give good grades. We’ve all had that teacher, the one who relishes in giving as few As as possible:

“Call me Mr. F, not because my name is Fernie, but because I LOVE to give students Fs!!!!”

Reflecting on D and the other students, I found myself asking the following questions about my lessons and about my teaching in general:

Where is the CI?

Where is there anything memorable?

What is it I’m trying to teach: communicative competence? Or how to correctly conjugate and translate verbs to English? Which should I be doing and why?

Should Spanish Class Be Difficult?

Part 3: The Good Stuff

I went to ACTFL in 2013 in Orlando. I went to a presentation about something called Brain-Based Learning and I learned about how stories help students connect with the material. I researched online and found lots of blogs, including the blogs of some of the other presenters here (who I’m totally geeking out about meeting—I’m like a 13 year old girl at a Beatles concert…). All these blogs kept mentioning something called TPRS. I looked it up, I tried it out on my own and found some success—students were more engaged, students were having fun, students were remembering and reproducing language. I went to a TPRS instruction course in late July 2013. I was hooked and in later July 2013, I changed the curriculum for 9 grades worth of classes (450 kids).

That’s where my journey started. Thanks to D getting her first B in her life, I completely changed the way I teach.

The first thing I did was to Ditch Grammar as the Basis of My Curriculum (otherwise known as not using the book)

Grammar became the supporting actor, the one who works in the background to help the hero but is not the main focus of the movie (think Obi Wan Kenobi in the original Star Wars).

So now that Grammar is in the back seat (or in the trunk of the car), what am I doing with my kids?

Stories/madlib stories

Character creation/mascots

One Word Images



Persona Especial and other Interviews (as themselves and as others-characters, actors, etc)

Student-created/derived word walls


School-wide activities/performances

Classroom Setup

 I have talked about almost all of these things in the blog, but I talked about them in the presentation, so I will now include the slides that I showed at the conference and will add commentary as needed.

What Do all of these things have in common?


If you want to create a memorable classroom experience, the students need to have personalized work—it has to be for them and about them and what they care about.

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How do we keep kids accountable now that we don’t have grammar tests? We can use proficiency guidelines and Can-Do Statements from ACTFL to guide them and to guide us so we can have a framework for what students need to accomplish while they are with us (see my blog post about stamp sheets and proficiency).

I’ve talked a lot about stories and characters in this blog, but in the presentation I focused on the personalized aspects of it and how they make it memorable: I have the very basic framework and students come up with all the information about the characters, settings, and any other details.

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Screen Shot 2018-03-17 at 4.47.02 PMStudent’s ask how to say words, add them to a list that all of your classes can benefit from-they will all see what other classes are interested in and might find inspiration in what other students have asked about.

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(I’ll have a more in-depth look at Interview coming soon!)

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Final Thought

Given our scheduling situations, it can be difficult for our students to reach high levels of proficiency, but I argue that proficiency isn’t the only thing that we help students develop. We help them see the world in a way that they never would before, from perspectives that they don’t get to see in their communities. It might be more important that we allow our babies to grow up to be life long language learners than perfect young speakers.


On the way to SCOLT!

Good morning all,

At the airport, waiting to load onto a plane and head to the SCOLT conference in Atlanta!

To all my elementary, middle, and rotating schedule friends, come and see my presentation, “But O Only Teach Once A Week…” all about creating memorable lessons and experiences for students.

Hope to see you there!

A Fresh Start for 2018

This has been a rough year filled with family emergencies, sicknesses, a hurricane…I haven’t had my head in the right space for teaching for a few months now. I have been in a funk for a lot of the year, feeling uninspired


and underwhelming as a teacher.

Fortunately, though, the fog is lifting; sicknesses are resolved, grieving is easier to manage, and I’m ready to get my head back in the game. I don’t want to be underwhelming, I want to whelm!!!

So what’s new since I last talked to everyone?

Continue reading “A Fresh Start for 2018”

The Best Kind of Mistake

Everyone makes mistakes. As a language teacher, I know this implicitly: kids are always making mistakes with their language. But should I chide them for it? Or gently correct them? Should I be mad about mistakes? Or should I roll with it? I hope that it’s obvious from what I’ve written here that I am absolutely in the latter camp (gently correct and roll with it).

This is how I should treat students and this is how I should treat myself with regard to making mistakes in class, right? I think so. As teachers, it is so easy to be hard on ourselves. It is our responsibility to be the best we can be for the 45 minutes that the 20-30 kids are in our rooms so that they can acquire as much language as possible. At the same time, we are human and we make mistakes, we have off days, we just don’t feel like it some days.

And some days are like last Thursday. I was prepared, I was ready, I was excited for my lesson. My 4th graders were going to read and then complete their first timed writing assignment (40 words, 5 minutes). We have been practicing writing in Spanish to get the hang of it, to learn the skills of editing themselves and staying within the bounds of the high-frequency vocabulary that our class curriculum is based on. I was pumped to see what they could do…

Continue reading “The Best Kind of Mistake”

Stamps and Homework

Two days a week. That’s all the students get of Spanish. Two measly days. That is all the time the kids get to have CI, to practice their speaking, writing, and reading (with teacher supervision), to interact with their peers in the TL. This is something I’ve struggled with my entire time teaching. How much will the students care? How much should I care? Should I just be a babysitter, should I be the most serious and rigorous teacher I possibly can? These are the questions I’ve been asking myself over the last 8 years.

Some years, I swing into ambivalence: “Why bother doing anything rigorous? This should just be an experience for the kids to hear some Spanish and leave.” Other years, like this one, I am feeling like I have a grand opportunity, that even though the kids only have a 90 minutes (or less) a week of Spanish, they have the potential to move forward on their proficiency paths.

There are two ideas that I’ve played with before that I’ve given much more serious thought to and that I’m very excited about: Stamps and Homework.

Continue reading “Stamps and Homework”

10 years ago today…(almost)

Ten years ago, on Monday, August 20, 2017, I stepped into my very first classroom. 

Twenty two years old, teaching undergraduates at the University of South Florida in Tampa. At that point, I had two years of one-on-one tutoring, one week of TA training, a textbook, a syllabus, and a desire (and need) to get my graduate degree paid for.

Back then, I was studying Spanish literature and not really knowing what I wanted to be when I grew up. When I graduated with my Bachelor’s degree in Spanish literature, I had a feeling that I’d end up in education, but I couldn’t picture myself doing it. I applied for and was given one of the few TA spots in the department. I arrived at the university a week before the semester started and had a crash course in what to do in the classroom. I leaned hard on what I learned those days for the whole semester. I taught the book just as the syllabus said to: page 6-10 on Monday, 11-14 Tuesday, and on and on. On top of that, I taught exactly like I was taught in high school and college, which is to say, I emulated my favorite teachers to point of plagiarizing catch phrases (hola, hola, Coca Cola) and class structure (homework check, grammar instruction, practice, assign homework, wash, rinse, repeat).

As a TA in charge of my own classroom, I was required to take a methods course. It was in that course that I decided. After about a month and a half of learning about input and acquisition and Krashen’s hypotheses and Input Processing and seeing their effects in the classroom as I was learning, seeing how input affected the students’ acquisition vs. their textbook practice activities….I knew what I had to do: I went to my advisor and switched from Spanish Literature to Foreign Language Education. 

Two years later, I graduated and after a few months of teaching online, I got the job I have now teaching kindergarten through eighth grade. I am challenged and delighted and surprised (and sometimes frustrated, just like everybody else) by my job every day. 

Since this journey began, almost accidentally, I have never ever been able to see myself doing anything else. The community of teachers that I have joined is the most welcoming, supportive, and helpful community I have ever been a part of. From the other TAs in the USF language department, to the professors who taught me how to teach effectively, to the langchatters and conference friends I’ve made from all around the country, everyone who is in this profession inspires me and keeps me going. Seriously, language teachers are, by a wide margin, the most awesome teachers around (if I do say so myself). 

Ten years snuck up on me. I wasn’t sure I was ever going to do the same thing for this long, but here I am, looking forward to the next ten, twenty, thirty…who knows?

On My Own, But Not Alone

One and a half weeks down

The year has started and is in full swing. I am teaching all the kiddos again, K-8, and I have a homeroom this year, too. Seventh graders. They are goofy, loud, smart, boisterous, outgoing, friendly, and all the other things that 12-13 year olds can be (also moody, emotional, confused, annoyed…). They keep me busy; they need guidance; they are awesome.

The homeroom kids are a particularly special group: They were in Kindergarten when I started. They (most of them) have been at our school for as long as I have. I am excited to have them as “my kids” this year. I have watched them grow up. I have built relationships with them and their parents and I have been there with them to celebrate their highest moments in school and guide them through some of their lowest.

Department of One

Being the only foreign language teacher (#deptof1) can have its setbacks and problems. It is difficult to not have a partner teacher to bounce ideas off of or to commiserate with. I am on my own. Sometimes it can feel lonely. Since I am the only one teaching my content in my whole school, it is sometimes hard to share successes and defeats that happen through the year. Luckily, I have developed friendships with all the people I work with and I have found a community of teachers through Twitter, conferences, and blogs. They help me feel like I’m not so alone in my teaching.

The other thing I have that helps me to not feel alone is the kids. As the only language teacher, I see the same kids year in and year out. They grow up with me. For most of them, I’m the only Spanish teacher they’ve ever had. This is a situation that no other teacher in my school has. I see it as a blessing. It is a gift that many teachers won’t have in their careers.

When I started, I was overwhelmed–too many students, too much grading, too many preps (9!).

classroom(My first classroom at my school – 2010-11 School Year)

But as the years have passed, the rapport I have built with my students has gotten deeper and more meaningful for me and (hopefully) for them. There are no more icebreaker activities-we all know each other. There are no more placement tests, I know where they all are and what they’ve all been taught. I am able to develop a relationship with them unlike the one they will have with any other teacher.

I am the only teacher who has taught them every year for their entire time at our school and that can be problematic in some ways: Conflicts that arise can are not easily solved when the student leaves my room at the end of they year, they have to be solved right then and there; The students only have one teacher’s perspective and voice (both metaphorically: I have to make sure that I am checking my biases and personal beliefs at the door; and practically: I have to go out of my way to find other voices for them to hear in the TL so that they can experience the language of someone who isn’t me). But ultimately, I wouldn’t change it.


There are lots of posts about #oneword. My word this year is Appreciation. Having a homeroom this year has changed my perspective a bit. I spent a lot of the past 2 years feeling like unappreciated, like my room was a place for the “real teachers” to drop off their students so they could make copies or plan their activities. In reality, my room is an opportunity, no matter what the teachers who drop off their students there think (not that any of them think that I’m just a babysitter–that’s more of a personal fear than anything else). In reality, while I was busy feeling unappreciated, I was the one who was not appreciating the situation I am in. My classroom isn’t just a holding cell for while the students’ “real teachers” have a planning time, it’s a place where the kids build proficiency in another language and build camaraderie between each other. It’s a different kind of class with different kinds of interactions. The students are encouraged to speak their minds and explore their abilities to connect with others in another language.

Just as in Spanish class, in homeroom (a total of an hour spread throughout the day), the students need to feel safe to speak their minds and bring up their problems and successes. In previous years, I would have been mad about being assigned a homeroom. I would have complained about all the extra work and supervision that I was taking on. But this year, I am looking forward to it. It’s been a great first week and I feel like I know what I’m doing (famous last words, right? Hopefully I’m not jinxing myself).

As a homeroom teacher, I am like their parent at school. Just like being a parent at home, it’s my job to encourage them, to guide them, to help keep them on the right track. I hold them accountable for their behavior and praise them for their successes.

I am more excited for this year than I have been for a long time. I am looking forward to a year of laughs and tears and struggles and successes.


Don’t Replace, Add

Kids need novelty. 

Every blog from every teacher I follow, every textbook on language teaching, and every bIt of common sense in my head tells me that this is the case. Seven years of experience with the same kids in the same school has proved it. If I do the same thing day after day, year after year, the kids tune out. It is a struggle I’ve contended with since I started teaching: What can I do to keep my instruction interesting and compelling for the kids?

In the past, my answer has been to quit using whatever methods or techniques I’m using and start from scratch. My thought process went something like, “If kids have gotten bored with what I’m doing, I have to get rid of it and find something to keep them engaged.” I started this blog after doing just that. Every time I read a blog post with an interesting or novel approach, I tried it. At the first instance that this method would be great, I threw away what I was doing before (metaphorically) and started with the new thing. The kids and I were itching for something new and I was happy to try everything I could. And it seemed really successful. When I found effective alternatives to grammar-heavy, book-based activities, I happily ditched them. When I learned how to ask a story and circle (TPRS techniques), I gladly did that and nothing else. When kids got bored with the same sorts of stories using the same types of vocabulary, I looked for other things-I tried OWL techniques and non-targeted CI and a host of other techniques.

Ultimately, instead of being successful, it was exhausting. Each different thing burned bright and then fizzled out. And each technique fizzled out a little bit more quickly than the last. What was the problem? Why were these techniques that other teachers use so effectively falling flat for me?

The answer:

I misunderstood the kind of novelty that students need. They don’t need something brand new every time they start to get bored; they need a teacher who has a large toolbox of fun and effective activities. The problem was that I replaced one fun activity with something else and never really returned to the others that the kids had gotten sick of. The problem was that I replaced instead of adding. 

The students didn’t hate the activities that we have done in the past, but they were just ready to take a break. Think of it like this: It would be really exciting to be able to eat ice cream for dinner every night, but in reality if we ate ice cream every night, it would lose its excitement. We would get sick of it. And just like getting sick of ice cream after having it all the time, the kids get sick of things they really like when it’s the only thing they do. 

The trick, then, is to be prepared to do lots of things that are effective and that the kids like. 

That’s my plan for planning this summer (and something I’ve talked about a little bit before): have lots of activities ready to go so that when one activity begins to sag or slow down or the kids don’t seem to be into it, we can transition into something that would be more effective and compelling. 

A Recalibration: Finding the Positive Hidden in the Negative

1000 Days

1000 days ago (1001, to be exact) I wrote a post about having fun in the classroom. I wrote another one (about 870 days ago) about variety and avoiding boredom in the classroom. Somewhere along the way, I lost sight of these things. I got bored and I started being the kind of teacher I always told myself I’d never be: unadaptable, stuck in my ways, unwilling and unable to see that what I was doing wasn’t working, and refusing to try something new. I committed 2 of the biggest teacher sins: losing sight of why I’m even teaching and blaming the students for not being successful.

It’s hard to say that out loud.

Continue reading “A Recalibration: Finding the Positive Hidden in the Negative”