This year, I’ve begun each quarter by sharing new (or “new”) expectations. These are simple reminders of rules and routines expressed in a slightly different way to keep management tight. For example, Q2 featured “less English, more Latin” to address increased chatter from students becoming more comfortable. This week, I introduced Q3 with “mostly Latin, almost no English.” However, I still don’t require or expect students to speak Latin (i.e. forced output). Here’s how that works…Continue reading
For all my tips, tricks, and sneaky systems, I do a LOT of scripting and detailed planning the first weeks of school in order to feel prepared. Last year, I wrote about “annual amnesia,” and this year is no different. Granted, I’m reaaaaally on top of certain things, like creating a giant colored-coded poster with class END times near the clock to reference while teaching, and other odds ‘n ends. But then there’s Monday…
“What the HELL am I actually going to DO in class?!”
OK OK, it’s not that bad. However, I did need to set aside time to think things through, all outlined in this post…Continue reading
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!Continue reading
How do we get students to speak the target language?
At least, that’s what no one disputes, though not every teacher does enough of it. The biggest misconception regarding how to get students speaking is based on the assumption that the goal—speaking the target language—must be part of the process. This makes sense, but we don’t have much evidence to suggest this is true, despite how intuitive it seems. In fact, if you want get all Second Language Acquisition (SLA) technical, in 1995 Merrill Swain—herself—called her own Output (i.e. speaking/writing) Hypothesis “somewhat speculative” (p. 125).
I just went to my first iFLT conference. I got to chat (live) with Bill VanPatten and Stephen Krashen, saw master teachers teaching with CI, and went to some awesome presentations. I don’t take detailed notes during presentations, but as you can see there’s plenty to take away from a few ideas I emailed to myself over the week. This post includes what I intend to think about and/or change for 2016-17, and would recommend others considering as well. Some of the ideas were ones I’ve seen before but just haven’t gotten around to implementing them, while others were completely new. They’re organized by who inspired me: