I had so much success with Slide Talk, the digital version of Card Talk, that I thought it would replace Card talk entirely. Well, some insight from Sr. Sedge has got me thinking that analog pencil—paper Card Talk still has it’s merits, especially at the start of the year…Continue reading
Considering how impersonal the year felt, the responses from this end-of-year survey support an early prediction many of us had that learning and growth/development would take place this year after all, though certainly different from what we’ve expected in the past. To be clear, “learning loss” is a myth, and you should stop anyone trying to talk about that dead in their tracks. You simply cannot lose what you never had in the first place. It was a talking point used to get kids into schools ASAP, and nothing more. If students, or even just their learning were truly the priority, the conversation would be about improving living conditions for families at the societal level, as well as fully-funding our public schools.
Anyway, let’s start with the first question on my mind: grading. I’ve settled on the system after experience with a LOT of different ones, but what about students? The open-ended responses explaining what kind of grading students preferred are quite genuine. Scroll through the slideshow to see:Continue reading
I continue to claim that teachers have the most positive impact on learning when there’s ample time to reflect and prepare. It sounds basic, but this isn’t reality for most. Ideally, for every class hour taught, there should be at least 30min prep time, and bonus if it’s 1:1 (e.g. teach four classes, have four hours to plan, every day). This probably sounds insane, but only because most teachers have been working insane schedules. It’s unhealthy. Most teachers put up with the madness of something like one guaranteed prep period a day, etc., which leaves them kind of screwed if they teach more than one course, which is almost everyone, especially teachers of less-commonly taught languages (LCTL) who prep all levels as a department of one. No wonder there hasn’t been much innovation in education, there’s no time for it! The solution? First of all, teachers should streamline their practices so they don’t waste that precious time doing something like grading, or giving the same feedback over and over that students won’t read, or pretending their code system will make any difference. Beyond that, it takes adequate funding to hire more teachers. That should be a reasonable ask, and is just one of the many reasons why I’m supporting John Bracey as NEA Director in the runoff, who’s vying for fully-funded public schools in Massachusetts among other crucial fights. It’s ridiculous this even has to be part of any campaign at all, right? Fully-funded public education should be the unquestionable foundation of society, period. Vote Bracey. He’ll get that job done.
Anyway, I’ve finally made it to a point in my career where in these last weeks I get everything ready for the fall. I’ve been close to accomplishing that in the past, but there’s always been this August calendar event I set up that goes something like “read this, review that, create this, think about that,” yet there’s usually no time, even for someone like me hyperaware of prep time. Guess what? I already did all that stuff, and consolidated the ideas into this one post so the work is truly done to start 2021-22.
I sat in the middle of the room, looked around as if I were a student, and updated every poster that was hard to read. Really, what’s the point of having them if kids can’t see them?! Most are now on 11×17 at 120-pt font, with 80-pt English given below the Latin. Clarity is key, and so is comprehension. I’ll be pointing to these posters a LOT to establish meaning, and then even more when cuing it. I’ve also took down posters I couldn’t remember using. Some posters are nice in concept, but I’m just not gonna refer to fractions in Latin, etc. Also, I’ve redesigned my numbers, and put up my “who needs a boost” and “what would you like?” The latter are actually my first new practices I’ll have to be mindful of, which deserves a number, and bold color to draw attention when I check back in here come August. 1) Use Boosts & Quid velīs?
Since the cognate list has grown to over 700 words, I updated quālitātēs to have *only* cognates, and dropped the English. There are 19 pages with about 160 words organized by positive, neutral, and negative adjectives. My plan is to show students how much Latin they probably already understand, while at the same time introduce English words not in their vocabulary. For example, diabolicum is just too good of a word to avoid using (any fans of The Boys out there?). I’m also going to use these lists more deliberately, like when we describe characters during storytelling. This is another new practice. 2) Use quālitātēs.
Password Now “Weekly Word(s)“
This one’s simple. I used to stop students at the door requiring a rotating class password (but really for a quick check-in), and I wouldn’t let them in if they forgot the password. It was kinda fun except for when it wasn’t. The update is a reframing. No passwords, just weekly words now, but I’ll use the same words/phrases that went over well in the past. The very first one has always been “salvē!” which makes sense. However, I’m adding “…sum [___]” to the end so I get to hear how students pronounce their own name for a week. Can’t believe I hadn’t thought of this sooner!
DEA (Daily Engagement Agreements) Now “Look, Listen, Ask“
The update to collecting gradebook evidence that now has a weekly focus on Look, Listen, and Ask means I won’t need to refer to these the way I used to. I’m not even gonna mention the word “rule.” Also, it’s a good thing I wrote about this, because I hadn’t made that Google Form yet. Check! 3) Use new form to collect gradebook evidence on focus areas.
I’ve never really had much success with Total Physical Response, and haven’t been around students who like to act during collaborative storytelling either (i.e. so no TPRS for me). I’ve just removed all expectations (hopes?) for these things. It’s not the culture here. I’m not gonna force it. Therefore, I cleared up a whole wall that had TPR words, and moved the Look, Listen, and Ask posters over there.
I’ve already written about this, but it’s worth a reminder that I won’t have to establish the routine.
Digital Fluency Write/Timed Write Form
I’ve been having students type Latin into a Google Form, then count up their words (responses from each class section all link to the same spreadsheet). It turns out there’s a formula =IF(C2=””,””,COUNTA(SPLIT(C2,” “))) that takes care of the counting. Drop it into a column in the spreadsheet, and you’re all set. Check out how close it comes to students counting one-by-one! I still review the student’s writing and adjust for only Latin words & names in that last column, but the formula skips the step of students counting—and miscounting—after writing.
I’ve been using timed writes for years to show growth. However, I haven’t been totally happy with the measurements used in the teacher evaluation goal setting. For example, if it’s by percentage, some students have increased their word count 1250%, while others by just 5%. If it’s by total word count, some students are writing 89 words, while others are still writing 10. If it’s by word increase, some students have written 74 more words than their first, and others just one or two. Regardless of the measurement, some students start writing a LOT right away, and don’t make much progress because most are just in that plateau of hanging out at Novice High or something. Therefore, I need a more variable goal that takes into account all these situations based on an average of the first three writing samples:
Under 10 will double.
10-30 will increase by 50%.
Over 30 will increase by 25%.
Also, I’ll have to get writing samples early on within a few weeks (not months) so I have a more accurate baseline. I’m also adding two new practices to help increase comprehension when reading, lead to acquisition, and result in higher output. These are alternating between 4) Code-switched Readings and Facing English in addition to full glossaries. Every text will include at least one of these three supports.
**Update: In particular, I’m gonna be sure to start with Card Talk Stories. This could be 4.5.** Due to remote teaching, I haven’t had much experience with a lot of things on my lists of input-based strategies & activities, and how to get texts. Therefore, I’m not ready to ditch any of them. Also, we’ll have more classes in what should be a more typical year, so I might need to draw from those lists to keep things novel. In particular, I’m thinking of varying reading activities considerably more. So, I’ll be sure to consult the lists when planning. 5) Check lists, weekly.
For the first time ever in my teaching career, I had the opportunity to review the entire year’s class agendas! I thought I’d end up with a long list of activities and a rough sequence for the year, but no. First of all, I don’t plan more than a day or two in advance, and certainly not more than a week out. Second of all, it turns out I already did some of that work when creating my core practices! However, until I’m familiar with the whole teaching thing next fall—because I DO forget how to teach, every single year—I’ll make it a point to review all those practices: 6) Check out core practices, weekly. Still, looking back at the entire year’s class agendas was helpful. Hands down, I’m keeping “hodiē,” the one doc I open each day and work from, for organization (although I’ll be created a new Google Classroom assignment each week to better help students keep track). Here are some other routines and ideas I found from reviewing the agendas that I want to make sure I include next year:
- A basic Talk & Read format to each class
- Start class with date + something else to copy into notebook (statement, story, excerpt, etc.)
- Use digital class libraries (only print for certain activities)
- Build in time to read on own (since no more expectations of reading at home)
- Occasional Flashcard Blitz
- Brain Breaks
- JUST a break…lap around school, etc.
- Rock, Paper, Scissors
- Higher/Lower prediction w/ cards
- Which Would You Choose?
- Fun Facts (but ask as if they were T/F)
- Use general prompts during novella month (February)
- Consider January a “reset,” spiraling back down to lower level texts & novellas
- Do a 1-class CALP more often, and after each novella (poll students on some related topic from the book)
Also a first in my career, I reviewed every blog post I wrote since last August. Here are various reminders and ideas that might influence the year to come:
- Organization & Teacher Sanity
- Writing Latin & Student Accountability
- Theory, Pedagogy & Rants
So, here I am. There’s a LOT of stuff in this one post to review come August. After all, I plan to take a full summer break. No PD. No posts?! Maybe. Who knows, but having all my work done in order to set up next year’s success feels real good, and maybe the consolidated resources will help you, too.
The longer I teach, the more I pull back the curtain, becoming more transparent with students in the room, and better-aligning my practices with core principles. An understanding of communicative purpose has really helped me eliminate some of the charades you tend to see everywhere. For example, what once began as reading textbook passages designed to teach a specific grammar point has now become me outright saying “today, we’re gonna learn about some grammar” (i.e. learning). No veil. Texts are now read for enjoyment (i.e. entertainment), or learning about the target culture (i.e. learning). Any collaborative storytelling or Write & Discuss (Type & Talk) results in texts (i.e. creating), though the process is often enjoyable (i.e. entertainment), and focuses on some topic (i.e. learning). Those three classroom communicative purposes: entertainment, learning, and creating, have all led to great buy-in and trust. The longer I teach, there’s just no need for any of the role-play and ruse within the classroom reality.
Well, it’s that time of the year when I get ideas on what to improve upon or do differently next fall. In particular, I’ve got my eye on a couple new transparent routines that are best established right from the start…Read More
NYTimes Cooking recipes are so good, and they have these no-recipe recipes that both inspire you to experiment with what’s on hand, as well as remind you that yes, you can actually cook by combining ingredients you think would be good in a meal. You don’t actually need a recipe. Teaching isn’t really any different…Continue reading
Imma take a break from playing Root and get back to my teaching roots. Several recent experiences have reminded me that the most effective teaching practices are the basics, hands down. Obviously, COVID messed with us big time, but I’m afraid some of us have done a little too much adjusting that might result in lingering bad habits. Let’s face it, we pulled out all the stops on that beastly concert organ that was remote learning, and not all of what we did to make it happen could be considered even OK practices. We want good practices, and best ones whenever possible. Oh, and it’s been a while. Consider this: it will have been over two years since starting the school year with tried and true practices you’ve known to be effective. Yeah, that’s right. No one really did that in 2020, so it was August or September of 2019 when you last began the school year how you wanted. Will you remember what all those practices were? I’m not confident I will, so I’m writing this post to remind myself about them roots. Feel free to follow along…Continue reading
At least half a dozen times now, I’ve sent a message to other Latin teachers with something like “wow, I really gotta get back into storytelling, with shorter stories, and a lot of them.” Well, now’s the perfect time for that…Continue reading