Hearts For Teaching Blog
  • Home
  • Hearts For Teaching Blog

Thinking About Themes Archived Post 1.1.5.11

Posted by: lclarcq Posted on: December 6, 2014 ,

(Originally posted 1/15/11)

So glad that this topic of discussion came up on the moretprs list !!!! First…I think what we are talking about (organizing by “Themes” such as Family, Work, Childhood etc.) is really TOPICAL teaching, rather than thematic.and I agree with several things already posted:

1. It provides a logical organizational sequence for whoever needs it (teacher, parent, student, district, state, etc.)
2. It provides a memory “link” for individual vocab…for people who are good learners (ie memorizers, “students”, left-brainers etc.)
3. It requires diligent recycling of vocabulary and…
4. Creativity and opportunity to do so.

For the last 5 years my freshmen classes drifted farther and farther away from the “traditional” NYS syllabus-directed topics (Personal ID, Family, Weather, Shopping, Sports, etc.) This year, for the first time in my 28 years of teaching, I am not teaching the freshmen…and I have been trying to explain to my wonderful new colleague, exactly how the curriculum we ended up with is organized!

What I have found out is this: We are organized by FUNCTION. We can use topics to provide a situation in which to use that function. Our Intro course is arranged in this way. The functions are:

Requesting/providing :

information
personal opinions/feelings
observations
items
behaviors
assistance

descriptions of or details about the above

This boils down to a fairly discrete number of phrases that students must be able to utilize. Our Intro teacher incorporates a limited number of typical “topics” in order to provide her students with opportunities to develop their abilities to function in Spanish in these ways. (Holidays, Family, Sports, Beach) Then…she utilizes fictional, actual, and personal stories (via story”asking” and reading) to put it all together. Pobre Ana is a pivotal part of the curriculum.

In our high school Level 1 (freshmen, second year of study) we have organized the entire year around a theme: POWER. Everything in that year comes back, in some way, to that idea.

The functions above still apply. To that we add:

Comparing and Contrasting
Starting and building relationships
Observing and responding to needs
Collecting and interpreting background information
Recognizing strengths and weaknesses
Choosing and implementing a course of action

Again…these functions lend themselves to a repeated “list” of functional structures. The curriculum itself revolves around several short readings, Casi Se Muere, several identified songs and movies that allow us to work with these functional skills and still incorporate the topical vocab required by NYS ( Food, Shopping, School, Daily activites etc.)

This year I am working on the Spanish 2/3 curriculum. I am creating a two-year cycle so that, ideally, students can be in a Spanish 2 or 3 class (this really helps with scheduling in a small school) and still get the instruction/practice needed to continue to acquire language and be successful on the NYS Regent exam. It is very much a work in progress…but so far so good. Our “theme” or organizational structure is the UN Declaration of Human Rights…and this actually also includes my Sp. 4 class.

Functions for 2/3:

Investigating a community
Investing (time, money, energy, emotion)
Evaluating risk
Initiating change
Exploring locations and opportunities
Getting others to adopt a course of action
Maintaining a healthy lifestyle/environment
Problem-solving
Making choices
Getting others to adopt a course of action
Planning for the future
Reflecting on the past

So far we have read El Trabajo de Roberto and I’ll be picking a second book for this semester. The Amazing Race on Discovery Channel has provided an incredible number of amazing opportunities as well. I frequently peruse the Regents exams on line to make sure that I am including vocabulary that is Regents “high frequency”..which luckily ..is pretty real-life high-frequency as well.

What has happened is that I have seen vocabulary recycle itself. For example lets take a simple word: tree. Without even trying we end up talking/reading about trees in so many situations: discussing people’s homes, favorite vacation spots, making plans for trips/picnics, discussing the weather, describing people (tall as, strong as), reading poetry,in songs, getting directions, discussing art/photos,talking about yard work and part-time jobs, reading about endangered species, sharing opinions about global warming.

And it works like that for more items than you can imagine!!

If you have gotten this far, I’ll share this with you….

When we ONLY organize by lists of items we deprive our students of the opportunity to develop critical-thinking and problem-solving skills. That is why using TPRS is so powerful. It is as if barriers begin to melt away. Things happen in the brains of our students that allow them to make almost unpredictable LEAPS in language acquisition. Their abilities do not follow a (test-friendly) linear progression….and this makes their language-growth and language-use incredibly gratifying to see.

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.

On Perfectionism Archived Post 1.9.11

Posted by: lclarcq Posted on: December 6, 2014 ,

(Pat Barret asked a question on perfectionism in January of 2011…and of course the post with that question has disappeared. The answer below can stand alone though I think. Originally posted 1/9/11)

Just my thoughts on this one Pat…

Perfectionism is the perfect mask (pun intended). It creates a wall between us and others that is nearly impossible to break down. If I am building the wall, I will choose to be a perfectionist about the things that I am best at. (and I learned to do this so that I would be loved, appreciated or at the very least not punished. I have built my entire sense of worth and self-worth around it. )

I can appear to be in control (and I think I am) I can be better than others. (because I learned early on to divide the world into two categories: those who are good enough and those who aren’t). I instantly know how to deal with others. ( see last parenthetical reference lol) If you are perfect also, then I am right. If you are not perfect then I am right. Life is perfect; I’m always right. I never have to deal with my fears and I never address any inadequacies I might have hidden deep inside.

Perfectionists are, at heart, scared to death. However, the longer you live as a perfectionist, the less you remember and deal with those fears. It is also a very lonely, lonely life. But for most perfectionists, it is a price that they are more than willing to pay. Their paradigm is self-fulfilling. If I have high standards, then that is why people don’t like me…because they don’t have high standards. If they don’t have high standards, I don’t want to be around them. I’d rather be alone….at least that is what their paradigm tells them…repeatedly.

Perfectionism is extremely hard to cure for that reason alone. I truly believe that most perfectionists are petrified and miserable, but living in a self-created world that controls not only their own lives but seeks to control the lives of others so that no one, ever, will put them (the perfectionists) in a position to have to address any of their fears. What they fear most is not being good enough.

Because they have put people into two distinct categories: good enough and not good enough; the perfectionists are completely alone. The other ‘good enough” people are not really, inside, like them at all….because perfectionists never ever let go of the inner realization that they are not perfect (have I said that this is primarily an affliction of folks who are intelligent by nature?) They will gravitate towards other perfectionists (hence the poisonous atmosphere at lunch in the faculty room…) but only long enough to remind each other that their way of life is the best.

Spending too much time with other perfectionists is dangerous…it makes people worry that they aren’t as good as other perfectionists. (perfectionists rank EVERYTHING. it is how their paradigm functions….hmmm life within a grading system no?) They will spend time with lesser mortals to remind themselves that the lesser folks are just that..somewhere underneath them in the ‘system” ….but extended time has negative consequences as well: a) they are reminded too often that imperfect people exist b) it tries their patience to have to deal with lesser/lazier/dumber/fatter/poorer etc. folks.

I humbly admit that I have my perfectionistic tendencies. :o) TPRS has been a saving grace for me (as has flylady.net which is where I really started to understand perfectionism…) My heart goes out to perfectionists…and to those who have to survive living with them. :o)

Sadly, schools are a haven for them. Schools create, honor and perpetuate the myth and hand out masks as rewards.

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.

Thank You Mrs. Zengerle! Archived Post 5.7.13

Posted by: lclarcq Posted on: December 6, 2014 , ,

(Originally posted 5/7/13)

Thank you Mrs. Zengerle…for accepting me…

Mrs. Zengerle was my first grade teacher and I have absolutely no idea what she looked like. All of my memories of her are of what she allowed me to do and who she allowed me to be.

Mrs. Zengerle let me help anyone in the class who wanted a partner instead of assigning me one.

She let me read whatever books I wanted instead of staying with the reading group. She let me create a four-box diorama when everyone else made a one box diorama. She didn’t make fun of me when I brought in clean underwear for my friend Deanna to wear because she didn’t have any.

Mrs. Zengerle let me climb on the top of the monkey bars even though I got too scared to come down and the principal had to come and get me.

Mrs. Zengerle had rules, don’t get me wrong. And there were consequences for students who didn’t follow them. But I was an obsessive rule-follower. I was a worrier and a classic over-achiever.

And Mrs. Zengerle “got” me. She saw the strengths and the weaknesses of a six-year old and honored them both.

I practiced saying her name for weeks before school started, and then, within minutes of the start of the school day I found out that I had been practicing it WRONG all along. I was in tears. I know…a bit silly from an adult perspective…but I had wanted her to like me, and so I was very careful to say

Hello Mrs. Zengerle (Zen-girl-y)!!! VERY LOUDLY when I came into the room. She came over and read my name tag and hugged me and told me how glad she was that I was in her class.

When she said, “Good morning class, I’m Mrs. Zengerle (Sang-earl) ” I cried silent tears of embarrassment for having mispronounced her name. I was sure that she must hate me. But of course, she did not. She didn’t even mention my mistake. It wasn’t long before I realized that in her room, mistakes were not a reason to feel humiliation. What a wonderful gift!

I’m pretty sure that Mrs. Zengerle made all of her first graders feel special and important. It just doesn’t get better than that. So thank you Mrs. Zengerle….so very much.

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.

Thank You Mrs. Root! Archived Post 5.6.13

Posted by: lclarcq Posted on: December 6, 2014 ,

(Originally posted 5/6/13)

Thank you Mrs. Root…for teaching me Perspective and so much more…

(FYI…I’m talking about the school year 1966-1967….it was a different world….)Mrs. Root was my very first school teacher. (We didn’t do pre-school or nursery school back then…)

She must have been incredible because I have incredibly clear memories of her and her class. And they are all good ones…

Kindergarten was held in a separate building and we rode our own bus…no big kids to help us or to intimidate us. (although maybe that would have kept Patrick from biting a big chunk out of my friend’s leg on the way home one day….but that is another story.)

It was only a half-day, maybe even only two hours, but it seems that we did a million things each day when we were there. To me, it was is was heaven. It was beautifully clean and organized, each area labeled and organized. We learned to take care of every pair of scissors, every paste jar, every circle-time mat. It meant that we were big enough to handle those jobs.

There was a glorious job chart that changed often so that we each had a chance to have the best jobs. (Actually, I don’t remember there being any really bad jobs, but some were more highly-coveted.) I loved being in charge of the scissors center….on those days it was my job to make sure that every pair was returned to it’s holder, always point down and the finger holes lined up like an army of keys ready and waiting to open any door. I had a hearty disdain for the pasting table where my male classmates were messy and smeared paste on the table like finger paint and dared each other to eat it in large quantities.

Of course the most-coveted job was line-leader and if you were lucky enough to have a birthday during the school year, you were guaranteed to be the line leader on your special day!! (On the other hand, I had an elementary school gym teacher who had the class line up in two straight lines on your birthday so that we could run through the line as quickly as we could so that the class could give us our birthday spankings!! Like I said, it was another era…)

Forty-five years later, I still have several momentos of kindergarten. The first is a hand print cast in Plaster of Paris and spray-painted gold with my name and 1966 scratched into the back with a pencil in five-year old sprawl. This isn’t your run-of-the-mill hand casting….it’s in reverse!! We made a cast first, and then a cast of the cast so that each line of my hand stands out in clear relief against the plaster. Mrs Root always went above and beyond…and she encouraged us to think outside of the box.

My most prized possession however is yellow and black. It is the cut-out of a yellow sneaker and it has my name on it. There are actual laces on the sneaker made from household string and I tied that bow myself. I was so proud!!! When we could tie a bow on our own shoes…the real way, not bunny ears, not in Mrs. Root’s class….she encouraged us and encouraged us until we could do it…she had us tie one on our school sneaker and she posted our sneakers for all to see. Every adult and child who came into the room checked to see who had a new sneaker on the board and found that child to shake hands with him or her. It was a proud, proud tradition.

I’m sure that there were many wonderful lessons in her classroom but I have a crystal clear memory of one particular day. It was circle time and we were all gathered at her feet to talk about the calendar and the weather and to hear a story.

Then, she asked one of the boys in the class to stand up. She asked us to look at him with one eye closed and then “measure” him with our thumb just under his feet and The pad of our forefinger on top of his head. We had to hold our hands in that position and compare them with our circle neighbor. Then she had us close our eyes (with our fingers still in the measured position) and she asked our classmate to go to the farthest corner of the room. On the count of three we were to open our eyes and check our finger measurements again. One, two, three……????????

I still remember the shock of seeing this little tiny person in front of me. How could that be?!! I knew that he wasn’t that small!! How did he get so small?!! The class exploded with questions.

“That,” explained the amazing Mrs. Root “is called Perspective.”

Wow.

Can you imagine?!! She figured out how to teach that to kindergartners. Our minds blew up.

Every one of us wanted to be “measured” to see if it would happen to us too. She let each one of us be measured. One by one we came back from the other corner of the room, assuring the class, and ourselves, that we hadn’t shrunk and then grown back like Alice in Wonderland….even though in their eyes it appeared so.

I’ve never forgotten it. Still blows my mind.

Thank you Mrs. Root. You were an amazing teacher.

with love,
Laurie

P.S. If you want a glimpse into what kindergarten was like then, I hope that you can find a copy of the children’s book, “I Like Kindergarten” written by Clara Cassidy and illustrated by Eloise Wilkin. (first published by Golden Book in 1965) It was one of my favorite books then, and still very special to me now.

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.

When They Blow You Away! Archived Post 4.25.13

Posted by: lclarcq Posted on: December 6, 2014 , ,

(Originally posted 4/25/13)

There is a student sitting in your class who is ready to impress the heck out of you. You don’t suspect a thing. You think that s/he is plodding along at his/her usual pace. Maybe this kid has an Ipod wired to his ear. Maybe s/he doesn’t even bring a folder to class. It’s possible that s/he hasn’t even made eye contact. But it’s that time of year……

And out of no where this student is going to blow your socks off. S/he’ll turn in a piece of writing that is insightful…and legible.S/he’ll be the only one to catch the irony of a situation and nod at you when everyone else is clueless. S/he’ll make a connection to something that was done months ago in class when s/he could barely keep from falling asleep.

I’ve been watching it happen all week and I’ll bet it’s happening where you are too. A student who apologizes for the first time, ever. Someone who stays after class to ask a question that shows depth and perception.The child that wouldn’t open a book can’t put one down.

Really. Keep your eyes open. It’s that time of year. We teach children. They are growing and changing in miniscule amounts each and every moment of the day. When we are so close to them for so many hours we sometimes miss the changes that gradually carve out new insight and responsibility in a young person.

Take a few minutes and drink in all that they have survived, overcome, and struggled to become this year. Resist the urge to compare them to others or to what you think they should be. Open up to the idea that, for whatever reason, they are who and where they are supposed to be in this universe. In your room. As your student. Because they won’t be there, or those students much longer……

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.

Flipping the Switch 2 Archived Post 4.22.13

Posted by: lclarcq Posted on: December 6, 2014 , , , , , ,

(Originally posted 4/22/13)

The second time I saw the light bulb go on was with my juniors. Let me give you a littlebackground. We teach with TPRS, an approach that focuses heavily on providing large amounts of Comprehensible Input in the target language. From this input comes interaction, verbal and written….but production is the result, not the goal.

It is a leap of faith in many ways to take this approach, but the results have been undeniable! Our program has expanded to include so many more students and students of all academic “ability” levels are able to communicate clearly in the language. As a result of the changes in the program and several changes in staff, we have not had this group in a formal speaking test situation…..ever.

It’s not the first year that this has happened. This year’s seniors had not ever had a formal speaking performance assessment either. BUT, when I gave them the assessment last year, using the NYS Regents Speaking Assessment format, they did a fantastic job. What is the difference? That group had been my students for three straight years….and I administered and scored the assessment.

This year NYS Dep’t of Ed. has issued a series of conflicting statements about who will/can administer these assessments and how they will be graded. (I will not be allowed to.) So this year’s group needs to be confident. I need them to know two things:

1. They already have all of the language and skills that they need in order to do this, and do it well.

2. They need to know the rules of the game so they can get the scores that they deserve.

The challenge was, I thought, that they have never been forced to speak in unnaturally long sentences, which is what a high score requires. Well, apparently that is not a challenge in their minds. I explained that the answer to Where do you live ? could be a one word answer: Rushville.

But that wouldn’t be worth much. The more they could say in addition to that the higher their scores would be. I asked for a volunteer. Where do you live? “I live in the little town of Rushville in the state of New York.” Ka-ching!! “With my family and my dog, so the house is too small.” Another student pipes up before I can ask for another volunteer. “So I want to buy a bigger house” student # 3 “but I prefer one in the country because I like having a lot of space for my animals.” and student #4.

Okaaaayyyyy. I guess they get it. Over the last two days I’ve spoken to each student as part of a greeting at the door, a class activity/game etc. and each one can easily perform the task. I even gave them situations where I knew that they hadn’t had the vocabulary. It really didn’t matter.

They can circumlocute like nobody’s business.

Dang……all those years spending all of that energy to get kids to learn how to “perform” well on a speaking assessment and this group acts as if it is as easy as pie. They think it sounds weird to speak in full sentences when one or two words will do, but they are happy to do it and it is easy for them.One class even thought it was hysterically funny and highly entertaining to try to top each others’ sentences.

Here’s the difference: These kids already had acquired all of the language they needed to speak in longer, more complex, high-scoring (although stilted and unnatural) phrases. All I had to do was model how to use them to get the higher grade. Before TPRS I was teaching phrases AND teaching strategy AND teaching topical vocabulary AND grammatical concepts and it never, ever came together much less click for the long term…even for my most gifted students.

Will they all get high scores on the speaking assessment? Probably not. Some will get nervous, some will overthink it and some will pick those really weird questions that no student can ever do well on. But they CAN do it….I know that and they do too. That knowledge lit up our faces and our
hearts.

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.

Flipping The Switch 1 Archived Post 4.21.13

Posted by: lclarcq Posted on: December 6, 2014 , , , , , ,

(Originally posted 4/21/13)

Twice last week I had the chance to see the light bulb go off over (or is that in?!) my students’
heads. I love that.

The first time was with my seniors. A young woman from a nearby college is working in my classroom twice a week with this group. She has worked with them individually and in small groups.

This was the first time that she had led a lesson with the entire class. She had a great PowerPoint for them and was asking them questions to get them engaged in discussion about the slides. They stared at her like deer in the headlights. Who had never heard Spanish before. When she called on them individually, they asked if they could answer her in English because they couldn’t think of the Spanish. What?

I knew that they knew exactly what she was saying and how to answer her. But they wouldn’t. So we hit the pause button and had a little discussion in English about what was going on. What was happening? They were comfortable in front of her individually, or in a very small group, but they were very worried about embarrassing themselves in front of this very lovely young woman AND the rest of the class. They weren’t as worried about that with me because, well, to them I am not a lovely, young woman. :o) And…they knew that I would put a stop to anything that might be said that was negative. If they made a mistake in front of her it would be much more embarrassing and they weren’t sure if she could smooth it over. So they completely shut down.

This was a very important discussion. This group is going on next year to another world. Some will
be in college classes and others will be in the work world….all will be out of my room when they get the opportunity to use the language. It’s time that they understand, and be truly confident in, their own abilities. It was time for them to realize that being embarrassed or worried is going to keep them from too many great things in life.

So we talked about the Affective Filter, what it is and how it works. We talked about how “an object in motions stays in motion and an object at rest stays at rest” (Thank you Uncle Ted for teaching me high school Physics!!) We talked about getting started, mistakes and all, is the only way to get past the fear. Our lovely young college student shared her stories about her feelings when she first arrived for study in Argentina and some of the mistakes that she made.

Then we went back to the lesson……and it was as if someone had opened the floodgates. The conversations began and it was amazing. Light bulbs!! Not just for them, not just for my trainee, but for me as well. It takes very little for the Affective Filter to kick in. The relationships our students have with us and with each other are extremely important. And a little bit of encouragement, honesty, conversation and faith can go a long way.

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.

You Are Not Alone ..Students and Tragedy Archived Post 4.15.13

Posted by: lclarcq Posted on: December 6, 2014 , , , ,

(Originally posted 4/15/13)
Tomorrow will be the second time in the past few months that we will have to get up in the morning and go to school after a tragedy. These are the moments we feel most helpless, and yet, these are the times that we have the most to offer. We need to approach tomorrow with grace and dignity.

Parents all over the country would like to stay home tomorrow with their children…and won’t be able to. We will have the responsibility of facing the day with their children. We must take that responsibility very seriously. We cannot let our own fears, doubts, prejudices….anything negative…invade the space we bring to the classroom. Our students need to know, again, that adults feel and adults grieve, but adults are calm, strong, and caring when children need those things most. That is our job.

It won’t be easy. This tragedy too is personal for many of us. Newtown touched us because it took place in a school…in our home away from home…to children and teachers. It rocked us and it rocked our students. This situation in Boston hits close to home as well. Many of us have gone to college, or have loved ones with college connections, to Boston. Boston is a city full of American history. Many of us visited there or vacationed there with our families. Many of us are also runners. Many teachers run. It keeps them sane. Most of us know at least one person who has run the Marathon. Perhaps you yourself have run it…or have been there to see those runners pass by that exact spot.

What is hardest is that it makes us feel so very vulnerable. Particularly if you spent the evening watching the coverage over and over again. It will be tempting to share our sorrow, our frustration, and more with our students. We must be careful about what we say and how we say

it…whether we are speaking directly to students or to colleagues within earshot of students. Each age group has it’s own vulnerabilities.We must be aware of those even as we deal with our own emotions. Tomorrow, as always, the children come first.

So know that tomorrow, we will all be in this together. We’ll be tired. We’ll be sad. We’ll be worried. We’ll be angry. But we’ll be the only adult in a room full of children….who need us to be a source of calm and strength. So when it’s tough, close your eyes for a moment and call on the strength of a colleague who, that very minute, will be in the same position in another classroom.

You will not be alone.

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.

Anticipate Joy!! Archived Post 4.10.13

Posted by: lclarcq Posted on: December 6, 2014 , , ,

(Originally posted 4/10/13)

Because it’s coming. Oh yes it is. And sometimes when we least expect it. As TPRS teachers,in our department, direct grammatical instruction is “postponed” until year three or four. By this time students have acquired a good base of language. They only need grammar if they want to be successful in a college program that will, most likely, be grammar-centric.

So, since it was coming up on the last marking period of the senior year, I thought I’d give them their first “grammar-driven” unit. I started with the subjunctive, including formal commands (positive and negative) along with the negative informal commands….and just for fun the nosotros too. Oh…making sure to add in the use and placement of direct, indirect and reflexive pronouns. (no, they don’t know the linguistic terms for those but that didn’t seem to be a problem) We’ll finish the direct study and guided practice tomorrow. They have been doing online independent practice and Friday, when half of them are on a field trip, the rest of us will head off to the computer lab for a little more time.

Where’s the joy? Well……they’re enjoying it for one. All of them, even the ones who are not college-bound or have no desire to take a college-level language course. In fact, those kids may be enjoying it more than their classmates who, after years of indoctrination, worry a little too much about getting everything right. Today I got to spend a good twenty minutes standing in the back of the computer lab watching them cheer and high-five each other when they successfully took on a number of Quia challenges on commands and the subjunctive.

(FYI, the formation and use of the subjunctive is a fairly difficult grammatical concept to teach, and the rules for creating the different kinds of commands are complex. And of course there are a slew of exceptions and irregulars)

Okay, that’s a geeky kind of joy, but it is joy nonetheless. It makes me very, very happy to see good ole farmboys and girls from our school on the hill rocking a grammar quiz.

Then, one of them turned around to me and said, “You know what’s weird Profe? None of the people who designed these games seem to care if we have any idea what these words mean. They only want to know if we put the right letters in the right places. How weird is that? Makes no sense.

Luckily we already know what they mean.”

Dance. of. joy. :o)

Lesson learned. Anticipate joy. You never know when it will show up.

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.

Accepting Things Archived Post 4.9.13

Posted by: lclarcq Posted on: December 6, 2014 , ,

(Originally posted 4/9/13)

Spring has arrived (we hope!) despite our doubts. This month I’m going to try to think about the things that I need to accept. Not approve of. Not necessarily like. Not support. Not endorse. Not encourage….although maybe those things as well. But accept.

The things that, in order to function with some semblance of sanity, I need to accept. Fighting their existence is one thing; denying them is another. Acceptance means growing up when I want to have a temper tantrum. Acceptance means that I can analyze, adjust and even reject if I want to…but first, I have to accept that they exist.

First on my list? Probably the hardest one; I don’t have time to do all of the things that I would like to, or feel called to do. If I work on accepting this, instead of denying it, perhaps I’ll actually budget my time a little bit better, create a few more boundaries, and appreciate the time that I do have in my day enough to honor it.

So there it is: I don’t have enough time to do everything on my to do/want to do list. And THAT’S OKAY.

(yes, if I’m writing in caps I need to tell myself that a few more times) :o)

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.