✔ Rules (DEA & CWB)
✔ Routines (Routines, Student Jobs, Interjections & Rejoinders)
✔ Brain Breaks
If you’ve been to a two day TPRS Workshop, you’ll know that the second day in the afternoon is devoted to “making this method work in school.” You’ll also know that this is when teachers freak out, and their world comes crashing down. This is called disequilibrium, and is natural. In that moment, teachers realize they’ve been wasting a lot of time testing, grading, preparing, and feel helpless about the next steps. Here’s some support:
Since I began using the Daily Engagement Agreements (DEA), I’ve had them account for 0% of a student’s grade (i.e. REPORTED scores, but not factored into overall course grade), 10% of their grade, and 50% of their grade. In the latter example, my students simply refused to do anything unless they felt that “it counted,” and I overheard a student say that 10% wasn’t enough for them to care about. When I increased the percentage to 50, the kids took those 3 simple rules (Look, Listen, Ask) more seriously, and we had a great time. This has to be your call.
Whatever you do, know that grades are not meant to hold kids hostage. My grading philosophy is that grades have everything to do with school and nothing to do with language acquisition. Thus, I’ve designed my grading system to be the least restrictive way for a kid to acquire Latin and get an A at the same time.
Here’s a DEA grading process (that also could be used when REPORTING scores). I don’t assign homework, but you’ll notice how there’s room for it if I ever need to. If a student doesn’t come into class with an assignment, she’s not prepared. That’s -5 points, and when she comes in to regain those points I get to deliver CI individually for about 5min.
- Spend less time grading and more time delivering CI.
- Expect students to make errors, so don’t let inaccuracy affect their grade.
- Set a Proficiency Goal for a course (e.g. Novice Mid for Latin 1, Novice High for Latin 2 and 3, and Intermediate Low for Latin 4).
- Assign Proficiency grades each quarter/marking period. If a student improves, manually change their final course grade to reflect a higher Proficiency, if you can.
- If a student is a slower processor, set their Proficiency Goal lower so they still have an A in your class. Remember, this isn’t one-size-fits-all education, and grading doesn’t really have anything to do with language acquisition. Slower doesn’t mean zero growth, it just means slower.