Full Weeks Of School? Not As Many As You Think!

The winter months are notorious for their interruptions, such as midterms/finals, PD days, holidays, and [un]expected bad weather. We’re back from the longest break, but not in full swing, and don’t expect to be. Why? I’ve long observed how Thanksgiving vacation marks the end of the most productive time of school, and the Swiss cheese feeling we’re in from now through February leaves just a couple months left to finish out the year. That is, with April vacation and a handful of other random short weeks of teaching, the next 18 weeks of instruction are going to fly by.

So, I took a look at all the interruptions throughout the year. Surprisingly, only 75% of the weeks are a full five days. That means 1/4 of the time teaching, plans based on an entire week’s worth of activities and routines get all messed up…for the entire year! Now, anything that messes things up as often as 25% of the time is enough to lead to burnout. There are a number of ways to plan no- to low-prep, and avoid that burnout, but for the 25% of short school weeks, perhaps the best way is to treat daily routines as independent from one another, not always needing the previous day’s events (e.g. a Tuesday routine shouldn’t rely on whatever happens Monday).

This is just a reminder to plan wisely (i.e. smarter, not harder) for the second half of the year!

Reading LLPSI, Teaching NONE of it!

I first adopted more realistic expectations of students after understanding how languages are acquired. This was within the first few months of teaching in my first job, so I was lucky; some have never had that opportunity. However, I was still trying to apply what I learned to a textbook program still focused on grammar, so it was a rocky start to any comprehension-based and communicative approach, to say the least. Despite what some might claim, CI and grammar just don’t mix. That is, whenever we decide to teach grammar, even for legit reasons, students are likely not receiving CI.

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