Things I Don’t Do (That Many Teachers Do)

Technology
I haven’t asked students to take out a phone, computer, or interact with tech in over 6 years. Quite frankly, there are too many constant problems and disruptions right down to not having any battery life, and students are getting smacked in the face with tech the rest of the school day. I’m over wasting all that time. I, personally, use free web-based tools daily, like Google Docs, but there aren’t any laptop days, computer lab time, Kahoot, etc. Less is more!

Grade (especially at home)
I don’t really do this at all. Anything with a score is done as a whole-class, anything collected is marked as completed, and any rubric resulting in the course grade is self-assessed by students (I just check those afterwards).

Quiz/Test Prep
I don’t create any quizzes or tests. Any quick quiz in class is determined on the spot, is input-based, and is scored together, making it part of class. These are also collected and reported as evidence, but don’t impact a student’s grade. Instead, they’re used to show trends of understanding (e.g. a lot of 3s out of possible 4 means “most.” This could fulfill evidence for a rubric showing a course grade of an A that expects a student to understand “most” Latin).

Lesson Planning
Talk & Read covers everything students need. The rest is just rotating out weekly routines, and giving a new activity a try every now and then. The more variety a teacher has actually means the less experience they have with those activities! There’s a healthy limit to novelty. Don’t underestimate the power of simple practices.

Different Learning Targets/Objectives
I don’t create new ones specific to each day. Mine never change. The point/reason for/target/goal/objective/etc. of each class is that at least one of three communicative purposes (entertainment, learning, creating) is being met. So, I make sure there’s a reason for all that input & interaction during class, and keep things comprehensible. There’s actually no evidence that different objectives make any difference in student learning, let alone acquiring a language! In fact, if any measurement shows that learning has taken place after just one class/lesson based on an objective, don’t trust it! Delay testing, and give no advance warning. That will tell you what’s been learned and acquired, and what hasn’t.

Speaking The Target Language
If a student responds in English, that’s evidence they’ve comprehended. Case closed, folks! I don’t need to play mind games. There’s actually no legit reason for speaking the target language in class when everyone shares another language that’s easier to communicate in…unless one wants to. Some students want to. Others don’t. To recognize the classroom as any other context would be role-play (i.e. pretending you don’t speak another language). I don’t pretend. I do have systems in place to encourage target language use, as well as curb chatter and lengthy story-like responses in English, as well as stay focused on input, but naw, I don’t need to hear Latin to know students know Latin.

Corrective Feedback
C’mon, self-explanatory. The evidence is really piling up by now!

Grammar
I don’t expect students to develop any grammar knowledge. I certainly don’t test it. This is a liberating expectation! Grammar knowledge is unnecessary—in any language—and there’s enough to deal as it is with what’s actually necessary.

Homework
When working at a job, I don’t mess with anything that isn’t in my control. What goes on at home is completely out of my control as a teacher—no judgement—and I don’t need to punish and chase down students for not doing something that probably lacks a communicative purpose anyway. My only assignments involve reading, and no products are attached to that reading. **Just read.**

Projects
I don’t schedule any class time for projects. My experience is that most of the research and work is done in English, which is zero input, and most students get bored after a few of those summative presentations anyway. There needs to be input in the first place in order to make it more comprehensible, right?

From the looks of it, I bet it seems like I don’t do a friggin’ thing. But that’s not true. I spend most of the time creating personalized texts, adapting other texts, and seeking out constant PD—mostly grassroots, from teachers still teaching in the classroom, and who share the same *current* second language acquisition principles that I have. It’s a lot of work, actually, but focused, efficient, and enjoyable. Guess what? My students can read Latin. They even speak it. If that seems impossible—because teachers who do all those things above can have students who understand Latin, yet I do none and get the same results—there’s a magic ingredient. It’s actually the oldest source of success the spoken word has ever known:

Input.

We just have to tap into what all humans are hardwired for and prioritize CI, then the magic happens. Now, you might be a teacher who does, in fact, do all those things above, and likes doing them. Carry on. You might also be a teacher who likes some and not others. Unless you’re required—which might be in your control to change—know that you can drop the things you don’t like without any negative impact whatsoever. Try it.

I expect there might be questions. Let loose.

Failing Students (i.e. Denying Experience), “Struggling Students,” and Who’s Doing The Work?

This post seems to address quite a bit, but stay with me. As experts, teachers can design a quiz or test that every student would fail, instantly. Aside from designing those individual assessments, teachers can also design and implement grading systems prone to student failures.

That’s a lot of power.

When teachers fail students, especially when they haven’t been careful with their grading system, they deny students experience. Not only are these students unable to continue with their peers—a major aspect of adolescent development—but they’ll miss out on any electives having to retake the failed course for credit.

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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…

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NTPRS 2017 Resources

Here are links to my Thursday and Friday NTPRS presentations, and related posts for a) those who attended and are interested in reading more, b) those who slept in past 8am (I am slightly envious of that), but wanted to attend, or c) those who weren’t at the conference at all, but find the topics interesting just the same.

Presentations:
NTPRS 2017 – No Prep Grading & Assessment (PPT)
NTPRS 2017 – Same Skills Different Game (PPT)

Related Blog Posts:
No Prep Grading & Assessment

Same Skills Different Game

Grading vs. Reporting Scores: Clarification

In the recent sliding scale scheme, Proficiency is given 0% weight at the start of the year. This doesn’t mean that students see “0” in the gradebook. What this means is that their 95, for example (which they see in the gradebook), holds 0% weight because in the sliding scale scheme we’ve placed all 100% weight on DEA for first quarter in order to set expectations and establish routines. By the fourth quarter, 100% of the weight is on Proficiency, and whenever possible, we manually change the entire course grade to that final Proficiency number/letter so nothing else averages throughout the year.

CI Program Checklist: Summary

**Update 4.26.16 See how the checklist sets up a Sample CI Schedule for the Year**
**Read a post on the Week & Day Updated 12.9.17**

Classroom MGMT
✔   Rules (DEA & CWB)
✔   Routines (Routines, Student Jobs, Interjections & Rejoinders)
✔   Brain Breaks

Comprehensibility
✔   Inclusion (Safety Nets, Gestures & Question Posters)
✔   Shelter Vocab (Super 7, TPR ppt, TPR Wall, and Word Wall)
✔   Unshelter Grammar (TPR Scenes)

Camaraderie
✔   Secrets (Class Password)
✔   Students (People)
✔   Stories (TPRS, MovieTalk, Magic Tricks, Free Voluntary Reading (FVR))

Counting
✔   Reporting (Quick Quizzes)
✔   Showing Growth (Fluency Writes)
✔   Grading (DEA & Proficiency Rubrics)

Community
✔   Groups, Blogs, Contacts (LPB, moreTPRS, Tea with BvP, Ben Slavic)

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CI Program Checklist: 12 of 13

Classroom MGMT
✔   Rules (DEA & CWB)
✔   Routines (Routines, Student Jobs, Interjections & Rejoinders)
✔   Brain Breaks

Comprehensibility
✔   Inclusion (Safety Nets, Gestures & Question Posters)
✔   Shelter Vocab (Super 7, TPR ppt, TPR Wall, and Word Wall)
✔   Unshelter Grammar (TPR Scenes)

Camaraderie
✔   Secrets (Class Password)
✔   Students (People)
✔   Stories (TPRS, MovieTalk, Magic Tricks, Free Voluntary Reading (FVR))

Counting
✔   Reporting (Quick Quizzes)
✔   Showing Growth (Fluency Writes)
__ Grading

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Updated DEA

**Updated Expectations Rubric**

“But it only counts for 10% of the grade” whispered a student as I pointed to our posted DEA rule agreements. I couldn’t believe it. This student really didn’t think it was important enough to Look, Listen, and Ask about Spanish just because I assigned a low grade weight! Over the course of a few weeks, I overheard the same rationale from different students who consistently messed with the CI flow of class. I had no idea 7th graders would be that snarky about grading!

So, I had to adapt my system. My Proficiency rubrics remain solid, but DEA is now 50% of my 7th graders’ Exploratory Language grade (up from 10%), and reduced to two rules; Pay Attention, and Be Prepared. The latter is only used for homework (rarely assigned) or other obligatory school stuff I don’t want in its own category. Otherwise, Pay Attention is our main focus during class. I’ve posted three suggestions on how to acquire a language on a daily basis:

Look
Listen
Ask

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