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.

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Loosening the “Teacher Grip”

As teachers, we want to control all the things the students are doing. It is in the nature of our profession to create perfect students who do things exactly as we tell them and give us answers that are exactly what we are expecting, but that’s not how kids work. They want to do things their own way and be individuals. If our grip is too tight, if we don’t allow their individuality, creativity, and ingenuity to shine through, we might turn off the students to learning and acquiring languages altogether.

Letting go and letting them 

(I heard this phrase somewhere (probably from one of you awesome teachers on langchat) and it stuck with me. I wish I had come up with it but I can’t say that I did. If you know who came up with it, please feel free to let me know.)

Lately, I have found that my students are getting a little tired of the standard storytelling format. (Maybe not so “lately”) They know what’s going to happen, they have a good working knowledge of the high frequency verbs we’ve been circling for years. They are ready for something new, but what?

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SCOLT 2017 Presentation

Below is my working script for my presentation at this year’s SCOLT conference.

The title of the Presentation is:

We Don’t Learn Anything Anymore: Moving Away From a Grammar-Based Curriculum

One note: There was a question about what I meant by Grammar-Based Curriculum. To clarify, I’m talking about curricula that are directly tied to a textbook and that follow the grammar points as presented in the text (only present tense first, then past tense, then direct objects, and students are not made to use any of these forms outside the order of the text.)

The Powerpoint presentation that goes with the script can be seen here.

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Graphic Organizers for Stories

Graphic Organizers are big in the education world, for good reason: They help students to visually organize their information. It gives them another way to interpret the information that they are reading/learning in their classes. I don’t know why it never occurred to me to try to use a graphic organizer to help students organize their thoughts for stories. It’s something that other reading teachers do, things like webs and diagrams and maps. I thought I’d try it out. I took a few minutes and broke down the parts of a Blaine Ray-style story and gave them each their own box. I taught the students what personaje principal means and we got to work.

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Mascots and Silly Characters

Well, the year is in full swing. Homework is assigned, assignments are being completed and collected, grades are going into the gradebook. All is going at breakneck speed from August to June. It’s already our 3rd week (almost the end of it!) and it feels like we just started.

Things have gone really well, especially my classroom mascots. All classes from 4th – 8th have created a mascot (2 grade level). Now, I am waiting on students to finish their artwork. Here are some examples of the mascots (art by students):

Jiggly Puff el Pato Rosado (incomplete, but looking good so far), Pikachu Llama Amarilla (lots of Pokemon suggestions 🙂 ), Furrari el Perro Rojo

Character Interviews

At the beginning of the year, there are always lots of posts about ice-breakers and about how to get the students to share their information with the teacher and the other students. I, for better and for worse, don’t have this issue. It’s better because I already know the students (and they know me, which means they think they know what they can get away with, more on management later). It’s worse because I have to come up with ideas to review introductions and talking about basic personal information (age, name, where you live, how you feel, what you like, etc). Luckily, this is all stuff we have talked about before, so it’s a quick review. Unluckily, the students have been with each other and with me for potentially 7 years! They all know each other!

So what to do?

To get around this problem, I had students practice by answering the basic questions about themselves in their notes and then interviewing each other. This is nothing new for them and they weren’t too engaged because they already know pretty much everything about each other.

But here’s where the hook came in. After their interviews, I had them sit back in their chairs and told them to answer their questions again. Only this time, they would answer as someone else (a famous person, a fictional character, or someone they made up). They wouldn’t share their info with others until the interviews. This gave them a chance to be creative and let their silliness take control. In the 4th and 5th grades, they interviewed each other and then reported back the information they found out to the full class. In 6th and 7th grades, the students interviewed each other, and then they had to create a comic of a story, the basic plot line of which was:

                       __(the character you created)_ needs a friend. He/she goes to all the people you                               interviewed (the other students’ fictional characters) and ask to be friends.

For the 8th grade, they had to be the person they created and answer a survey on the topic we have been discussing since the beginning of the year (the Olympics and Sports in general). Then, they interviewed each other in character about sports using some question prompts I came up with. They liked that they could make up the information they wanted (my favorite was a student saying, in a serious tone, “Señor, is Bob the Builder more of a baseball guy or a football guy?”) and they liked the unrestrained feel of the class because they could pick their partners and enjoy completing the activity with their friends.

If you have students that you already know and/or that already know each other, I highly recommend allowing them to let their creativity loose (with some constraints, of course: no politicians, no teachers or other students, etc) and play with their own ideas.

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!

Looking back to move forwards

Capture5

I used to do a lot of different things in my teaching past. I didn’t just use worksheets and grammar (I did for middle school, because that’s what I thought they needed). In the lower grade levels, I did a lot of varied and interesting activities with the kids that I pretty much stopped doing when I started TPRS. I have found that after 1.5 years of only stories and timed writings (and games, for when we’re low on time) in the classroom, the kids are in search of something different. Because of the CI they get from our stories, they have never been able to do more with the language, so I decided to look back at the activities that I have done in the past to see how well they fit into our CI Classroom.

Turns out that many of them (some with a bit of editing and creative updates) will help the students to develop their proficiency in all of the modes of communication.

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Creating Characters

Capture

In the TPRS classroom, it’s easy to get lots of repetitions in the 3rd person. My kids can describe the details of another person pretty well:

“El chico es alto.”

“La chica tiene 17 años.”

“Chris está triste.”

“Mi amigo está feliz.”

But when I ask them about themselves, they generally respond in one of 3 ways:

  1. Respond in Spanglish – “I am feliz”
  2. Use the 3rd person verbs that they have acquired – “yo está feliz”
  3. Look at me like I’m from Mars – “are you talking to me? Oh gosh, what do I do? Ahhh!!!”

So what to do? How can I get them to start talking about themselves accurately?

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Storytelling in Practice #2: The next step is to just tell the story, right? Wrong.

TPRS/Story asking in early elementary

This is the second part of a 3 part answer to a question that was sent to me by an elementary school teacher about using storytelling in the early elementary grades. Part 1 was about pre-story activities: How do I get students ready for a new story? What kinds of activities do we do to make all of the input from the story comprehensible?

As I stated in the last post, I do not claim ownership of any of these ideas. These are all things that I have found in books and other blogs that have worked well for me in my classes. If you are reading this and one of these ideas is yours, thank you so much for sharing it because it worked super-well for me!

Part 2 of the Storytelling in Practice series is about the kinds of activities that I have found successful while telling stories. I use several different types of activities during stories to assess how much the students understand and to get them to speak in the TL about the details of the story. I definitely don’t just tell the story. Most of the things that I do are standard TPRS storytelling methods, but there is so much more!

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Musicuentos Black Box Video: “Overcoming Resistance to 90% TL Use”

Language classes are a bit of a conundrum. The latest research into how languages are acquired states that we have to speak to students in the target language for our students to acquire it. It’s like we’re stuck between a rock and a hard place: We have to use the language to teach the language. This leads some teachers and students to think, “But how will students understand it if they don’t already speak it?”

So what is a language teacher to do?

Luckily, there is a huge network of teachers and researchers on social media who have lots of ideas on how to do it! There is a method for every type of person and teacher. I am a boisterous, outgoing teacher. I don’t like quiet classrooms. TPRS is for me. I love the interaction and I love the fact that I can tell students a story in the TL with minimal translation (just the high-frequency words and a few target terms per story). And the best part is that I don’t have to say them aloud, so the students never hear me translating, they just see it up on the board as I am talking (in other words, they still have to process what I’m saying through their ears and brains before they can figure out what it is I’m saying.

But TPRS is not the only method. It won’t work for some teachers. And that’s ok. There are so many other comprehensible input methods for teachers to try (Content Based Instruction, Immersion instruction, AIM, etc). And the best thing about these, is that they all have great parts. I am a firm believer in taking apart methods and using what works best. I am not a purist in any sense nor in any particular method. Methods are methods, not mandates…Excuse me while I step off my soap box…

So, What’s a Good Amount of L2 for the Classroom?

ACTFL says 90% TL use in classroom interactions is the goal to strive for. I know what you’re thinking, “But 90% is hard!” Yes, it is very hard, but it’s not impossible. And when you are able to do it, you can get some pretty amazing results.

So, How Do I Do It?

Well, for that, you will need to watch videocast #7 of the Musicuentos Black Box Video Podcast.

L1 has so many opportunities to sneak into our classroom interaction, but if we set up exactly what we want students to do when we start, we can get a whole year of high-percentage TL use. They key to it all, in my opinion, is procedures. Once we have our methods picked out, then the content becomes the easy part. It’s keeping the class under control during the content presentations that’s difficult. Establishing procedures early in the year is the way to go: If the kids are prepared and know what they are expected to do, they will do it.

If you don’t take away anything else from the video, I hope that you take away this:

90% is our goal. We won’t always reach it and that’s ok. We will be able to get there with practice and determination. If there’s one thing I’ve learned as a teacher, it’s that today’s frustrations/failures/shortcomings almost never flow into tomorrow unless you let them. If you come in with the right mindset, the kids will follow. Every day is a new chance to have the best day ever. So don’t come in discouraged about yesterday, think about how much better today will be.

If you come in discouraged and feeling like you can’t be successful, then you won’t be.