Speaking from the Heart

Spreading the word!!

2012-05-12T15:40:47Z

It's almost time for summer vacation...and you know what that means!! Yes, we are looking for places to go to improve our teaching.   Maybe this sounds counterintuitive in this day and age when teacher-bashing is so popular, but trust me, it isn't.

What we must do is grow and strengthen ourselves with other like-minded colleagues.   We need support, encouragement and love.   Let's do this for each other!!!

There are many, many opportunities out there. I know that funds are limited. If you can't make it to a conference, then consider coffee with someone with a positive attitude and make a joint commitment to NOT COMPLAIN, but rather to encourage each other. You can share your best moments from this year and your goals for next year.

But if you CAN get to a workshop or conference, here are a few that will fill your mind and your soul:

The International Forum on Language Teaching (IFLT): July 17-19 Breckenridge CO

National Teaching Proficiency through Reading and Storytelling (NTPRS): July 23-27 Las Vegas NV

Sweet Briar TPRS for German Teachers: July 25-July 30 Sweet Briar VA

NYSAFLT Summer Institute:    August 7-10 Oneonta, NY

If you are looking for a shorter bright spot in your summer, chen check out some 1 or 2 day workshops through :

Blaine Ray Workshops

or take a Spanish or Mandarin class through Fluency Fast in Denver.

If you can't leave town, consider a webinar !! (I'll do another post on those) But sitting down face to face with one another just can't be beat.

Michele Whaley and her great circle in Alaska does this on a regular basis, and I know that it has changed each teacher in many ways.    We can do it to!   All we need is a place that will let us sit down and share for a couple of hours.

I hope that these last days go smoothly, that there is something peaceful and fulfilling somewhere in your week, and that this summer you can find a heart-buddy to keep you going!

Please add any other workshops, presentations etc. that you know of below!1

with love,
Laurie

Clarcq 2011

Something to make Spanish Learners Smile!

2012-05-06T16:33:37Z

I came across this site today: Estudiafeliz.   If you teach Spanish, are learning Spanish or understand Spanish, check it out for a laugh!!

These would be great for the classroom!!!! If you don't teach Spanish, I'm sure that there are ways to use these by covering the phrases in your language.   At the very least, what great ideas!!!!

You can never smile or laugh (about the right things) in the classroom. At any time of the year!!!!!   So much of the humor that our students are exposed to is cruel.   Imagine how we could change the world if we helped to teach them how to smile and laugh about the silly, sweet, clever and fleeting little things in life.

I believe that it is one of many ways to counteract the stresses that we all face...and some of us, and our students, more than others.

with love,
Laurie

Clarcq 2011

ACE...New to me...something to look into!!!

2012-05-03T00:14:29Z

A former student posted this article on Facebook. It caught my eye...and once I started reading, it blew my mind.   This is what I have been talking about!!!!

The article begins with the story of Lincoln High School in Walla Walla Washington, and its principal, Jim Sporleder.   Lincoln is a school of tough kids, the ones that other schools kicked out.   Sporleder felt that there must be a way to help these kids. He began to work with the Children's Resilience Initiative and found himself at a presentation by John Medina, author of Brain Rules. What he heard clicked and he knew that he had to find out more.

Severe and chronic trauma (such as living with an alcoholic parent, or watching in terror as your mom gets beat up) causes toxic stress in kids. Toxic stress damages kid’s brains. When trauma launches kids into flight, fight or fright mode, they cannot learn. It is physiologically impossible.

Sporleder continued digging, aligning himself with others in the state,including Washington State's Family Policy Council. The council, and Sporleder along with it, became interested in the CDC’s Adverse Childhood Experiences Study (ACE Study).

This study shows staggering links between Adverse Childhood Experiences (ACEs) and adult illness and trauma.   According the the article, "The ACE Study measured 10 common types of childhood trauma. Five were the usual suspects: emotional, sexual and physical abuse, and emotional and physical neglect. Five were family problems: a parent addicted to alcohol or other drugs, seeing a mother being abused, a family member in prison, a family member diagnosed with a mental illness, and a parent who’s disappeared through abandoning the family or divorce. (Although the word “trauma” is more commonly used to describe physical injury, in this milieu, it refers to any experience that causes toxic stress.)"

The study identified childhood toxic stress levels and assigned them a score. Then the scores were compared to adult illness and trauma. "The percentages climb to grim and astounding levels as the ACE score climbs – people with an ACE score of 6, for example, have a 4,600 percent increase in the risk of becoming an IV drug user. Grow up with an ACE score of 10, and you’re likely to find yourself homeless, in prison for life, or end up dead by your own hand. People with high ACE scores die, on average, 20 years earlier than those with low ACE scores."

This information was combined with research by another group who determined that "In a nutshell, toxic overdoses of stress hormones stunt the growth of some parts of the brain, and fry the circuits in others."   The more the brain is stressed, the less it functions, especially developing brains.

So now what? Give up? Toxic childhood becomes a recipe for disaster? Not necessarily. When home and neighborhood are highly stressful, the school can become a safe zone.   The problem is, the stress that is carried in must be taken into consideration. How? By acknowledging it, honoring the struggle and providing knowledge and skills to combat it.

This article really gave me hope. Hope because it's good to know that there is scientific evidence to support what I have always believed. Hope because there are people out there working to use this data to change schools. Hope because the changes that are happening are improving lives.

I've seen it happen on a smaller scale. What a joy to read about it on a larger one!! I'll be passing this around the building (and maybe highlighting the part that says that staff should believe it if it is going to work!) Check it out. Let's spread the word!

with love,
Laurie

Clarcq 2011

A Good Time To Read

2012-05-01T22:40:26Z

Over the weekend I spent some time just reading other people's blogs. It was wonderful. I highly recommend it. Just check the links here. Or, do what I do....Go to Michele's blog, read hers and then click on places to read from there. :o) Or start with Bryce's blog. Or Kerby's. Or Haiyun's. There is a TON of great stuff out there. Enjoy!!

with love,
Laurie

Clarcq 2011

Washington D.C. Workshop MAY 10

2012-04-22T13:18:49Z

Please join me at the Sidwell Friends School in Washington D.C on MAY 10th. It is a one-day introductory TPRS workshop. We'll be acquiring language, immersing ourselves in the three steps, and addressing how teachers can use Comprehensible Input in their classrooms.

If you are in the area, or interesting in getting there, I'd LOVE the opportunity to spend the day with you!!

Washington D.C. Beginning Workshop Flyer

To register

Contact Lea Ekeberg at EkebergL@sidwell.edu

Many thanks to our hosts, the Sidwell Friends School, and to our organizer Lea Ekeberg!!

with love,
Laurie

Clarcq 2011

R and E: 3+ What Systems Should Do

2012-03-18T19:51:47Z

On the moretprs listserv,

Bob wrote:     I don’t put a lot of time into it, but I always do it in Latin. I teach Latin teachers how to do these things in Latin, too, because they are the things that we all do every day, and they provide one of the easiest ways to do CI and multiple repetitions. So, while it should take up as little time as possible, don’t miss the opportunity to do it in L2.

Sara wrote:
I agree that the classroom organization doesn't help the students learn Spanish but, I believe an unorganized class does detract from the learning. With a solid system in place, I'm free to focus on the language and now how I want to handle bathroom passes.

And this is exactly what happens...once CI becomes a way of thinking, we start to view everything in the classroom through CI lenses.   Then our focus can shift to how to align even the smallest details.

We want the systems to align with our instruction and our relationships.   That is truly Backward Design.   As Sara said, a solid system is golden. Teaching without one is a great deal of unnecessary work. It doesn't matter exactly what our system is.

Next question: What should a system do?

1. A system should make relationships strong and confusion minimal so that classroom time can be maximized for acquisition. (or in other words, what Sara said above)

2. A system can prove opportunities for interaction in the TL that lead to acquisition. (or in other words read Bob's statement above)

It doesn't matter if you pass papers left to right or front to back as long as
1. and 2. above are happening. It doesn't matter if you have kids carry a toilet seat to the bathroom or only sign out 3 times a marking period if it isn't interfering with 1. and 2. (tee hee unintended pun that I couldn't bring myself to delete)

Above all, it helps us to look at the systems that we have in place in order to see if they align with our Rules.   If what we expect/demand of our students is outside of the Rules, then we will be seen as hypocrites. We may never be able to control whether or not our students respect us. That is a choice that they will make. We can, however, control whether or not our actions and words are honorable and making changes when necessary.

What can happen is that we get caught up in Rules and Systems (amongst other things) and forget that we are about Acquisition.   You've heard the expression "Weighing the baby doesn't make him grow." Neither does buying him bigger clothes. It just makes him look nice when he fits into them.   Sometimes our teacher-obsession with How To Set Up and Run A Classroom does just that: make the teacher look good because the behavior is under control. That is nice, good and necessary, but not the end goal. I hope that that makes sense.

with love,
Laurie

Clarcq 2011

[moretprs] R and E 3c: Systems are not Rules

2012-03-18T19:21:10Z

A classroom system is how we organize the nuts and bolts of the actions that are NOT part of language acquisition.

A classroom system organizes things like:

*who goes to the bathroom, how often and for how long
*how papers are distributed and collected
*how grades are assigned and communicated
*how the set up and clean up of activities occur
*how the room is decorated
*how and when evaluations occur
*if and/or how participation is tallied.

etc.

You may not believe me, and it took me a long time to see this myself, but....

Not one of these things will help your students to acquire language. Not even the participation piece.
There is no right way to do any of them.
They should take up as little of your classroom time as possible.
Therefore, discussion about them on lists, blogs and at conferences should also take up as little of your time as possible.
That is really hard for many teachers. We like those sweet little systems.

with love,
and complete knowledge that I could labeled as a heretic,
Laurie

Clarcq 2011

R and E 3b: Trust and the Rules

2012-03-18T19:19:23Z

Rules are the first expectations that we communicate to our students. Teachers who are new to TPRS, or struggling with TPRS often want to know what Rules work best. We have been taught that Rules=Discipline.

Rules are not discipline. Rules are communication. They tell students what we expect. From the rules students infer what we value. If there are too many or they are too specific and we send the message that we value control. If there are too few or the consequences for breaking them are too spare, we communicate that we value the students' admiration more than their cooperation.

What we should strive for are rules that set boundaries for the relationships that we want in our classrooms. So the question is: What boundaries are necessary for successful discipline and acquisition?

These are mine...

1. Pay attention when someone is communicating.
2. Ask questions when there is confusion.
3. Point out when there is a problem.
4. Make a situation better rather than worse.
5. Try not to offend or harm.
6. Join in.
7. Appreciate and honor.
8. Honor individuals.
9. Honor relationships.
10. When possible, do all of the above enthusiastically and creatively.

None of them specifically deal with language. Why? #8. If I make make a rule that specifically states how much language can be used, or what kind, then I have to make sure that it is appropriate for all my students,every day, at every level, in every situation and then keep track. I'll never pull that off.

I keep my rules in mind for behavior. I keep the language in mind for the activity involved. Before we start, I'll let them know what I have in mind for language. If I don't, eventually
rules # 2 and #3 come into effect and I have to address the issue.

When I have a rule that says "No English", I engage the natural and instinctive teenage reaction to rules: Break 'em.

When I ask students to say something again in Spanish rather than English, they just do, if they can. If they can't then I realize that they aren't ready for production of that structure at that moment. I handle it in whatever way is best for that class at that moment and move on.

Are you wondering if they just answer me in English all the time? Some try. Most don't. Why would they? If they trust me, if we are interacting in Spanish, if they are confident and capable, if they are engaged...well then, they speak to me in Spanish because that is what we do. Not because that is the rule.

Believe it or not. :o)

Does it happen instantly? No. But what we are focused on for the majority of our instruction and interaction is INPUT. INPUT leads to acquisition. Output has other functions. If I have a heavy-handed No English Ever rule, then I give output another function: What to do to make the teacher angry. Totally against all of my rules. :o)

Next question: So when might we "require" the TL from students instead of L1???

* When it is fun...like a silly signal response.
* When it is cultural, like after a sneeze.
* When it is easy, like thank you or yes.
* During lessons for acquisition.

We will get so so so much more L2 from students when we make it a natural, comfortable and confident part of our interactions and relationships than we will ever ever ever get from making it a rule.

The person who needs the rule is US. We are the ones who need to remember to communicate and to interact with slow, clear,Comprehensible Input in the TL.

with love,
Laurie

Clarcq 2011

R and E Part 3a: An Atmosphere of Trust

2012-03-18T19:17:34Z

In the last piece I wrote, "It is important we connect with the class for at least a moment to them know that we are here, we are glad that they are here, and that we will be making the decisions that direct what happens in the room."

If I make a few changes, I can summarize what I believe about discipline:

"We must connect with the class in order to let each student know that we are here, that we are glad that they are here, and that we will be making the decisions that direct what happens in the room."

When all three of those are present, we are on the right path. When even one of those is missing in a given moment, we are on a dangerous detour. It is when we have been juggling one or two of those instead of all three that we see our individual students and entire classes slipping away. With some groups it is the only way to keep everyone safe ( I have several of these groups this year!!!!!!). At this time of year it becomes very important. (I know that many of us are feeling it.)

As Susie has often told us, "Discipline proceeds instruction."

At the beginning of the year, the beginning of the period, the beginning of the activity, the beginning of the conversation.

Connect first, then communicate: I'm here. I'm glad that you're here. I'm making the final decisions.

Of course there are many, many other things implied: I'm here because I care. I'm here because I'm knowledgeable. I'm here because you matter. I'm here because I want to be. I'm glad that you are in my world. I'm glad that you came to class today. I'm glad that you're trying. I'm glad that you trust me. I'm glad that you exist. I will listen to you. I will take your thoughts and feelings into consideration. I will pay attention to you. I will see the good things about you. I will forgive the difficult things about you. I have faith in you. I have faith in the adult you will be come. I will honor the child inside of you. I can see great things in you. I will not let you hurt yourself. I will not let you hurt others. I will not let others hurt you. I will help you to learn to deal with problems. We all have struggles. We all have feelings. Everyone matters. I am the adult and will do my best to act like one at all times. I will remember that I may be the adult, but I am not always right. I will try to model all of the behaviors that I expect from you...especially forgiveness. I will be in charge. I will take the responsibility. I will walk the walk.

But only three need to be said on a regular basis...and with our actions as well as our words:

I'm here. I'm glad that you are here. I'm making the final decisions about what is best for this class.

with love,
Laurie

Clarcq 2011

R and E Part 2b: GPS and Compass Analogy for the classroom

2012-03-18T19:15:54Z

Transitions are tough for all human beings. Each one of us transitions differently. It's no wonder that transitions in the classroom are a struggle. As a teacher, it helps us to actively DECIDE whether a compass or a GPS is needed in our classrooms.

Every class has students that walk in every day asking the age-old question: What are we going to do today? They are not trying to be obtuse. They need to know. They handle transition with preparation. If you have a lot of those students, you are one of those students or your administrators want evidence that you know about those students, the GPS system is for you.

G.P.S. Get a Plan. Post a Plan. Show the Plan as needed.

Keep the plan simple. Date, Period, Plan of Activities. Label the activities anything you want, in either or both languages depending on your goals.

Keep the details of the plan in your head. You need to know how many minutes,how many structures, where to PQA more and where to gesture less. All they want to know is what is next.
Put the "voice" of the Plan up for the students. "Turn right now."

Get their attention. Point to the next step on the plan. Give them instructions and go.

But...teach the students and remind them that the plan is subject to change with just a little notice. 'Recalculating....."

I am a not a natural plan person. I love to make them, but can't follow one happily. I'm always aching to go after a teachable moment, a great response from a student or a spontaneous road trip with the language. But I have students who occasionally need to know the plan. I also became a much more skilled TPRSer by beginning with a plan and following it as closely as I could in order to improve my skills. Sometimes an activity is new to my students and they need to see the steps in writing. So...I try to teach my students that from time to time I'll put up a plan and we will follow it. For a reason. But most of the time I am a "compass" teacher. I know in which direction I want to go. I have enough knowledge to stay on a safe road or get off of a dangerous one. I've had enough experiences with flat lessons and overheated discussions to avoid them or fix them. If I'm tired, emotionally-drained, overextended, had too little sleep or need to rely on caffeine then I'd better pull out the GPS.

If we constantly remind ourselves and our students about the interactive quality of our classroom, then we can decide with each class if we are going to follow a GPS or a compass that day. Only three things are needed: a goal,a class that knows how to interact, and a routine at the beginning of every single period that requires them to find out from us what is happening first.

At the beginning of each class it is important that we connect with the class for at least a moment to them know that we are here, we are glad that they are here, and that we will be making the decisions that direct what happens in the room.

It really doesn't matter if you post a "do-now/bellringer", greet them at the door with instructions, have a starting routine (FVR, a song, PQA, calendar, etc.)or simply start with an attention-getting signal. What matters is that you use that moment to hold hold up the Maestro baton and give them clear direction. By starting each class with that moment, you make each class member feel welcome and important and safe.

with love,
Laurie

Clarcq 2011

Rules and Expectations Part 2a : Getting Their Attention

2012-03-18T19:10:34Z

Smooth transitions are a key piece to successful classroom management. Most of us do not start out using TPRS in the classroom for an entire class period. Even when we get to that point on some days, we rarely do just one CI-based activity (ie PQA or storyasking) for an entire class period..especially if our students are young, novices or we teach on the block!!!!!

We can make our world, and our students, much happier if we delineate when an activity, and the expected behaviors that go with it, start and end.

To do that, we first need a clearly taught, practiced and incorporated way to get out students' attention. The truth is...we all have one. Maybe we didn't mean to teach it or are even aware that we did, but our behavior did. Kids do have instincts..very good ones. If we haven't taught them a specific signal and response to get attention, then they will just do what they want to until they sense that we are on the edge of ____(insert yelling, screaming, throwing something, using the evil eye etc. here) and then they will listen up. If we never get to that point and just teach on whether or not they are listening, then we have taught them that what we want and what we say shouldn't matter to them. The question is...

Question #3: What is an EFFECTIVE way to get the attention of an entire group?

Choose/create a signal and response. Teach it, practice it, use it. Repeat.

Many of you know that I am a huge proponent of the signal. Just as Blaine utilized Págames, I could not teach without a signal. If you don't know what I mean then here is an explanation
http://blog.heartsforteaching.com/2009/09/10/u-is-for-unexpected.aspx

The only way that you can truly run a classroom is to have a way to get students to be silent, stop all activities and listen to what you have to say.

You don't have to use my idea of a signal. But you need something and you need to teach it, practice it, use it and never let your students forget how important it is. Not only for a lesson, but for safety, security and sanity. Anything can happen in a classroom.

On any given day with a class of freshmen I can use a signal as many as 15 times in 40 minute period. Sometimes it is to refocus/make a transition. Sometimes it is to add humor. Sometimes it is just a brain break. Sometimes it is to restore order. The more mature/experience the students, the less often I need a signal...but I always need one.

The most powerful thing about teaching, practicing and utilizing a signal is that it is the CLEAREST example we can give of what INTERACTION should look like.....and our entire teaching method/approach/whatever is based on interaction. Teach/practice/use an attention signal and you have the basis of the classroom that you want.

with love,
Laurie

Clarcq 2011

Rules and Expectations Part 1b During the Lesson

2012-03-18T19:08:50Z

Here are some interactions that you will see being used in TPRS. I'll list them in "script" format..the way that we might say them to students. For students who are NEW TO THE TL and/or NEW TO TPRS, the first explanations will probably be in L1. ONLY IF WE ARE POSITIVE THAT OUR EXPLANATIONS WILL BE TOTALLY COMPREHENSIBLE IN L2 should we be explaining the expectations in L2. This will keep you sane, your students cooperative, and leave you time for acquisition activities in the classroom.

* "When I say CLASS, I expect that all of you will respond by (doing X or answering the question)"

* "I'm going to have my fist in the air, when my had opens, it's time to respond."

* "When I say one student's name, that student will respond and everyone else will watch and listen."

* "I am going to ask the same question, or a similar question several times...listen for it."

* "I pause after statements so that you can hear the new information and picture it in your head."

* "I may go too fast sometimes, or use a phrase you don't know, stop me with the signal."

* "This is fascinating information. When I give you the signal, you will respond by saying _______"

etc. etc. etc. etc. etc.

Each of these is a new skill for your students to acquire. They should be taught ONE AT A TIME. Then practiced. Then incorporated into lessons. Then retaught and re-practiced as needed and with love.

These are the BASIC statements. As teachers get more skilled, many add other components/ideas, all of which require the same teaching/explanation - practice - incorporation cycle.

More skilled components may include getting students to be actors, having students add sound effects, dialoguing with actors, retelling a story with errors that students identify, etc. etc. etc. Any time that a new skilled component is added, we must give our students the courtesy of teaching them what is expected, practicing the new behavior and repeatedly incorporating it into our lesson.

Some teachers will slide easily into being a TPRS lesson planner/instructor. Others will need to take it slowly, one step at a time. Being a fast or slow processor of this new approach is NOT an indication of how successful you and your students will be. Every single one of us who embraces this approach is working every day to be better at it. There is never a moment when we say "Whoooo hoooo!!!! I am THERE!!!! I'll just keep doing what I'm doing and I'm good." Nope...every single one of us is continually on the journey...learning from each other and even more from our students. Don't worry about "getting there". Just settle in where you are...and be aware that there is always another beautiful place to get to tomorrow.

with love,
Laurie

Clarcq 2011

Rules and Expectations: Part 1

2012-03-18T19:06:34Z

What you see here is a compilation of comments from this listserv, TPRStalks, Ben Slavic's blog, observations of other teachers and my own thoughts. I cannot stress enough how timely and important Sara's question is for us as individual teachers this time of year AND in this season of language education as more and more teachers become interested in using Comprehensible Input with their students. Teri has mentioned that we are getting closer to a critical mass of CI teachers and she is right. This issue of rules/expectations is crucial if we are to help teachers become CI teachers. It is crucial if we are to convince departments to become CI departments.

Several of you expressed this so well: We need rules and we need expectations for our students in order to create an atmosphere that does the following:

a. allows and encourages each student to feel physically and emotionally safe, as a student and as a person.

b. allows the teacher to conduct the class and accomplish whatever leadership duties are important to the running of a safe school.

c. provides the maximum possible amount of Comprehensible Input each time the class meets.

d. facilitates both spontaneous and controlled interaction as often as possible.

When a teacher is first exploring the use of TPRS in the classroom, the conditions above are extremely beneficial, in fact nearly requisite, in order for successful CI based lessons to occur. The problem is that presenters are so often naturally gifted or extraordinarily experienced at creating these conditions. Not to mention the fact that the class during a presentation is made up of attentive language teachers!! (well...not always, but that is another story!)

There is also so much to see and take in, that when we first are starting out that we often only focus on what we the teachers should do in order to make a CI lesson happen. We have to figure out what story-asking looks like, how to make circling really happen, how to elicit responses, what to do with them when we get them, how to PQA, what to do with reading, how to work it in with what we already do...etc. etc. etc.

A piece has been missing and Sara has just pointed it out quite clearly.

Question #1: HOW DO WE TRAIN OUR STUDENTS TO BE TPRS STUDENTS?

a. They need to understand that a CI lesson is an INTERACTIVE lesson. Many of them have never seen one...or haven't since kindergarten....Here is a sample script:

"I am going to do or say something that will encourage your brain to acquire (insert L2 here). I will make it clear if one or all of you will respond, and what you should do in response."

And then we have to live up to that promise. It will take a little time, but when it is clearly outlined, and clearly executed, with love and patience, it is nearly flawless.

Many of you know that I use the analogy of an orchestra with my students. The class is the orchestra. I am the Maestro. I will indicate if the entire orchestra is responding, one section, or if there is a soloist. If I don't, there will be mess of noise. The students will attempt to play with insufficient guidance until one by one the give up drift into their own little conversations and activities.

You can follow Carol Gaab's model on this. She clearly gestures exactly when she wants the response to happen so that wait/think time occurs. She may use a prop or a hand signal. Her entire body is poised and alert and frozen signalling "Wait for it, wait for it...NOW!" and the class responds.

You can follow Blaine's model on this as well. Blaine's signal is verbal..."Clase"....precedes the question and the entire class responds. "Princesa"...precedes the question and the class knows that Princesa will be responding. He inserts one individual response in sea of class responses and they know that they need to pay attention. If he doesn't get the response that he wants, he lovingly chides them by saying, "Claaaaaaaaaaaaaaaaaaaaase" with the occasional "Es obvio" and the class/orchestra is brought back in to play.

Teach.
Practice.
Reteach as necessary.

Not language: expectations and behavior.
In a CI classroom, language is acquired and behavior is learned.

The good news is that many of us have had years of experience in how to get kids to learn. All of the skills that we thought we helping them w/ language we can now use in order to help them learn the behaviors that they need in our rooms in order to be able to interact with us and with the language in order to acquire it.

So, for a CI-based lesson, whether it centers around PQA, story-asking or reading, our students must learn how to interact. We must teach them what is required, require what is required, and reteach when they are not giving us what is required. j

Question #2: What is required?

Required of the student:

* Eyes, ears and brain on where the teacher has directed attention (the teacher, actors, a picture, a phrase, a reading)

* A signal when the student does not understand what is being communicated.

* A response when and how the teacher has indicated. This may be verbal or physical.

Required of the teacher:

* A clear explanation of the above and repeated reminders as necessary in a clear but kind manner.

* Honoring and celebrating when individuals or classes do the above.

* Clear, comprehensible TL during the lesson.

* Clear preparation of what responses are required and when.

* Consistent use of the gestures/indicators that have been taught as the lesson is orchestrated. (yes..pun intended)

A number of folks have great rules posted in their classrooms for students. These teachers teach the rules and use the rules. These work best when the teachers think about the needs of their own students and adjust/add rules as necessary. Some of these include (wording may vary):

Clear eyes on the teacher.
Listen and respond.
No language that isn't part of the interaction.
Try to stay in (insert TL here)

The expectations are simple to state ....but involve scaffolded training and practice to use. The behavior of students according to these rules will also DIFFER from class to class, level to level and teacher to teacher. Dialogue with teachers will help each of us to create the best wording and usage with our own students.

Now...these are the rules/expectations for the LESSON.

Rules/expectations for other classroom activities may differ.
(see upcoming Post 2...if you've made it this far...)

What we, as teachers, need to think about, and add, bit by bit, step by step as we continue on down the road as CI teachers is what responses are needed from the class, how to teach them, how to elicit them and how to celebrate them.

(and that will probably be Post 3....)

with love,

Laurie

Clarcq 2011

Forward..March!

2012-03-10T15:07:23Z

So now I have received this amazing pile of blessings!    I realized that I haven't been appreciating and getting to know my students.    I had a student who usually isn't obviously engaged step up and extend an offer of help and support.    I have a room that has 3 of it's 4 walls clean, bright and new.....ready for a new start.   I have a new desk arrangement, that "accidentally" occurred when we had to block off the "messy corner".

Next week will, undoubtedly, be another typically stressful and busy week.   But we will be one week closer to Spring.   I am starting Monday with the questions...In September who were you? Who are you now?   In June who will you be?

I'll start with a sports theme...in September were you a Buffalo Bills fan?   Now are you an SU fan?   In June will you be a Yankees fan?   And we'll move into a few other things from there...we'll just see where it takes us....Because I have 4 classes of juniors and seniors this year, we'll have a lot to talk about.

And over the weekend, I'll do a bit of reflection myself...as much about my "outside of school" self as my teacher self.    We also need to get reacquainted with ourselves from time to time to be any good to our students.

with love,
Laurie

Clarcq 2011

Start a Ripple...or at least get out of the way....

2012-03-10T14:49:11Z

It has been a typically hectic school week. You know what I mean: Five week grades were due, the juniors and seniors have big deadlines to meet for English papers, Spring sports started, the musical is just around the corner, two grades had class meetings, everyone is sick (I was out for two days myself), requisitions were due, there was a Dept. Chair meeting, etc. etc.

On Tuesday, just before I left early to go home ill, I was reminded that there was a Color Guard show in the building and that one of the visiting schools would be in my room. When I came back on Friday I was trying to recoup from having been out and figure out how to visitor-proof my complete and total disaster of a classroom.

First period there was no time. I had to teach and help a student who was on home-tutoring re-enter.   Second period there was no time.   I had to negotiate a disciplinary issue that had occurred with the substitute.    Third period I had to check on the re-entering student and meet with another who was in crisis.

By the time 4th period class got started finishing an activity they had started earlier in the week , I was looking around the room, completely overwhelmed by the idea of making my room usable.   A student asked me what I was looking at. A student who is often off in his own world and not very sensitive to what is going on around him.   I told him that I was trying to figure out how to get ready for the room to be used. He offered to start the process for me.   I thanked him but said, "No, this is my mess, this is my job, I'll do it after school." That was true, but I also figured that he wasn't in the mood to work on his project. :o)

He looked at me for a second and said, "You know, just let me move a few things to that back corner and then you can block it off with a table." and he got up, moved a few things and the entire picture changed.   "See...it's not that big of a deal...and it will be easy."   He was thrilled to have pointed that out for me, and I was thrilled to let him keep going." On the way out, after spending over 20 minutes cleaning MY room, he said "Thanks, Profe."

OH MY.   Thank you estudiante mío.    Not just for moving piles of books and papers.   For making a difference in my day.   For reminding me that my agenda is often selfish.   For wanting to be part of the classroom in your own way. For starting a ripple, and reminding me to get out of the way.

with love,
Laurie

Clarcq 2011

We Only Get The Students We Have

2012-03-10T14:25:26Z

It's that time of year where the end is almost in sight, but the road ahead can seem impossibly long.   Each year the number and difficulty of the roadblocks increase as the government/education entities ask us to create, then navigate huge piles of data.    It gets tough.

Since the "entities" aren't in our classroom, our frustration sometimes ends up falling on our students.   I wish that it didn't.   I know that we try not to let it.   Truth is, it often ends up there anyway.

I know that it is happening to me when I look out at my kids and these strange thoughts start sneaking up on me....

Why can't they pay attention?
Why can't they see how much I care?
Why do they fight me all the time?
Why do they think that everyone else's class more important than mine?
Why are they so angry?

and then I realize that I'm talking about me and my feelings not about my students.

Sigh.

I know I've said it before, but I need to hear it again: We don't get the students we want, nor the students we think that we deserve.   We only get the students that we have.

On Ben Slavic's blog, folks are revisiting the beginning of the year rules.   There is a feeling that we need to re-establish the rules....and a wish that we could start over again.   I think that I know why.

We are teaching the students that we had in September.    Those kids are gone.   We have a new group now, it's March.    Oh maybe they inhabit the same bodies, but the person inside is different.

I know that I have days when I wish that some of them were the same as they were in September: more refreshed, more open, a little less jaded.    There are other days when I wish that they would be a few months older: more responsible, more mature, less restless.
But they aren't.   And I have moments when I just want to scream.

I think it is time for me to go back and get to know the kids again.   Time for me to stop demanding, stop wishing, stop what-iffing.

I have 100+ really cool human beings in my room. At this time of year I find myself with only my flaw-glasses on.    Time for new lenses.

For me, new lenses sometimes means a new routine...or at least a bit of a change.   It's as good a time as any!!

with love,
Laurie

Clarcq 2011

More Writing...

2012-03-04T20:34:14Z

The Spring 2012 Edition of the online International Journal of Foreign Language Teaching is now available!

Articles include:

Overcoming Fear of Reading in English: The Astonishing Impact of a Short SSR Experience by Kyung-Sook Cho

A Comparison of TPRS and Traditional Instruction, both with SSR.
by Joseph Dziedzic.

Developing Academic Language: Some Hypotheses
by Stephen Krashen.

The Affective Benefits of Extensive Reading in the Spanish Curriculum: A 5-week Case Study
by Teljer Liburd and Victoria Rodrigo.

Embedded Reading: a Scaffolded Approach to Teaching Reading
by Laurie Clarcq.

The Backseat Linguist
by Jeff McQuillan.

Yes, that's me there, with an article in the Teacher to Teacher section. Hopefully it is a piece that will share the idea of Embedded Reading with others. If you see any ways in which I can improve the article, let me know. I'd love to hear any suggestions.

I had hoped that Michele's Whaley's name would appear in the article, the way it did in my submission. Please know that nothing I have done in the area of reading is my work alone. Michele and I have worked on this from the beginning...and will continue to...along with all of you.

with love,
Laurie

Clarcq 2011

Well-Written!

2012-03-04T20:22:31Z

This teacher writes a wonderful piece about the state of teacher-observations and evaluations. Read it if you have a moment. Share it. Especially with those who are not in education. We need to educate the non-teaching public if we want better things for our profession and especially for our students.

"Confessions of a Bad Teacher" from The New York Times, written by Special Ed teacher William Johnson.

http://www.nytimes.com/2012/03/04/opinion/sunday/confessions-of-a-bad-teacher.html?src=recg

With love,
Laurie

Clarcq 2011

Heading Back....

2012-02-26T23:41:28Z

So it's the Sunday afternoon before we return from February break. What awaits us tomorrow? Too many things, I assure you. Very few of which we have control over. There are some things I wish I had done over the break: correct more quizzes, create more readings, clean my classroom, watched more youtube videos, etc. The truth is, none of those would have made me a better teacher tomorrow. Only one thing will matter. When my students walk in tomorrow, I want to be able to look them in the eye and say "Welcome Back!!"....and mean it with every ounce of my heart and soul.

So what I wish for my students, myself and my colleagues tonight, is whatever we need to remember that school can be a haven, a home, a place of healing and a launching point for the rest of our days.

Whether or not you are returning after a break, or just a weekend, I wish the same for you.

with love,
Laurie

Clarcq 2011

My Apologies

2012-02-26T23:16:57Z

There was a break in the action here on the blog, but I think that I have gotten my schedule under control a bit and will be posting again on a regular basis. I have missed you all. Hope that the second half of the year is moving along and that warmer, brighter weather is heading your way in and out of the classroom!

with love,
Laurie

Clarcq 2011