Yesterday on FB, I posted that after all the bells and whistles I’ve been chasing, I came back to realizing that stories are the very best for elementary students.
I’m not going to go into the limitations on my teaching here. Everyone has something in the way. But I had forgotten that it’s not about the fancy slides or games or how professional my class looked (or how non-professional). Language is about our connections and our stories.
So … I had mentioned a few tips: being able to use google search to find a drawing to copy while kids are also drawing, using slides to make it clear that I was asking whether a hero was a person, animal, or thing, and then what kind of being, including being kind, honest, etc. (because if characters are not honest, for example, I can later ask whether their statements are true). Also, older kids can use chat to develop stories. And finally, using a bell (in my case, the “No Yell Bell”) to celebrate when kids shows comprehension or when I love what we decided (every time). Thanks to Jason Fritze for using a shop bell this summer to ding wildly in celebration.
I also mentioned voting, which is easy when all the students are on Zoom (that’s when the bell is useful to applaud those who lose) but harder when I have part of a group all watching on one computer from school. Then I have one kid who is in charge of counting the votes, since I can’t even see all the socially-distanced kids. The same student is in charge of coming up to the computer and giving me the class’s ideas. Otherwise they don’t get much input. Jobs, as always, rock!
Then V.C. asked where my scripts come from, and I realized I’d better answer here. They come from the kids’ minds, or from a story I want them to read or see, so I’m guiding them that direction. We may end up with a parallel story or a similar story. The younger the kids, the more I make sure that the story involves them. Even on Zoom, kids can act out roles or sounds; they can all say repeated parts of the story as well. So there is a story about the witch Baba Yaga, who can’t find blueberries in her field, because the blueberries don’t like her. She’s mean. Instead, when a child is looking, they call out to her. The child gets the blueberries, and when Baba Yaga sees the basket, she takes the berries home. But the berries all jump out of the house, back to the child and the basket. And that’s why blueberries always hide low under the leaves, where children can find them.
I changed the story to the mountains, as that’s where our blueberries hide under leaves. The child is now children, all with the names of my students who want to pick blueberries. They get a basket (or a box or a bag) and look for blueberries. One child is the evil Baba Yaga…and so on.
There are also days when the kids pick everything about the beginning. Then I’ve got the choice of leading it, or trying to find a song or story that fits, or just enjoying what the kids come up with. I’m learning to limit a lot because Zooming seems to encourage really strange stories that don’t shelter vocabulary, and I forget that I’m in charge of the story. The fun thing is that our Zoom classes are too short (half an hour) to get a whole story in, which requires this old lady to need reminders about the story and helps anyone who missed to catch up. We can have new actors or extra ones — it doesn’t matter.
There are many ways to follow up, but I’ll save those for another time when I don’t have a Russian meeting coming up right now!