What Works For One…

by lclarcq on December 7th, 2016

filed under Archived Posts 2016, Classroom Management, Engagement, Musings, Not So Good Days, Personalizing Instruction

I have three 6th grade/Level 1 classes and like most teachers, I’d like to think that I can have one basic plan for that level. I know better, but I don’t really KNOW better!! I’m trying to get to know not only individual students better, but also the makeup of each class better. It would really help me with my planning. :o)

All three classes need a lot of work with the basics. The first class was able to arrange itself in a circle without too much fuss and I led a series of questions/directed a conversation around several of the students.

There is a boy in the class. His name is ________. He is very, very famous in Spanish class. He has a lot of friends. One of them is also in Spanish class. His name is ___________. He is very, very intelligent. ___________is another student in class. He is very athletic. He likes football. Many students in the class like football. ____________ has a football jersey. Her favorite team is __________.

and then one of the kids ran to his backpack, pulled out a Seattle Seahawks jersey and put it on!! Great class. We are still pausing (often) so they can settle down, focus, stop talking, etc….but it was progress.

We transitioned into a conversation (with pictures) about Prince Royce. They understood, they were interested, and although we are still working on behaving like a class….I was pretty happy. We watched a 3 minute video about Prince Royce in English. (https://www.youtube.com/watch?v=MBHdga54kik) I could follow with a number of questions in Spanish using the “Super Seven” verbs. (Google Dr.Terry Waltz and Super 7…tons of great stuff!). They had some questions in English about Prince Royce that were interesting to hear. Questions about what he was wearing and how he wore his hair. I was able to use their emerging Spanish to talk about Prince Royce the person and Prince Royce the singer. (and to remind myself how important it is to FIT IN in middle school!)

Then we watched a clip from La Voz Kids where Prince Royce is a judge and a young man sings one of Prince Royce’s songs and talked about that using the same basic questions. (https://www.youtube.com/watch?v=buIs7yqT5jE)

I felt pretty good about how that went!

The next class? Ummm. Different story. They could not handle a change in the seating arrangement. When I tried to start the conversation about the class, we could barely get started. The social make up of this group is a study in middle school insecurity. Everyone is trying to be cool and the socially acceptable way to be cool is to make sure that everyone in the class knows that you are cooler than they are. Cliques, sarcasm, eye-rolling, snorts…you get the idea. Lovely individuals on their own. Toxic when together.

So…..back to the drawing board. In the middle of class. Ok…twenty minutes into a 90 minute block. Desks in rows. Take out a sheet of paper. I write a sentence about Prince Royce (on the computer, projected onto the screen). The students write the sentence in Spanish. I ask individual students comprehension questions. No one else is allowed to speak. On the outside I am neutral, calm, maybe even cold. On the inside I am frustrated and fired up!!!! This is BORING. SUPER, SUPER BORING.

But….the class itself was under control. The individuals in the class could each employ self-control. The language was comprehensible.

When we transitioned to the interview they couldn’t contain their reactions. After calming the storm of remarks, followed by the smiling stare of death for 45 seconds, I had to state in English that

a) Prince Royce is an actual human being and I wouldn’t let them mock him, or anyone else, in my presence.

b) Prince Royce is a professional. He has a job. He might be told what to wear and how to cut his hair, etc. etc. It is not our job to do either of those things.

And then we went back to the video. What color is his shirt? What color are his shoes? Do the shoes cost a lot of money? Do his fans like his shoes? Using the same, one student at a time, no one else is answering, and we write the answer on the screen and they write it in their notebooks scenario.

The same material. Completely different lessons.

The hard part? Not putting my own personal label on either one. I was totally miserable during the second lesson….but truthfully…it was probably the right lesson for that group. If I had tried to keep pushing 5th period’s lesson on 7th period, it would have gotten very, very ugly.

Tomorrow I meet with the third 6th grade class. It’s the most challenging one!!!! I’ll keep you posted. Right now I know the material, but I haven’t yet nailed down the lesson plan….

with love,
Laurie

Tricky Tuesdays

by lclarcq on December 6th, 2016

filed under Archived Posts 2016, Classroom Management, Encouragment, Engagement

On Monday I can actually get pretty fired up. I haven’t seen my students for a few days and I’m excited to get going with some new things for the week.

But Tuesdays….ah…that is an entirely different day. It’s the day to dig in and make some progress. Friday seems a mile away. The kids are starting to feel pressure from other teachers and other classes. We are all a little grumpy.

Today was an eye-opener. I gave a quiz to the Level 1 students and got a very clear look at what they can, and cannot do. Let’s just say we have our work cut out for us. It feels like a a lot of pressure….and I’m an adult with a lot of experience behind me.

No one left feeling upbeat. We refocused, got serious, cleared the decks, dug in and started over. It doesn’t feel good to start over 17 weeks in.

This is where I have to really get to know my students. The more we can work together, the more we will get done. I have to work to create situations where we can successfully trust each other. Baby steps, baby steps, baby steps. It’s always the little things that matter.

It’s too early to see many changes, but I’m trying to lay the groundwork by doing the following:

We are making a birthday calendar and talking about birthdays. We celebrate birthdays together.

We are talking about pets. Pets are a powerful magnet for interest and caring about pets a socially aceptable way to show emotion and affection.

I’m using the school’s character ed “points” to recognize kids who are patient and supportive as well as cooperative….in addition to those who are showing improvement. My opinion doesn’t matter enough to them yet to accept genuine compliments as rewards of any kind. They need a concrete reward. (Not my thing if you know me, but it is a school-wide program with noble goals so I can live with it!! 😉 )

We have about 10 classroom jobs…and those are helping us to feel more like a team. Little by little by little by little by little.

We’ve been able to be a little silly. Five-a-day in Spanish, Sr. Wooly, one silly story. Those too will add up.

In time…it’s only Tuesday.

with love,
Laurie

At The Beginning….Baby Steps

by lclarcq on December 1st, 2016

filed under Archived Posts 2016, Classroom Management, Creating Stories, Encouragment, Engagement, Relationships, Starting The Year, TPRS techniques

If you are just starting out with TPRS, and you feel as if you are not doing enough with your students fast enough….take heart….you have an enormous advantage!!!

WE HAVE TO START SLOWLY. I put TPRS+slow into Google just for fun and discovered HUNDREDS of pieces that address how important it is to start off slowly with students who are new to language and/or new to being in a TPRS classroom.

I am choosing only one skill/concept as a goal for my students per week. The only goal I am really focusing on this week is Listening Well. I have to be honest….it’s killing me to do it. I can think of DOZENS of things that I could add to class right now that would make it more interesting, but I know that if I want them to listen WELL, I’d better stick with that.

Now, I am sneaking in opportunities for next week’s goal which is RESPOND WELL. We all know that no skill really works in isolation. But I don’t expect to see any progress in anything other than the LISTENING WELL.

I’m trying to remember to:
Point out what it looks like. (See here for more info.)
Thank students when they do it. (individually or as a group)
Be patient when they get too excited about what we are doing to only listen.
Remind them that listening and talking should not be done simultaneously.
Wait, and wait, and wait, until they are listening.
Ask any student who responds to or asks a question to wait until their peers are quiet before they speak.

It is so hard to move in baby steps when there is so much ground to cover. But this kind of teaching is about the journey not the destination. I have to be where my students are, NOT try to get them to where I want to be. It’s the only way we will ever be together.

I realized today that part of my ‘inner stress” comes from thinking that I am not in control if I meet them where they are. My perspective was skewed. I cannot change where they are right this minute. I AM NOT SUPPOSED TO BE IN CONTROL OF THAT. I can only be in control of where I am and how I interact with them. If I chose to meet them where they are, we will be together and I can help them on the journey. If I stand at the finish line, impatiently waiting for them to show up, expecting them to arrive in a place they cannot get to on their own, I am choosing stress for all of us.

The dear and brilliant Brian Barabe told me once that TPRS is like yoga…and to use the mantra “You are where you are supposed to be.” I need to remember that more often.

with love,
Laurie

Starting Over

by lclarcq on November 28th, 2016

filed under Classroom Management, Encouragment, Musings, Relationships, Starting The Year

Hello from California!! I managed to be retired for all of six weeks before I moved cross country and sign on for a new job. It wasn’t an easy decision, but I think it was a good one!

For the past 30+ years I have worked in small districts in rural, upstate (seriously upstate) New York. For some of those years I taught grades K-8 but the majority of them were teaching high school students. My new job is teaching 6th-8th graders in a suburban, well-populated section of Northern California!

The students had another teacher for over 10 weeks and now we are all starting over.

I had met a few times with the sixth graders and today was our second real day together. They have been out of school for two weeks between Science Camp and Thanksgiving Vacation!!! So yes…we are really, really starting over.

The 8th graders and I got started the week before Thanksgiving. So today was day 6 for us.

I forgot how much there is to accomplish at the beginning…….

These students, all of them, are brand-new to me. Our very first accomplishment will be working together. Seriously. They are used to a different set up in class and mine requires a great deal of self-control…..or at least more than they have had to use. 🙂 I know they are capable. They know they are capable. Now…I have to get them to agree to do it.

The first day I worked with them (class sizes about 30), they were sitting with friends in groups of four. I tried to speak. I tried to get their attention. No one stopped talking. Not one student.

My pulse was racing, my face was flushed, my smile was frozen and my heart was pounding. I did not know the name of one single student. For the first time in nearly 30 years I also did not know their parents, their siblings, or even their other teachers.

I don’t know how long I stood in front of the room before I tried again. It was probably seconds…it felt like hours. I was being completely ignored.

So I tried again. I used a ‘signal’ that their former teacher had used. A few students noticed and responded half-heartedly…then kept right on talking. This was not going the way I had hoped!!!

Try number three….in a slightly louder, more authoritative voice. This time more than half of the class looked at me, shifted in their seats and mumbled a response. AND….made eye contact.

This was the most crucial moment for me. It happened in all three classes. I had to maintain eye contact with the 15 or so students spread across the room. With a smile on my face, I held my ground….for maybe 15 seconds. A small girl near me whispered to me, “I think it’s working!” I tried to just keep breathing!! One by one the rest of the group settled down and then turned around….finally realizing that something was happening. When everyone was quiet I smiled at stared at them while I (painfully!) counted to 5 in my head. Then I finally introduced myself. I think that was the most challenging 30 seconds of my teaching career.

I am dead serious.

I have no history at this school. No reputation precedes me. I felt completely naked and alone in front of those kids waiting for the silence, and for their attention. My head said…wait, wait, wait it out. My heart said…this isn’t going to work…they are going to ignore you forever.

I’d like to say that after that one encounter in each class, that I was able to establish order in a heartbeat with a look. Or at least using our signal.

Um, no. The 8th graders and I have found a direction in the week we have had together…but daily reminders, and those 30 second wait times, while not nearly so heart-pounding, still happen once during every class. The 6th graders? Well….we didn’t get much done today academically. There were maybe 10 “usable” minutes out of 35. i’m still learning names, getting them into a routine, helping them adjust to transitions and working to get them to function with a new seating system (where they all face forward and don’t sit with their friends.)

BUT…in one class 5 of those 10 usable minutes were truly beautiful. Students were asked if their vacation was “excelente” or ‘terrible” or somewhere in between. Only one girl said terrible. I asked her if the reason was a secret, she said no, she wanted to share. (Thankfully the class was quiet and listening….and this, of course, is why we needed it…) She shared in a whisper to me that her aunt had cancer. I told the class in Spanish. Then I asked, in Spanish, ‘Who has a friend, or someone in their family, with cancer?” Over half of the class raised their hands. Even though these kids had only a few weeks of Spanish, I could say to her…The class is with you. They are your friends. You are not alone.

I could tell the class that in 2013 I had cancer. And we learned the word hope.

She needed that. So did I. So did I.

with love,
Laurie

“Mildred”

by lclarcq on December 20th, 2014

filed under Archived Posts 2014, Encouragment, Musings, Not So Good Days, Relationships, Tough Students

“Mildred” is a “fictional” student in Ben Slavic’s book PQA in a Wink. She is representative of the students that disrupt class, challenge our authority and almost appear to work hard to NOT be successful. The Mildred in Ben’s book comes from an abusive home in a high poverty neighborhood. I’ve been thinking a great deal about Mildred this last week before the holiday break and….

…..Mildred had a rough week last week; I can promise you that. She is facing a two week “vacation” from school, which is the only place she gets a decent, consistent meal. In my district, it may be the only place she can take a shower. Or have heat. She knows that it will be hard to get out and get away from a caustic environment where she can’t do anything right and will hope just to stay out of everyone’s way and keep the possessions that she has out of everyone else’s hands.

Knowing what was ahead, Mildred was NOT in the best of moods and when some girl starting bragging about the gifts she already knew she was getting and the flight to Bermuda w/ Grammy and Grandpa, she muttered something under her breath. Another “Mildred” heard her, assumed it was about her and swore at her. It went downhill from there.

When the math teacher crammed in the last chapter so that she could give the unit test the Friday before vacation………

……. and the Economics teacher made the group project due so that she could correct them over the break………

…….and the English teacher assigned internet research that Mildred had to do in the library because she doesn’t have internet, (but Mildred spent three periods this week in the Dean’s office) Mildred only got 1/3 of the way through those assignments.

Her average now in those classes is failing and there will be a phone call and a letter home due to district policy, and the adults in Mildred’s life will be pissed as hell that they are being bothered by the school. Each of those teachers gave Mildred a lecture this week about getting her act together, telling her that she is failing, and pointing out how “little” it would take to be a “good” student.

It takes a lot of work and time to develop a relationship with Mildred that will allow her to be interested in any kind of “story’ that we might come up with in a TPRS class that can distract her from the reality of her everyday life. There isn’t a current event that compares with her tumultuous life. No matter how carefully crafted our lessons were last week, it’s pretty likely that we couldn’t engage Mildred.

But every hello, every patient response, every nugget of positive action can (I won’t say will, I can’t promise that) work towards creating a relationship where one person may create an atmosphere in a classroom that might be the only place in school where Mildred feels welcome…..where she doesn’t feel like an unwanted, unrequested, unneeded “guest.”

You see, school may be the place to feel fuller, warmer and safer, but it doesn’t feel like a place where Mildred belongs. Truth is, she is treated like an invader, an imposter, as someone who doesn’t deserve to be in the building. That began in kindergarten when she didn’t bring in school supplies or the required contribution of glue, crayons and Kleenex boxes for the class.

It continued through elementary school where she never brought in a permission slip, didn’t bring in a gift for the Christmas exchange, couldn’t be in chorus because she didn’t own dress shoes and a white shirt, never handed in one science or social studies project. In middle school she didn’t shower much and she got in some trouble because other kids made fun of the fact that she didn’t own a bra and wore the same shoes every day. Day by day the staff, mostly without realizing it, pointed out to her that she was different from the kids who were “good” at school

…and over the course of her ten years as a student she has learned to behave as she has been treated.

There are a lot of Mildreds in our schools. More than we can imagine. Some of them spent the week in the in school suspension room. Some stayed home for several days because the environment there was (believe it or not) less painful than the pre-holiday anticipation flying around the building. Some tried to fly under the radar…silent, not making eye contact, falling asleep during the movie whenever possible.

But, if they are lucky, there is a room or two in the building where Mildreds are welcomed. In my building I could see Mildred in the Ag Science room making centerpieces to distribute for the FFA fund raiser and selling t shirts during lunches for the Entrepreneurship Club. I saw Mildred watering plants in the Bio room. I watched another Mildred go from classroom to classroom making jokes…and scooping up uneaten Christmas goodies. There was a Mildred hanging out in the attendance office after coming in late, and several in the weight room after school. Two or three Mildreds purposely move slowly on art projects so that they can come in to work during study hall or after school. I caught one Mildred cutting paper snowflakes in there. There was also a Mildred reading in the corner of the library.

I’m blessed to teach in a district with a number of staff who have connected with at least one Mildred. It’s a good thing…we have more Mildreds than we find “homes” for. It can be overwhelming.

If you teach in a district with many Mildreds, don’t give up. One day Mildred may show up in your room asking for a pass to come down and cut out paper snowflakes. Or she may contact you on Facebook to let you know that she was grateful in high school that you let her know that she could, but she just never felt comfortable enough to do it.

WHAT YOU DO MAKES A DIFFERENCE THAT YOU MAY NOT EVER SEE.

If you teach in a district where it appears that there are few Mildreds, think again. In these districts, the Mildreds are simply more sophisticated. They come from families where the “differentness” is accompanied by an early-learned skill in “appearing normal.”

Your Mildreds may have money, a lovely home and an amazing wardrobe. Your Mildreds have perfect or nearly perfect GPAs. In fact, your Mildreds MUST maintain a façade of being the best in order to hide the atrocities that they deal with at home. They freeze US out with condescension, criticism, and by turning parents against US so that we turn a blind eye to what is really going on in their lives.

Some Mildreds are dealing with challenges within their own minds, hearts, bodies and souls that they have not yet shared with anyone. These Mildreds are the most lonely and in the most pain.

As you head home for a week or two, it can be a relief to be “Mildred-free.” I sometimes feel guilty about that. But we have our own challenges as human beings. Sometimes we need Mildred-free time to focus on our own world in order to survive. We can’t help anyone when we haven’t attended to any of our own needs.

If you have been trying to reach a Mildred, or two, or twenty….and it doesn’t seem to be working…Hang in there. Love wins. It truly, truly does. It may not win the battle that you see. It may not win the in the way that you want it to. But Love, because it gets noticed, in itself creates Hope. Hope is the enemy of fear. Hope is the enemy of complacency. Hope is the enemy of despair. Hope is the enemy of apathy.

Hope is frightening. In Mildred’s experience, Hope proceeds Disappointment. Hope has proceeded Pain. So a teacher who offers Hope is frightening, potentially disappointing, and painful. No wonder Mildred gives us trouble.

What Mildred doesn’t yet know is that Hope and Possibility together can create a new future. But you do know that….so don’t give up. Rest up. Then go back and keep offering Love and Hope. They are as valuable a gift as any this season.

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established

Teacher Vulnerablity Archived Post 12.13.10

by lclarcq on December 7th, 2014

filed under Archived Posts 2010, Encouragment, Relationships, Teacher Training, The Teaching Profession, TPRS techniques

Originally posted 12/13/10 For more insight on Vulnerability consider watching this :

The second idea that has been following me today is this: We are all insecure. All of us. We generally choose to handle it one of two ways:
a) Active, decisive, “strong” behaviors designed to give us the power to create an image that hides our insecurity from others.
b) Passive, indecisive, “weak” behaviors designed to give us the power to avoid other so that they cannot see our insecurity.

Wow.

Talk about insight. Talk about a smack in the face. Apparently we are usually one or the other….the one that we learned in childhood got us the most bang for our buck when it comes to protection of the heart and soul.

Now I’m sure that volumes could be written (and probably have been) about who chooses which protection mode and how those choices create the lives they lead. But I have been pondering the simpler side of things:

We are all insecure.

All of us. All the time. About something.

Our Money, our Friendships ,our Height, our Weight, our Skin color, our Families, our Work, our Relationships, our To Do Lists, our Faith, our Future, our Profession, our Job, our Health, our Vehicles, our Skills, our Possessions, Love….

And what we would do ( or how can we continue to survive) without these things…..

Some folks are worriers…their way of taking control of the insecurities. Others are worry-less…their way of taking control. Some are planners. Others just let everyone else make the plans and follow their lead.
Do we consciously know that we are insecure? I think we do…but we have long-used well-ingrained habits in place to “work” with it….so we don’t have to think about it all the time.

Nor do we actually face it.

Vulnerability is highly underrated.
Think of the real power that could be generated by educators if, for a few minutes per day, students’ vulnerabilities were actually seen as their strong points, as their gifts. Of course we would have to be willing to do that for ourselves first.

It is one of the things that attracts me to the TPRS teaching community. There is a common understanding that we are all vulnerable because we are always examining our weakest areas and trying to strengthen them. Then we communicate that with each other and even with our students so that we can really face our weak points, accept them, embrace them, learn from them and be better people and teachers because of them.

It is at the heart of what those who teach from the heart do.

We uncover it so that it can open.

With love,
Laurie
All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

I’m Losing Them Archived Post 1.13.13

by lclarcq on December 6th, 2014

filed under Archived Posts 2013, Classroom Management, Encouragment, Engagement, Musings, Not So Good Days, Personalizing Instruction, Relationships, Tough Students

(Originally posted 1/13/13)

Many of my colleagues, whom I love as a family (who doesn’t after 25+ years in the same building?) have a very traditional view of education. They may have brought some of the activities into the 21st century with technology,but the philosophy is the same:

a. Some people are smart and some aren’t.
b. Schools are for, and should reward, the smart people.
c. Teachers are the smartest people of all.
d. Students who agree with a,b, and c will be the best students.
e. Every one else is not going to be successful in life.

This is enhanced by the fact that I teach in a small community with a very distinct social hierarchy. A hierarchy that is repeated generation after generation, because most people stay in the area. It is not unusual for students to be living on the same land that was farmed by their great-grandparents.

They teach in a way , and assign work, that they like. They are so convinced that they know best, that they cannot be challenged, and will not engage in discussion about other options. Frankly, I myself was like that in many ways myself. I was always considered smart and a good student. I considered myself a good teacher. It was humbling, and difficult, when I began to realize that I was only a good teacher for certain students. It was a principal who pointed that out to me. Why? Because I was teaching his son, who was not a “good” students. I am grateful that he showed me how I was mistreating and mis-teaching his son….because at the time I really had no idea that I was.

My son, as many of you know, deals with anxiety and depression. In high school,when he was not in control of those challenges, he was considered disengaged, lazy, etc., etc. In reality, he was barely functional because it took all of the energy he had to simply be present. Even after his diagnosis was explained to his teachers (my colleagues), they continued not only to view him that way, but to ask him why he was so lazy, and discuss his “laziness” with other students on a regular basis. Since then, I have tried very hard to see my own students with more accurate eyes. What I have found over and over again, is that students who don’t work have reasons. Many times, as an adult, I wouldn’t see things the way that they do. However, the majority of the time, I am blown away by what they are dealing with.

As I have expended more time and energy into getting to know students, I have also come to see that my goals, and their goals are sometimes miles apart. THIS is what creates the greatest gap with my students.

In some ways, this gap is necessary. I’m an adult. I have knowledge and understanding and perspective that they do not yet have. I’m supposed to use that knowledge to help them to become adults themselves. My mistake, too often, is to forget that they are not yet adults.

They are adolescents and adolescents are wired to have a cynical view of adults. It is one way in which they separate themselves from the adults in their lives and begin to develop their own thoughts and views. We have to accept that if we work with teens. But this group of adolescents is coming of age in a world that is different from any world that mankind has ever known. I suppose that all generations have a unique quality that makes them different from the previous ones, but this group? This group has two distinct new realities:

1. They have all of the known knowledge, and emerging knowledge, of the world at their fingertips. In 5 seconds or less and getting faster every minute. Past generations (back to the beginning of mankind) have always relied on the older generation for knowledge. This generation doesn’t have to. They are teaching themselves and learning on their own all the time. It will change how the young perceive the old. It has to.

2. At the same time, they have knowledge and skills (in the realm of technology) that the previous generation does not. It is, in many ways, flipping our generational reality upside-down. This generation has a sense, if not a full-blown knowledge of this new reality. It changes how they relate to adults. I believe that it is going to change society. It has to.

So, instead of growing up on a society that revers and respects adults for their knowledge, they are growing up, with cynical adolescent minds, knowing that they have as much, IF NOT MORE, access to knowledge as the adults that are attempting to educate them.

In addition, they KNOW that they will be adults in a world that doesn’t need to look to anyone for knowledge and information. This changes our roles, as adults and and teachers, and we need to figure out what our new role is. Why? Because we cannot teach if we don’t have students….and bit by bit, our students do not see themselves as students. Or at least students of something that we have to offer.

At the same time that this is occurring, the educational world is requiring us to be even more “information-driven”!!! What we are supposed to be giving them is the one thing that they least want and need!!!!

So now we get to the dilemma. This kids have tuned out and what do we do?

Truthfully, all of my philosophical rambling may not be Kevin’s dilemma. They may just be under-rested, under-caffeinated and under-motivated.

Either way, getting to know them and their goals for the course and for life never hurts. At the very least, when we understand where kids are coming from we tend to take their disengagement less personally. We can say, quite honestly, “Well then, you are making a personal choice to not participate. The consequences of that will be ______________” If we know their goals, we can have conversation with them about the benefits of having different goals…and why we think that different goals are possible and worthwhile for them. Many students think that teachers care more about themselves than about their students. This era of grading teachers based on students’ results is not going to help that any. Honest conversation about our own goals in life and our goals for our students may appear to fall on deaf ears, but they will hear us. We just may never see the results of that.

I’m going to wind this up with something that you have heard me say before: Teaching is a prayer. We offer our lessons up to the greater good, hoping, because we have no other choice, that good will come of it….even if we never see it.

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

R and E: What a System Should Do Archived Post 3.20.12

by lclarcq on December 3rd, 2014

filed under Archived Posts 2012, Classroom Management, Encouragment, Engagement, Participation, Relationships, Starting The Year, Teacher Training

(Originally posted 3/20/12)

On the moretprs listserv,

Bob Patrick 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

All content of this website © Hearts for Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

R and E: Systems Are Not Rules Archived Post 3.20.12

by lclarcq on December 3rd, 2014

filed under Archived Posts 2012, Classroom Management, Encouragment, Engagement, Good Days, Not So Good Days, Participation, Starting The Year, Teacher Training, Tough Students

(Originally posted 3/20/12)

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

All content of this website © Hearts for Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

R and E: Trust And The Rules Archived Post 3.20.12

by lclarcq on December 3rd, 2014

filed under Archived Posts 2012, Classroom Management, Encouragment, Engagement, Good Days, Not So Good Days, Output, Participation, Relationships, Starting The Year, Teacher Training, Tough Students

(Originally posted 3/20/12)

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 toomany 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

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.