What’s working

Laurie Clarcq tells us to go with what works, concentrating on our strengths. It’s hard to do sometimes, but right now I’m feeling pretty good about a few things.

First, I had a really fun time doing a webinar for Voces Digital last week, and people have been enthusiastic about changes and tweaks that they’ve made. A local teacher called me up to tell me what a game-changer starting with the name questions was: she has a student from Ethiopia, and her class learned who in his culture names the child, who gives nicknames, and many other tantalizing facts that had the class on the edge of their chairs.

Second, I’m realizing that my version of story listening techniques work really well with my kindergarteners. It seems as though the older my students are, the less they enjoy the gentle confusion they might experience when not understanding every word. My kindergarteners, on the other hand, settle right in to storybook demeanor, lying on the floor or propped on their elbows, suggesting how the story might go, and commenting on what is lacking in my drawings. (Yesterday it was “El papá no tiene piernas.”) Yeah. I had drawn bobble-head bear heads. They wanted complete bodies.

Third, I’m having a fun time sharing a playlist of Russian YouTube videos. I posted on FB, hoping someone would know which person it was who wanted Russian class videos. That got shared on the Russian TPRS page, and a lot of Russian teachers seem to be appreciating the videos. In the past, Russian teachers have not been very complimentary (to say the least) about the one video that our school district posted. I’ve tried to explain, but the comments keep flowing in. Having an unlisted but accessible playlist seems to be the way to go, because only those who want it and have access through CI portals can get there.

In those Russian classes, I started right off with practices that might have scared off some of my attendees. We act out folk tales, they stand up and move to songs, and now the big hit: they are drawing up stories that they created so that we can talk about them and read them. Even though they are older adults, they are completely open to these activities and talk a lot about how much fun it is to be in this kind of language class. They make me want to teach them more and more.

In another series of Russian classes, also for adults, I realized anew how powerful it is to write with classes. We had interviewed a guest last week, and I explained to the group that I had forgotten everything he told us. I said I’d be embarrassed if he came back and I didn’t remember any details. So we reconstructed the interview. They remembered a lot. I typed it up on the screen for them. I compared what he had said (where he was born, what sports he liked, what instruments he played) to everyone else in the class. One guy walking out commented on how powerful it is to see the words in sentences they comprehend as we’re talking. (I love having adults for this reason. They recognize what makes a difference.) And the guy who was brand-new to class last night was able to hang in there, even though he admitted to being a little overwhelmed by the flow of Russian.

Other things are fun too…I can’t wait to try everything in Wooly Week and hope to apply to my Russian lessons somehow, though the WW plans are so thorough and creator-heavy that it will be an interesting challenge.

Improvement

It was my last day of teaching Spanish in 2019 today, and while I still had some very wiggly kids, I finally can recognize serious improvement in three areas: classroom management of elementary students, Spanish language ability, and storytelling (more telling than asking).

Following all the hints (eg “take no guff” from Amy Vanderdean) and knowing the school better, I am a lot more solid in being able to clarify my expectations for behavior. Kids don’t know what we expect unless we model, help them understand, practice, and remind. Wow. What a lightbulb … semester … since it wasn’t overnight by any means.

My Spanish is suddenly good enough that I could do movie telling — both pre- and during — without having to have the scripts or vocabulary lists in front of me. That led to being able to stand at the board in kindergarten and tell the entire story of a Peppa Pig story in advance of showing it. I realized I finally knew how to say that it snows, it is snowing, and that there is snow outside. I didn’t mix up verb forms or and which ending is the noun. I got to ask a whole bunch of questions, and once I was finally showing the little video, I could pause it and ask different kids to go up and touch objects and family members in the film. (Oh, and the kindergarten teacher let me use her computer…that was huge too!)

And finally, I could visit the second-grade “stores” and have conversations about the items the children had created with all of them. I’m blown away. Language acquisition keeps happening. And it’s possible to be learning forever. Happy holidays, all!

Gamifying the Special Person Interview

My fourth-graders can be a wiggly bunch. And I am not always good at varying routines. The Special Person (aka Star of the Day) Interview is sacred in my mind: I get to pay a lot of attention to one student, comparing that one to others, with the main goal being to create community. In a school where kids have been together for years, I often ask the class for the answers to the questions, rather than asking the interviewee first. Then I verify with that student. For a change, we do pair interviews, sharing later what we learned about our partners, or work in concentric circles. It’s harder to create the class books in those cases, but eventually every student will have a longer interview.

This time, I knew that the interview was going to go on for several days with one student who is leaving and whom we had not interviewed earlier. I want him to have a book to take with him, and we would need to spend a lot of time to get all the information. So I handed out mini white boards, and asked the class to write the answer to each question as I asked it. I asked them to hold up their white boards with the answers, saying, “Alex says that Ethan was born in Alaska. Is that true, Ethan? Were you born in Alaska?” If Ethan says “Yes,” I follow up with “Ethan says, ‘I was born in Alaska.’ Who else in the class was born in Alaska?” If not, I move to a different board. We get a lot of reps out of this, and every time the students have the right answer on their board, they get a point. Next, “Does Ethan have siblings? If so, what are their names?” They got points for the right answer, the number of siblings, and the names.

When class was over, they were begging to stay in for recess to continue the game. Points for the teacher! We’ll see how much mileage I can get out of this new plan.

TCI Maine

If you are a CI-minded teacher and want to feel part of a community immediately, sign up the minute that registration for TCI Maine goes live in March. It has an iron-clad registration limit. And, like our Lost Lake race in Alaska, it fills up fast. Skip and Beth Crosby should be in charge of the world.

For a person who missed all her connecting flights today, I am amazingly happy.*

A few TCI Maine highlights:

  1. Amy Vander Deen addressed an elephant in the room and talked about the true nuts and bolts of classroom management. If the key techniques for everything CI are (but are not limited to) establishing meaning, going slowly, pointing and pausing, checking comprehension, and limiting vocabulary, the key techniques for classroom management start with establishing and practicing routines and expectations, then insisting that students fulfill those expectations. Amy shared her early struggles with classroom management and how she realized that we tend to shut down or put up walls when the discussion arises. She included a mention of the system my new school uses (Responsive Classroom), and there are others that also provide the tools and techniques teachers need. She suggested The First Six Weeks of School, and read us some of Jim Tripp’s words on sticking to expectations–being consistent. Susie Gross’s words ring in my ears: Discipline Precedes Instruction.
  2. Rachelle Adams and Anna Gilcher led us through the creation of Cultural Jewels. Look at Elevate Education for more info. I am going to suggest Cultural Jewels for a staff/faculty meeting. I felt many connections with the four formerly unknown-to-me teachers after that experience, as well as having the idea that I would now “get” them better even if I had known them in advance. I would like to feel the same way about teachers at my new school. I am also re-inspired to try the activity with my students.
  3. Three-ring circus with Dustin (YIKES! Last name?) doing a great job of coaching. He was very sincere and thorough, and I liked his addition of asking the teacher what her concerns were before she started.We discussed it in advance, which set the teacher at ease, then she demoed, and it was fabulous! She started with just one student (eating), and had a conversation with the others about eating, then brought a second student on to sleep, having first found out whether anyone was very tired. She used Laurie Clarcq’s idea of a pause button during the circus. (I realized telling students we would do a 3-ring circus is probably why, in my first year of trying it, the room turned into a virtual circus.) When Annie Ewing asked about her motivation for the three verbs, including “play,” the teacher who demonstrated said that she had chosen her three verbs so that she could talk about weekends. It didn’t feel at all like a circus. It felt like a perfect way to establish meaning, to provide a brain break, and to have some fun.
  4. I’m quite sure no teaching conference has ever had better food. As examples of how overboard they went in allowing for preferences, picky me enjoyed oven-roasted autumn veggies and gluten-free chocolate chip cookies yesterday.

*it may be the fact that United Airlines put me up in a fancy hotel…and that I am not going to miss a day of school after all…and that Lois and Michaela shared their google notes on the parts of Amy’s presentation that I missed while being a doofus and while presenting…and that I’m still having all those feelings of having been with a welcoming group of people who also care passionately about finding effective, just, and community-building ways to help students acquire language. Maine TCI is close to my heart.

Rachelle and Anna guide the group

OPI: a favor

Just a quick note today. I’m finding that I can comprehend a book written for adolescent native speakers of Spanish, and am a whole lot better at circumlocution with sympathetic listeners.

I have been pretty accurate myself when people have asked me to guesstimate what their OPI Russian score will be (they have informed me after their official OPI).

So I wonder…is there anyone out there who is working on becoming an OPI interviewer in Spanish who needs someone to practice on? If so…I’d love to get a baseline to be able to gauge progress over the next decade.

Story Listening (adapted)

I am so excited! I have been trying to get to tell a story to my kindergarteners with the Story Listening technique that Megan Hayes and Cecile Laine have been helping me consider. Today was the day, and I told a story about four little monsters in our school. It was so much fun! As Cecile has posted on FB, maybe all my four- and five-minute activities are not the best for some groups. This group has consistently taken a long time to settle into new situations, so it might be some time before transition training kicks in.

We have some emoji balls that we roll to the kids who want to say how they’re feeling. I made sure to practice “angry” and “happy,” but forgot about “sad” and “scared.” Luckily, when we got to the part in the story with the sad and scared monsters, the kids remembered “sad” and figured out “scared” (thanks to Bryan Whitney, who shared some techniques to make drawing faster in his World Language Teacher Summit webinar). They were patient as I drew, and excited to find out that the monsters all became happy when someone reached out to them to be friends.

Whoo hoo! This teacher can still learn new tricks.

Teaching adults is different after all

I just finished the second of an eight-week (once weekly) hour with parents of our local Russian immersion program. Last week I had only one student, so used the Star of the Day slideshow to support our conversation. This week, when the rest showed up, I put some of the “Super Seven” verbs (thanks, Terry Thatcher Waltz) on the white board, along with a few other important words as they came up, and we spent the entire hour just reading about that first student and comparing her with others.

In the past, I’ve run my adult classes the same way as I did my high school classes, with lots of brain breaks and varieties of activities. But this time, after reviewing some gestures that I’d be using, we spent the entire hour on the reading. They were responding well to questions about the text and themselves and to “what did I just ask” questions, working on reading the Cyrillic, and showing interest in one another.

In the deep of winter and spring, there probably won’t be the same level of energy, so I plan to drill deeply into the lives and interests of these students and of their children now, and then we can study songs and read other pieces later on for variety.

My ah-hah understanding: I was ever so pleased to see that students could use a (heavily supported) reading in Cyrillic on their first night. I won’t try to tiptoe around the Cyrillic from now on.