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Rules and Expectations During a Lesson 3.18.12

Posted by: lclarcq Posted on: December 3, 2014 , , , , , ,

(Originally posted 3/18/12)

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

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.

Rules and Expectations Part 2 3.18.12

Posted by: lclarcq Posted on: December 3, 2014 , , , , ,

(Originally posted 3/18/12)

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 the next post…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. So much to think about…

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.

Rules and Expectations: Part 1 3.7.12

Posted by: lclarcq Posted on: December 3, 2014 , , , , ,

(Originally posted 3/7/12)

What you see here is a compilation of comments from the MORETPRS 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,discussion, 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.

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.

Forward: March! Archived Post 3.8.12

Posted by: lclarcq Posted on: December 3, 2014 ,

(Originally posted 3/8/12)

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

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Start A Ripple..Or At Least Get Out Of The Way Archived Post 3.9.12

Posted by: lclarcq Posted on: December 2, 2014 , , , ,

(Originally posted 3/9/12)

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 assignment. :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

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We Only Get Students That We Have Archived Post 3.10.12

Posted by: lclarcq Posted on: December 2, 2014 , , , , ,

(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.

Believe In Me Archived Post 11.2.11

Posted by: lclarcq Posted on: November 30, 2014 , , , ,

(Originally posted 11/2/11)

I tried not to, but I have gotten pulled into Oprah’s Life Class on her new network: OWN. It’s become addictive. I haven’t signed on to the website and started my own private journal or tweeted but I find myself looking for the next show so I can learn more. I channel-surfed looking for another channel but landed back on OWN. You see, sometimes the world aligns so that you hear the absolutely perfect message.

It didn’t really start with the Oprah class. It started with the program preceding it: The Rosie Show. Another show that I didn’t really plan to watch. It was a tribute to Phyllis Diller. I was too tired to move and just let it play. Until Phyllis spoke about a comedian who gave her a compliment when she first started her career. She said, ‘For the first time, someone that I believed in, believed in me.” And Rosie repeated “Sometimes that is the turning point, when someone you believe in, believes in you.”

Wow.

As adults we have two jobs. In order to be a person that can better the lives of children is to a) Be someone a child can believe in. b) Believe in the child.

That woke me up and tuned me in. And kept me so focused that I stayed awake to watch the next Oprah class…which…as God or the universe…..whichever you prefer….would offer…is about
validation.

The last hour has been so aha-producing that here I am writing a post before it is even over. It started with a quote by Toni Morrison. A question actually. She asked, “When a child walks into the room, do your eyes light up? Does that child know that you care that he or she exists?”

Now there is this man talking to his abusive parents (who aren’t there but his wife is standing in to be a person who actually hears him). Listen to the things he says :

“You didn’t have children because you wanted children. You had children because you thought they would make you happy. We can’t and now you punish us every day. We are not people to you. We are just one more thing that you hate and you can punish us for it.”

Oh my. How much of the reason that we do our job is because we love how being good at a language makes us feel? How important is it that our students “respect” us by following our rules(write in black pen, don’t hand in pages ripped out from a spiral notebook, don’t be absent on test day)? How bent out of shape do we get when a pep rally or field trip or Honor Society induction get our perfectly constructed schedule out of whack? How frustrated do we get when they don’t do homework, fail tests or don’t come in for extra help because it destroys everything we’ve tried to do? Or did we get into teaching because we truly love our students?

Is teaching about us? Or is it about them?

If I’m being honest.

Then I have to ask myself… Do I communicate my joy in my students and in teaching? Or, am I transferring my own frustration about not being seen and heard as an educator to my classroom?

Am I, while I am in front of my students, forgetting to put people before points and relationships before data?

I think it can be very easy for our students to become the targets of our own anger, about situations that they have no control over, because they are our captive audience. Sometimes there is a fine line between keeping them informed of how the world works and keeping them informed about how the world works us.

“What I need is for you to teach me how to love. How to show love, how to receive love, how to appreciate love. Show me how to treat other people with respect. Show me how to make other people feel precious. I want to be able to do that but I just don’t have any idea how. All I know is what you show me.”

What if, just what if, I am the only adult that will hear this message from a child? What if, just what if, I am the only adult he or she might be willing to listen to about this kind of learning? Am I there? Am I doing what I need to do?

Do I hear my students asking, “Do you believe in me?”

And what answer do my actions give?

Thanks Ms. Diller. Thanks Rosie. Thanks Ms. Morrison. Thanks Oprah.

with love,
Laurie

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Relationships Not Candy Archived Post 10.25.11

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , , , ,

(Originally posted 10/25/11)

This was written in response to request from a teacher who had written her with classroom management struggles. The teacher felt that her best day had been when she brought in candy as a reward. She didn’t want to continue that practice, but was desperate to find something that works.

My heart goes out to anyone struggling with classroom management. At one time we have all had a group or groups that made us want to tear our hair out…..and praying for the magic formula to make a group ‘work”….or at least not be the stuff our nightmares are made of. We try any number of approaches…..including attempts to win them, or at least their behavior, with rewards like candy. If you haven’t been there, at least once, you’ve lived a blessed teaching life.

There is no magic bullet, no simple answer, but this teacher and I can tell you that candy is not the answer. Candy works only when it makes a rare occurrence…..and it is presented as a gift. “I thought about you today and brought this to show you my appreciation of your spirit and willingness to be a part of this class.” This is love. This has nothing to do with classroom management.

When candy is a reward it can lead to an ever-escalating “Me me !!” situation. What happens when a teacher can not afford candy, when the principal says no candy, when students start to get angry because it isn’t their favorite candy, etc.? In my case it turned into bitter and angry and resentful feelings IN ME!!! because they were ungrateful….when in reality I had set them, and myself, up for it by bribing.

Classroom management is so hard. It once was governed by clear rules and boundaries, parental and administrative support, and a general respect for the institution and adults.

None of those things are guaranteed today and it truly is about the relationships in the classroom.

THE most influential relationship is the relationship that each student has with him/herself. If the student values himself enough to want to have self-control (even if it is hard to attain) the student has the most valuable tool in the toolbox.

The most important relationship in our classroom is our relationship with our students. Whenever possible treat them with love, with love, with love. When we do that, and make our decisions because of that, everything else comes much more easily. When students know that a teacher cares about them, more than anything else, they are willing to collect and use tools in the toolbox. Caring about our students will not, however, eliminate our challenges.

The next most powerful relationship is between the student and the language. When that is strong and positive, discipline problems virtually disappear. But that takes time, and the erasing, for many students, of many years of negative conditioning about school and language “study.” That is why, as Susie so often says, “Success is the best motivator.” They need to know, and to see, that their tools, and skills work!

The next most powerful is the relationship between the students themselves.

Again, they come to us with their own histories and we must handle what already exists. We could try to make them “behave” a certain way because they like us as teachers, but in middle school and high school, the opinion of peers FAR FAR FAR outweighs the opinion of any adult. What we can do is to establish very clear boundaries about the language, facial expressions, gestures and interactions that we believe will help to create a positive relationship among our students.

The least important relationship is the one between the teacher and the language. Sadly, in many rooms around the world this is the strongest relationship in the classroom. Our passion for the languages and cultures so dear to our hearts is a lovely thing….but it is OURS. Not our students’.

It should be our tool that we use to help strengthen the relationships above.

How does this help with classroom management? Make a list of what you do as a teacher to “manage” your classes. Which category do they fall into? The most energy and effort should go into the first two categories….finding ways to connect students with the language (using CI +P) and helping students to be safe with each other. By conducting ourselves in the most caring, professional way possible in the relationship with have with our students, and by not letting our own interests in a topic erase our efforts to connect kids with language, with each other and with us …we can really improve our classes.

In time. In our own way. In small steps. In a way that allows for dignity.

With patience. With optimism. With appropriate boundaries. With consequences.

By being honest. By being appreciative. By being kind. By being responsive.

and never, ever giving up,

with love,
Laurie

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Grading Questions Archived Post 8.14.11

Posted by: lclarcq Posted on: November 30, 2014 , , , ,

(Originally posted 8/14/11)

The questions:
We live in the reality of having to produce a grade. How do you grade your students?What does your grade represent?

My answer:
First, grading has to fulfill the district, building and departmental requirements…especially in larger
districts.

In my program, we have a few requirements that are outside of my control ie how much each marking period is weighed, whether or not to give midterms and finals and how those exams are weighed. I worry about what I do have control over.

1. I give a quiz every Thursday. I do NOT tell students what is on the quiz. The purpose of the
quiz is for me to evaluate where students are so that I can plan for the following week. IF 80 % of the students achieve an 80 % or higher, I put the grades in the gradebook. If not, I don’t. The quiz may take 10 minutes or 40, depending on how much information I require. (they usually average 15…I hate to give up interaction time!)

This gives me between 6-10 quiz grades per marking period. I vary the quizzes so that at least three skills: Reading, Writing and Listening are evaluated at least once per marking period. Speaking evals are included in Levels 3 and 4.

2. I collect at least two assignments per week…FROM WORK WE HAVE DONE IN CLASS. This could be adding details to a story, a written translation, a picture drawn from a reading, a poem written from lines of a song or any number of different activities.

3. I usually have 1 homework assignment per week that I collect and mark as a 0, 50, 75 or 100.

4. Once each marking period, especially in the upper levels, students have a short “project” to complete: The requirements are broker down into steps and credit is given for each step completed. It may have an output component but always involved some form of input as well. (I’ll try to post some of these later ….)

This actually gives me at least 20 “grades” in the book for each student per marking period. I have tried all kinds of weighting systems only to find that none of them really makes a difference. I simply total them all (they are out of 100) and divide by the number of grades. If a “project” was really involved I will simply put it in twice. j

I put as little emphasis on grades as possible. I don’t go over tests/quizzes/homework in class.

Ever.

I will discuss things with students after school. My quizzes often involve choice: Here are 15 sentences,…illustrate or translate any 10. If I have planned well, conducted classes well, written quizzes well and designed projects well…it all leads to acquisition.

It does take some students (and parents) time to adjust to not knowing their own personal “point value” at every given moment. If it is extremely stressful for an individual, I will encourage him/her to meet with me after school and we go to Quia or another online format that fills that need for evaluation and quantitative feedback By the end of the first marking period however, they see that their grades are high and that they have really acquired a great deal of language and success.

It works for me. Keep asking questions about what is not clear…

with love,
Laurie

All content of this website © Hearts For Teaching 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.

What Really Matters Archived Post 8.14.11

Posted by: lclarcq Posted on: November 30, 2014 , , , , , , ,

(Originally posted 8/14/11)

The final piece of the puzzle is to continually focus on my students as people who are acquiring language, not students fulfilling requirements under my watch. I do not need to know all of the personal details of their lives, but I do try to remember that they have lives. In a few short years, they will be out in the world working with my future grandchildren, helping my generation to pay for retirement, defending our country, earning a living and each of them already affects a world of folks around them.

I try to remember to ….

Treat each student as if he or she has the potential to change the world.

Because they all do.

I’m not sure that that answers all of Laura’s questions, or yours…so keep in touch.

with love,
Laurie