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

“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

Big Questions Archived Post 12.13.10

by lclarcq on December 7th, 2014

filed under Archived Posts 2010, Creating Stories, Curriculum and Planning, Encouragment, Musings, Not So Good Days

(Originally posted 12/13/10)

My brain has been churning all day. I heard several things in church/Sunday school that spoke so strongly to me of my students and I have been trying to piece them together. I’ll try writing and see if that helps…

First was the idea that all of our lives we will struggle with three things:

1. Who am I?
2. Where do I belong?
3. What should I do?

As we go through different stages and different ages the answers will change, but our need to seek the answers will not. From our youngest cognitive moments to our oldest, we will carry these questions in our hearts.

What does this mean in our classrooms?

First, my guess is that the majority of our actions come from whether we have the answers to these questions at any given moment, our feelings about our answers (or lack thereof), and how we got those answers (or why we don’t have them).
Can I help my students with those answers for the time that they are in my classroom? I hope so. If they are comfortable with who they are (or with not having to know while they are in my room…), if they feel that they belong in my room, and I have made it clear what they should do while they are in my room ( or created an environment where they can find out without fear of humiliation or punishment) I can seriously reduce the stress level for my students.

Second, I can remember that the behaviors that I might find annoying and inexplicable actually serve a purpose…for that student. I can use that knowledge to understand, to be patient, to open doors of communication.

Third, I can keep utilizing those themes in my stories, songs, and other lesson details. These questions are part of our hearts, minds and souls. We all can connect with these issues and the struggles, mistakes and victories that stem from seeking the answers.
With love,
Laurie
P.S. These questions came from a study, “Romans 12” by Chip Ingram.

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.

Challenges of Poverty Archived Post 8.7.12

by lclarcq on December 6th, 2014

filed under Archived Posts 2012, Encouragment, Musings, Personalizing Instruction, Relationships, Students and Tragedy

(Originally posted 8/7/12)

You are not an isolated example but you are a rare one. I’ve taught high school students for 30 years in a rural area. The students whose families are above the poverty line are the ones who, overwhelmingly, hear messages of hope and support for a financially stable future via education. Those whose families live at or below rarely see outside of their own reality. In many cases, in today’s world, they have more financial aid available to them..many could go to college for little or nothing…but they and their families see little value in education. They do not even consider future careers that require education. That is clear by the time they enter ninth grade.

First of all, school is a different world than it was. While wealth has always helped, my observation is that more and more, a family’s financial background comes into play. Because so much emphasis is put on the data, more and more rewards are given to students who do well, STARTING IN KINDERGARTEN. Students who do well often come from families who read to them from an early age, can afford a good preschool program, ate well and exercised well and slept well the first five years of life. Kindergarten teachers are remarkably accurate in their ability to predict who will graduate from high school and who will not. Some of that may be from experience. Some of that may be because, in kindergarten, we have already identified who will be successful, who will not, and treat them that way (whether we realize it or not). Families with means will encourage students to play sports, take music lessons, have art supplies at home, provide computers and computer access from an early age. They will travel. They will encourage behaviors that will be encouraged at school from infancy…whereas families from lower-income social groups will not…without even realizing it.

It is not just the availability of money that makes the difference (although I promise you that a third grader who uses a computer and can afford a trip to the nearest arts and crafts store for his Solar System project will receive a much higher grade than the kid who did his on the back of a letter from Social Services.) It is the MINDSET of possibility (my own term) that money brings that is the biggest difference.

I am sure that Pat Barrett could explain it far better than I, but what I see is that these families require each member (in the family and it also often includes people in their “community” to be HIGHLY interdependent. These students have emotional, financial and social commitments early on in life. They are EXPECTED to stay home from school whenever a baby sitter is needed, or some stressful situation arises and a family member needs support. They frequently have adult responsibilities by ninth grade: paying bills, child care, negotiating disagreements between adults, visiting family in jail, arranging doctor’s appointments etc. It is very very difficult for them to even imagine taking enough personal time away from their families to put homework first, give up work time for classes, or even worse, leave home to go to college.

The other issue is harder for some of us to understand, but I assure you that it is very real. There is a cultural understanding in these families, that going to school and doing better than one’s parents is an insult to them. That a student would think himself better than a parent, and to act on it, is in many cases, unforgivable and therefore, unthinkable. The family is not going to ‘move up” with the student. In order to do better, the student would, eventually, have to leave the social environment in which s/he lives. In this kind of “closed” community, that rarely crosses their mind. They simply would never think of it.

The third issue is that doing well academically routinely requires delayed gratification…and that is simply NOT part of their reality either. But that is a deeply rooted, psycho-social phenomenon that I;m sure is dissertation-worthy, so I’ll leave it at that.

There are students who do it. And we encourage every single child to become what God would have him or her become. But, teachers are one tiny OUTSIDE voice among many closer and louder voices that they hear every day.

For me, that is the attitude of the home and surrounding environment, and my experience is that it is closely tied to families without financial resources. Can addressing poverty help that? In the sense that students might then NOT have to take on so many adult responsibilities..yes.

In addition, I believe that it would surprise many to know how many students ONLY eat at school. 1. There isn’t food at home. Either there isn’t money or the money is used elsewhere and that is beyond the student’s control. 2. High school students from these families often work evenings and do not use their money to buy dinner. It goes for gas to get to work. 3. Believe it or not, many of these homes actually LOCK up their food. For some, it is a way of controlling their children. For others, it is a way of protecting the food, many of these folks live in “communal” family situations (3-4 “families” in a household) and this is simply how they protect their resources. Also, parents who are addicts often have paranoid behaviors that lead to this…as do many parents with untreated mental health issues. (two situations which are prevalent in my area in this income bracket)

The last piece that adds to the challenges that these children face is the fact that they rarely get a good night’s sleep. They may not know where they are sleeping. They may be avoiding sexual contact from someone in the house. They may have family members up all night playing loud video games, or drinking/using drugs, arguing, etc. They often have younger siblings to take care of at night if mom works overnights. They don’t get the medical attention and medications they need when they are ill and sleep very poorly due to a number of ongoing physical ailments. They often live in crowded houses/apartments with little personal sleeping space available.

One might think that given all that they face, that they would love to get the heck out of Dodge and take advantage of a good education to do it. Well…not if they have never seen that happen. Not if, from kindergarten on, only the “rich” kids do well in school. Not if they have been an integral part of a system that requires them to put today in front of tomorrow.

Exceptions exist, they truly do, but not as often as we’d like. All human beings have their challenges, each child, regardless of his/her background can become far more than his/her childhood has dictated. But before that can happen, the possibility of such a thing must exist in his/her mind. Your family may have given you that. Let’s hope that we can find the resources to help those who weren’t so blessed.

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.

Teachers Make a Difference Archived Post 3.23.13

by lclarcq on December 6th, 2014

filed under Archived Posts 2013, Encouragment, Musings, Tough Students

(Originally posted 10/23/13)

Today I had the chance to spend a day at an event with over 150 teenagers from 17 different school districts. I was “gobsmacked” at what they had to say. Over and over again I heard the same message. What we do matters a great deal….and what we teach about doesn’t.

They told us that the pressures are everywhere and they know that they aren’t wise enough to deal with it all. They shared that they didn’t know how to juggle the demands of school, work, activities, family responsibilities, friends and romantic relationships. They said that they had received few explanations on HOW to do things, and many demands that things be done right.

So, it is the little things that we do that make a difference. I asked a group of students what their teachers did that conveyed understanding, support and caring. Here are some of their responses:

● When a teacher lets me borrow a pen/pencil without embarrassing me.

● When a teacher holds a door open for me and says good morning.

● When a teacher makes eye contact in the hallway and says hi.

● When I miss a question and the teacher says, “I see how you might have thought that.”

● When a teacher doesn’t let kids walk all over him.

● When a teacher stops kids from making out in the hallway.

● When a teacher doesn’t allow cursing in her room.

● When a teacher stands in the hall between classes to keep an eye on things.

● When a teacher compliments something I’ve done.

● When a teacher doesn’t let a class know who the favorites are.

● When a teacher apologizes.

● When a teacher explains something that I don’t understand, just because I don’t understand

it.

● When a teacher checks to see if I understand.

● When we can laugh in class…not at or about people but at life.

Not one thing about lesson planning, assessment, mastery learning, critical thinking or documentation. Not that those things don’t have their place…but not in the hearts of our students.

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.

R and E: An Atmosphere of Trust 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, Relationships, Starting The Year, Teacher Training, Tough Students

(Originally posted 3/20/12)

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

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.

We Only Get Students That We Have Archived Post 3.10.12

by lclarcq on December 2nd, 2014

filed under Archived Posts 2012, Classroom Management, Encouragment, Musings, Not So Good Days, Tough Students

(Originally posted 3/10/12)

It’s that time of year where the end is almost in sight, but the road ahead can seem impossibly long.

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 not 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

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.