Classroom Management Archives - Hearts For Teaching Blog

Start From The Heart: Problem Solving-Seating

Posted by: lclarcq Posted on: August 18, 2018

Oh the possibilities!!

First, let me be clear. TPRS/CI can work with ANY kind of seating arrangement.

So let’s look at seating from the basic elements:

The physical arrangement of the room creates a certain atmosphere which can really affect the “tone” of the class. Each teacher has the right to choose the arrangement that works best! There is no ‘best” way.

Traditional Rows: It is absolutely easier to put kids in “traditional” rows, and create a seating chart, in alphabetical order in order to take attendance. Especially if you have very large numbers. Make a seating chart, in two days they will remember where they sit, you get used to certain faces in certain seats and taking attendance/learning names is much easier than it is in nearly any other option.

Whenever possible, have a clear lane to walk in on all four sides of the room. We always want to be within a few feet of each student when it’s necessary.

If you have a lot on your plate, or you/your students need a lot of structure, use this option….especially to start with! You can always change seating as the year progresses!

Theater Seating: Students are in rows, but angled towards the center of the room, especially the outer rows. This allows the entire class to focus on the area in the front of the room which now becomes a “stage”. Because it is slightly different than the “traditional’ rows, it can help teachers and students to step into the new mindset that being in a CI class requires, without being a shock to the system.

Volleyball Seating: Students are in rows, facing the center of the room and the “stage” can then be the front, back or center of the room as needed. There are many benefits to this arrangement. The biggest challenge to this arrangement is that students are now facing each other and may have to learn to interact as a class without distracting each other.

Semi-Circle This is one of my favorites…and it can be done in several rows of seats. It feels somewhat “informal”, but offers a sense of structure for those who need/want it.

Circle: Not all rooms are large enough to allow for students to sit in a circle, but it can be a great arrangement for many smaller groups! (My students often lovingly referred to it as the “counseling circle.” )

Groups or pods: There are definite benefits to having students sit in groups, but also a number of challenges for the TPRS/CI teacher. It can be difficult to keep students focused when they are all facing different directions and also facing a small group of peers!

And of course, there are combinations and adaptations of the above. Remember, you can actually change the seating any time during class once you have trained students how to do that carefully and quickly. (That’s a future post!)

Assigned Seats: This is another choice that you get to make!

Some teachers, particularly at the high school and college level, do NOT assign seats. They choose the seating arrangement, but allow students to choose where to sit each day. And….each day could be different, depending on who arrives when etc.

Another option is to allow students to sit where they would like the first few days, then ask them to choose a “permanent” seat for the quarter/semester/year…once they have found a place that they feel comfortable.

The third option is to “randomly“ assign seats. The teacher strategically chooses specific locations for certain students and then randomly assigns the class to the remaining seats. All of this is done before presenting the seating chart to the students. (although even young ones are pretty savvy about what we have done and why!)

Then there is also the traditional, alphabetical arrangement mentioned above.

Seating Charts

Now that you’ve chosen a seating arrangement, think about how you will create a seating chart. Electronically? The picture feature on these is FANTASTIC! By hand? Some people prefer it. Maybe you prefer to use an app like Dojo. Check out the attendance chart I used!

Again, there is no right way. Just ask yourself three questions: Is is accurate? Is it efficient
as you take attendance and learn names?

Attendance can be time-consuming, but it is important!!! Schools are adamant now that we take and record attendance promptly and accurately. The seating arrangement we choose can affect how we take attendance.

Need a new idea? Check out this post: The Magic Attendance Poster

Also keep in mind that when there is a substitute, it is handy to have some sort of agreed upon arrangement with students about seating, attendance and behavior. So if you choose to be flexible about seating, make sure the sub doesn’t need all period to call out the roll to take attendance.

Last but not least….YOU ARE NOT REQUIRED TO HOLD ON TO ANY ONE WAY OF DOING THINGS!

If you start with one arrangement, and want to try something else, go for it!! It is not a bad thing for students to see you mixing it up, evaluating something new and making decisions. It’s a wonderful thing!

Just don’t take on more than you need to at any one time. You are important.

With love,
Laurie

Start From The Heart: Solving Problems-Comprehension Checks For The Win!

Posted by: lclarcq Posted on: August 17, 2018

Knowing why to use Comprehension Checks and knowing how to use them aren’t really the same thing. Let’s try to make a connection between the two:

Why? To allow for and encourage processing time.
How?
Create a signal/gesture that indicates that the students are going to think about a piece of the
language that they see/hear. For example: Tap your forehead.
Repeat the language before iliciting an answer/response from the students.
Pause.
Then use a Comprehension Check from the previous post.

This is helpful to plan for when utilizing new or difficult to process language.
(Hint: Don’t overuse this….once or twice in a 10 minute period is enough even in a beginning level class if the language is being used slowly, carefully and in the most comprehensible way possible.

Why? To assess the level of comprehension of a particular item.
How?
Identify an item that may need clarification. (HInt: not every item needs clarification!) Me falta
Ask a student to connect language to meaning using a Comprehension Check.
(Hint: ask a student who will know!)
Repeat the item in context. Me falta la contraseña. No puedo usar la computadora.

Why? To allow differentiation of instruction/assessment.
How?
Identify a section of difficult or advanced language.
Ask a student (Hint: who can answer the question!) to assign meaning using a
Comprehension Check.
Ask another student to agree or disagree with the first student.
or
Ask a student the meaning of a piece of less-challenging text then ask a faster processor another way to
say it in the target language.

Why? To fill in meaning for students who have been absent.
How?
Identify the language that will need to be reinforced then….
Ask a student to give the meaning in English in a loud “stage whisper” whenever the word is used.
or
Have the student yell out the meaning
or
Have the student hold up a sign with the meaning in English/picture
Have all students do a specific gesture.

Why? To get more repetitions.
How?
Very, very sporadically. And carefully. Preferably with humor or dramatic effect.

There are even more ways to utilize Comprehension Checks, but it’s only the beginning of the year so we’ll stop there!

with love,
Laurie

Start From The Heart: Solving Problems-Comprehension Checks

Posted by: lclarcq Posted on: August 16, 2018

Warning: Some of you may find this controversial. But…I still believe that this is an important skill for teachers to look at, and to use: Comprehension Checks.

Like any skill, it can be overused or used without thought and reflection, and in those cases, Comprehension Checks can be poorly received. But….with a little thought, practice and reflection, using Comprehension Checks can be, an amazing problem solver for us.

What is a Comprehension Check?

It’s when we find a way to determine whether or not, or to what degree, a student understands what s/he is hearing and saying.

It might look like this:

The teacher says to the students:

Tengo un problema. Quiero usar la computadora, pero me falta la contraseña. ¿La sabes?
(I have a problem. I want to use the computer, but I’m missing the password. Do you know it?

The teacher asks a student or students one or more of the following as needed:

In English:(expecting answers in English)
Do I need a password or a photo?
Do I want to use the ATM or the computer?
What did I just say?
What is my problem?
What do I need?
What do I want from you?
What is a “contraseña”?

In Spanish: (expecting answers in English or Spanish as indicated by the teacher)
¿Necesito usar la computadora o el telêfono? (Do I need to use the computer or the phone?)
¿Quê necesito …el número de teléfono o la contraseña? (What do I need, the phone number or the password?)
¿Cuál es mi problema? ( What is my problem?)
¿Quê quiero hacer/usar? (What do I want to do/use?)
¿Quê me falta? (What am I missing?)
¿Quê necesito? (What do I need?)

The teacher could also ask students to identify the meanings of words or questions by pointing to pictures or making a gesture.

First, let’s look at why a teacher may want to incorporate Comprehension Checks into his/her daily interactions with students. Later we’ll look at why it’s helpful to do so from the very beginning of the year/semester.

First and foremost, there is a SECRET goal behind the use of Comprehension Checks….
Shhh…..
they actually provide additional processing time for some students!!

We rarely address this gift, but Comprehension Checks buy those students just a little
extra time to let the meaning of the sound/text sink in. This is incredibly helpful in a
class with students who have a variety of processing speeds.

2. The most obvious goal of Comprehension Checks is to make sure that the input we
provide is COMPREHENDED, not just comprehensible. I can always hope, as the
teacher, that students have understood what I said, and that, in time, it will be totally
comprehensible, and closer to being acquired. Or, I can assure that the correct
meaning is assigned to what students have heard/read and move them closer to
acquisition.

3. Comprehension Checks provide a way to differentiate. By isolating different pieces of
the input, and asking a variety of students for meaning, we “spread” the wealth. We can
provide opportunity for students who need find meaning a shorter or more familiar chunk
of language to find success. We can challenge our faster processors or more advanced
students while helping others to match meaning

4. Comprehension Checks bridge the gap for students who have been absent for class. It’s
a situation we all deal with. When a student has missed the introduction of a new words
or phrase, Comprehension Checks allow us “pop’ in meaning so that those students can
hear the meaning of language that they need to understand.

5. And……….a way to provide more repetitions if the teacher wants to do that. Now…they
aren’t exactly useful repetitions if the students haven’t already matched meaning to the
sound and the text…but once they have….BOOM…extra reps.

It is very helpful to build in our use of Comprehension Checks from the first few days of classroom interaction in the target language. When they are a natural part of our language pattern, they become less “stilted” and “forced”. Here are a few of the advantages to “training” the class to listen for and respond to Comprehension Checks:

By building these types of questions into our classroom interactions, we naturally create the expectation that we will be checking in….because it is important to us that all students get the chance to work meaning out for themselves.

If Rule # 1 is Listen to Understand, then Comprehension Checks support the message that we absolutely, really and truly want students to listen AND understand….not just look as if they are listening and understanding. Students believe what we do…..not what we say.

By starting the year/semester this way, we can get a better handle on exactly where our students receptive skills are. It gives us nearly instant feedback that we can use to monitor and adjust the input we provide.

Done carefully, differentiating with Comprehension Checks establishes and reinforces these ideas:

All students matter.
The core/main idea of an utterance is of primary importance.
Details add to interest and understanding.
Miscommunication happens, and can (should!) be addressed with grace.

With love,
Laurie

Taking Care of Problems: Comprehension

Posted by: lclarcq Posted on: August 15, 2018

I don’t understand.

THIS phrase is the first, and most powerful, and practical, place to start taking care of problems!!! Teachers committed to Comprehension-based Instruction often use a “signal” for students to use when the teacher has delivered a message in the Target Language that is confusing or incomprehensible. This is really TAKING CARE OF PROBLEMS!!!

It’s preventing behavioral problems that stem from not being able to follow what is happening in class. It also sidesteps behaviors that arise when a student feels incompetent, unimportant, or incapable in any way. Allowing, actually encouraging, students to communicate in a safe way that the language or the message is confusing creates a safe space that accepts students where they are….instead of pointing out where they “should be.”

It’s giving students power over their own environment and their own input and it is very important. Even if they don’t use it as often as we might like, the fact that we encourage it, accept it and respond to it is incredibly important!

What does having a signal for confusion do? It also allows students, who sit all day long, to communicate that they may have, quite naturally, lost focus for a few moments. It allows us to address that and bring them back into the action.

Wondering who decides the signal and what signal to use? Sometimes the teacher decides what it will be and sometimes the students decide. These signals might be:

A hand over the head.
The “time-out” sign
One fist to the palm of the other hand
Hands crossed over the chest
Stomping on the floor with both feet until the teacher notices.

All of these can be effective, especially if we encourage everyone to use the signal if they see another student expressing concern about comprehension. It’s easy, as the teacher, to miss the sign!

When observing teachers I’ve seen the teacher use the signal when s/he is confused…I love that!!

Some teachers also create a sign for “Slow Down” or “Please Repeat”. After students are comfortable with those, it is easy to make the transition to using the phrases in the TL as well!

Another problem-solver is providing students with a way to ask what something means in the target language or how to say it in the target language. One of the first things that I note when I teach a level 2 class is if the students are “trained” to say “What does _____mean in English?”…and they ask me in Spanish!! Or ….”How do you say _____ in Spanish?” and ask me in Spanish!

Those are not just handy phrases. They are problem-solvers. They give students permission to not understand, and to ask for clarification. When our students have those phrases available to them, they know that we don’t expect them to know everything and that we encourage them to ask!

I know that not all students are comfortable communicating that the language is not comprehensible. That really is okay. I don’t expect they will, but I will invite them to, and often. I will also be thankful and express my gratitude every time they do. It helps us all. It takes frequent reminders; it really does. I have had to actually put it on the board, in a PowerPoint or my lesson plans or I forget to remind them. We’ve been trained NOT to communicate confusion. This will be new. But it is incredibly valuable.

This may sound incredibly simple. But it is incredibly powerful.

What do you and your students use to communicate that the language or the message is confusing?

With love,
Laurie

Start From The Heart: Take Care Of Problems

Posted by: lclarcq Posted on: August 12, 2018

Teaching in an IB school for the last two years taught me so much!! As the oldest of five siblings and a single mom of two boys (now men!), I have a tendency to try to take care of everything myself. Not because I think I can do it better, but because I am so programmed to look for potential problems and head them off at the pass. That can be a great quality, but, it gives others the impression that a) problems take care of themselves and b) I want to do everything…..neither of which is true!! The IB emphasis on learner traits really helped me to see how allowing everyone in the class to have a role in problem-solving not only aligned with our practice of classroom jobs, but also helped us all to share responsibilities and our talents every day.

How does the Rule ‘Take Care Of Problems” connect with other Start From The Heart ideas?

Respect–

A. Taking care of one’s own problems is a sign of self-respect. Teaching is complicated. We need to
respect that. Eliminating unnecessary problems is a practical way to honor the work that we do, and
to respect the energy we invest in this job every day.

B. Students need to observe adults solving their own problems. They absorb what we model. Even better
if we vocalize from time to time what we are doing and why. They cannot see inside our heads!! They
don’t hear our hearts!!! So stopping to take sips of water water and mentioning staying hydrated
teaches more than you would imagine. So does stopping to think before responding, showing them how we
choose songs and a number of other behaviors we can demonstrate!

C. When we demonstrate our commitment to avoiding and solving problems, we tell our students that they
matter to us. Students have amazing problem-solving abilities. It isn’t always easy to see,
particularly when some of them appear to be able to solve simple problems, but don’t. But they really
do. We often underestimate the number of problems they deal with every day! When we make it a clear
goal to commit, as a class, to taking care of problems, we respect that they are human beings, with a
lot to deal with, and that they have qualities and abilities that can help the entire group.

D. When we make Taking Care Of Problems a class initiative, we continue to grow as individuals and as a community, with common goals.

Success–

Success is not living a problem-free life. Success is dealing with life’s problems in a positive way whenever possible.

A. Whether we plan ahead alone, or with the help of students, we commit to avoiding
UNNECESSARY problems.

B. When we, and our students, can identify problems as they occur, we can address
those problems before they become insurmountable.

C. When we, and our students, find ways to consciously, creatively and compassionately
address problems as they occur, we experience confidence and relief. That…is
success!

So in order to continue to create an atmosphere of respect, and to prepare and maintain an environment for success, we are going to make Rule #2: Take Care of Problems. Want to get started?! That is the next post!

With love,
Laurie

See Rule #1: LIsten In Order To Understand.

Start From The Heart: LISTEN

Posted by: lclarcq Posted on: August 11, 2018

1. Listen, with respect, in order to understand.

For the last several years, this has been the first “rule” in my classroom. It’s absolutely necessary for acquisition to occur and for community to build.

It’s actually a fairly simple rule….and I post it, point to it, refer to it and try to live it as often as possible. That last part, the living it, is sometimes the hardest part….for me!!

Teachers (and a lot of other human beings) tend to listen in order to reply. Not to understand. For me, that has been a hard habit to break. But when I manage to really listen, it often changes everything I thought about that moment and the student I am listening to.

More and more I am convinced that students not only acquire language from us, but also attitudes, interests, curiosity and actions. It’s what humans are wired to do. We (teachers) consciously and unconsciously project who we are and what we believe and think. Students consciously and unconsciously absorb what we think, feel, say and do. There are things that the clearly and consciously agree to accept and do…..and others that they acquire without even realizing it.

We all want to belong. When the behavioral rules of the class are clear, it is easier for students to follow the rules and be a part of the group. So Rule #1 is clearly posted. But if I want students to trust the rules and to trust me as the teacher, I have to follow the rule as often as possible.

That has not been easy for me!!!! I’m a bit of a talker!!! As with most habits, it takes a while to do it naturally. Lots longer than I would have liked. But it has made me a better teacher……and as with most things in teaching, it has also made me a better person.

There are a lot of ways to “teach” the rule, but that is another post for another day. But I do post it, I do “teach” it, I do enforce it, and I do try to model it whenever I can.

Does it work? Did my students become better listeners? More polite? More compassionate? More empathetic?

I can’t answer that. My students are a constant work in progress. I can never really know what they take away from their time in my room.

What I do know is that, in my room, while I was there, that when I was consistent with the rule, I saw them consistently listening to try to understand. To understand me, each other, a song, a video clip, a visitor. It created a calmer atmosphere and a more patient one. Some students, and some classes were clearly better at it than others. But we always tried.

Listen, with respect, in order to understand.

Listen,
Not look at a phone, a note, a book, scribble, draw, brush hair, do make up, finish homework, communicate with a neighbor or a million other options.

Listen.

With respect,

Not with impatience, frustration, anger or judgement.

With respect.

Not in order to get the response I want.
Not in order to say the response I have planned.
Not in order to “fake” being interested.
Not in order to see who “gets it” and who doesn’t.
Not because it’s someone’s turn to answer.

Only to understand.

Listen, with respect, in order to understand. As often as posslble.

With love,
Laurie

Start From The Heart: RESPECT
Start From The Heart: A Focus

Start From The Heart: A Focus

Posted by: lclarcq Posted on: August 9, 2018

Now what? Sometimes it is so hard to get started!! That is why I think that is important to start a new chapter by creating a list or a series of short focus statements for yourself. Try creating statements using key ideas and goals for CI/TPRS instruction: Comprehension, Interest, Interaction, Success, Acquisition.

Why?

Because if we have a clear idea of what is important, it is much easier to create a classroom based on what is important. I know it seems overly simple, but with all that we are required to do, it is easy to get away from what really matters.

It doesn’t need to be complicated. Maybe something like this:

In this room, Success Looks Like:
Comprehension
Interest
Interaction
Acquisition

Or maybe….

Comprehension + Interest + Interaction + Success = Acquisition!

Need more words? Think about adopting or adapting some of these:

When we comprehend…
When we are interested…
When we follow or interact successfully…
We acquire.

All of my students can acquire language.
Comprehended Input is the basis for acquisition in this classroom.
Compelling, connected, interactive input keeps students motivated for comprehension.
Success motivates my students.

I strive to provide an environment that facilitates language acquisition.
I strive to provide an environment that facilitates successful interaction.
I strive to create/find compelling input that connects to my students’ lives and interests.
I strive to interact with students using this input in a way that honors and motivates.

We all acquire languages naturally.
We all must comprehend the language in order to acquire it.
We acquire more language when we are engaged (using the language) in an interesting topic.
When we feel that we are a successful, important part of the language community in our classroom, we grow.

Students will be able to comprehend the target language used in class.
Students will be able to explore interesting topics, ideas, and lives in the target language.
Students will frequently interact with me and other members of the class.
Students will have opportunities be successful each day in these aspects of the class.

Once you have created your “message”, post it. Post it on your wall, on your website, on a sticky note on your computer, in a message to parents, wherever it will be helpful to share your vision.

ACQUISITION-3

Now it’s clear where you are coming from, and where you want to go!!

With love,
Laurie

Start From The Heart: RESPECT

Posted by: lclarcq Posted on: August 8, 2018

Whether we’ve been to a one day workshop or an entire week of training, there is so much excitement about using a truly comprehension-based approach! And then reality hits…..

How do I start? What do I do first? What do I need? HELP!

It looked so seamless and easy in the demo. We had some practice at the training and overcame a few butterflies. But when the reality of 100+ students a day, IEP’s, lesson plans, unit plans, evaluation, assessment, and explaining it all to colleagues, parents and students kicks in, it’s overwhelming.

So let’s start from the heart of the matter. If we (and everyone else) has a clear idea of why we are doing what you do, it all goes much more smoothly.

I’m going to suggest a one-word start:

RESPECT

I actually started with several other ideas (see next post!!), but then realized that if we start with RESPECT, everything else will flow more successfully.

What does RESPECT, in the classroom, look like to you?

This is incredibly important. If we are clear in our own hearts and minds about what is and isn’t respectful, discipline becomes much easier. If you’ve never thought about it in such concrete terms, take 10 minutes and try it. Take a look at this list and mark which actions/reactions you consider respectful and which you do not.

Feel free to share it with colleagues or even use it as a lesson plan for interaction and discussion with students.

WHAT IS RESPECT?WHAT IS RESPECT?

Look at what you feel is respectful and what isn’t. Based on what you feel, what definition can you put together for RESPECT? Here are some ideas. Feel free to adopt/adapt or consider working with colleagues/students to create a definition for your classroom.

RESPECT is a choice.
RESPECT requires paying attention to others.
RESPECT requires being aware of self.
RESPECT is an action, or choosing to NOT engage in an action..
RESPECT does not hurt others, physically or emotionally.
RESPECT is visible.
RESPECT creates a community.
RESPECT accepts differences.
RESPECT values progress over perfection.
RESPECT brings people together.
RESPECT recognizes growth.

Post this in your classroom. Put it in English/TL. Have students create a copy for themselves. Refer to it often. Add to it when needed!!

Respect is the cornerstone and building block of a successful relationship. When we begin there, and encourage conversation and discussion about respect and communication, we begin with an open door towards success…..even if it seems rocky at first!

So how do we communicate our thoughts/beliefs to our students? We each get to decide that. There is no wrong way as long as it falls under the guidelines we have identified as RESPECTFUL.

Make a poster. Make copies for students. Have students write them for an assignment. Design a game. Lead a discussion. Poll them on their ideas or on how past teachers showed respect. Use the worksheet above. Just tell them. Anything we do that keeps them alive and in front of the class will work…again, as long as it follows your RESPECTFUL guidelines..

Ultimately, focusing on RESPECT will only work if we walk the walk, not just talk the talk. Let your students see you at your most respectful. Let them see you apologize if you are not. Let them see that it is all of those things you said that it was, BY YOUR ACTIONS.

Showing RESPECT through action is LOVE in its highest form. They know that, even if they haven’t yet experienced it.

With love,
Laurie

Start From The Heart: A Series

Posted by: lclarcq Posted on: August 8, 2018

Hello to old and new friends!

It’s been a very busy summer and here we are…at the beginning of a new school year. This year, I will not have my own classroom, but I am grateful to all of you who are opening your classrooms to me so that I can visit and guest-teach as I travel around the U.S. and beyond! It will take a day or two, but I hope to have an updated schedule up very soon.

As this new year starts for all of us, I am going to write a series named Start From The Heart. I’ll post a number of different ideas and activities that friends, colleagues, my students and I have found helpful for those starting the year, and/or starting with Comprehension-based teaching anytime during the year.

Some posts will be just for the teacher…things to ponder on and work with. Others will contain activities that you can do with colleagues or students. I will post these on my Teacher Pay Teachers site (Hearts for Teaching) as free uploads!!

I hope that you will find something that resonates with you and supports you at this exciting time of year! Please write me and let me know if there is anything specific you would like to see addressed. I know that there are many resources out there…thank you for being part of this one!

with love,
Laurie

Part 2 An Anchor For The Storms: Hearts For Teaching Blog Post

Posted by: lclarcq Posted on: August 26, 2017

This year I decided to add a second poster option for my Spanish 2 students (primarily 7th graders). About 1/3rd had had me as a teacher last year and I didn’t want them to have to do the same poster over again! Also, it was so successful that I wanted to see if it also worked with our Goals !

In Our Class We Try To…

Respect

Include

Communicate

Understand

Think

Improve

This week we focused on Respect and Understand as we began to get to know each other and how the class would run. Next week we’ll add Communicate.

These goals, like the statement in the previous post, serve as a touchpoint for us all year long. I was able to use them over and over again just this week.

Check out some of their work above and below!

with love,

Laurie

PS I’ve invited the principal and two assistant principals to come in and choose their favorite poster (from both options) I will color copy and frame them to be hung in their offices!!