From the Abstract to the Concrete
In the abstract, honoring Time is a lovely idea...but what does that look like in Action?
For many years,in an attempt to get students to think independently and to develop circumlocution skills, I adopted the stock phrase "Yo no soy diccionario" I am not a dictionary!) and used it whenever a student asked for clarification or identification of a word.
Several years ago, I decided that that phrase clashed horribly with my switch to a Comprehensible Input-based program. I made a small change that ending up making an enormous difference in my classroom. Whenever a student asked for a word, I swallowed the urge to shout "Yo no soy diccionario!" and first asked "What do you think it might mean?" or "What would be your best guess?" Many, many times the student already knew the meaning, he just needed reassurance. If the student did not know, I simply gave him the word and went on.
At first it was not easy. I got very frustrated. I got very tired of repeating myself. I wanted to scream "We've been using that for months!!" However, the reactions I observed in my students allowed me to keep trying, until it became a more natural part of my interactions.
The first thing I noticed was that students began to rephrase their questions. Instead of asking< "What does fue mean?" they would ask "Does fue mean went?"
The second thing I noticed was a new sense of "generosity" among the students. In the past, if a student asked for a word that many students knew, there would be eye-rolling or sarcasm or frustration. "She just said that!!" Instead, students began to follow my lead by asking "What do you think it might be?" or just patiently give the meaning or word and go on with their business.
It was my first attempt to honor the fact that each student will acquire a word or structure in his or her own time.
Each fall I have to break in a new set of students to this process. Because they do not know me and I do not know them, they will ask a lot of questions. When they realize that our class is a safe place to ask questions, they begin to ask more and more of them. They will test me. Will she keep answering or will she lose it at some point? When will she start treating us as if we are stupid? They need to know that I mean what I say. ...that each student can succeed, that each student belongs, that each student matters. Eventually, the wording of their questions will change. Towards the end of the year they will have the confidence to only ask about the words that they really do not know. And some of them will be making intelligent guesses and taking leaps of comprehension faith that will serve them well in their next year of Spanish.
I need to come up with more of these concrete actions that will help me to honor Time, because in doing so I will honor my students. Small changes of direction that will redirect instruction or give a clearer purpose to evaluation. Practices that will open doors to success for more students. Skills that will focus my attention on increasing the quality of ...and the number of... interactions with my students in the target language.
When I first started to write about honoring Time, I thought that the writing itself would bring me ideas about new things to try. So far that hasn't been the case. It has, however, helped to better understand what it is that I want to accomplish....although HOW I will do it is not yet clear. Now I think that interacting with and observing my students will show me the opportunities that I am looking for and the changes that I will need to make. I'll have to wait to find more ways to honor Time. Just a wee bit of irony there. :o) How perfect is that?
with love,
Laurie
For many years,in an attempt to get students to think independently and to develop circumlocution skills, I adopted the stock phrase "Yo no soy diccionario" I am not a dictionary!) and used it whenever a student asked for clarification or identification of a word.
Several years ago, I decided that that phrase clashed horribly with my switch to a Comprehensible Input-based program. I made a small change that ending up making an enormous difference in my classroom. Whenever a student asked for a word, I swallowed the urge to shout "Yo no soy diccionario!" and first asked "What do you think it might mean?" or "What would be your best guess?" Many, many times the student already knew the meaning, he just needed reassurance. If the student did not know, I simply gave him the word and went on.
At first it was not easy. I got very frustrated. I got very tired of repeating myself. I wanted to scream "We've been using that for months!!" However, the reactions I observed in my students allowed me to keep trying, until it became a more natural part of my interactions.
The first thing I noticed was that students began to rephrase their questions. Instead of asking< "What does fue mean?" they would ask "Does fue mean went?"
The second thing I noticed was a new sense of "generosity" among the students. In the past, if a student asked for a word that many students knew, there would be eye-rolling or sarcasm or frustration. "She just said that!!" Instead, students began to follow my lead by asking "What do you think it might be?" or just patiently give the meaning or word and go on with their business.
It was my first attempt to honor the fact that each student will acquire a word or structure in his or her own time.
Each fall I have to break in a new set of students to this process. Because they do not know me and I do not know them, they will ask a lot of questions. When they realize that our class is a safe place to ask questions, they begin to ask more and more of them. They will test me. Will she keep answering or will she lose it at some point? When will she start treating us as if we are stupid? They need to know that I mean what I say. ...that each student can succeed, that each student belongs, that each student matters. Eventually, the wording of their questions will change. Towards the end of the year they will have the confidence to only ask about the words that they really do not know. And some of them will be making intelligent guesses and taking leaps of comprehension faith that will serve them well in their next year of Spanish.
I need to come up with more of these concrete actions that will help me to honor Time, because in doing so I will honor my students. Small changes of direction that will redirect instruction or give a clearer purpose to evaluation. Practices that will open doors to success for more students. Skills that will focus my attention on increasing the quality of ...and the number of... interactions with my students in the target language.
When I first started to write about honoring Time, I thought that the writing itself would bring me ideas about new things to try. So far that hasn't been the case. It has, however, helped to better understand what it is that I want to accomplish....although HOW I will do it is not yet clear. Now I think that interacting with and observing my students will show me the opportunities that I am looking for and the changes that I will need to make. I'll have to wait to find more ways to honor Time. Just a wee bit of irony there. :o) How perfect is that?
with love,
Laurie
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