Diversity-Positive Quālitātēs, Word Wall, Super Clear Classroom Cognates, TPR Wall & Chair Stations

My new room down the hall is just about set up. I’ve kept things from last year that really helped, ditched things that didn’t, and introduced some new things I felt I was missing.

Taking a cue from the diversity-positive practices Anna Gilcher and Rachelle Adams shared at NTPRS a couple years ago, I now have a bunch of qualities at the ready. I’m looking forward to having deeper characteristics other than the baaaaaasic small animal that’s smart and pretty. We can do better than that, right? So, the next time we ask develop a character, either by itself during One Word Image (OWI), or in a story via Teaching Proficiency through Reading and Storytelling (TPRS), I’ll ask if they’re sociable, or quiet…honest, or curious…observant, or courageous, etc. Here are my quālitātēs:

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Picture & Classroom Quick Quizzes

**See a recent post adding the Tense Test**

Picture Quick Quiz
Project a picture, then make 4 True/False statements about it. You could use a screenshot from a MovieTalk you just finished (e.g. choose a random point in the timeline), whatever you were discussing during PictureTalk, or an entirely new image. Here’s an example:

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1) The Roman is wearing a shirt.
2) The Roman’s shirt is black.
3) The Roman’s shirt is blue.
4) The statue is seated.

Classroom Quick Quiz
Make 4 True/False statements about anything in the room! Have a map? Say something about a location. Have a Word Wall? Say something about a word. Have furniture? Talk about its size, or shape. Being observed? Talk about that person.  Want to walk around? Narrate what it is you’re doing (i.e. TPR).

With the addition of these two, the total no-prep quizzes comes to 5, which you can read more about on the Input-Based Strategies & Activities post:

Quick Quiz
Vocab Quick Quiz
K-F-D Quiz
Picture Quick Quiz
Classroom Quick Quiz

To review, the Quiz process (aside from K-F-D Quizzes) is a) make 4 True/False statements, b) pass out colored pens and “correct” in class (in the target language, with PQA), and c) report the scores in the 0% grading category. That’s it.

Getting Texts: Companion Post to Input-Based Strategies & Activities

**Updated 2.8.19 with Dixit Card Storyasking**

See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:

**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**

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12 Days of CI & Wall Talk

We’re 1/3 of the way through the school year. Doesn’t that make you tingle? And why shouldn’t it? In my experience, no matter how much anyone enjoys what they do, everyone just wants to go home at the end of the day, and especially at the end of the school year! 

Here is what my Word Walls look like after 12 classes (Latin 1x/wk):

Notice the variation amongst all three, despite a core set of words used throughout. These Word Walls represent “high frequency” as a concept. Even after watching and discussing the same MovieTalk, each class has its own identity…

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K-F-D Quiz: Fun With Data Analysis!

I spent about 15min entering data from the diēs Mārtis (i.e. Tuesday) Latin class K-F-D QuizzesN.B. These are “sneaky quizzes” per my NTPRS 2017 presentation, No Prep Grading & Assessment, referring to “assessments” that satisfy most quizzing/testing requirements, yet are actually an opportunity to interact and acquire.

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28 students were in class for the K-F-D Quiz. Here are some observations:

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Parātus sum

Preparing for the new school year is kind of crazy. I just read how someone feels like they have to “learn how to teach all over again.” This resonates with me. It’s the 5th time asking myself “OK, but what do I DO?!” just before everything starts. I’m preparing to plan a little more than I normally would, at least in the beginning, but really just to sleep well at night. This is exactly like what Jason Fritze mentioned about writing a quick story script ahead of time, even if you plan to roll with compelling diversions and give students most of the control over story details (noted in my NTPRS 2017 Takeaways). I know that once things get rolling I’ll be able to relax, and the daily stress will dissipate. I’m prepared for stress, and in doing so will avoid anxiety. In my first year, another teacher shared with me how he began his 9th year filled with anxiety, and later vowed to prepare enough so that he could replace it with stress. He knew how to deal with stress, but anxiety was too much, even for an experienced teacher. Here’s how I’ve prepared myself for the upcoming year:

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NTPRS 2017 Takeaways

Before having the opportunity to present a couple workshops, my mind was blown quite sufficiently during the week. Overall, the Advanced Track with Alina Filipescu and Jason Fritze got me thinking about aaaaaaaall the things I’ve forgotten to do, or stopped doing (for no good reason) over the years. Thankfully, most of them are going to be soooooo easy to [re]implement. As for the others, I’ll pick 2 at a time to add—not replace—until they become automatic. This will probably take the entire year; there’s no rush!

Jason referred to high-leverage strategies—those yielding amazing results with minimal effort (i.e. juice vs. squeeze), and I’m grateful that he called our attention to everything Alina was doing while teaching us Romanian. ce excelent! I’ll indicate some high-leverage strategies, and will go as far as to classify them as “non-negotiable” for my own teaching, using the letters “NN.” I’ll also indicate strategies to update or re-implement with the word “Update!” and those I’d like to try for the first time with the word “New!” I encourage you to give them all a try. Here are the takeaways organized by presenter:

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