When I present at conferences and give in-school PD on the topics of grading, assessment, and/or planning, I like to share this slide that includes all the jobs I’ve held prior to (and during!) teaching:
One use of this slide is to show how I approach teaching as a job just like any typical worker would do. That is, when the work day is over, the work day is over. I effectively “punch out” of teaching at the end of the school day, and return to work on the next “shift,” no questions asked. I share this because most teachers are anything but your typical worker, which has significant implications. A lot of them go from one classroom as students themselves straight to another classroom as teachers with little to no experience in any other profession, perhaps besides college work study or a part time job in high school. Some are so fortunate that they never had to work before they began teaching. That means teaching the only example of work to many (most?). There’s a big problem with that…
Last year, I had the opportunity to watch some videos of a teacher’s rough class—you know, that class we kinda wished would just go away, or fix itself over time, but that won’t because that’s not reality. We need concrete steps to take in order to regain MGMT (classroom management) in all classes, and the first one to work on until it’s solid is eliminating opportunities to talk.
One way to get students’ attention is to say something they don’t quite understand. Granted, you need to have solid rules in place for negotiating meaning, and you can’t just unleash a ton of words students don’t know. However, when used judiciously, messing with the input ever so slightly is a handy, level 10 trick…
I’m listening to a section of Latin 1 students translate out loud to their partner, going back and forth every sentence or so (Volleyball Translation). Sure, most of class time involves purposeful interaction comprised of meaningful input. As the language expert, I provide most of those messages, asking questions to engage students in thought, as well as genuinely learn something about everyone in the room. And of course, students spend a LOT of time reading.
However, students need an opportunity to interact with each other well beyond all that input to laugh, connect, or maybe commiserate about teenage things. For beginning language students, that’s going to be in English. Hence, the unlikely activity in comprehension-based and communicative language teaching (CCLT): translation…
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:
Classroom Management is paramount. Without it, none of the strategies to provide students with CI stand a chance. They don’t stand a chance because students who aren’t paying attention aren’t receiving any input (I) at all, let alone input that’s comprehensible (C)! Of aaaaaaaall the systems in place to manage the classroom, though, comprehension checks are probably the most effective, yet most overlooked…
Shifting one’s practice towards providing more input can feel like it’s a daunting task. All of a sudden, certain routines and practices don’t seem to make much sense, especially after looking at how few messages in the target language there might have been on a daily basis! The big picture of what a CI year looks like should be liberating and alleviate concern. Still, there are questions about what happens daily throughout the week…
The Week – Telling/Asking stories, then reading them
– Learning details about students
– 1-3 unannounced “open-book” Quick Quizzes
– Write & Discuss! (Added 3.10.18)
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…
[…] Despite the success and enjoyment of experimenting with CI, many Latin teachers tend to abandon CI methods and strategies after a brief yet blissful period of refreshing change in favor of familiar ways. This workshop addresses how to continue using CI after the honeymoon phase ends by establishing routines, maintaining engaging activities, and having assessment systems in place to support you and your students.
These next 13 blog posts form a CI Program Checklist (emphasis on “a“), which serves as the basis for my workshop. The checklist is organized by words that begin with the letter C…they’re all the rage right now.
The Cs Classroom MGMT Comprehensibility Camaraderie Counting Community *Compellingness*