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:
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:
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:
NTPRS 2016: More Changes, More Thoughts
After attending iFLT, I spent another week in Reno at NTPRS. While iFLT offered more opportunities to observe teachers teaching students, NTPRS offered more opportunities to actually BE a student for those of us in the Experienced track. I appreciated the short demos that most presenters gave, even when the workshops were not titled “___ language demo.” There are some game changes here that warrant their own posts (e.g. embedded readings straight from the source, Michele, Whaley), but I have much else to report on. Like last week’s iFLT post, this one includes more of what I intend to think about and/or change for 2016-17. They’re organized by presenter: