Do Now/Activator/hodiē

For a few years now, I’ve been starting class with a calm, focused, 5 minute task for students to do while I take attendance and recover from our not-much-transition-time between classes. This is crucial. I greet students at the door—itself a high leverage practice that tells us so much about how a student might be doing that day and what their needs are—then, when official class time begins, I walk in, and project the task. I say nothing to begin. There’s no corralling, no raising my voice, no vying for attention. Students know that once the greeting is projected, it’s time for Latin. If anyone’s still in that “class transition” mindset instead of a Latin class one, I casually walk around, perhaps supplying them a pencil, pointing to our scrap paper area, or motioning towards the task, and we’re off and running with the start of class. This is part organization, part content, and part classroom management. N.B. this opening all takes place on my projected ONE doc. See this video from 2020 for more details. It’s basically stayed the same, even with in-person teaching.

What’s the task?
Nine out of ten times it’s to copy the date, weather, and a short greeting into notebooks added to throughout class, which serves as some optional portfolio learning evidence. This is the start of the weekly sheet/packet routine. While I no longer use weekly sheets, many things that used to be on them still end up in a student’s notebook, just with less structure and repetition. I like the flexibility now to include all of the weekly sheet content during a given class, or none of it besides the date. Last year, I added a note or two below the date, or some commentary about the school week’s or day’s agenda. This whole idea is really an indispensable way to firmly anchor the start of class, especially when there’s some kind of short task to get things going. Recently, though, I was thinking how to use this class opener for a more robust text. Nothing fancy, but there’s opportunity there. Here are my ideas for this year:

  • Magister P [discipulīs/classī Venetae/omnibus, etc.] salūtem dīcit
    Yeah, why not? If students have been copying “salvēte omnēs” all these years, might as well infuse some conventional Roman stuff each class. We rarely have characters writing letters to each other in class stories, but maybe we could start!
  • More weather descriptions & Q/A adverbs
    Instead of “pluit” or whatever, some commentary/question about rain would be a nice springboard for a quick discussion. In terms of adverbs, I’m thinking of drawing more attention to the Q/A posters by using phrases such as “mihi haud placet.”
  • Center piece: “describe the object, in Latin”
    Several years ago, I started Friday classes with a “guess what it is” or “what’s in the box?” kind of prompt. Drawing from that idea, I’ll either place an object on display, or put an image of something below the day’s greeting, having students describe what they see. This is a different kind of writing we don’t do much of, and I’m hoping that doing more of it will produce rich descriptions of items and characters in our stories.

Weekly Work & Automatic Grades

Anyone who’s looked at a cluttered gradebook at the end of the term knows the feeling of “gee, I guess we didn’t need to do all that.” The gradebook should contain evidence of learning to show growth, and result in a course grade. We really only need 10-15 pieces of evidence per quarter to do that. That is, 40-60 for the whole year is plenty. Here’s how to get evidence of what students have been doing, as well as a weekly score for each student with a process that’s completely managed by students themselves!

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Rethinking MGMT: No-Prep Gradebook Evidence

Today, I greeted students at the door as usual, waiting for their class password and making a personal connection before class. When the bell rang, I went to my desk, a bit like Vanna White drawing attention to the projected “Do Now!” with the instructions to read a new text I had placed on each seat. After a minute or so, I began walking around with a clipboard marking a) who was reading, b) who wasn’t/who was talking, c) who was coming in late, and d) who was absent.

This went into the gradebook.

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