#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday March 10, 2016
Good evening! It's time for this week's edition of .
Today’s topic: How do we encourage, track, & assess participation in the World Language classroom? https://t.co/CQxP5uT1qS
Who’s ready to today? Let us know your name, where you’re from, and what you teach.
Excited to be part of the live tweet-up!
¡Hola ! Daryl tuning in from in Columbus, OH.
So excited for this week's ! Coming to you live from !
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Also let us know if it’s your first time participating in !
Laura Catherine HS Spanish Iowa (don't tell them I'm langchatting during Conferences!)
こんばんは！Charlotte, Japanese teacher from Oregon… Where the sun has just come out after a rain storm!
Melanie from Ohio, Spanish 1-3 tweeting from
Hola! I'm Julie, I teach Kindergarten thru 4th grade in midcoast Maine :)
Sara from NJ. Middle school French and high school level 2.
Courtney from Arkansas; I teach high school Spanish :)
Hi, Nicola from Dayton, OH (finally arrived in Columbus - traffic was bad), college French
Hola I'm Sarah from Hershey, PA. Studying to become a Spanish teacher! :)
Hola, ! Kim from South Bend, IN... Spanish 1 & Heritage, grades 7&8. Jealous of those conferencing! 😢
Amy from DFW in OH, but half asleep! Spanish 2/2H
Shannon Norquist in Rhode Island. I'll be in and out tonight!
Welcome to all our friends at the Tweetup at !
Hey ! Natalia, French, H.S., WI. I hope my PLN is enjoying !
Excellent! Best professional decision you'll make!
Hi ! Megan, French 2-AP, Detroit MI!
Carmen from Georgia. Spanish 1 in middle school. 😁
Bonsoir! Megan, French student teacher in Columbus Enjoyed today and excited for the rest of the weekend!
Rebecca from Williamsport, MS Spanish and 1-2! Glad to be part of tonight!
Dina from Troy, Michigan. So excited to be here for the first time!
Michael from Cincinnati. I teach Spanish.
Hello . I'm Keli. Lead Spanish Teacher for Writing from Jacksonville, Fl.
Woohoo! Tweeting live from and loving it! :] Wendy, French, Ohio.
Lisa from Ohio, French teacher tweeting from
Will be in and out, but I'm here. Julie from NC
I want to be there! In the booth
Hello! I'm Katie, a pre-service Spanish teacher from PA
Early Takeaway - "You don't sound in person like you do in my head!"
Justin from Ann Arbor, MI. Latin, German, mostly HS and adults. About to head down from dinner at !
So excited to be chatting from with
stay after 9 and wait for me!!! K??
I'm John, teaching HS Japanese in South Texas, and I'll be posting the questions in tonight's
Today's chat will be Q1/A1 format. Don't forget the hashtag and your answer number (A1, A2, etc) in your response.
Susan from Maine. Spanish , middle school.
Lucinda from Manitowoc, WI
And... time to get started tonight!
Q1 Q1 Q1 What does active participation look & sound like in your World Language classroom? https://t.co/hwkr5M8QbI
Johnnie from Marysville, Ohio
Joining in. What are we talking about?
A1 Controlled chaos. All students talking at the same time in TL.
Jill from Northern Virginia. FrenchMS and HS
A1: It sounds like kids speaking Spanish!
Hola! Sarah From GA Spanish 1 to 8th graders
Participation. Question 1: What does active participation look & sound like in your World Language classroom?
A1: Students engaged, laughing, smiling, dancing, from the moment they walk in the door, answering prompts, only talking in TL!
A1. Participation in my clase looks and sounds like organized chaos!
A1 Using as much of the TL as possible & Ss talking more than the teacher
A1 elem: eyes & ears focused on speaker, asking for help, utilizing our class strategies, being part of our activities
Q1 - 8th grade is killing it! Ss are using TL in group work for class projects!
What are we talking about???
A1 Striving for eyes on, interaction implied, occasional giggles required.
I just posted that!!! Couldn't agree more
Can’t stick around tonight, but just did another update to the Picturae Database: https://t.co/vuG9YdoBiR - almost 400 images now!
A1 Communicative activities in L2 starting with words, small phrases in Level 1. Lots of L2!
A1 students adding on to each other's ideas in Spanish
A1 sometimes noisy, sometimes silly, lots of talking.
A1 - noisy. Students in groups talking to one another or working on a task together. I'm the lion tamer keeping all on task!
It's Q1 Q1 Q1 What does active participation look & sound like in your World Language classroom? https://t.co/Yxqr3Tvd42
A1 Ideally 100% in TL and lots of CI, active learning and messiness without fear or hesitation
A1: It's when they're producing the TL. I love hearing them speak Spanish!
A1 Unforced production of things students actually want to say.
A1 Participation in input stage means eyes. Our mantra: "We learn Spanish with our..." EYES & EARS!!
Hola ! I am very jealous of everyone at !
YUP. Looks like chaos, is really super controlled, research-based AWESOMENESS! https://t.co/WC2JVloSWo
A1 Controlled chaos. All students talking at the same time in TL.
Is anyone at on esta noche?
A1: Novice level: non verbal, single word verification of comprehension or clarification of meaning
A1 Students asking each other for help, and not just the teacher.
A1 In my (perfect?) world, it involves laughter, smiles, and jokes.
A1: Ss conversing in target language and helping each other with accuracy, activites that allow students to move around
A1: Lots of movement, up and down. Mini-conversations in the TL!
Yes! Student centered instruction that openly engages them to use the TL. https://t.co/dehWFiYyg7
A1 Controlled chaos. All students talking at the same time in TL.
A1 Ss talking, excited voices, loud, smiles, everybody is involved
Q1/A1 laughter, inquisitive questions, high spirited opinions in TL & students contributing to lesson
A1 It looks like kids that are alert, and voices chattering with no English. The more Spanish heard, the more on track we are.
It should in ANY word! Creating language learners should look like joy and success!
A1: NH - IL level utterances, students writing, giving peer feedback, reading, you name it!
Late! By have joined the boisterous group!
A1 enjoying each others company, being kind to one another, listening to each other while also contributing
Here is a shocker: couldn’t care less about participation. I want them to be engaged. Much harder to measure though.
Looking at me, not sleeping, smiling.
Eyes on you guys in the lobby! Hey welcome to
A1 And I forgot to add 100% engagement...willingly!
So true! Even a head nod to know Ss understand
A1: Maybe for some participation can = engagement ???
A1- It's a hum that ebbs and flows with the question or answer
Seriously though... who on knows the official hashtag for Central States?
Marci from Ann Arbor excited to join from
A1 responding appropriately to TL input (e.g. answering Q, laughing,...)
Marci from Ann Arbor from
Not sleeping was definitely one of the first things to go through my brain lol.
A1 Sometimes participation = arguing in my class. I kind of love it
A1: students volunteer to participate in class stories, stay engaged, offer suggestions & answer ?s
A1: "participation" looks like discovery, kids trying out new words with their actions...w/ peers, not with me.
Q1/A1 oh yeah, being ON-task :)
A kid who's been 'chilling' but when you ask 1-on-1, he's right on!
LOVE LOVE LOVE https://t.co/MDN7ne2rEC
A1: "participation" looks like discovery, kids trying out new words with their actions...w/ peers, not with me.
I would hope so. But we shouldn’t confuse one with the other. For many students participation comes out of compliance.
Q2 coming up in a minute...
Yes- lots of responses can show comprehension & engagement even before Ss are ready to produce TL! https://t.co/nFAJKSxFCA
A1 responding appropriately to TL input (e.g. answering Q, laughing,...)
A1: I love at the novice level when Ss laugh at the right time when I'm speaking in the TL - demonstrates nonverbal comprehension
TRUTH https://t.co/jZz35Bf7qa
I would hope so. But we shouldn’t confuse one with the other. For many students participation comes out of compliance.
A1 Students seeking more information, looking for clues to express themselves, sitting in circle and responding to prompts.
A1 partcipation is ss feeling like they are using and understanding language that is valuable to them!
A2: Brain-based research/neuroscience is key here, along with social/emotional development. Keep it fun, keep them moving
A1- My 1st principal observed my class yrs ago & wrote this comment -my room was always chaotic but it was controlled chaos
A1: Hi NOT detached aloof expressions. Genuine interest in the content.
A2: I tell them this is going to be on the test!!!! J/K
A2: positively support and praise all those who volunteer and take risks using the language
A2: Topics/themes/activites that are relevant/applicable to sts lives yet have some substance to them too.
A2 Personalization! If it's about them/their interests, they'll put themselves out there
in my eval yesterday we were 98% TL and laughing at each other's jokes! Powerful proof novices can use Lang!
Encourage Ss to call out answers, have Ss compare answers before sharing out to the group
A2 my kiddos get a personal goal for contributing to community as they walk in the door- encourages partic
A2 gestures tied to specific words so students help me tell stories
Q2: Lots of student-created and student-led games to practice the language
A2- topics in the news that they can use w their parents & other classes
A2: Can't emphasize enough the importance of building supportive environment for risk taking so to build participation
A2 As long as it's comprehensible, react as if what student said was perfect even if there were errors.
A2:using a class set of small white boards.
A2: If it's interesting, they WANT 2 get involved. If 1/30 isn't interested, cool. Sit it out. Worst case: S gets reps audibly
A2: Processing tasks, accountability tasks during listening/reading, daily targets
A2 I use popsicle sticks w names on them, no hands raised, so everyone can have a turn thru random selection
A2 - "join me if.." strategies, pass the timer (set for 3-5 mins) to add on topic, say something about person to left and right.
A2: #1 make sure they feel like they can do what is asked of them #2 make sure activities are relevant to them!
A2 Learning is personal! Connection with Ss is key to get them to open up & share. Creating a safe and encouraging environment
A2 As per district support: Numbered heads & supporting academic behaviors strategies that create the atmosphere of growth/success
A2 At the beginning and throughout the year set tone for Ss: easier to learn together. Start & end of class in Jpn emphasizes it.
I give Chuck Norris points for students who take a risk and try out their Spanish
A2. First I have to establish a community of trust...SS trust me to help them & SS trust each other not to judge
A2 Think Pair Share and then a randomizer to call on students. Safety in numbers!
A2 Positive reinforcement goes a long way. Need to lower that affective filter.
but for real though, if assessment mimics practice, participation can be critical to success!
A2 Asking them simply to repeat, asking lots of questions, breaking up into small groups and joining the small group
A1: Student participation can also mean being an active listener as part of the communal classroom environment
A2: if students know WHAT they learn and WHY they are completing a task, they’ll participate. Be transparent about learning.
so important! We create families - sometimes we don't like each other but we try to always look out for each other
Q2/A2 building positive relationships with students and using themes that are compelling & interesting.
A2: Try to make "risk taking" not feel like "risk taking" Safety in (choral responses) sentence starters, friendly environment
How do you say dessert in you lang, ? Any good spots in ?
A2. Even though I'm out of my comfort zone, my Ss crave the storytelling!
A:Using speaking games like connect 4 to create sentences
We have been playing with as a competition when we are brainstorming! No grade attached just great ideas
A2 It's about meeting them where they are and scaffolding. Helping them move forward. Targeting language to their interests.
A2 Also mix up seating/speaking partners often so everyone knows everyone.
They also may "particpate" if you've piqued their interest about a puzzle to be solved...
Asking lots of 'yes' and 'no' questions that they can easily answer to help them feel comfortable.
very true! A lot of Ss think they are not good at language, or can't acquire it. https://t.co/ws0eKnO93s
A2 Positive reinforcement goes a long way. Need to lower that affective filter.
If only I knew! Meanwhile 6th and 7th, oh and 9th-11th are a battle every day
A2: Try to make content compelling that students say/yell "no pares" which was the case during a MovieTalk today.
A2: Whatever it takes to lower their affective filter. I work with MS sts. Crazy is our middle name!
A2: Creating an environment where they feel safe to answer and not afraid to make a mistake. Positive feedback helps.
This can be scaffolded up a notch to either/or questions too, very useful during input phase https://t.co/hUKAbXrEBk
Asking lots of 'yes' and 'no' questions that they can easily answer to help them feel comfortable.
A2 placemats (vocab sheets) and practice, practice, practice. Ticket out, too great motivator
A2: Asking stories students actors with funny suggestions
I love this way to start! https://t.co/A9LCS3uZYm
Asking lots of 'yes' and 'no' questions that they can easily answer to help them feel comfortable.
Yes. Choice and then success help a ton.
A2: Ugh-Remembering when I gave out fichas to count participation--definitely don't recommend-not motivating for lrnrs
This is so important! Help them make friends and be comfortable! It's good for learning and good for the soul.
agreed. But they need to know there is a puzzle not just cluelessness.
Yeah, baked cookies but left them in the hotel room
A2- sometimes forcing them to look at lang class like sports practice is the best - you fail you start over and you do it again
A2 supporting & encouraging risk taking, valuing errors as a process for learning
Leaning about in my ed courses. Awesome tool to motivate Ss and add energy to class
A2. Ss participate when Ts create low-risk atmosphere.
A2: establishing a safety net which allows Ss to feel safe in asking ?s and to take risks
A2 Honestly, the less we talk about grades, & more we talk about proficiency, more participation goes up ...
But does there need to be a "why" if there is a puzzle and they *know* it is a puzzle?
A2: Letting Ss know errors are ok and expected because they can try again....and again and again
A2: Class Dojo is amazing for encouraging class participation & Ss being self-aware of their own participation.
Dare I mention what happens when there no grades on the table at all... https://t.co/FemkvnXaaJ
A2 Honestly, the less we talk about grades, & more we talk about proficiency, more participation goes up ...
A2: Have a healthy mix of routine but also “surprise” activities in class.
Agree! I used to use participation as a way to control behaviors! So not a reflection of their Lang https://t.co/FhwBttgkWj
A2: Ugh-Remembering when I gave out fichas to count participation--definitely don't recommend-not motivating for lrnrs
Being positively OK if they mess up! At least they're taking a risk and that's the best part! Learned from
Use Queso pts. for class system. Wonka points for Ss system. Tier reward system
TRUTH! When sts realize that class practice enhances their performance, they do it w/out grades. https://t.co/K2nKgklKrA
A2 Honestly, the less we talk about grades, & more we talk about proficiency, more participation goes up ...
Bingo! https://t.co/PtbODR9dbX
A2 Honestly, the less we talk about grades, & more we talk about proficiency, more participation goes up ...
I agree! But I was a newbie & was offended at first but realized that for her it was a big step & a compliment to me
Participation is so tricky...how do really grade it? https://t.co/9a3mSjDkWZ
Agree! I used to use participation as a way to control behaviors! So not a reflection of their Lang https://t.co/FhwBttgkWj
A2: Ugh-Remembering when I gave out fichas to count participation--definitely don't recommend-not motivating for lrnrs
Q3 is coming up in a minute...
Annnnnd forcing a shy kid to say as many things during class as a social one! That doesn't reflect ability either!
It stifles natural conversation though, don't you find?
how do you provide meaningful feedback?
yes I eliminated how long? how much? how? I said which level are you working towards? read descriptors & u have answers
A2: How can we justify a grade for participation? https://t.co/qBOx0768HL
Participation is so tricky...how do really grade it? https://t.co/9a3mSjDkWZ
Agree! I used to use participation as a way to control behaviors! So not a reflection of their Lang https://t.co/FhwBttgkWj
A2: Ugh-Remembering when I gave out fichas to count participation--definitely don't recommend-not motivating for lrnrs
Agreed. I'm always disappointed in myself when I mention grades in connection w/ speaking Spanish. https://t.co/EvEVZeJ1wD
TRUTH! When sts realize that class practice enhances their performance, they do it w/out grades. https://t.co/K2nKgklKrA
A2 Honestly, the less we talk about grades, & more we talk about proficiency, more participation goes up ...
Between in-person chat and tweet chat, I can't keep up with anything!
We are not completely "free" but some of us are more free than others. My school has no requirements re: grades.
complete wake up call when I moved to TPRS! Ss participate in their own way. As long as they're engaged
A2: JOBS! This has really helped build our little community. Everyone wants to participate and help out.
A2 I will go out on limb: I don't give tests or homework. We evaluate through IPAs & projects. Sts enticed to engage, participate
Another plug: Are you presenting at ? I want to hear your session/time!
Participation is a BEHAVIOR not an indicator of what they can do. A Habit of Work and Learning
agreed! I don't grade it either. A waste of my time and it's so subjective.
We don't! We just let it flow!
A3: Sit it out. This is for you, not me. Most likely they'll want to jump back in after a couple of min!
I just can't agree that participation (in traditional sense) = proficiency, so I cannot justify putting that in grade book.
How do you mean? I don't find that at all. I guess it depends on how you use it.
I leave them alone but let them know it's because they're having a bad day.
Grace! It happens to students & to me. Give a little leeway (not to be rude) & expect things to get better tomorrow.
A3 This is hard. We all have bad days, but need to learn to live in the now and overcome
A3 By remembering that they're just kids and tomorrow is a new day.
A3 I smile, let them "sit this one out," and let them know I support them no matter what.
Standards Based separates behavior (habits of work and learning) from what students can do. 2 separate "grades."
A3 Respect the sts who having the off day. One of mine wrote me saying he was sick because he hadn't eaten for 2 days. Compassion
A3: Sometimes you just have to give them a human moment. Lord knows we need them sometimes.
A3: leave them alone. We can all have a bad day.
Can't agree more! unless it's "Your own adventure" style. https://t.co/qp9bvL2Dz2
A2 I will go out on limb: I don't give tests or homework. We evaluate through IPAs & projects. Sts enticed to engage, participate
I think this is so important. Do you guys have suggestions for creating low-risk atmospheres? https://t.co/SmPcEp5iFg
A2. Ss participate when Ts create low-risk atmosphere.
A3 if you really know your kiddos you can better understand where they are on a particular day, working w & understanding them
A3: Have seen tchrs work out a secret signal st can use to let T know if they're having bad day; helps avoid probs
A3: Honestly, at times I need to let Ss be human and put their heads down for a few. Often they can come back when ready.
Yes because if we give participation grade are we undermining performance criteria? https://t.co/aujcxWCIdq
no grades for participating in a proficiency based learning.
A3 Nutella goes a long way for a bad day ;)
A3 Silent participation, allowing others to continue to learn while absorbing quietly
A3: 1st remember that it’s not personal (tendency to think my class=most important) Ss carry so much other STUFF around with them.
A3: leave them alone, we have those days, but let's try again tomorrow
A3 if you created the fam then you know & anyone including me can have a bad day- they can ride it out not head down but less part
A3 at my level (elementary), I give a hug, hold a hand, let them hold a stuffie, let them sit in my lap or in the beanbag chair
Q3/A3 Smile at them, let them know you understand with your body language and give them space.
A3 college Ss usually don't show up...
A3 a fine balance to be struck here: want to give Ss a chance to come to peace, also want Ss to learn to deal w/ adversity
Loved being part of my first LangChat! Ciao!
A3: encourage them and remind them of what they've shown they can do
A hug goes a long way, even in HS! https://t.co/hAcIhLjEnW
A3 at my level (elementary), I give a hug, hold a hand, let them hold a stuffie, let them sit in my lap or in the beanbag chair
A3: let them engage when they're ready, we're all human
A3 Talk to the student after class about their day & what's going on. Let them know you are available if they need help
A3: Empathy. Compassion. Given a few minutes to process or decompress they're back in the game and ready to rumble.
If students see value in the task, they will do it. How do we create tasks that have value?
A3. I tell them I'm sorry they're having a bad day & I leave them alone...as long as they don't distract.
A3: Accommodate their needs w/o compromising the learning environment. Let them work alone or extend the date. Work w/ them.
A3: Standing policy in my class go for a walk, get some water (helps body process cortisol!) no force-feeding content
A3 I want Ss to acknowledge that learning to deal with outside difficulties & not let it ruin all is (hard to master!) life skill
Q3/A3 it really does depend though on who the Ss is & what my relationship is w/ them. humor/hug/1:1 interaction can work
Yes! If you can get to know your Ss you can often figure out what they need to hear.
Is it really enough to just let them have a bad day? Let's find out how we can help! https://t.co/VTLXCm84si
A3 Talk to the student after class about their day & what's going on. Let them know you are available if they need help
From the get-go, I tell my Ss mistakes will happen! It's how we learn. Purposely show mistakes.
A3 certain activities I just go around the room and every1 HAS to participate - they decide when
I agree--we can't let Ss who are having a bad day disrupt everyone else's learning.
becomes unconnected sentences sometimes!
A3 Tell them it's ok if they need extra time. And make myself available if the student needs to review what we covered in class.
A3: Nothing, just leave alone in these kind of days. Come with experience
A3 Sometimes kids need space and compassion. You can tell when one of your kids is having an off day as opposed to being lazy.
A3. I literally make Ss go to the bathroom, smile and choose to 'sparkle'. I tell them a smile will go a long way ...
my principal says that too. I also get "Joyous chaos" which I like.
Q4 arriving in a moment...
As the mother of an 18yr old I can attest to everything being not like this! :) https://t.co/v2dzOKTkPu
A3 This is hard. We all have bad days, but need to learn to live in the now and overcome
Q4 Q4 Q4 How can we support hesitant Ss who need extra encouragement to successfully participate? https://t.co/kQeoKnoQ15
A3 be the person who smiles at them, shows them they matter, they are valued
BRB- baby's crying. YIKES!
A3 If we know our students well, we are aware of their competencies. We don't need all to bring their best performance on one day.
A3 Begins from day 1 in my class. My priority in Sept is to get to know Ss. Then you know how to support them later.
Yes, and compelling topics, too! Anything that elicits an emotional reaction is good. Well... almost anything.
A4 SAFETY IN NUMBERS! Lots of scafolding, numbered heads and multiple ways to participate
A1 students talking to each other in the TL.
A4 make it a BIG deal when they do participate!
Q4 Q4 Q4 How can we support hesitant Ss who need extra encouragement to successfully participate? https://t.co/4NjttsXRXx
A4: "Do what you can." Lately I strive to make the classroom experience irresistible, compelling, so that engagement is a reward
A4 I like checking their answer before they write it on the board or before sharing.
Or not? Some Ss don't want to participate bc they don't want attn on them. Chance to show ability more privately?
Definitely! Ts accept challenge to be the light and teach them to find that smile. Takes time and must build trust. T@cadamsf1
A4. Small, familiar groups or pairs build confidence in timid students
I guess I just use Dojo in a different way. I'd be happy to share. I don't find there's a problem with that.
A4: Create a class culture where everybody cheers on that S when they are ready to participate
A3: have seen Elem & MS Ts use check in system where sts put feeling by name when they walk into class; T can use info #
A4 give wait time, safe environmt for risk taking, peer assistance, scaffolding
A4: build the trust through planning and scaffolding. Am I right ? :)
A4 put them in pairs and working w friends actually helps
Q4/A4 Make them feel successful right away!
agreed! I do not function well in a world where school is supposed to be silent ;)
A4 Can’t say it enough: Develop atmosphere of overall positive regard from the very beginning between Ss to Ss and Ss to teacher.
A4 Tell them privately they have the right answer. More likely to share if they know they are right.
A4 give option to participate w partner. Instead of alone. Security in numbers
A4: Make hesitant Ss the subject of a story, give them a job for the class - make them realize you see them - earn their trust
A4: Make learning irresistible so that they WANT to participate. Having fun is contagious. "Trick" them into learning!
A4: It's all about Ss Tt rapport & classroom environment.
A4: Two words: "Trust me."
A4 -- Comes back to definition of "participation". Give them non - traditional ways to show participation.
A4-Have Ss participate using their strengths-- let the artists draw, the actors act, the readers read.
A4 I have stuffies that kids hold- the stuffies talk when a kiddo is too shy to do so
A4. Give Ss a safe environment and letting them know it's ok to make mistakes. It's part of the learning process.
A4: Ask Ss what they're comfortable doing & never push too far. Help them find their niche and shine in their own way
A4 Ensure there is sufficient input! Oftentimes lack of participation turns out to be my lack of planning for enough input b/4
that could be.have not had many who resist private participation; seem to really value my affirmation in public though.
agree I use" I got you! I won't let you drown.. you might get a ltl water in your nose but I'll never let you drown
Provide opportunities for them to have success when speaking, such as reading a correctly written answer
A4 first thing taught (almost) compliments. Make it 2nd nature to give & get them in class
A4 participation can take many forms https://t.co/S6PWVeVQEm
A4-Have Ss participate using their strengths-- let the artists draw, the actors act, the readers read.
A4 Checking in discreetly with a student to see what questions they have.
A4: When I do 1-on-1 w/reluctant sts while others practice with classmates, it allows less pressure of peer judgment.
Q4/A4 Find what interests them and use it as part of a lesson. And allow them to write an answer down if it helps them.
A4 Differentiation; ask others before hesitant learners; provide right/ no fail question for participants.+ve reinforcement.
A4: Pair activities Help some times.
A4 Encourage pair work first, then whole class follow-up; give feedback when walking around; Shy Ss might volunteer answers
SO TRUE! If you are asking Int. Low to narrate ...over their head, lang breaks down, so does confidence. https://t.co/JSCFMX0Tnp
A4 Ensure there is sufficient input! Oftentimes lack of participation turns out to be my lack of planning for enough input b/4
Yes. I have one student who takes the BEST online notes for the class. She is learning a ton in and out of class.
A2 Not making a big deal of mistakes, constructive criticism, and staying positive. A smile can be so encouraging!
Yes, through doable tasks that produce results STUDENTS can see. No progress, no committment. https://t.co/IGTr6ZoJ9S
A4: build the trust through planning and scaffolding. Am I right ? :)
A4: Games where Ss have to say the info (at whatever level they are at) to the partner to guess the right answer.
not saying to force every kid every time; is usually fairly clear when it's not gonna happen.
A4 certain activities where every1 participates (share one thing with the class)
A4 Well says "I just scream at them and use a lot of sarcasm" 😂
A4: Lots of opportunities to shine in different ways. Everybody is good at some part of language learning!
A4: to start out, I may ask them something that I know they know to build their confidence.
Couldn't have said this better! https://t.co/lLtH3qAA7N
Yes, through doable tasks that produce results STUDENTS can see. No progress, no committment. https://t.co/IGTr6ZoJ9S
A4: build the trust through planning and scaffolding. Am I right ? :)
Indeed. This helps for sure.
A4: differentiation with the way the students participate
Every student is uniquely gifted. Ss who are hesitant to participate have important things to offer too! https://t.co/X120n6cdfY
A4-Have Ss participate using their strengths-- let the artists draw, the actors act, the readers read.
today a T told me how impressed he was w/ a class he saw "they were so quiet the whole period"
The warm-up is key to building confidence! Even the OPI gives a "warm up"! https://t.co/tk7QZdzp9m
A4: to start out, I may ask them something that I know they know to build their confidence.
Thanks all for great thoughts! It's been a week of complaints about too much TL... So thank you for being great!! Ciao!
Sts are progress addicts. How do we know? Band, cheer, sports, dance practice. They commit bc they see growth.
A4. Make it more than just a comprehension activity! Ask a ? That inspires them to think and want to! wisdom
We're coming up to Q5 in a moment...
YES https://t.co/yuo6gcm4ga
Here is a shocker: couldn’t care less about participation. I want them to be engaged. Much harder to measure though.
A4 don't forget to incorporate digital tools to give them all voices, even the shy Ss
Q5 Q5 Q5 How do we convince students to associate active participation in the WL classroom with success? https://t.co/De6PHt5YNf
A4: Starting Ss with guided conversations to help guide them in their own conversations the next time around.
Great perspective! Intrinsic motivation is powerful! https://t.co/RAbizQhI9V
Here is a shocker: couldn’t care less about participation. I want them to be engaged. Much harder to measure though.
I love 's HOT ?s - I find that my quietest Ss suddenly find their voice when I ask these ?s
It's Q5 How do we convince students to associate active participation in the WL classroom with success? https://t.co/xsrizP38qI
A5: I tell them they can't be anthropologists who observe and document. They gotta get in there and take the language for a spin
A5 I use a sports analogy w my sts- if you sit on the sidelines at practice, will you get better at playing? nope
A5 By designing tasks in such a way that the biggest contribution to their success is their participation in class
I wish I could do this more. I want to try aps like kahoot, still haven't recv'd perm!
A5- I don't have a good answer but my former sts come back & share how much it helps them going forward
A4 don't think it requires explaining. Engaging class = engaged students.
Great questions during . I need your input teachers! I struggle getting kids to believe me on this! https://t.co/45VKU3JWpb
Q5 Q5 Q5 How do we convince students to associate active participation in the WL classroom with success? https://t.co/De6PHt5YNf
A4 -- I'm reading the book Quiet. Im trying to look at my class through the lens of kids that don't "participate" but r engaged.
A5 don't think it requires explaining. Engaging class = engaged students.
A5: Provide opportunities. If they understand it, they've succeeded. If u have given input 2 help them respond,even MORE success!
A5- one of my "C" students came back from Valencia and 2 sts decided that it was ok to keep going even if they weren't "good"
A5: feels good when you're understanding and are understood. Pos. emotion breeds joy. Joy breeds desire to improve
A5: By making sure that assessment truly reflects the tasks that sts were doing in class = confidence, growth, performance
A5 We talk about proficiency. A LOT. And we connect how not participating won't help Ss meet goals for why they chose this lang
A5: Success is key! Sooner the better. Sts that know success are willing to be active participants in their learning.
that's true! much more this year it has become our anthem! The bike proficiency is one of the best for that too
can Ss BYOD? What's hindering you? :/
I'm not sure it is! opinion
A5 Do activities where everybody contributes, small groups (sometimes give everyone in group a specific task).
so true. What I love is that a lot of my "worst" Ss end up becoming my best!
A5: Yes. Seems so basic, but make sure daily practice is aimed at the end goal. https://t.co/0yz8cqA2sq
A5: By making sure that assessment truly reflects the tasks that sts were doing in class = confidence, growth, performance
like others said though, "participating" doesn't have to be "always volunteering to talk" https://t.co/39opnDidH9
I'm not sure it is! opinion
Loving the ideas coming through on as I wait at the gate for my flight to
Travel helps a ton! We just returned from Valencia & kids are speaking up a storm. They have inspired others as well.
A5 Participation builds confidence when students see results and realize they can participate and show what they know. Success!
you are right taking 30 sts in 3 weeks for the 8th year in a row and they now line up and will stay to travel
can you talk to admins or write a grant to purchase devices? Try super low tech
I get the feeling that many view partic. as S in front of class. Give lots of opp. for varied, short peer to peer interaction!
A5-Brag on your Ss! I use their work as proof, comparing it to how they started the year. Encouragement works wonders!
A5 & we talk @ what their responsibilites as a st are, ie putting forth effort & being part of class (ie- participation :) )
we can use , but our county does not allow the cellph. They r testing BYOD @ certain schools, not ours
TA: Way harder to focus on when I'm in the same room with lots of other langchatters!
I couldn't in said circumstances, either. :)
TA The fact is that L2 teachers are chatty at Tweetups and not always on task -- fun & social group.
I want to make this visible. Tangible, holdable, not portfolio on-line (good too but w/limitations).
Takeaway: It's never too late to do what's right for our students. It's for the children!
Takeaway: Stop feeling hurt or out-of-control when a student has a bad day. Give him/her a time out if s/he needs it!
A5: Celebrate the progress, no matter what level that progress is. My kids buy into praise.
Can't take it anymore . 3:45 came really early. Going to bed. Love ya!
G'night amigos! Have a blast at ! And say hi to my adorable amigas and Kristen Novotny if you see them!
