Even a teacher who’s been in the classroom for 6 years has only started the school year a maximum of 6 times, and there’s a good chance that none of those years began the same way. That’s not a lot of practice!
As annual amnesia sets in, I do a LOT more scripting, thinking, planning, confusing, etc. all at the start of the year. If Kids lose knowledge after 3 months; teachers lose flow. In fact, I just posted a video to the Latin Best Practices Facebook group sharing how I ended up stuck one day during some Total Physical Response (TPR) I’ve been using as brain breaks. Naturally, I’m more aware of my teaching since there hasn’t been enough time for anything to stack up, so I’ve been thinking about the start to this year… Continue reading
My new room down the hall is just about set up. I’ve kept things from last year that really helped, ditched things that didn’t, and introduced some new things I felt I was missing.
Taking a cue from the diversity-positive practices Anna Gilcher and Rachelle Adams shared at NTPRS a couple years ago, I now have a bunch of qualities at the ready. I’m looking forward to having deeper characteristics other than the baaaaaasic small animal that’s smart and pretty. We can do better than that, right? So, the next time we ask develop a character, either by itself during One Word Image (OWI), or in a story via Teaching Proficiency through Reading and Storytelling (TPRS), I’ll ask if they’re sociable, or quiet…honest, or curious…observant, or courageous, etc. Here are my quālitātēs:
Unless you’re an island of one, a program Mission & Vision is a good idea to keep the department heading in a similar direction, even if things don’t start out that way. I put a lot of time into crafting the document last spring, and just had some help from my admin for the final touches. Once that was squared away this week, I could hand in my 2018-19 Syllabus. Let’s unpack all that…
All Of My Daily Activities, etc.
– input-based strategies & activities
– how to get texts
Now, here are the practices fundamental to my teaching, making the daily stuff possible:
Speaking & Writing
Continue reading for explanations of each…
I’ve had great success reporting scores of any homework, assignments, and quizzes in a 0% grading category portfolio, and then using those scores as evidence to double check and confirm each student’s self-assessed course grade based on Proficiency Rubrics. However, I’m constantly open to streamlining any teaching practice, so I’ve just updated my rubrics, distilling them into a single one. Students still self-assess their own estimated ACTFL Proficiency Level, but that level is independent from the grade they also self-assess. So, what’s the grade based on? Instead of proficiency, it’s based on course expectations of receiving input! After all, input causes proficiency, so why not go right to the source?
Move over Proficiency-Based Grading (PBG)! Hello…Expectations…Based…Grading (EBG)? It’s not as wacky as it sounds, trust me. In fact, it’s probably the least-restrictive grading practice next to Pass/Fail, yet still holds students accountable and provides all the flexibility I’ve enjoyed thus far. Here’s the rubric:
I’ve used DEA as anywhere from 0% (i.e. just rules) to 100% of a student’s grade, including a sliding scale throughout the year. While a few have referred to DEA as a “behavior system,” I prefer to look at it as habits that promote an ideal environment for input and interaction. Whatever you want to call it, students who do DEA, or DEA-like things acquire language (adjusting for neuro-diversity, of course), and those who don’t, make it harder for themselves and/or others. Some schools forbid grading behavior altogether, others report them as “Life Skills,” etc. Still, others implement elaborate behavior systems more closely tied to discipline, etc.
My school has implemented a streamlined version of their behavior system. If you’re wondering why it exists in the first place, there’s good reason. Some of our students had never done a homework assignment in middle school (eso si que es), yet they are all college-bound, so we need to support them. For me, DEA is just rules this year, but many of the behaviors in the streamlined behavior system address my version of DEA (i.e Look, Listen, Ask). As such I’ve decided to begin class with another Call/Response routine (popular this year). Now, this is the kind of thing I would typically do in English, like giving instructions, but it’s just another opportunity for more input using common words, while at the same time supporting students with a school policy:
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: