Hearts For Teaching Blog

Kindness: Start here

Posted by: lclarcq Posted on: January 11, 2015 , ,

kindness 1

This is a wonderful time of year to be kind. The December holidays are over. The Valentine’s Day commercials have already begun (and not everyone is excited about that.) In some parts of the country (mine), it is cold (highs of 10-20 degrees last week) and dreary and even when the sun is out, it has set long before dinnertime. It is also a very popular time for giving exams. Gee….does it get any better than that?

The first person to be kind to is….yourself.

I know, I know…who does that?

I confess, I’m horrible at it. (But remember, I often write these posts for myself!) But I do know that it is wise. I have found out that it is necessary. If you don’t, nature will do it for you.

Look around you. The flu is everywhere. So are colds, infections, bronchitis, pneumonia and a number of other infectious little goodies.

This week will probably have its share of germy opportunities and stressful situations. More than its share probably!!

Try to do one kind thing for yourself every day. Just one. Any of these would do:

Go to bed early one night.
Drink a soothing hot drink that you love.
Or a cold one. ;o)
Use hand lotion.
Use Chapstick.
Drink a large glass of water.
Eat a piece of dark chocolate.
Bite into a beautiful piece of fruit.
Look at a favorite work of art for a few minutes.
Bring a favorite photo into work.
Take a deep, deep breath.
Cuddle under a blanket.
Leave the paperwork at school. Just once. It’s ok. I promise.
Smile at yourself EVERY TIME you see yourself in the mirror/window.
Hug someone who will hug you back.
Light a candle. (and don’t forget to put it out)
Bring a stuffed animal, or a real one, to bed with you.
Take a 5 minute walk. Anywhere.
Stretch.
Sing really loud to the radio/Cd/whatever.
Hold a hairbrush and use it as a microphone.
Watch a ridiculously stupid-funny video.
Call a friend.
Google “really awful puns”
Wear something you really, really, really love.

Not so hard, right?
I”ll do it if you will. :o)

with love,
Laurie

Thoughts On Sharing Archived Post 7.27.1..

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

(Originally posted 7/27/11 )

I am always gobsmacked by the willingness of TPRS/CI teachers to share information, ideas and materials. I’m thankful to all of you. The Pay It Forward principle is part of the success of this methodology. Ideas get put out there for others to chew on, digest and utilize….and in doing so we are constantly improving, not only our own techniques, but the “method” as well.

However, there are a number of teachers out there who react almost violently to this method. MANY of us have been accosted personally and professionally because we use Comprehensible Input methods in our teaching. Sometimes the reaction is simply disbelief and rejection…but other times it is confrontation, insults, nasty emails and more. Sad, but true.

OUR presentation of the concept, the method and the materials matters. Teachers can be proud and protective. We need to be especially gentle now, when all teachers are being attacked for things beyond their control and are feeling (justifiably) defensive.

Perspective is reality. What they hear affects their perspective. What we say affects what they hear.

When we say “This way is better”, they hear “Your way is bad.”
When we say “This method makes you a better teacher”, they hear “You are a bad teacher.”
When we say “Output activities don’t work”, they hear “Your lessons are useless.”

It really doesn’t matter what we think…we will never open eyes and hearts to a different way of seeing language and students if that is what they hear.

THE BEST WAY for teachers to believe in the power of CI is to experience success as a CI student. Barring that, we need to offer them changes that they can make in their program that are manageable. Once teachers have ‘flipped the banana”, so to speak, there is no stopping them…they are hungry for all there is to know about CI. But before they’ve actually bought in to the idea, we need to let them have the time they need to make the paradigm shift.

Others may have more advice for those of you overflowing with CI love and needing to share. Here are a few things that have helped me:

NUMBER ONE!!!! A quote from somewhere that I keep on my desk: “People can change. You can’t change people. People can only change themselves, when they want to or need to. Be willing to let them do it.”

#2: Show off your students, not yourself. Statements like “I’m so happy with what they have accomplished.”, “I’m blown away by the caliber of their writing.” , “It’s so exciting to see their confidence when watching a movie in the TL” “She was able to express the most beautiful thought in class today.”

#3: Invite people to observe. Seeing is believing.

#4: Offer the information as a gift, a way to use the talents and strengths that the teachers already have. Pop-up grammar is FUN! A knowledge of the culture can be incorporated in a beautiful way. A sense of humor is a gift.

#5: Roll out the numbers. Not yours first, but be ready to put your money where your mouth is. I’d like us to consider a place to collectively post results on AP (ie Michele Whaley’s third year students scoring 4s on the AP Russian test!!!) so we can show people the data that schools demand these days.

#6: Roll out the supporting research. Ask on the list if you need it. Get the names you need to throw around so that people see that this is legitimate.

#7. Learn to speak Krashen. Read Krashen. Visit his website. He’s got the research.

#8. Keep in touch with anyone who shows interest. Let them know that TPRS is a collaborative approach rather than competitive by your actions.

#9. Don’t take disbelief or rejection personally. Or at least try not to. If you have presented in a clear, kind manner, then the reaction is not about you at all.

10. ENJOY THE SHARING!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! I have been fed and filled by every conversation I’ve ever had about TPRS.

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.

Connections and Planning Archived Post 9.20.10

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

(Originally posted 9/20/10)
Hmmm….Carol and Michele and Carla got me thinking about how the connection of activities can make a difference in our instruction. A higher level skill? I’m not sure. I think to some extent it is a skill, but it is more a way of thinking that takes practice. I think that sometimes, in the classroom as in life, we can’t see the forest for the trees.

How did we end up in this place where what happens in class is focused around a focused series of structures? I think because I have a student teacher, I wanted to keep the focus narrow. This way he would have a better idea of what vocabulary was “in bounds.” We started with a series of goals: a) get to know the students b) use the present, past and future in a natural way in conversation/instruction c) connect topics with the U.N. Declaration of Human Rights d) connect the curriculum with the students’ lives.

I looked at the topics on the NYS Syllabus that my students needed to work with in order to be prepared for the NYS Regents exam and decided to begin with Work/Professions because I saw a way to connect it with each goal: a) we could find out about our students’ skills, interests and dreams b) we could discuss past, present and future jobs c) we could discuss the right to work, the rights of workers and the responsibilities of workers and employers d) every student is connected somehow to the world of work.

Next, we need a structure for the classroom….for organizing each period so that the student and the teachers were working within a routine. A routine helps us to rotate in activities and topics so that we can reach all of our students. It provides us with an avenue to drive down with the structures that we use to introduce class, make transitions in class, recognize students for their efforts, interact with students and include the language patterns inherent in the “niceties” of daily interaction.

We created a template for the month of September that included some pieces that are fairly typical of language classrooms and some that might not be. Class begins with a message on the SmartBoard about the first activity of class and what materials the students will need, including the formation of desks. (see Desk Drills) We have a quick review of the information that was on the morning announcements, taking special note of students who have been recognized. We ask for any other announcements (birthdays, driver’s tests etc.) We review upcoming, activities, competitions, meetings and deadlines. (lots of future tense)

Transitions in class are made with the use of Signals and the signals have been chosen with cultural,structural and emotional impact in mind (We will never forget, Viva Mexico, Here I Am etc) Thursday is quiz day…the first quiz was a reading quiz…using a letter written by my student teacher.

The second quiz was a writing quiz….my students introduced themselves to him in a 5-10 minute write. After the quiz they grab books for Free Voluntary Reading.

We notice that the students have a hard time remembering the word “son” they are.

Mondays we have been asking the question, “Where did you go this weekend? “ And throughout the week asked…”Where did you go last night?” (builds beautifully from the discussion of upcoming events) This week we added the question: “Who did you go with?” My student teacher created a short reading about his weekend…staying focused on “I went” I went with, I went to, I went for, I went because….When we ask students where they went, a ton of them respond with “I went to work”…a perfect connection for where we are headed.

When they talk about their friends, their teammates, their co-workers, they don’t use the word “son” either.

We’ve been looking at international news. Our focus? The miners trapped in Chile. How did we tie this in? What structures are connected? They went to work. They to the mine. They went to a refuge under the ground. The families went to sit vigil. The president of Chile went to the mine. He went to talk with the families. He went to see the messages from the miners.

Engineers went to the mine. They went with ideas. The engineers will meet. They will meet and make plans. They will meet and share ideas. They will organize a rescue. The miners will watch a soccer game. They will exercise to keep in shape.

We decide that we need to create a reading with a lot of reps of the word “son”…but that that word might be a “teach for June” goal.

We need to talk about danger and dangerous jobs. We revisit a song from last year “Aqui Estoy Yo” . All kinds of great lines. Don’t be afraid. Here I am. I’ll take care of you. Please accept. We use these phrases to write letters to the miners and their families.

We will talk about why the girl the songwriter talks about thinks that love is dangerous. We are going to talk about the four singers in the video and make sure that we are going to get a bazillion reps of the word “son.”

Another phrase that keeps coming up over and over again? The same. Going to the same meeting. Went to the same game. Ate the same number of pancakes at the pancake breakfast. Bought the same lunch. Scored the same number of goals. Both meetings are on the same day. In love with the same girl. Hoping for the same thing. Three plans for the same goal. Six weeks in the same place. Thirty three families with the same prayer.

We didn’t plan for that. We didn’t see that pattern ahead of time. But we put it up on the board when it came up and now it is popping up organically all over the place.

By reusing and refreshing a routine, by repeating a theme, by revisiting an ongoing story, by recycling a song, by realizing patterns, by recreating similar activities on a variety of topics, by using familiar structures WHILE AT THE SAME TIME staying within a narrow framework of new structures….we are creating a path for everyone in the class to follow throughout the forest….without getting lost among the trees.

I’m not sure that it takes any special skill. I think that it takes focus. And practice. And the ability to stay in the moment and get your bearing. The willingness to look back after the lesson and see where it went and where you should be going. And friends to remind you that it works.

Not every unit, or lesson, or moment will mesh seamlessly. But if we get out of the trees for a few minutes we can see that every tree is a part of the forest…in the great scheme of things it will all, eventually fit together. Every time we can plug into the connection, we just make it easier for our students’ brains to do what they do naturally…acquire language,

with love,
Laurie

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Trustbuster #4 Archived Post 8.12.10

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

(Originally posted 8/12/10)

PREDICTING THE FAST FOOD FUTURE
It has become a stock phrase in many American classrooms: “Do you want to end up flipping burgers for a living?!!” Used at just the right time, in the right place, with the right kids it seems very funny. It’s not. Ever.

Sarcasm is the tool of the weak folks. I can get away with saying this because, personally I am really good at sarcasm. I used it frequently, in my younger days, as a classroom management tool . It shuts kids up. It also gave me a way to be popular with kids who appreciated my witty ability to make other people look and feel like losers. Bottom line is….sarcasm produces shame.

That is why it works. I had to train myself to stop using it.Just because I think I am intelligent does NOT give me the right to make other people feel stupid.

Stopping sarcasm opened up many amazing doors for me with my students. Most importantly, I try to become a role model for other ways of handling frustration, communication problems, and basically BEING OUT OF CONTROL OF A SITUATION. You see, Sarcasm is a bright person’s way of taking control of a possible out-of-control situation. But that is another blog….

The reality of the Fast Food Future is that it isn’t the worst thing that can happen to folks. In many families, an adult working in fast food is what puts food on the table and health insurance within reach. Do we really have the right to insult that?

In some families, working in fast food is a far better alternative to what is presently going on….especially in this economy. Let’s face it: working in fast food is WORKING. It’s showing up every day, leaving smelling like French fries, putting up with uppity know-it-all fast food eaters, and getting a paycheck. There is nothing wrong with doing a day’s work. Anywhere.I know, I know….that isn’t what you mean when you say it. You want kids to realize their potential.

You want kids to aspire to wearing a necktie or a stethoscope or at the very least, not smelling like French fries at the end of a long day. But frankly, what you mean when you say it doesn’t really matter. It’s what THEY HEAR when we say it that matters.

What they hear is:

Teachers are smart and you kids are stupid. (and they all know that folks with the same degrees we have are making much more money somewhere else so they don’t quite buy that)

Teachers have the power to insult and students have to take it. (and they WILL find ways to get their power back, trust me on this….)

Teachers are completely disconnected from reality and shouldn’t be taken seriously. (ouch)

Sarcasm is allowed, accepted and encouraged when you are in charge or more educated. (and they will take advantage of that and spread their own sarcasm on the less fortunate whenever the opportunity arises.)

Teachers have a dim view of people who are lower-income and less-educated than they are. (and Teachers think that they have the right to be that way)

Now I know that many of us use those phrases with love and humor. We truly believe that the kids “get” what we mean and that they know that we aren’t putting anyone down. I’m going to challenge you on that. I think that they get the message loud and clear….no matter what kind of we put on it…and that it is the wrong message to be giving our kids.

We MAY think that fast food is a great place for teens but not a future to aspire to. There is nothing wrong with that. But using Fast Food Future sarcasm and insults to control classroom behavior or motivate our students will destroy any chance that we have to create strong relationships in our classrooms. We need to drop that line and find other ways to open doors for kids.

With love,
Laurie

All content of this website ©Hearts For Teaching 2009-present 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.

Trustbuster #2 Archived Post 8.11.10

Posted by: lclarcq Posted on: November 30, 2014

(Originally posted 8/11/10)
PLAYING FAVORITES

This is a tough one. Nearly every teacher I know SWEARS that they don’t have favorites. And nearly every teacher I know has them…..and the kids know it. Kids are not only perceptive, they are smart. They not only observe, they watch, and they see.

Which students are our favorites?

The students that make us feel like good teachers. (they do the homework, ace the tests, produce amazing projects, sit in the front row….you get the idea.)

The students that think like we do. (they like the same sports, the same teams, the same t.v. shows, the same jokes, the same colors…..you get the idea.)The students that suck up. (they notice when we get a haircut, offer to get papers from the office, answer the phone, pick up books…whatever makes our lives just a little bit easier)

The students that like us. (they laugh at our jokes, say hi in the hall, wish us happy birthday, tell their parents they like our class…whatever makes our lives just a little more pleasant)

The kids don’t mind so much that we HAVE favorites. That is life. They get that. What they mind is when we PLAY favorites. When we show by our actions and our words that some students matter more than others. It may be natural, and it may be human, but it is (although I put it #2 on the list) the number one way to alienate students and destroy any chance of building strong relationships in the classroom.

When we have “relaxed” conversations before class with the kids we “like” and not with everyone….we are playing favorites.

When we allow some kids to “get away with” smart remarks, sarcasm, eye-rolling etc…but reprimand others for putting their heads down or using headphones….we are playing favorites.

When we go to football games and don’t go to see the musical….we are playing favorites.

When we have a participation point system that rewards the hand-raisers….we are playing favorites.When some students are allowed to come in late without a pass and others are not…we are playing favorites.

When we only get physically near some students when they are disrupting class…we are playing favorites.

When we allow students who are “unpopular” to hide in the back corner of the room….we are playing favorites.

When we reward our friendly students with smiles and wait for our quieter students to smile first…we are playing favorites.

The best way to see how teachers play favorites is to watch another teacher teach. You will notice it as easily as the students do when you are on ‘the other side of the desk.” The best way to see if you play favorites is to videotape yourself and watch…..your tone of voice, your facial expression, your body movements will tell you a great deal.

We all have students who warm the cockles of our heart…kids we would adopt in a heartbeat or let date our daughters. We also have students who, if truth be told, make us grit our teeth or make our hair stand on end. If we work hard, our students will never know the difference. It might actually be the hardest part of the job…it might also be the most important.

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.

Personalization and Star Wars … Archived Post 3.12.10

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

(Originally posted 3/12/10)

One of the things that we try to do is to get to know our students.  Ben Slavic has been posting some great pieces written by Bryce Hedstrom.    Bryce writes about talking with kids in the TL in class.

He says:  “One important point here is that we are NOT talking about intimate secrets concerning the actual lives of our students. We are not intruding into their personal space. We are “personalizing.””One important point here is that we are NOT talking about intimate secrets concerning the actual lives of our students. We are not intruding into their personal space. We are “personalizing.”  He says more, so when you get a chance, check it out.  It’s extremely well-written and very important.

Getting to know our students allows us to personalize stories and connect the language to our students.    And vice versa!

Today we were working with a skeleton story written by students earlier in the day.  The focus structures were:  had the desire to, just about to start, and without rest ( the last two from songs we have been using this week….the first because it is a high, high, high frequency structure in Spanish).  The skeleton story was this:

Two characters had the desire to win a race.  They practiced for a long time without rest.  Suddenly they realized that the race was just about to start.  Oh no!  Would they get there in time?

We had just finished an activity that had gone really well with the other two level one classes this morning…but not with this one.   It went…..but not well.   When we started with the skeleton story, I wasn’t really expecting bells and whistles.  Oh my was I wrong!!

Our skeleton stories often use “characters” so that each class can choose their own.    I took suggestions….Pee Wee Herman (how do freshmen even know who he is?!!),  Barney,  Terrell Owens (we aren’t far from Buffalo)…nothing seemed to click.  Then someone suggested Obi Wan Kenobi.

BAM!!!!! The class popped out of their seats!!   All of a sudden they were suggesting names for the second character….each one calling out their favorite Star Wars character and  using Spanish to explain why that character was a better choice for the story.  Three boys who rarely get fired up were falling all over themselves to get involved.

Then one girl raised her hand and said, “Nunca miro Star Wars”.  A very quiet kid YELLED, “En serio?” (sorry…I’m on the laptop and cannot do the upside-down interrogative!) Now they wanted to start to tell the story of all seven (?) movies in Spanish lol.

I had absolutely no idea that so many of the kids in this group were Star Wars fans.   Had we not started this story, I’m not sure if I would have ever found that out.   Now I have a topic that has united about 10 students who have been stubbornly resisting any kind of unification.

Self-proclaimed geeks, jocks, troublemakers, and three Twilight groupies are now uniting to make sure that the rest of the class learns to appreciate the Star Wars saga in all its glory.

So far Obi Wan and Yoda are training without rest on Tatooine, so strong is their desire to participate in and win this race.    When they realize that the race is just about to start, and that it is on Coruscant they must use the Death Star 2 to get there in time.

But look at what else we were able to do with those phrases via Star Wars…..

Has the desire to….be a Jedi, help Luke, find his father, join the dark side ( I knew we’d find a good use for “lo mas oscuro” this week!!!!), kiss Leia, etc., etc,

without rest….train to be a Jedi, fight the dark side, protect Leia, etc.  etc.

was just about to start…..the war, the search, the battle,

And that was just in the last 10 minutes of class!!!!

I started the activity thinking that they would want to talk about themselves as runners, or their favorite athletes….hoping to use personalization to “hook’ them into the story.  Well…it did…just not in the way I anticipated.     Personalization leads to great stories….and vice versa!!

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.