Hearts For Teaching Blog

Tag: Musings

Day 5 and Where Are We? Archived Post 9.15.10

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

(Originally posted 9/15/10)

So it’s Day 5 in my room. This year I am teaching Levels 2,3 and 4. (The nomenclature is a bit deceiving; Level 2 students are in HS Level 2, which is actually their 3rd full year of study) My student teacher and I feel like we should be “going somewhere.” You see, we had a weekly plan.

Then that weekly plan was broken down into daily plans.

Every single day we have had to move things (that didn’t get done) to another day. The “things we haven’t gotten to yet” list seems to be getting longer …and longer…and longer…. So I really had to sit down this afternoon to see where we are…and where we ARE going. Normally this doesn’t bother me much. But this is a new curriculum for me (Levels 2/3) so I don’t have my bearings yet.

Besides, my student teacher has a supervisor to report to who does not have a lot of experience with CI-based classes…so I want to be able to “translate” our curriculum to him.

It’s a bit ironic…only 5 days in and it feels like we should have gone farther. :o) At best we’ve only had 3 1⁄2 hours of contact time. From that we can deduct time for attendance, transitions, setting up the seating chart, discussion the course expectations, a fire drill, phone calls from the office, morning announcements etc. etc. etc. An optimistic estimate would be that we’ve had 2 1⁄2 hours of instructional time. From that we can deduct time to give directions, pass out and return papers, give a short “quiz”, clarify answers, check for materials, etc. etc. etc. Now we are down to about 2 hours of interaction in the TL. Total.

When I went back over our weekly plan, I looked carefully at what we have been doing. In that time we have discussed the situation of the miners in Chile, explored what students did over the weekend, read an “email’ from a “former student” who went to the VMAs in LA, sang a goofy song with IR in the past tense, started to dig deeply into the song Aqui Estoy Yo (Luis Fonsi, David Bisbal, Neil Sedaris and Alex Syntek), revisited a few of our favorites from Sr. Wooly, and spent some time getting to know each other via introduction letters and conversation.

Wow.

Why on earth then does it feel like we haven’t “gone” anywhere!!!!!!!!!!!!!!!!!!!!!!!!!!!!

I think, and I could be wrong, so I’ll be paying attention to this as the year goes on……that it doesn’t “feel” like a lot because we have worked hard to connect all of the activities. The structures used to discuss the weekend were the same ones that we used to understand and talk about the Video Music Awards. Several of them came from the song, and we used other phrases from the song to take attendance (Aqui estoy yo..es obvio!) Structures connect activities to each other and allow students to connect their thoughts and emotions to the activities themselves. When the students connect with the activities, they begin to connect with each other. Time flies. It “feels” like we haven’t “done” anything.

We have physical evidence that a lot has been done: papers, powerpoints, stories, letters, even a couple of grades in the gradebook. Yet, apparently, none of it felt like “work.” If it did, we’d feel more productive. I’m glad I sat down to take a look at it. I feel much better now.

with love,
Laurie

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I’m Not Adding That Archived Post 9.12.10

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

(Originally posted 9/12/10)

Last night I got very wound up over a post on Ben Slavic’s blog (http://www.benslavic.com/blog/ sorry…my hyper link feature is a bit off today…) . Anne Matava, an incredible teacher, received a letter from a former student and shared it. It was the kind of thing that I have heard before from my own students and it hit hard. Our students leave our rooms, head off to college, score well on placement tests, end up in upper-level language classes and feel completely unprepared for the grammar-based instruction and texts that they now face. Here is my response this morning…

This post has been in my head all night. Why? Well…I’ve been in the same place as Anne with this…and my students in the same place as hers. So in level 4 I have built in additional time devoted only to strategies on how to attack these grammar assignments. Even with additional exposure and explanation, my students still struggle. Here’s why:

These exercises make no sense.

I know, I’m talking heresy here..but go ahead and get out the stake. Have you looked at them lately? They are completely out of context. Try translating a few to English. What native speaker of English do you know is capable of answering this: Mark_____________(to find/3rd person singular future tense) the book. ??? And what would a native speaker of English learn about his/her own language by filling that in correctly. There are better ways to identify and work with language structures.

As if that weren’t bad enough, the lessons are taught so that students focus on the rules. And then at least one third of the work/test is focused on the exceptions to the rules. It is simply poor pedagogy.

The first four semesters of college study are marketed for students who will go no farther in their language studies…yet…they are designed for students who will major in the study of the language. Native speakers who “test” into the upper levels of these classes face the same struggles as our students. Why? Because they are designed for someone else. For someone who speaks “linguistics” as well as the language of study. The type of practice demonstrated above has no bearing on level of fluency….nor does it even promote a deeper understanding of the structure and beauty of a language.

So, frankly, I’m tired of hearing that /feeling like TPRS is to blame for students’ inability to do well on these types of assignments. The truth is that very few students will do well. That is how they are designed. Even fewer will enjoy any of it.

What hurts our kids the most is that they are not familiar with the feeling that language class is supposed to be painful. When they write to us and let us know that they wish that we had “done more grammar” they don’t understand that that would mean “cause more discomfort and pain” in high school language classes.

Because we DO “do grammar”. From the very first day, in level 1. But it is so much a natural and logical part of the instruction that it is comfortable, logical and supportive. What we don’t do is give them practice in feeling stupid. That is what other kids are used to that our kids aren’t. And I’m not about to add that to my curriculum.

Not sure if I feel better or if I’m even more fired up now. :o)

with love,
Laurie

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First Goal Archived Post 9.3.10

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

(Originally posted 9/3/10)

There are so many things to get done the first week!!! It is sooooo tempting to want to jump right into “Spanish” and start “teaching.” But the truth is…..that would be feeding my need and not addressing the needs of the students. I may be chomping at the bit to get them listening, reading, speaking and writing….but they could care less. About Spanish anyway.

They are excited to be back in the building. They have missed seeing their friends, their peers and, yes, even their teachers. They have missed having a routine. The building is buzzing!!! Then the bells ring, the doors close…and the silence begins.I want that excitement to continue in my room…even after class starts. That energy is the life-blood of the language classroom. If I push them right into my idea of a Spanish lesson I am setting myself up for a huge face-plant. Pow. Right onto the linoleum floor. Students have been trained to sit down, shut up, stare straight ahead, and to nod appreciatively so as to appear engaged.

The minute I go into “teacher mode”, they go into “student mode”, and I am back in the face-plant position.

Luckily for me, this year I have a student teacher. He is new to a small rural district and there are a lot of things that he will be getting used to in the seven weeks that he is here. So, our theme for the week was : Start to Get to Know Each Other.

I’m in the highly unusual position this year of knowing nearly every one of my students. It’s never happened before, and it’s not likely to happen again. The timing, however, is beautiful. I get to sit back and watch as my student teacher and my students get to know each other. I can introduce them….but they are the ones who have to do the rest. Getting to know each other is not an easy task. It cannot be rushed. All good things take time.

First, of course, is the pesky job of learning all of their names. It’s not as bad as it could be; I only have 110 students this year. But let’s face it….that’s one tough job….matching 110 names to faces….in as little time as possible…because the more quickly he learns those names, the better.

(BTW…I’m not worried, my student teacher is light-years ahead of where many experienced teachers are. He has great instincts…a most impressive young man.)

Some of the students made themselves known right away. They got to class early or hung around after everyone else had left. They wanted to come in after school and look for opportunities to ask a question or to help out. They wanted to, or needed to, be at the top of the “I know you” list.

Some of them sit in the front row during class….some sit in the back. They have a need to carve their place out right away. They aren’t as hard to get to know….and I am always grateful for their direct approach. No ice-breakers needed. HERE I AM!!!

The next-easiest group to get to know is the group of students that is most like us. They laugh at our jokes. They respond right away if we mention a favorite t.v. show or sports team. They remind us of ourselves at that age. I’m pretty sure that my student teacher has already begun to identify these kids. (like I said….he’s sharp) It will be my job to make sure that he finds ways to feel as connected to the rest of the class as he could to the ones that are already the first ones to come to mind.

What we tried to do this week was to set up the classroom, physically and emotionally so that everyone would be accessible and would be able to find a way to be accepted. Including the teachers. Although we will add a new goal for next week, this week’s goal will become this year’s goal.

Get to Know Each Other.

It’s the assignment that I gave my seniors. It’s the assignment of a lifetime.

With love,
Laurie

All content of this website © Embedded Reading 2012-2014 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 Do I Want? Archived Post 9.1.10

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

(Originally 9/1/10)

I was talking with my colleagues and trying to explain what I wanted my classroom to look like. Not the walls/decorations classroom….the real stuff happening in the classroom part.

I want it to be in a state of quality interaction.Not constant chaos…although if you don’t know Spanish it might look that way…

Not constant action…sometimes we need to give the brain time to process….

Not constant lecture….it’s too easy for students to “leave” the room…..

Not constant production….besides being poor pedagogical practice, I simply cannot monitor everyone at the same time…

Not constant input….I need to know how much is going in and how much is just flowing over their heads or around their bodies…

Not even constant interaction…..we have all seen areas in our lives where more effort more does not always mean more results.

Instead…I am hoping to create quality interaction.

Much of the time the interaction will be between me and the class….sometimes between classmates and sometimes between the students’ brains and the language….but it should be visible, if not measurable.

I think that the two main differences between acquiring a first language as an infant, and acquiring a second language later on are these:

● The ability to communicate is greater. The older the student is the greater the ability he/she has, not only to communicate, but to see the purpose of communication.

● The ability to reason. The older the student is, the greater the ability he/she has to think, to plan, to anticipate, to wonder, to put the mind, not just the brain, to work.

● The ability to read. It provides not only another mode of input, but also another mode of interaction.And what both “acquisition groups” have in common is that both, when acquiring a language,interact using the language.

Now certainly there are students who will acquire without quality interaction…..but frankly, those students don’t need me for much anyway. :o) Academically at least. But in order to create a safe place, an encouraging place, a challenging place, an appropriate place for my students to acquire language and to experience life, I need to focus on the quality of interactions in my classroom.

Discussions that are choreographed so that each student is part of the conversation.

Conversations that are modulated for speed, clarity, accent, rhythm and direction for each member of the class.

Class activities that flow in and around every corner….not just from the front (or the screen) towards the back so that by the time they reach the back corners only the foam is left behind.

Behind every interaction, a purpose: connect, connect, connect, connect.

Connect student with material, material with instruction, instruction with language, language with love.

Love, grace, honor, power, responsibility in every interaction.

Interaction. Quality interaction. That is what I am striving for……

With love,
Laurie

All content of this website © Embedded Reading 2012-2014 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 #1 Archived Post 8.11.10

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

(Originally posted 8/11/10)
DONT’ MAKE PROMISES THAT YOU CANNOT KEEP.

Carla asked me a fantastic question….What keeps trust from growing in a classroom? Wow. There are probably many things that can be “trust-stoppers” as Carla calls them….but this is the first thing that came to mind…..

One of the most powerful things that I have learned as a teacher and as a mother is that kids will take you at your word. If you can’t live up to that word, you are not only a disappointment, you are a liar. This is a heavy burden to bear. So I have learned to think carefully before saying, “I promise…” or even “I will….”.We are only human and there are times when we meant to keep a promise, we did everything we could to keep a promise and yet…were unable to see it to fruition. Truth be told, the world is not under our control. So we must be careful about the promises that we make.

Here are some promises that I have learned not to make:

I’ll have those papers corrected by ________________.

I’ll have your grades done by _____________________.

Since I rarely, if ever, get things done by the time I plan to….or if I do have them done I get distracted and forget to give them back….I have stopped making these statements. And those are easy ones…..
Other little promises slip out way too easily when I am not paying attention like….

We’ll watch a movie on Friday……

I’ll bring in cupcakes for the class…..

I’ll come watch your soccer game tomorrow….

A letter of recommendation by 8th period? Sure!

The list goes on and on…

Sometimes my promises are just “good ideas” without brakes. Other times they are my ego without brakes. Then there are the times that the kids catch me at a weak moment….

It happens to all of us.

But it destroys our credibility. Quickly.

There is nothing wrong with promises. I believe in the power of a promise….a promise kept. So before we make any promises…even what we may think are “little” ones in order to get on a kid’s good side or motivate a class to behave…we need to be very careful.

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.

Where’s the Power? Archived post 8.5.10

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

(Originally posted 8/5/10)

One of the amazing things that I observed at NTPRS 10 and IFLT 1 was how certain parts of a sentence or a story carry more power than others. Ben Slavic calls it part of the “flow” and when you are watching a lesson, and the teacher taps into it, you can actually SEE the power enter the lesson. It’s incredible.

Let me start with a sentence. As Susie Gross has pointed out to me many times, the brain goes where there is meaning and stays where there is interest.

So…..if you want students to stay focused on what you are saying long enough to get those reps in….there has to be some power added in the sentence. Let’s face it …not every phrase we teach is all that interesting!!!

Where does the power come from? Here are some things that I observed and that presenters and teachers modeled: Power words/phrases:

1. can be clearly gestured.

2. represent or are connected to movement or action.

3. represent or are connected to sound.

4. represent or are connected to emotion.

5. represent or are connected to taste, touch, scent.

6. create an immediate and powerful visual reaction in the listener.

7. tap into memory.

8. tap into a shared experience.

9. tap into humor.

10. are unique.These are all ways to offer the students a way to connect with the language!!!!

Take the target phrase: Jose sleeps. Not all that exciting except that Jose, my Chihuahua is a cute little guy…but…using the ideas above we can more interest…more POWER. If I talk with my students about Jose I can say…

1. Jose sleeps.(and throw a stuffed Chihuahua onto a pillow. I could ask a student to curl up like a dog and snore.)

2. Jose sleeps all day (make ASL sign for day) and Jose sleeps all night (make ASL sign for night)

3. Jose sleeps loudly. (SNORE!)

4. Jose sleeps like a baby. (AWWWW)

5. Jose sleeps on people. (put stuffed animal on students’ shoulders)

6. Jose sleeps on top of the tv. (or in the oven, or in front of the Principal’s office, or on the back of a motorcycle)

7. Jose sleeps with a blanky. (we all have a memory of our blanky or someone else’s…)

8. Jose sleeps during the math class. (oh how language people love math lol)

9. Jose sleeps in footie pajamas. (see how one sentence can tap into several possibilities?)

10. Jose sleeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeps. (if the word itself isn’t unique or fun, use your voice to make it unique!)As I go through these different reps with the students I can pay attention to which sentence elicits a natural, powerful reaction. What kind of reaction? A visual, audible, or physical response to what I’ve said like….

Smiles

Laughter

Denial/Rejection (No!!!! Not footie pajamas!)

Interest (I want Jose to sleep on my shoulder!)

Interaction (super loud snoring)

Verbal Response (I sleep with my blanky!)

When your students “click” with something….jump on that baby and ride it. We practiced recognizing, and responding to, strong student reactions and I saw it transform the teacher, the students and the interactions.

Sometimes it’s hard to know where to go with a sentence or a story. We are afraid of standing up in front of the class rambling on and on about one thing. It feels like pressure to us and that trickles immediately into a message for our students. They read us quickly and soak up every message we give them.

So this year I am going to try to think of the scripting or listing ideas (like I did above) as a way to look for solid ice. When I find a sentence or word that elicits a stronger response…I’ve found the power….and the place to go deeper. A trail to follow. How cool is that?!!

Go with 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.

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.

It’s the Teacher! Archived Post 7.29.10

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

(originally posted 7/29/10)

So…I have to constantly ask myself: What is the goal of this activity? For my STUDENTS? (and their brains of course!) I want my students to interact with me in the target language in a way that will allow them to acquire as much language as possible. Students must be doing ALL THREE of these things during an activity in order for me to reach my goal.

Interact

In the target language

In order to

Acquire language

Period.

As I listen to the ideas and suggestions about shower curtains offered by all of these passionate and experienced teachers, it is so easy for me to forget about my goal. The teacher in me gets a “pedagogical high” from thinking about all of the other exciting possibilities and I forget the goal!

My teacher brain is just a’rockin’!! It’s a game? Ooooooo!! Kids love competition! ( teacher-brain starts tracking all of the articles/presentations about involving boys in competition in the classroom…..). It’s visual? Oooooo!! It’s right-brained! It’s multi-modal!! (teacher-brain scans all previously-stored info on teaching/learning styles and brain research……). And it a micro-millisecond I am off on my own teacher-track…having totally forgotten about my REAL goal: to provide activities so that my students will INTERACT with me in the TARGET LANGUAGE so that
they will ACQUIRE LANGUAGE. So what do I REALLY have to have in an activity in order for that to happen?

A) Repeated, Interesting, ComprehendED, Heart-connected language and…..
A situation where we interact using it.

-or-

1. A situation where we interact…
2. Using Repeated, Interesting, ComprehendED, Heart-connected language.

Okaaaaaaaaaaaaay So, what all of these teachers didn’t tell me is what I really need to know.

HOW do they interact with their students in the target language so that the language is useable enough, compelling enough, personal enough, repeated enough, understandable enough for my students to acquire language as a result of that interaction?

THAT is what I need to know.

Don’t get me wrong…the activities are PHENOMENAL!!!! But as you read them, remember that it is HOW these teachers interact with student during the activities that facilitates the language acquisition….not the activities themselves.

It is why watching other teachers is so powerful. It isn’t the shower curtain that is enthralling.

It’s THE TEACHER. It is why mastering skills is so important. It is why going back to basics, taking the chance to be coached, and learning to teach in the moment are so vital. It is the relationships developed during the activity that matter. The activity is not the vehicle that carries our students to proficiency. Compelling and Comprehended language is the vehicle. Games and projects, songs and stories, conversations and TPR are the roads we can explore with that vehicle.As teachers, we sometimes think that the trip gets a little boring….so we are constantly looking for new roads to take. What we need….is to upgrade the vehicle our students are riding in. Would you rather ride to proficiency in a broken-down jalopy or in a well-tuned “luxury” vehicle?

CI-based instruction is even better than a luxury vehicle. It won’t break down. It isn’t uncomfortable. It’s energy efficient. It feels good to be in AND it does the job…very very well.

What are your best CI teaching skills? Do the activities that you use make the most of them? Do the activities that you invest your time and energy in utilize those skills? How can you adapt an activity so that your skills create a luxury vehicle that carry your students closer to proficiency?

These are the things that I invite you to think about as you peruse these suggestions. If you don’t know…ask the person who has successfully used the activity to offer suggestions, not only about the steps involved in the activity, but about the TEACHING SKILLS utilized during the activity so that ALL ROADS LEAD TO PROFICIENCY.

I do love ideas. But I have to make sure to start paying more attention to the skills required by the
teacher and the actions required by the students once these ideas become classroom activities. It can be tough when being a teacher gets in the way of well….being a teacher!!

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 Myths #2 and #3 Post 5.6.10

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

(originally posted 5/6/10)

Output Myth #3:

The rate at which students begin to comprehend and produce a second language is totally dependent on teacher-controlled issues save three: student motivation, student work, student “ability”-level.    

Therefore:

If all of the students in the class are equally motivated,

(and teachers assume that they should be)

If all of the students in the class complete the same work,

(and teachers assume that they should have)

and

If all of the students in the class are perceived to have the same academic skill level,

(and teachers assume that students are either “teachable” or “not teachable”.)

then they will all accomplish/learn the same material at the same rate.

Therefore:

those who do as requested/planned will earn A’s and those who do not will earn F’s.

and

those who do as requested/planned and do NOT earn A’s are less intelligent than those who receive A’s,

and

students who have earned A’s will know more and be able to produce better language than students who have earned F’s.

Although I thought so for many years………………none of the above is true.

Myth #3:

Saying a word or phrase over and over and over again is the surest way to learn it.

I’d like to share a story from 2000 ( I think….) when I attended my first workshop with Susie Gross.  It was the end of day two and we had been working with a select group of words for about 16 hours.   For whatever reason, the group could NOT produce the phrase le vert d’eau (the glass of water …please excuse any sp/agreement errors…I haven’t used the phrase since…).

How hard could it be???????!!!!!!!!!!!  We were ALL experienced language teachers.  We had heard Susie use it over and over and over and over again.  Someone suggested that we had not “acquired” the word because we really hadn’t had to use it.  We needed to say it. Over and over and over and over.

Susie said, “NO.”   The room got very quiet.  “I don’t believe in that any longer.   I haven’t used it often enough, comprehensibly enough for you all.  That’s all.”   I didn’t believe her.  I don’t know if anyone in the room believed her.

And she began another story…which I don’t remember at all…except that I do remember her somehow inserting “le vert d’eau” in there a bazillion times.    Finally…….it clicked.   And le vert d’eau was in our lexicon.  Just like that.  And it was still there the next morning.  And it’s still there a decade later.  And I definitely don’t go around saying it out loud.  At all.

Then there is the word “escaparate”  (shop window).   I learned it in grade 9.   I never said it out loud once in high school (although I really wanted to tee hee it’s a fun word…escaparate!  like pamplemousse!!  ).   I never used it in college.  Then, when I was in Spain for a semester….there it was..in my brain…totally ready to use!!!  Too bad I couldn’t remember a single one of the question words…..which I KNOW I had to use over and over again in high school and college.  In context.   Still couldn’t remember them….

Still….I spent many years creating activities which gave students plenty of opportunities to say things in Spanish.   Games and role-plays and projects and skits and all kinds of well-conceived, well-written, well-rubricked, totally ineffective activities…..that did not help students to acquire any kind of language for the long run.with love,

with love,
Laurie

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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.