Preparing for the new school year is kind of crazy. I just read how someone feels like they have to “learn how to teach all over again.” This resonates with me. It’s the 5th time asking myself “OK, but what do I DO?!” just before everything starts. I’m preparing to plan a little more than I normally would, at least in the beginning, but really just to sleep well at night. This is exactly like what Jason Fritze mentioned about writing a quick story script ahead of time, even if you plan to roll with compelling diversions and give students most of the control over story details (noted in my NTPRS 2017 Takeaways). I know that once things get rolling I’ll be able to relax, and the daily stress will dissipate. I’m prepared for stress, and in doing so will avoid anxiety. In my first year, another teacher shared with me how he began his 9th year filled with anxiety, and later vowed to prepare enough so that he could replace it with stress. He knew how to deal with stress, but anxiety was too much, even for an experienced teacher. Here’s how I’ve prepared myself for the upcoming year:
Author: magisterp
Pīsō (latín -> español) Published!
You’ve seen this map, right? Among many things, it’s to remind Western cultures that their historic place in the world doesn’t mean that the continents actually exist as they’ve been portrayed. This was the first image that came to mind when Donaciano Pardo, a Latin teacher in Spain, expressed to me that he wanted his students to read Pīsō Ille Poētulus, but that they didn’t understand English…
2017-18 Classroom Setup: Syllabus, Rules, & Grading
I’ve been writing about Assessment & Grading for a while. That writing has earned me slots presenting at the local, regional, and national level, which means this is a hot topic not to be overlooked. I’m not surprised. Grading systems influence assessment, which drive content, and even the slightest adjustments can have profound effects on one’s teaching. For example, the simple decision to grade homework comes with considerable baggage…
Why Novellas? Why “Shelter Vocabulary?”
The new Latin novellas, first published in September of 2015, have been written with sheltered (i.e. limited) vocabulary so the novice student can read Latin confidently after knowing as few as 40 words! This sheltering provides frequent exposure to Latin’s core vocabulary—even more so than textbook narratives, or unadapted ancient texts that seldom repeat words. Why novellas? Why shelter vocabulary? Novellas provide high-frequency repetition for the novice student.
Expanded Readings (ExR), and Drum Corps: The Hose
It’s DCI finals week, so you get a drum corps analogy. You have no idea what that is, you sort of know, or you marched colorguard in 1984? Well, this is what a DCI champion looks like these days. Drumlines usually begin the season in the winter months with complex and challenging music. In the summer, after hours and hours of rehearsal, that music is usually “watered-down” to something the performers can actually achieve, hence The Hose. I’ve long thought that it might be a more pedagogically-sound practice to write some basic “skeleton” music, and then expand it to be more challenging as performers improve throughout the season. The result would be music appropriate to the performers’ proficiency level (instead of spending time trying to reach something they can’t do, or can’t do well, only to ditch during finals week). Of course, it would take an incredibly patient drum line and staff in the winter to have faith that performer proficiency would improve beyond what appeared to be the “simple, easy beats” to play, and then become something impressive and worthy of playing in front of a crowd. In reality, though, the simple beats are quite rudimental to drumming, just like sheltered vocabulary is to second language learning.
TPR: More Than Just Commands!
Despite what many people think, Total Physical Response (TPR) is not just commands. A typical TPR sequence involves a) modelling an action, b) commanding, or narrating, and c) verifying with the class what happens. You can interact with the entire class, groups of students, and the individual. When you establish a gesture for a particular word/phrase, that’s TPR! You’re also doing TPR when you coach actors and narrate a scene during a class story via Teaching Proficiency through Reading and Storytelling (TPRS).
Assuming you’ve established names for two groups and the whole class (e.g. Rōma, Capua, and Italia, respectively), like what I saw Jason Fritze and Alina Filipescu do at NTPRS 2017, here’s what just two different phrases (i.e. says “oh no,” and “laughs”) can do for you:
Latin Stories Videos Series: Mīnōtaurus
This video series is inspired by Mike Peto’s straightforward Story Listening videos in Spanish, and Eric Herman’s structured English Class videos, both shared by John Piazza last month in an effort to get ones like these in Latin. Here’s the Minotaur myth retold using 21 unique words. The story is 229 words total in length.
Mīnōtaurus
1) Class
2) Story (Google Doc link found in YouTube video description)
3) Questions
Input: DENIED
I shared the following picture of my language library to the “iFLT/NTPRS/CI Teaching” Facebook group to share how reading novellas has increased my Spanish and French proficiency:
Now, the books circled in red are either mostly-unadapted ancient Latin containing support (i.e. some words defined—in Latin—in the margins), or Latin translations of books unintended for the language learner (e.g. The Hobbit, or Harry Potter). These represent more than half of my current extensive reading options for Latin—the others nearby not circled being 10 novellas with sheltered (i.e. limited) vocabulary published within the last three years. Sheltering vocabulary has had a positive effect on my Spanish and French proficiency, so I got thinking about the effects of reading unsheltered Latin…
High-Frequency Verbs
Someone asked the “Teaching Latin for Acquisition” Facebook group for a list of the top 10 verbs in each of our classes—if we had to make such a list. There were only about 10 11 comments, but many teachers probably use similar verbs and just didn’t have anything to add. What I find interesting, though, is that across the lists from only 10 11 comments, there were still 38 44 different verbs in total!
The verbs that were most common between everyone who chimed in were:
be (6 7)
want (5 6)
see (4 5)
be able (4)
be quiet (4 )
NTPRS 2017 Takeaways
Before having the opportunity to present a couple workshops, my mind was blown quite sufficiently during the week. Overall, the Advanced Track with Alina Filipescu and Jason Fritze got me thinking about aaaaaaaall the things I’ve forgotten to do, or stopped doing (for no good reason) over the years. Thankfully, most of them are going to be soooooo easy to [re]implement. As for the others, I’ll pick 2 at a time to add—not replace—until they become automatic. This will probably take the entire year; there’s no rush!
Jason referred to high-leverage strategies—those yielding amazing results with minimal effort (i.e. juice vs. squeeze), and I’m grateful that he called our attention to everything Alina was doing while teaching us Romanian. ce excelent! I’ll indicate some high-leverage strategies, and will go as far as to classify them as “non-negotiable” for my own teaching, using the letters “NN.” I’ll also indicate strategies to update or re-implement with the word “Update!” and those I’d like to try for the first time with the word “New!” I encourage you to give them all a try. Here are the takeaways organized by presenter:
Magister P. 