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Where’s The Beef? Archived Post 8.5.10

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

(originally posted 8/5/10)
In case you’ve never seen it….

If you weren’t watching tv in the 80’s (or if you just want a good laugh), check out the youtube link for the (in)famous “Where’s the beef?” commercial. It’s a classic.

Not only do I love the commercial…I love the message: Hey …where is the stuff that REALLY matters?

That is a great question. That is why CI-based methods rock. If you are looking to “beef” up language acquisition, right now, CI is the best way to go!!

Last week in Los Alamitos, a group of people got together to support each other and develop skills. It was not a formal session organized by the conference. It was a group that gravitated together around a desire to really dig into the ‘meat” of the issue: How can I be a better teacher?

Becoming a better CI-based teacher is so very much like becoming more fluent in a new language (or even in a first language!) We have to be surrounded by the method, immersed in the teaching moment, and gently directed by a focused structure.

When we work with students to provide an environment that supports acquisition, we MUST INTERACT with the students USING THE LANGUAGE. When we are working to acquire teaching skills we must do the same. We need to teach…with a goal in mind..to increase COMPREHENSIBLE INTERACTION with our students. This is how we a) build relationships and b) provide language acquisition opportunities.Learning ABOUT CI teaching is beautiful, fascinating, interesting. But it’s just the bun people.

Whenever possible, take the opportunity to teach, in front of a supportive friend, using the skills you will need in the classroom. That is where you will find the beef!!Yeah I know, easier said than done….but the pieces are in place:

1. Scripting. It’s long been a part of CI-based teacher prep…and you can share scripts with other teachers as a non-threatening way to get started. How does this look? Do you think that this is where the questioning should go? Can you think of other questions that I could ask? If you are already a scripter,then all you need to do is find the email address of a willing conspirator and you have begun your journey.

2. Skype. Wow. Teach in front of the camera….and your audience can be there without being there!!!! We can practice teach any skill…with or without students and get feedback.

3. Blogs/Listservs. Find a partner. Ask and ye shall receive. Folks are out there…I promise! Check out the map at www.tprstorytelling.com Pick a moment that went well or that didn’t . Write about it. Get feedback.

4. Invite someone in. Someone in your department. Someone in your area. A student from another class. A coach. Many of the folks who coached at NTPRS or IFLT are available to come to your school and work right with you in your classroom!! How cool is that?!!

5. Attend a coaching workshop. Whenever, wherever you see one. Ask for one if you don’t . Organize one. Not sure how? Contact me ([email protected]) and I’ll put you in touch with all of the information that you need.

6. Watch. Sometimes it is outside our comfort zone to get up and share our teaching selves with other teachers. Wayyyyyyyyyyyyy outside. So take the opportunity to be a student or an observer in a coaching situation. There is so much to learn there.

Where’s the beef? In the teaching. In the moment. In the opportunity to stand up, get into it, talk about it, break it down, try it again. I saw it over and over and over and over again. I promise you. If you find the right people to work with…it will change your teaching…and your life.

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.

Output Myth #1 Archived Post 5.5.10

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

(originally posted 5/5/10)

I normally do not “attack” any kind of language program.  It’s not something I am usually comfortable with.  However….one of the enormous frustrations of teachers is their students’ inability to speak and / or write with confidence and fluency.    I do believe that traditional second-language instruction attitudes are to blame.   This conversation  on Ben’s blog got me thinking again…..I wrote a fairly long response there, but would like to rewrite and break it down here…I started with the first myth I think exist and I broke it down.  In italics are the teacher’s words/thoughts/etc. when the myth starts to disintegrate into reality….

The Output Myths  (and their implications) of a non-Comprehesion-based Program

  1.    A student learns to comprehend and to produce language at the same rate.
  • Students are given a list of targeted vocabulary and grammatical structures for each unit.  The end-of-unit-evaluations will require students to comprehend written and spoken material using this vocabulary.

They’ve had this material for almost a month now!   They knew that this would be on the test.  They obviously didn’t study.

  • Students will also be expected to produce, with few to no errors, in speech and in writing, in contextually-appropriate, but contrived, situations.

Why do they have to stop and think about what to say?  We wrote these in dialogues and practiced them in skits.  Why can’t they just spit it out?They’ve had this material for almost a month now!   They knew that this would be on the test.  They obviously didn’t study.

  • Teachers know exactly how long it should take for students to master these items.

I have 9 units to complete in 10 months.   If I subtract time for review, testing and vacations that comes down to three weeks per unit.  They’ll have to study.

  • Teachers will plan instruction, practice and evaluation according to this knowledge.

If we can’t get to everything in class, then I’ll just have to assign it for homework.  They’d better put in the time and study.

  • Students who do not succeed in mastering these items, in the alloted time frame,  are considered responsible for their failure to do so.

They’ve had this material for almost a month now!   They knew that this would be on the test.  They obviously didn’t study.

  • Students will be expected to be able to recognize and to produce this list of items at all times once the unit is completed (even those who were unsuccessful during the unit.)

We studied this material for almost a month in ninth grade!   They should know it by now!!

Sound familiar???????????  These italicized thoughts/comments are so much a part of the “My Kids Won’t Do Work” litany that they seem NORMAL for people to say!!!!!!!!!!!!!!!!!  That’s just not right.

For those of you who are wondering……that is why I am so drawn to CI programs.    There is no place for these complaints because the system is simply different.   And it works.

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.

Windows and Doors Archived Post 4.29.10

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

(originally posted 4/29/10)

At one point I considered naming this website “Wide Open Windows”.    I love the idea of flinging the windows open and changing the view, the perspective, the very air inside of a room with one movement.   In truth, there are many little steps that take place before windows, or doors, open….and we are often not aware of them at all.  So, when the light and air come peeking, or rushing, in it truly takes us by surprise…..and oh did I see that happen this week!!

Earlier this week I wrote a blog  about getting past adolescent armor.    Here is a piece from it:

“I never really know what will be the key that opens a student up.  Sometimes it is something that we do in class: a story, a poem, a movie, a song, a current event.  Other times it is casual observance of a tshirt design, a new pair of shoes, a sketch on the front of a book cover.   Occasionally it is an item in my classroom…this year the fans that I brought back from Spain have opened up many doors of conversation.  Rarely, if ever, am I the one that opens the door.  It is almost always the student who shows me, if only for a tiny instant, a glimpse beyond the armor. ”

Sure enough, since I wrote that two different students reached out and turned the handle on the door….even if just a bit.   One of them is a young man who has planned all year to drop out at age 16.  Unfortunately, he doesn’t turn 16 this year.     So, for him, this year has been one long vacuum.   He is one of those students who will literally just sit….and do absolutely nothing.   His teachers, parents and counselors have been trying to sell him the merits of at least working for a GED….but he hasn’t shown much interest…only disdain.    In Spanish 1 we have been watching Selena and for one period we did a webquest about the singer.   I was surprised to see that he had logged in to a website and was reading.   Halfway through the period he starts waving his hand wildly and called me over.  “Hey Profe!”  This in itself is unusual.  :o)  “Did you know that Selena got a GED diploma?  That’s cool.  There she was, getting rich and famous and all and she still decided to do it.”     Oh yes, very cool.

The second student shouldn’t really be in my Spanish 1 class.   He was only in the 8th grade program for a few months before he wa pulled out to prepare for the grade 8 ELA tests….so….he had about 10 weeks of Spanish while the rest of my students had 40 weeks before they started class with me this year.    One of his best friends in class is another student like the one I described above.    The other left the district about two months ago.   This kid tries very hard to be invisible in my room.   He doesn’t offer eyes to teach to, conversation to interact with or even a response some days.   He also called me over to show me something during the webquest, however, it was not anything on the monitor.    He pulled the barrel of a paintball gun out of his backpack.   (It’s a plastic tube, but I have two paintball-playing sons so I recognized it)  He wanted to show me how he had “painted” the piece with black and green Sharpies to make it look camouflaged.   We chatted about paintball for a minute, then he got to work on the webquest.

Two students who prefer not to engage.  Two students who try hard not to get involved.  Two students offering me a connection.  A few years ago I would have dismissed those moments as meaningless.   A few years ago I didn’t understand the amount of work and effort (on their part) that it took to get to that tiny first step.   A few years ago I had no idea of the power of an interaction initiated by a student.  A few years ago I thought it was attitude rather than armor.  A few years ago I would have missed two opportunities.  Open doors.  Open windows.  I’ll take them.  I’m glad that I had written about them earlier this week, or I might have missed these two moments.

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.

What You See Part 2 …Archived Post 4.27.10

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

(originally posted 4/27/10)

He was an athlete, a talented one.  He had a wise-ass attitude towards most adults, particularly those in authority.  He attended school often enough to stay eligible to play sports, but not any more than he needed to.   He smoked a lot of pot.   He didn’t hand work in on time…when he did it.  He was not voted most likely to succeed.

He now owns a highly-successful construction firm.  He bought his first house the summer he graduated from high school.  He owns a number of rental properties.  He stopped smoking pot when he saw how his pot-smoking employees made a mess of things.  He often hires men that are on parole or probation and gives them a second chance at life.  He is a devoted and responsible dad.   I’d say he is a success.

She was the snottiest student most teachers had ever encountered.  She had a small but very loyal group of friends.  She absolutely refused to work with anyone else…ever.    She was condescending.   She had a look that could flatten you.   She always gave the impression that she was smarter, prettier, better than everyone else….and that you had better treat her that way.   She questioned every grade.    She quietly insulted people.   She was not voted most likely to succeed.

She is now pursuing a Ph.D at one of the most prestigious universities in America.   She spends enormous amounts of her spare time advocating for the poor in Rwanda.   She travels to Africa and back several times a year, even volunteering to live in huts and use outhouses.    She raises money to help young men combat hunger and poor nutrition.  She makes presentations in churches and schools about her mission.  I’d say that she is a success.

 

He was a kid who made friends easily.  Maybe too easily.   It was often difficult for him to be quiet in class when the teacher was speaking.  He spent a lot of time checking with his friends to make sure that they were getting the information.  He hated to read….in fact, he didn’t really start reading until the summer between third and fourth grade.    He got bored easily.   He often got in trouble for defending a friend if a teacher was mean or sarcastic.   He missed enormous amounts of school when he developed a severe anxiety disorder.    He was not even considered likely to succeed.

He is now a prolific reader and owns a library’s worth of books.   He’s won awards for playwriting.   He’s a sophomore in college majoring in business and creative writing…but he really has the heart of a teacher.   He has maintained his friends from high school and has added a new crew as well.   He carries a B+ average and has helped several friends get enrolled at the local community college….kids who were told that they would never be “college material.”   I’d say that he is a success.

She was raised by a dad who was a drug addict and left to fend for herself even as a preschooler.   She was hospitalized for psychiatric treatment in her junior year of high school.    She had to redo the entire year.   She didn’t have running water.   She rarely had new clothes, a real haircut or a vacation.   She had few friends in school.    She wore caution tape for a belt.     She was considered far from likely to succeed.

She is graduating from a top-notch four year college with a double major in psychology and philosophy.    She has worked with professors at Brown and Harvard.   She works with young women who are trying to get off of the streets.    She spent a summer as a camp counselor for young people with a myriad of social and psychological problems.   She gave her brother a computer as a high school graduation present.     She has been accepted by the University of Edinburgh (in Scotland, among other schools) for a Master’s program in Philosophy.    She has an entire group of friends whom she will miss dearly….and will most certainly miss her.   I’d say that she is a success.

I could go on and on.   One has traveled the world, earned a Master’s degree in Biology, routinely supports family members in need and hopes someday to become an MD.    One is working his way through college to earn a degree in Italian.  One is a wonderful family man in South Dakota, an active and amazing part of his community.   One is a gifted musician, producing her own CD’s, appearing in cafe’s around the city, working with the developmentally disabled and in a loving relationship with a dear man and two miniature dachsunds.   One is a loving, hard-working single teen mom working her way through college…..without the help of her mother.   One is a soldier stationed in Germany.   None of them were considered “a success” in high school.    They are all real, wonderful, amazing people.

Don’t let adolescent challenges, armor, attitudes and family situations fool you.   What you see is rarely what you get.

 

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.

What You See Part 1 Archived Post…4.26.10

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

(originally posted 4/26/10)

(Please remember that I am working out my thoughts as I write…not necessarily preaching a sermon!!!)

A number of years ago I wrote a piece for the moretprs list about kids with “attitude.”   Lots of things have changed in a decade, but the fact that adolescents often have “attitude” has not.  This piece talks about what you see….so I will start with it:

******************************************************************************************************

UNDERSTANDING STUDENTS WITH “ATTITUDE”

Okay ladies and gentlemen…here it is..

We are a threat to hair flippers.

It is a well-developed protection mechanism designed to preserve a lifestyle which focuses on these young ladies’ social strengths…beauty and social position.  Hair flipping is an art and a well-practiced communication device.  It says:

DON’T THREATEN MY WORLD.

Other students have this protection mechanism as well.  Each group has its own:  The Swagger and Swearers, The Smell like Smoke Shufflers, The Eyebrow Raisers,  The Can’t Stop Gigglingers, The Smart Remarkers,The Grunters, The I Still Love Last Year’s Teacherers,  The Eye Rollers, The Incessant Whisperers, and among others..another one of our favorites…The Great Sarcastic Remarkers.

These devices are automatic…particularly at the beginning of the school year when you don’t know them, they don’t know you , and the class doesn’t know each other.  The mechanism says clearly:

THIS IS WHAT I AM COMFORTABLE DOING AND BEING IN FRONT OF OTHERS.  READ MY MECHANISM!!

In our position as language teachers we ask them almost immediately to do things WAY outside of their comfort zone.  It is very very threatening..  It is threatening because:

THEY ARE AFRAID TO MAKE MISTAKES. (to them a mistake is NOT always doing something wrong..sometimes it is doing the wrong thing)

THEY DON’T KNOW THEY CAN TRUST US.

THEY WANT TO CONTROL WHAT OTHERS THINK OF THEM.

Deactivating these mechanisms takes love and time.  Be yourself.  Love them. Push gently.  Be patient.  Show them that you are proud of your weird and wonderful and individual self.   They will see you as a role  model…even if they have to be out of their teens before they begin to emulate you.

LOVE AND TIME.

Stuff we all need.

*********************************************************************

I wrote this just as I was beginning my TPRS journey and it resonates even more with me today.  Personalization is so central to TPRS…yet our students often work very hard to cover and protect what is really important to them.  How do we combat that?

First, we accept that they have reasons for their cover.  It really doesn’t matter if we like those reasons or not…what matters is that we acknowledge who/what walks in our door.  How? By treating them as real, regular people…regardless of their hair color, hair cut, number (or location) of piercings, choice of music, addiction to video games etc.

(now…that doesn’t mean that I am advocating the acceptance of foul language, degrading t shirts, pants on the ground et.al)

One of the requirements in my room is that we treat others AS IF they are intelligent, interesting, capable and important.  It is as hard for me, some days, to remember that as it is for my students.  Frankly, they don’t always act intelligent, interesting, capable and important.  I have some students who make an extreme effort NOT to appear to be any of those things….

However, treating them AS IF they are really does work.  In time, using patience, and understanding that they may ultimately work hardest to keep their “cover” in place…but it does work.

It has been much easier to do since I took Susie Gross’ advice to “teach to the eyes” to heart.  It takes them a while to get used to being taught to that way…because it is harder to maintain a cover that way.   But it works….and the cover starts to melt…or at the very least to transform so that it more closely resembles the heart of the adolescent within…and less like the suit of armor that protects it.

I’ve also learned to open my eyes outside of the classroom.  It is amazing how different some students can be outside of my four walls.  I’ve seen spiky-haired, black-rimmed-eyed giants play piggy-back with their younger siblings.  I might see an exquisite water-color displayed that was created by a lineman.  I have had extremely well-coiffed young ladies who can dismantle a four-wheeler…and reassemble it.  I have seen tiny fairy-like creatures kick and run like wildfire on the playing field.  I am constantly surprised by the many facets of students’ interests, abilities and personalities.

I never really know what will be the key that opens a student up.  Sometimes it is something that we do in class: a story, a poem, a movie, a song, a current event.  Other times it is casual observance of a tshirt design, a new pair of shoes, a sketch on the front of a book cover.   Occasionally it is an item in my classroom…this year the fans that I brought back from Spain have opened up many doors of conversation.  Rarely, if ever, am I the one that opens the door.  It is almost always the student who shows me, if only for a tiny instant, a glimpse beyond the armor.

It is my job to be open, ready and PAYING ATTENTION…so that I do not miss 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.

Love The Ones You’re With Archived Post …4.24.10

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

(originally posted 4/24/10)

There is a difference between going in to school every day to teach students who should appreciate us and don’t and going in each day to teach students who don’t appreciate education but have the potential to.

The difference is in the emotional weight of the perspective.   The difference is in the expectations.

When we perceive ourselves as going in every day to teach students who SHOULD appreciate an education, SHOULD  understand the power inherent in knowledge, SHOULD see the value of the work that develops skills, SHOULD thank us for choosing this career and working hard at it, we are placing OUR values and expectations on our students.     When, invariably, our low-achieving students fail to live up to those expectations there is a great deal of hurt, disappointment and anger.

So why do they fail?   Because we are teaching the students we think that we SHOULD have….rather than teaching the students we DO have.

Frankly, the students we think that we SHOULD have do not exist.  I don’t care if you teach in an urban, rural or suburban setting.  It doesn’t matter if you teach 40 kids in a class or 14.  If we don’t get to know these students that we have right now, we do not know whom we are teaching.

What I often hear sounds something like this….

These kids don’t know the meaning of work.

These kids don’t do homework.

And so on.

What those folks (and I myself have been one) are REALLY saying is this….

These kids don’t know the meaning of work….AND THEY SHOULD…(like the kids I used to have, like last year’s group, like when I first started teaching, like I did, like my own children would etc. etc.)

These kids don’t do homework…AND THEY SHOULD…(like they would if they were smarter, like they would if their parents gave a damn, like they would if they had had me for a teacher last year etc.)

One of the hardest things to do as a teacher is to teach the students we have…not the ones we wish we had.

But unless we stop comparing our students to who we think that they should be, we cannot truly get to know, love and teach the students that we have.

I know that you may not agree with me….but think back to my original post …

This is an idea I think it is worthwhile to consider.   Who knows how powerful it could be?   Sometimes it takes just a little tiny turn of the handle to open the door…….

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.

Soulmates Part 2 Archived Post …3.28.10

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

(originally posted 3/28/10)

Many times our Teaching Soulmates are not located in our own buildings or even in our own districts.   In this day and age, there are so many ways to find and keep in touch with the people who will keep us going.

Locally, look towards your Language Teachers’ Associations.  Several of my closest friends in the world, and my almas gemelas, came from WAFFLE (Wayne-Finger Lakes Foreign Language Educators) and our association with NYSAFLT (New York State Association of Foreign Language Teachers).    NYSAFLT conferences have connected me with other kindred souls.

If you haven’t yet been involved with a listserv, there is always FLTEACH  and the moretprs list through Yahoo groups.  At www.moretprs.net you can find a bulletin board-type of forum and all kinds of people to chat with about teaching and life.  How do you find a teaching soulmate here?  By reading posts.  And no, you don’t have to have them all delivering messages to your inbox.  They all allow you to join and read posts on the site itself…without ever having to open a message.

Many people have soulmates on these lists…and have never even communicated with them.    Sometimes a frequent poster has a point of view or way of thinking that sparks your imagination.   You will find yourself drawn to reading his/her posts whenever you need a boost.

Sometimes “lurkers” will send a message ‘offlist” directly to a poster’s email, and an electronic exchange begins.   I have “met” several incredible individuals this way.   Then, of course, sometimes a friendship is sparked by a good old exchange of ideas on the list.  At the annual NYSAFLT, NECTFL, Central States, SWOCLT, ACTFL and other conferences, folks put dots or smileys on their nametags so that they can identify fellow listers (lurkers or not!!)

Some of the most powerful connections have come when someone writes to the group with a need, problem or concern and is rewarded with an outpouring messages, on and off-list, from other teachers.   We are here for each other in a way that is sometimes not possible in our own buildings.

Recently, websites and blogs have created another way to build a family/support system for teaching.  Check out the TPRS map for folks who have volunteered to be mentors!!

There has never been a better time to make a friend…

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.

Soulmates Archived Post…3.28.10

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

(originally posted 3/28/10)

Soulmates

Right now teachers are in a tough spot.   We are being flattened by the expectations and criticism of administration, parents, the state, the government, the media and the public.   What we really want to respond to is the needs of our students, but blindfolded, hand-tied and foot-bound by checklists and paperwork, we often feel trapped, immobilized, crushed.   The image I carry around is that of a car crushed into a little cube in the junkyard and treated like scrap, yet being expected to function as a limousine carrying important dignitaries.

It is exhausting, demeaning, frustrating and frankly, impossible.

What will keep us afloat, or drag us down, in these difficult times is each other.

It may be time to approach our interactions at school like we do our Facebook pages.   The folks that whine and complain, point out all of the difficulties and pull us down with them need a Delete button right now.   Not an Erase button….they are still our colleagues.   But a Delete button, that lets us go and visit them from time to time, when we want to……rather than listen to their obviously and continously negative status day after day.

What we need to do, and are rarely equipped to do, is to seek out our teaching soulmates.

We have to do it ourselves.  Although most schools have mentor programs, they are designed to match subject area teachers to assist with curriculum and alignment.   They are NOT designed to match teachers who will feed each other professionally with inspiration and a shared passion for teaching.  How do we do we find those people?

1)  Listen to the students.   Whom do they talk about with respect?    Are there teachers whose activities they are still talking about with enthusiasm when they get to your room?   These are teachers that you may want to get to know better as educational partners.

2)  Look around the building.  Who is displaying student work?  Who is inviting folks to observe student displays, inventions, competitions?

3)  Listen in on classes as you walk by.  I can promise you that incredible things are happening in your building.  We just rarely have the time to notice.  Pick one period a week where you take just 5 minutes and walk around the building and take it in.

4)  Think about the club advisers.  Who is doing cool stuff with the students?  Activities that resonate with your approach to education?

5)  When you are at a conference day at school, sit near people you think may think like you do in order to get to know them better.

In some buildings, it is actually AGAINST the school’s culture to display enthusiasm for learning new things and becoming a better teacher.    If that is the case in your school, believe me, you are not alone.  I have seen it in many places.  I also know that within those schools are deep pockets of dedicated teachers who, in their own corners of the world, are reading journals, keeping blogs, joining professional organizations and changing the world.

There is someone in your building that you can connect with as an “alma gemela” (twin soul!).   It may not be a teacher.  It may be a guidance counselor, a secretary, a custodian, a cafeteria worker, an SRP.   But I can promise you that fostering that professional friendship may keep you sane over the next few years….and be an incredible blessing in your life.

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.

Lovin’ Laughter Archived Post …3.27.10

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

(originally posted 3/27/10)

Yesterday was such a great day!  It was a conference day…and as most language teachers know, it’s a rare conference day that has anything good to offer.  We have gotten used to digging deep to find a way to connect what is presented on conference days to our classroom reality.  But yesterday?  Whoo hooo!!

The presenter’s name is Randy Judkins and he hails from Maine (apparently lots of good folks up there!).  Randy is a retired math teacher but un-retired educator, juggler, jester and lover of laughter and levity.   We started the day off with a wonderful presentation and worked with him in smaller groups throughout the day.  Had Randy been inspired by a language teacher early on, he would surely have become a TPRSer.  Because the reality of it is, that what Randy is, is a really great teacher.

Here is what I observed Randy do yesterday.  With a group of about 150 reluctant (we don’t do much in the way of conferences in our district) educators.  He surely recognized the reluctance, but chose to embrace it and work with it, the way any good teacher would.  By the end of the day he had won over even the most critical and curmudgeon-like folks in the group.  How?

  1.  He requested, and worked the group up to, as close to 100% participation as possible.  How?  He made it painless, easy, and fun.  He asked questions, asked for group/choral responses, and then responded.  If the response wasn’t as strong as he would have hoped, he forgave us and tried again, by changing the question, or how he wanted us to respond, just a bit….until he had nearly everyone playing along.  Even better, those who weren’t participating found their colleagues cajoling them into joing in.
  2.  He was himself.   He showed us first that he was not afraid to be open, honest, funny, risk-taking or silly.  And very smart.  He shared a bit of his own (his)story.  Not details that made us uncomfortable or that were overly personal. …but the details that showed us what we had in common.  (hold on to that thought…)
  3.  He chose individuals to participate and treated them with kindness, respect, gentle humor and dignity…even when he was being silly.
  4.  He used humor that was pure.  No sexual innuendos, no overt violence, no put-downs.  Humor that was based on the true, the unexpected, the silly, the fun elements we all experience every day.
  5.  He spoke clearly and slowly so we could catch all of the humor, interest and passion in his message.
  6.  He accepted applause graciously…as if it were a great gift.
  7.  In workshop mode, he frequently stopped to observe and reflect on his observations….because observers see much differently than participants.
  8.  He PERSONALIZED.  He asked people what they taught, what they coached, and took note of clues that they offered (consciously or not) about themselves.  Then he responded to that information.
  9.  He laughed.  At himself.  There was no greater gift yesterday than the message that it never helps to take ourselves too seriously….and how taking ourselves too seriously is one of the behaviors that separates us from our students.
  10.  He did not try to change us.  He did not tell us what we SHOULD be doing.  Instead, he offered us the opportunity to be students for a few moments.  He showed us what laughter and love in the classroom COULD do….for everyone.

I wanted to pack him in my suitcase to take to NTPRS 10 in Chicago.  I found myself wishing that I could really attend a Maine Meeting Of The Minds this summer and bring him along.  I wanted to offer him a ticket to the SoCal get-together to meet Stephen Krashen and share his gift of humor and humility with all who are attending.

 

Since I can’t do that…I am inviting you to visit Randy’s website at www.randyjudkins.com .  If you ever get the chance to see him…please GO!!    You will enjoy every minute of it….as a participant, as a teacher, as a TPRSer.

 

with love,
Laurie

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Pumping It Up! … 3.23.10

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

(originally posted 3/23/10)

Now….what about going deeper into the language?

The first and most obvious approach is to play with past, present and future tense.  When you start to do this will depend on your district, your students, and your own mindset.

The truth is that any student, at any time, can learn to speak about the past, the present and the future.  What matters here is the pacing.   When our students hear the present tense, they process at one speed.  Events happen sequentially.

When we refer to the past tense, or the future tense, or a natural combination of the three, WE MUST SLOW DOWN!!   The students’ minds must travel dimensionally to “picture” what is happening.  They need us to speak slowly at first, to pause to allow them to picture, to connect what they just heard with the picture in their minds and to anticipate what may be happening next.     Once they get accustomed to all of this cognitive activity we can move closer to a more natural rate of speed ….as long as we constantly check for comprehension.     The investment of time early on is very worthwhile.     Try not to worry.  Try not to be impatient.  With yourself or with them!!

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.