I’m taking the first of four courses towards Harvard’s Instructional Leadership Certificate. It’s relatively affordable. Plus…it’s pretty good! Although my own interests have moved towards grading and working with educators, teaching a second language is my anchor. No doubt I’ll be working with second language teachers in the future as well, so here’s one managing routine from the Harvard course that somehow flew under my radar all these years…
Continue readingpaired activities
Silent Volleyball Reading (3rd hour of Latin)
For me, paired translation activities a) are not speaking activities, and b) have a purpose similar to what Justin Slocum Bailey juuuust wrote about Choral Translation, with confidence building as the primary one. This is week 3 of school, which is also the 3rd hour my students have listened to and read (i.e. received input) in Latin.
Today, I used a new update to the classic ABBA paired translation activity I’ve always known as Volleyball Translation (i.e. the role is tossed back and forth like a volleyball “pass”). This comes from Jason Fritze at NTPRS, and I used it with the following text based on events of last week’s class, which includes:
- Something funny that happened on that day, specific to each class
- Details from an Either/Or TPR activity
- sī tibi placet X, surge, et consīde Pompēiīs (i.e. Pompēiī = right side group)
- sī tibi placet Y, surge, et consīde Rōmae (i.e. Rōma = left side group).
The Interview: “Do you have any questions for us?”
Bryce Hedstrom has a great document for interviewing teacher candidates if you happen to find yourself on an interview committee. I’ve created a list of questions from the other perspective. Asking even just a couple of these should give you some great insight into the prospective workplace.
1) What is the goal of the [school]’s language program? ACTFL Proficiency level? Is there a different goal here for Latin?
Magister P. 