The Open Coaching session I attended at iFLT 2019 led by Michelle Kindt was among my top experiences. If you’ve never participated…Continue reading
Anyone who knows anything about Latin will agree that the language is SOV (Subject-Object-Verb). In more friendly terms, this means that Latin how Yoda speaks resembles it does. This common understanding is just one basic assumption that drives a lot of decisions and discussions. Yet, how certain are we that Latin is as SOV as we think…Continue reading
For years, my go-to teacher eval goal has been for students to increase their timed write word counts by X% (like 20%, which always happens), which includes selecting one or two practices to improve that allow CI to be provided, and contribute to the goal (e.g. establishing rules & routines, consistently using brain breaks, writing more embedded readings, etc.). In my experience, it’s not necessarily the results that lead to good evaluations, it’s how everything is analyzed. That is, a thorough analysis is more important than every student meeting the eval goal. Thus, this post. Hey Principal HD, #shoutout!
Next year, I’m looking forward to a new goal of increasing the input I’m providing, but to wrap up this year’s analysis, here are some stats and insights…Continue reading
I’ve had a lot of prep time for a couple years now. How?! Not because of my teaching schedules, but because I constantly streamline practices to ensure I can actually complete my work during the workday. Most of this time is spent typing up class texts for students, as well as researching teaching practices online. Last week, however, I spent waaaaaay too much of that prep time crunching numbers with voyant-tools.org. Here are some insights into the vocab my students were exposed to this year throughout all class texts, and 8 of my novellas (reading over 45,000 total words!). N.B this includes all words read in class except for those appearing in the first 6 capitula of Lingua Latīna Per Sē Illustrāta that we read at the very end of the year. The stats:
- 550 unique words recycled throughout the year (there were 960 total, but 410 appeared just a handful of times!)
- 30% came from the first 8 Pisoverse novellas (Rūfus lutulentus through Quīntus et nox horrifica), and not found in class texts.
- 290 appeared in at least a few forms (i.e. not only 3rd person singular present for verbs, or nominative/accusative for nouns).
- 2470 different forms of words (grammar!)
- 45% came from the 8 Pisoverse novellas, not class texts.
You’re looking at what happens in May due to state testing, that state testing prep, special events, concerts, Jury Duty, and other random end-of-year goings-on. The four colors represent my class sections, and the numbers represent which class/lesson of the week they have. Ordinarily, all four sections should meet 4x each week in a fixed schedule, but you’ll notice that by every Friday, very few have a fourth class, and aside from the first of the week, no two days look the same the whole month!
So, all that code on my desk calendar was just to keep track of which class met when, and what they did. I didn’t dare write ahead more than one week! Also, this month began after the last two shortened weeks of April that followed Spring Break. Therefore, the last consistent week of school was April 8th! Yikes, right? I’ve written about how to deal with wrenches being thrown into plans. Well, May was such a massive wrench, that any teacher unprepared for it must have been caught up in the stress. I might even have been yelling “mayday!” were it not for a bunch of no-prep plans, many comprehensible texts ready to go, and solid Free Voluntary Reading (FVR) expectations already established. Thus, I was able to keep up momentum despite the lack of consistency this spring. I’ll share some more accurate numbers next week, but it’s looking like students were able to read at least another 5,000 total words since Spring Break. I consider that a victory given what May looked like!
Someone recently had this to say about a colleague:
…they’re interested in the CI things I talk about, but I guess they’re so busy with traditional teaching that they don’t have time to research and change practices…
This is a common problem, and I’ve figured out a solution…Continue reading
I’ve seen pictures of brain breaks & bursts written on Popsicle sticks for students to draw at random. This, or some other system of randomly selecting one, is an excellent idea…
At a certain point, we don’t ever need to plan a break/burst, or specify what kind on our agenda. How? It’s simple. Once a brain break makes its way into the rotation, write it on a stick, or tiny piece of paper to put in a hat (or drum, Corinthian helmet, etc.). When students begin to lose steam, have someone choose the next break, or burst. That’s it. This especially helps for brain bursts when I’m not feeling creative in the moment. In fact, why not do the same for all TPR, pre-writing funny chain commands ready-to-go? You could also use separate hats/drums/helmets for the bursts (e.g. the one pictured that lasts just seconds), and other breaks that might take longer (e.g. draw/color for 2 minutes).
Recently, I took inventory of my breaks & bursts, making note of the ones I no longer use at the end of the list. Some of those were helpful when I first began comprehension-based communicative language teaching (CCLT), and couldn’t really sustain an hour-long class in the target language. Others just weren’t that fun. However, give them a try and see how they work in your context.