At iFLT 2019, Grant Boulanger paused to have had students close their eyes and spell a word in the air, syllable-by-syllable as he repeated it slowly. Students opened their eyes, and Grant wrote the word on the board, and continued with class.
Quite simply, this gets students to focus on listening, which Grant mentioned is important since most of what goes on in school makes use of other senses. Also, once the word is written on the board, any “mistakes” literally disappear into thin air. It’s like a fleeting dictātiō!
Consider using air spelling before establishing meaning of a new word/phrase when the class flow could use a short break from the input. In fact, this strategy is part of what I’ve been thinking of as Communication Breaks. These breaks pause or reduce input, allowing students either to think, or briefly interact in ways that lack a communicative purpose. Between these breaks and Brain Breaks, class should be over before students even know it!
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!
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.
In its debut year, Comprehensible Online offered a different kind of PD, allowing participants to watch as many presentations over three weeks as they could from their computers and phones. #pdinpajamas was trending for many teachers sneaking in loads of PD from the comfort of their own home. In fact, I was able to watch most videos during my part-time job (shhh)!
Like other conference takeaways, I’ll consult this post over the years, and the info will be here to share with all. I have a code system to help me spot new things to try, and others to update. High-leverage strategies I consider “non-negotiable” for my own teaching are “NN.” Strategies to update or re-implement are “Update!,” and those I’d like to try for the first time are “New!” I encourage you to give them all a try. Here are the takeaways from some of the presentations I got to, organized by presenter:
While Card Talk (formerly Circling with Balls) is great for establishing MGMT expectations by having students literally play ball on the first day of school, don’t forget about it the rest of the year! Write/project a prompt (as bell ringer/Do Now?), then talk about what students drew on their cards. This is no-prep, which sounds like juuuuuuuust the right thing to begin class once back from the holiday break, especially to reinforce class routines after being away for a bit. Aside from my new Brain Bursts, this is what I’ll do tomorrow, and it might even last the entire class!
Given the nature of holidays, instead of making things difficult for the less-privileged, or assuming who celebrates what, I’ll keep mine to a simple and global prompt:
Quid bonum erat? (What was good?)
Oh, and the student who draws nihil (nothing) actually helps us out. The “nothing” response makes it all the easier to launch into some non-examples, either/or questions, and Personalized Questions & Answers (PQA) comparisons, as well as “I don’t believe you” and “liar” rejoinders that are instant hits that extend the conversation every time!
Teachers fall into a routine, often focusing on a particular strategy for a while because a) they want to hone their skill, b) it’s magically engaging for students, or c) both. During that period of focus, however, other teaching practices tend to get left behind. The holiday break is good time to take a look at what has NOT been going on in the classroom. For me, it’s been Brain Breaks. Annabelle Allen would be ashamed of me!
It’s true, though. Looking back to just before the holiday break, I’ve been doing just one Brain Break, and there were even days when I did zero due to an activity involving somemovement. There’s no excuse for neglecting Brain Breaks, though, and there’s no rationale behind substituting them with other activities. I need to get back on this horse…
OK, so you’ve taken the first step of switching gears because NO ONE wants to suffer through a stale story retell between storyasking days or between brain breaks, but what if that story was pretty good? Should you scrap it and move on? Here’s one strategy to save a stale story retell…
We started a story towards the end of class on Friday because, well, because it was Friday and compelling diversions can often be better than anything we had planned. Monday arrived. Unsurprisingly, the class was a bit hazy on details over the weekend. N.B. no, it doesn’t matter that one or two kids remembered every little thing—teaching with CI is about including ALL students. After a retell that produced even better details (as well as a longer-than-usual brain break), we ran out of time to finish the story, which was nowhere close to being done. I don’t blame anything—it was only the second class story of the year so students have been in that phase of getting comfortable with what nearly complete control over co-creating a story feels like. In addition to being heavy on details, and light on plot with virtually no time left to class, 5 students were absent. Was I really going to start the next class by retelling, or having students retell what we had so far? Nope.
Class Story Intro/Background Info
I’ve written about the importance of parallel stories, but we can get some mileage out of reading the actual class story provided that we don’t beat it to death by reading the whole thing. Reports from the field suggest that stories start to wane, and a big reason is because things start to feel routine right down to reading the same story (which is where most of our power comes from).
Instead of asking/telling a story and then reading all of it verbatim, I pre-loaded my retell by typing up the beginning details and background information, but that’s it. We began class with a choral translation before finishing the story during the rest of class. You could bet that there were questions from the absent kids (which is great because that means they’re buying into DEA), and that meant even more input for the other students.
This was enough of a change up to not feel like the “same old same old” we had been doing for three days, and allowed me the opportunity to assist those absent students a little more directly while keeping the interest of the others who had been there all three days. Give it a try!