I have WordPress set to automatically post to Facebook, which means many of you reading this aren’t even language teachers. Allow me, then, to explain why you don’t know the language you studied in school (unless, of course, you were lucky enough to have spent time abroad, or to have found yourself exposed to the language in some meaningful way, thus, correcting decades of misinformed pedagogy still pervasive today)…
“Stultus” is not a word I want thrown around class. Sure, it’s National Bullying Prevention Month, but the fundamental reason why I can’t have students yelling at me when I make a mistake or error as part of the comprehension activity is because mistakes and errors are welcome in my class. I would be sending the wrong message, however gratifying and novel it might seem to call the teacher “stupid,” if I allowed that in my room. N.B. I must emphasize MY room, because I know that Stultus works out just fine elsewhere.
So, my adaptation has been to rename the activity “Magister Mendāx!” The process is the same, but the results are a bit more suited to me and my students. When I say something that’s simply not true (e.g. “Trump reads a lot” when the Latin reads “Trump nōn legit”), the students yell out “liar!” I like that the adaptation is not a judgement of my ability, I don’t have to pretend to not understand, and they still get a fun word we can use in class and in stories.
✔ Rules (DEA & CWB)
✔ Routines (Routines, Student Jobs, Interjections & Rejoinders)
✔ Brain Breaks
✔ Reporting (Quick Quizzes)
__ Showing Growth
In one of Bill VanPatten’s latest Tea with BvP episodes (which I’ve edited down to only his responses, see the CI Materials page for past edited episodes), he talked about how there are no errors when it comes to the expression, interpretation, and negotiation of meaning of our students, at least in terms of language acquisition. What we hear/read from students is a consistent representation of how they’ve construction the second language system in their mind. It is what it is, and there are very few factors besides time and comprehensible input. Thus, there are no errors.
This has HUGE implications for language teaching. Take the following comparison…