#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 August 18, 2016
. los pollitos! a hit song among little ones!
Good evening, everyone, it's time for the first official of the school year!
Good evening, ! So excited to be back with you all! Tell us who you are, where and what you teach, and maybe a BTS story?
Woo hoo, ! It's Kris, HS French tchr in Nashville
I'm Sara-Elizabeth in KY and I teach Spanish to kids ages 3 to 16.
I'm Wendy, teaching French 1 in Ohio, and today I put my cell phone in the fridge at work ... for almost 30 minutes.
Last before our free webinar Aug 23! Noteworthy Language: Using Music 2 Build Foreign Lang Literacy. More: https://t.co/SAzy6BfUKu
Courtney from Arkansas, happy to be here! I teach high school Spanish :)
I'm Amanda in Lawrence, KS. I teach Spanish. Hi everyone!
Good evening ! Rebecca from Williamsport, PA - MS Spanish and Spanish I, II
Cecile, French teacher TN, excited to teach little people this year!
I'm Margie from Davidson NC. I teach Spanish 3, 4, and 5.
Hi everyone! I'm Emily from Richmond, VA. I teach middle school Spanish 1 and 2. Excited to be with yall!
Bonne Rentrée! Stephanie from Maine
Bonsoir à toutes et à tous! Rebecca, MS French near Boston. Still summer here...though "next year" is really "in 2 weeks."
Welcome back . Beth from NY - Spanish & French.
I am Amy from DFW TX. I teach Spanish 2/2H and am glad Sin Bandera is back together!
Hola , Michelle from CT here & I'm about to start my first year teaching middle school Spanish 1!
Hi ! I am Allison in Iowa & did NOT start with my HS Spanish since I am anxiously awaiting 👶🏼
I'm Cathryn from VA and I will be teaching Spanish 2, 3, and AP
Marta Yedinak, Spanish teacher in Ripon, WI! happy to join!
Marci from Ann Arbor, I teach French grades 6-8 plus district dept chair for WL
I teach Spanish 3,4,AP in Memphis.
Hi everyone! Dorie, Spanish grades 1-5 in CT. No BTS stories yet (I go back on 9/1).
madness = side-by-side columns + kid baño time.
Hi . Megan, Detroit, French 2-AP.
Hola! Kim from N. Indiana...Spanish 1 & Heritage 1 for grades 7&8. Two days down...
= Thurs night collection of some of my FAVORITE ppl.
¡Hola, ! Sooo excited for this new school year:) Kids join us on Monday.
Hello! I am Amanda from WI. I teach Spanish 2, 3, & 4.
Good evening. I teach Spanish in NC in middle school.
Hi ! Alison from Cape Cod, MA here. I am starting at a new school, kids start 8/31. Spanish 1 + 2 :)
Hope everyone is transitioning back smoothly. We have one more work day until kids come back!
A1. Community - begin to break down the barriers (fear to try a new language)
A1 Alleviate fear. Begin creating community. Have them leave being able to say something and anticipating the next class!
A1: To meet my students. Show them I SEE them by learning names, and to have FUN!
A1: Relationship building, sewing seeds of trust.
A1 not a surprise, but "If we're all doing our job, I will understand TL in this class, and it will not be 'hard'."
I don't start until next week and Ss come back Sep 1 :)
A1: Ss leave my room hearing/speaking TL and thinking BEST class ever, can't wait for tomorrow!
We don't go back until September! Woot!
Let the kiddos know the class will be in the target language, they will understand and we will have fun
A1 Getting to know the kids' NAMES!
A1 1. I care about how you feel 2. I am the teacher, I orchestrate the fun 3. Getting to know you is incredibly important to me.
A1- I'm at a new school so I won't know anyone. Very important for us to get to know each other!
! Donna, Maryland. French and Spanish teacher at heart. World Language curriculum & instruction.
A1 I think it's important to establish a good, safe community for learning. Without, you're going through exercise after exercise.
A1 I've gotta say that teaching students that they can understand the language is at the top of my list. https://t.co/mrIgckefKY
A1: creating an environment where students feel welcome, loved, and supported in their language-learning journey.
A1 build up relationships with Ss and between Ss to get that supportive language learning environment started from the beginning
A1: Definitely important to start to build trust and community, kids need to feel safe early on to lose inhibitions and fears
Bonsoir! French teacher at multiple buildings with multiple levels in urban Ohio district. usually lurk but want to chime in!
A1: Establish comfortable, positive, caring environment. It just-so-happens to be 100% Spanish :)
Lisa, now teaching French in MO. Started new school yesterday, but lurking due to it being my husband's birthday.
Mark, Spanish teacher in MA. ¡Buenas tardes a todos!
Ah! Crazy week and didn't even realize it was time! I don't go back til after Labor Day too!
A1 to get to know your Ss, for them to get to know each other, and go over what they will accomplish this year
Hi! I'm Becky from Venezuela,Spanish Safari's Academic Dept
A1: for me day one is all about positive relationships
WELL SAID https://t.co/zgkvQEM3j2
A1 1. I care about how you feel 2. I am the teacher, I orchestrate the fun 3. Getting to know you is incredibly important to me.
A1- it will getting to know the kids. I am starting at a new school and new district this year
A1 setting the tone of a supportive and inclusive space
Day 1 goal: have SS feel comfortable and happy while they are introduced to CI/TPRS
Am I seeing our first-day priorities often involve combating what kids understand school "should" look like? A1
A1 2nd most important to names is YES, we do speak French in here!
A1: Get to know the students and start building a relationship with the class
Don't forget to include the answer number (A1, A2, A3, etc) and in your answers, everyone!
A1 NO RULES or guidelines until week 2!
A1 and yes, you can achieve this in the TL https://t.co/vOwzXivRNg
A1 1. I care about how you feel 2. I am the teacher, I orchestrate the fun 3. Getting to know you is incredibly important to me.
A1. 2 things: getting a kids excited about language study, and giving them tools and tips to succeed.
A1: I know some teachers wait to take attendance but I feel SO bad when someone has sat thru half of the wrong class
A1 In diverse school with varied background, most important to teach expectations.
Yes, and feel like. Our campus is all committed to of school model. https://t.co/U8gqBEIy90
Am I seeing our first-day priorities often involve combating what kids understand school "should" look like? A1
A1 to welcome them to a safe and friendly environment
A1 No handouts. No procedures. No syllabi. Just warm fuzzies in TL.
A1 I don't let 'em in the door until they've shown me their name on my list!
Day 1 is when you make a positive first impression with your students. It's time to make connections & get to know each other
Glad you're here! I'm Ohio, multiple buildings too, but thankfully just 1 level this year!
Absolutely! https://t.co/rPscqsU6jm
Am I seeing our first-day priorities often involve combating what kids understand school "should" look like? A1
A1: I also love helping them see they CAN say words (or even sing) in Spanish, even on day 1 of 1st grade.
A1 I should also mention our Day 1 is a 1/2 day, so it's either syllabus or names. No contest here!
A2 My fall thematic unit is "Let me show you around." Building a website to showcase "48 horas en Louisville" (48 hrs in...)
A1: also things in the TL that everyone can feel good about understanding!
I remember doing that... it was all syllabus for me ?
A1: I love when Level 2s and beyond feel REALLY pumped that their French didn't vanish over the summer
Same! When you know better you do better after all :)
I think so. I think there is a certain idea that language class is hard and possible unattainable https://t.co/iGQuBGIVlS
Am I seeing our first-day priorities often involve combating what kids understand school "should" look like? A1
: part of today was syllabus (in stations) for me. I get so nervous day 1 and can't speak.
A1: My day 2 = giving groups topic that is something that will make them successful in class. Group must present visual on topic.
A1: It's important to open up to them. Share a little bit about yourself so that when they're ready they will do the same.
Maybe we will get to this, but how do we do this? https://t.co/os5OkSBK1K
Am I seeing our first-day priorities often involve combating what kids understand school "should" look like? A1
How do you give them that feeling? Curious to know & try something new!
A1: I want them to think about what it takes to be a learner in a TL classroom.
A1: I did give syllabus on day 1, but because it was inspired, it helped build positive culture.
I assign seats at the door.
Same thing with French 1Bs in Middle School. First week back is all about building confidence!
Joining late, got preoccupied making posters!
Love this idea! so the topic is "What will make you successful in 'language"? https://t.co/qjkbNS7yJI
A1: My day 2 = giving groups topic that is something that will make them successful in class. Group must present visual on topic.
Level 2 is definitely where you see he most progress. Not always easy for them, or us, but a fun ride. ¡Venga!
Crafting convos/activities that they CAN do. Helps that prepares them SO well in our Middle School.
No syllabus review, no let's go over 50 rules,over the final exam, etc. Just let's have (orchestrated) fun in TL
can you expand on this? What kind of topics?
Yes! I can share those topics later. Not typed up right now!
I did a piktochart syllabus for the 2nd yr in a row. Worked marvelous!
I love #2, kind of like this is MY Broadway show Ahahaha
. I just read thet a teacher likes to sing "los Politos" super cute :)
A2: I haven't done this in the past but I want students to reflect post assessment more
yes very important not to compete with them
It's easy to prepare them when I know exactly what they need. I had quite a foundation with https://t.co/ib314oNNSF
Crafting convos/activities that they CAN do. Helps that prepares them SO well in our Middle School.
Come join the fun WCL . just started.
I need to be better at this https://t.co/kmHlaY7tTX
A1: I want them to think about what it takes to be a learner in a TL classroom.
A3: I think day 3 or 4. Going to share my professional goal with them, explain my goal for them, have them write personal goal.
my friend, undoing "school" is a loooong process. STILL saying "This is Sra. Cottrell's class, and we don't ________."
A2 today we did stations, one was the "crepe talk," and we described favorite movies as novice low. Good jumping off point!
A2 I use the proficiency activity!
A2: Fridays are assess/debrief/reflect/set personal goals.
A2: Profic. levels part of syllabus, can do Statements part of ongoing check in
Weweekly warm-ups with Duolingo at Level 1 to help students track progress there!
You are full of some amazing ideas. I never doubted that, but so helpful for my new year https://t.co/bA5hB2vukC
A3: I think day 3 or 4. Going to share my professional goal with them, explain my goal for them, have them write personal goal.
well I used the wrong bathroom at an airport...it happens
A2 used to use activity by . Not sure how I want to do this yr. still love it just reflecting before diving in
A2 Be Standards based! Post standards, modes, I can statements and have a proficiency wall. Take the time to explain and reflect.
Me too! Trying a pre-unit à la where Ss think through how & why to learn a language. Big change 4 me.
A2. I use 's proficiency puzzle so students learn. Then they set goals and we conference throughout year.
Chris, Erie, PA, Latin 1-4; coming in to late but will catch up as I go! School starts for teachers next week & Aug 29 for Ss!
A2 Went to a great PD last week about student self-assessment/progress and am excited to try out some new things this year!
A2. Not sure how this will happen (the previous comment) with 30+ Ss in class this year!
On my list to try this year!
Just want buy in and ownership of what we are going to do. I mean, of every minute. How do I get that without goals?
Hi ! Jenny, NY, FLES Spanish gr 3-5
A1 Get to know new Ss & reconnect with old ones. Teach a few quick phrases to Latin 1, see what other classes remember most
A2 transparent and intentional about showing how tasks in class align with Linguafolio I- Cans, use as checklist of progress
A2 I'm reserving some wall space & decor to show Can Do statements as Ss master language over time
It's so important to get them thinking about the how? why? with whom? Kids get so bogged down by the what?
A2: We start each class with Can Do Statements as learning targets, then work ask students to provide evidence when ready.
A1 Engage them from the get go, so they want to come back the next class.
Love this idea! Good reminder of what Ss already know! https://t.co/O1xiD0SDVZ
A2 I'm reserving some wall space & decor to show Can Do statements as Ss master language over time
Very true! They need to see there is point to everything that is beyond the what! https://t.co/tXJd61KeH1
It's so important to get them thinking about the how? why? with whom? Kids get so bogged down by the what?
A2 For lev. 2 and above I also like to bring in work from previous year(s) to show progress. Remind them it's slow, but possible.
Will do! Gotta find the time soon!
A2 after every lesson, do a wrap-up activity and a check list using can-do statements :)
We have a proficiency pre-unit built into our curriculum that tells the Ss about what proficiency is and how to identify markers.
A2: something I need to work on, but I'm gathering a TON of ideas and resources! You guys are all awesome!
A2 I make it a part of my grades. Every assessment reflects "I can..." I have room for improvement to make it part of my routines
Yes, and my goal is about increasing my own TL in class, so I hope to lead by example!
and your accent is so darn cute!!! 😀
I want them to commit to more TL, too, between each other.
I've been showing them some sample Ss wk from last yr & having the Ss rate it + give justification.
Remember I leave my room the way I found it. This is on a presentation board I bring in every time.
A2: creative language class's prof activity & focus on growth mindset. Not: mim sentences to get A... How do u get meaning across
A2. The more I do this, the more I see it's about Ss' understanding of their progress rather than any proficiency metrics.
lets me see who they can/can't sit near, they sit near different ppl every day
A2 In addition to my proficiency wall (Modes/Standards and I cans) create a second wall (word wall) designed to push prof level.
A2 Still trying to figure out how to explain proficiency - basically going to tell kids about the power of reading
me too! I had my AP kids take an oathe to each other that we periodically stated!
AND their understanding of the process. IMO
Would love to see that oath!
Of course you're Latin, but we go across the modes .
A2 3rd Classroom wall for GROWTH MINDSET!
I don't know where I was, but what was Q2??
A2: I'm thinking I need a room with at least 6 walls 4 for decor, 1 word wall, 1 for prof levels
A3 Definitely beginning "what's up" activity. Still working on end-of-class. Need ideas!
A3 What to do when arriving in class, eg speak TL, start Do Now, copy down HW. What to do at bell, eg nothing until I say so.
A3: Worked today on what I am calling Daily Driving Questions that frame the day and should be answered by end of lesson
good visual reinforcement, can always smile and point to it to remind
A3 Class always starts with a "Do Now" tied to the I can statement and designed to foster and promote the days work.
. I am an active Latinist. I am teaching Latin for acquisition. We use all modes as much as any mod lang teacher.
A2 My new room has lots of wall space so I am so excited!
A3 I've used Exit Ticket from Socrative and LOVED seeing the kids reflect on their own learning. Great way to close out the day
I'm now thinking about being more explicit about growing students roles as learner, listener, leader from day 1.
A3: One word/phrase, etc. "wrap around," make list from prev day. Wrap up w/ wrap around again.
A3: Daily Driving Questions are like sub questions to Essential Questions. They build towards larger one.
Ok then, now I need 7 walls.
What's a 'what's up' activity? Is that a warm-up?
A2 trying out the Standards with I Can statements for Ss this year - putting more ownership with them.
A3- we are a fundamental five school. Agendas frame the lesson. Closure for feedback important.
Any other active Latin teachers want to share how we address all the modes? https://t.co/RIE3TVWVNx
Of course you're Latin, but we go across the modes .
A3 starting with CI and ending asking for the performance goal from every student
A3: greeting every student @ the door with a handshake & finding out their name, modeling intro in TL
I just ask "quoi de neuf" and we can talk about whatever they want, so long as it's in French.
A3 I post the I can statement as a ? on the projected agenda. Keeps me accountable. Not so great about end of class
Time to start hanging things from the ceiling!
love that staircase idea!
A3: Not a believer in bell ringers because that is the prime time of engagement.
A3: entrance question in TL from previous day, toss the ball with ?/answer & vocab practice every day to start class.
A3 If I forget to do this, my students stop me saying "are not doing our therapy circle" today? https://t.co/FFYKk5CNdc
A3 I stand at the door and say "hola" "buenas días" etc. when Ss are entering
A3: another thing I need help with! I never seem to find effective routines! Looking forward to great ideas
A3 since my class is only 25min open/closing routines are crucial. We have the same class structure every day so no time is wasted
A3: to close class, everyone puts their hands in, and we choose a word of the day to "shout" on "tres".
sounds like my "micro Can-Do's" A4
Heard last week: Bell ringers are a management tool, not a learning tool!
A3: need help with better ways for closing class though besides scrambling to finish my lesson! 😕
Just saw on Pinterest - differentiated exit tickets - differentiates to Ss needs. Can we tie to proficiencies?
A3: I like inviting music or a new music video pre class to pull 'em in
A3 unless they stop when they're supposed to stop, at the ring of the bell, right? ?
Class always ends with a "ticket to leave" Either something written to me or said to me to get out the door based on the class
As said @ Central States, "when does a bell ringer end? when the bell rings."
sounds like my "micro Can Do's" A3
Not sure. They are broad questions. Lenses to look thru. Like,"How does culture influence family interactions?"
Right. sent a little dagger thru my heart this summer when he explained: bell ringers end at the bell.
no I don't think mine are that broad
A3 I have one S start the class with a Buenos dias and a little about themselves in the TL, then call on 3 other Ss to answer ?s
A3 playing Spanish music because it gets them excited
A3 I have started with formative assessment via Smart Response, but my kids need time to settle in, was too much.
What if Ss have to turn them in to boxes labeled by proficiency level?
Just trying to elevate HS lessons into higher order thinking even if "can do" is linguistically simple.
Holy moly, I had forgotten how quickly this feed rolls. You ppl are on FIRE,
A3 20 min = training Ss to start routines on their own. S
- found this on Pinterest. Thinking about using it...? Weekly Rubric for Target Language Use https://t.co/MOVuPvFYSW
When I've tried them, I realize I spend a lot of time solving them. In a 50 min class I can't afford to do them!
So, as my students read the discovery text from our lessons, they can read with more critical eyes .
Love it, I think we're losing them if we keep it all milk, no meat
Do you think we could mold it to a learning tool?
A3 Ss have South or Cent Amer partners; I announce country at start of class for daily Q review cards that change throughout year
I struggled with this bc other things got in the way...consistency is also a goal of mine
For all of , this is how we Latinists are trying to address proficiency. Thanks Keith for reminding me! https://t.co/wHkbuq89ZA
A3 With our little ones we used to sing a welcome song, and at the end of the day we had "recall" time - Journal and grooming
Reason why not? If brain is at highest point of engagement, why not most important input?
A3 this year trying fun vocab builders to start class.adding Pause Musicale with a video clip during class to give kids a breather
A3 I have tables this year instead of desks, so we do "Table Talk" then share out. That's been great.
A5 I have emailed schools in both our Spanish-speaking sister cities. No response yet, but still trying.
Decided to draft a list of questions based on each "can do" for the unit. That way I know everything connects!
Exactly. Ss would have to choose which box their ticket belongs in: NH, IL, etc.
. I know, right?!? we really missed
A3 every class starts with introducing that day's Can Do, then a short interpersonal activity. We close with a song or poem.
A3 would love ideas from other traveling FLES teachers for intro activities
A3b Starting & ending class differ, but I ALWAYS start an activity with "1-2-3 ¡al ataque!" so we all start the timer @ same time.
I have tables now too so something to keep in mind. https://t.co/OfvUeUpEty
A3 I have tables this year instead of desks, so we do "Table Talk" then share out. That's been great.
I saw it somewhere, just not with proficiency levels...always borrowing!
A4 Awarding coins or anything for TL, taking them away for English
Not my cup of tea. Assessing behavior compliance (participation, punctuality, etc.) instead of language performance
We do Table Talk (said in my best Bronx accent) then we share out highlights whole group
A4 CI techniques, circling, PQA, asking stories, etc.
A4 For me, MovieTalk, PQA & TPRS stories make TL use achievable. And GIVING students the language they need to do a task.
A3: Would like to challenge to consider that the 1st 10-15 mins sts brains are at highest point of engagement. Input first if poss
A4: Pairing/Re-pairing, prompting, sharing out, move, repeat. Insert TL brain break several times through lesson.
I've heard this too! We will lose them if we don't do something more engaging
A4 I use Class Dojo for tracking participation, they love to hear the "ding" for speaking French!
A4: assessing more spoken TL to give kids a reason to practice
A4 Predictable routines, repeated activities so that Ss can jump right in. Tangible feedback like what described.
A4 I'm always so ashamed 2 think I used to ask Ss to do interpers activities w/ no lang supports like "I think" or "I agree". Gah.
A4: setting the example as the teacher. Starting with small time frames required of ss and very structured topics in level 1
YES! https://t.co/06u7n3GpEs
A4 Predictable routines, repeated activities so that Ss can jump right in. Tangible feedback like what described.
A4: Still of fan of 's TL strips, though I use a version
A4 especially for , teacher speaking in TL creates "magic TL space" and English feels invasive
A4 Starting the day in the TL seems to ensure that we continue the day in the TL.
A3 whenever we play a review game, it's Ss Spanish-only time. I always turn off the lights and turn on a disco ball to remind them
Omg can't believe I am catching this. A Tad late:/ Barb Milliken French 1/2/4 and sometimes 3 and Soanish 1. NH.
A4: Highly structured planning that maximizes the 10% as well as the 90%. EVERYTHING should be purposeful.
Not just like, LOVE this.
A4 For lower elementary I use a stuffed bear(named Che) who only speaks Spanish. If Ss want Include Che, they have to use Span.
Bell ringers are a classroom management strategy not an instructional strategy. oh & sorry https://t.co/XiuXAKJgtA
A3: Not a believer in bell ringers because that is the prime time of engagement.
A4 Hand gestures with modeling in TL. Sometimes I modify my TL to be like a NH speaker, and they laugh, but they get it.
To clarify, Thomas, it was a very helpful & constructive dagger!
A4 routines that provides a lot of CI, such as using Personalized Questions & Answers in my opening "how do you feel" routine
A4 establishing appropriate responses to your routine statements and activity presentation
I used to script EVERYTHING to stay in the TL. Don't need to as much now but it was critical at first.
Ok, I'm going bear hunting in Charis's bed tonight. https://t.co/H7Qtu9dFJb
A4 For lower elementary I use a stuffed bear(named Che) who only speaks Spanish. If Ss want Include Che, they have to use Span.
A4 it's incredible how much Ss love Che. My 5th graders come to my office during lunch just to visit him.
A4 it is extremely important to set the expectations that speaking in the TL is what we do... Authentic, relatable topics.
I love this! Super cute! In my class, I'm the one who doesn't "comprender inglés"!
he has a little backpack too that I hide surprises in(rewards for good days, or clues about what that day's lesson is)
A4 love! I've stolen idea of Donkey-jote. Eng spkrs get DQ &speak 2me if end w/ it in TL https://t.co/cpmPUmZIcA
A4 Awarding coins or anything for TL, taking them away for English
Che!! That's hilarious I might steal that from you
A4: providing s2s interaction time with positive reinforcement. We do "speed dating" for ex. where ss talk in speed dating format
I feel like I have to be careful with this though, or else I get the teenage "fine, nevermind then" attitude.
Still going on! Q4 What routines make high TL usage an achievable priority?
Oh, I've seen that attitude! A 1:1 convo about WHY the coins (clothespins for me) can bring 'em around
A4 making sure you give lots of input before expecting output
Started incorporating "el gordo" coupons to represent the huge Christmas lottery in Spain!
A4 Constantly trying to combat the Ss always saying "I understand you but can't say it myself"
A4 When students know what to expect they will relax and take risks
A4b For routines, I won't respond if it's not asked in TL
Do you think more non-verbal learning checks could help build their confidence?
A3/4: I thought this might be dumb, but often have a slide up as kids walk in. Tells them what materials to get out for the day.
A4 excted 2 try a bunch TPRS strategies..MovieTalk, embedded readings, PQA, QAR with other CI strategies. I'll be a mix of methods
Whay are you combatting it? That is the premise of Language Acquisition! Comprehend first.
Not dumb- I've do this a lot- it saves times and directs the Ss
like a chance to write or tweet in an answer instead? Yes! Definitely- need to plan more of that!
A4: . All conversation, answers, writing is acceptable as long as it's in the TL. Next steps helping sts reflect.
Sarah, I suggest you send tweets to for ideas to start school! Tons of ideas about to start just now!
A4: Novices get survival expressions they can always use. My colleague came up with images and on back the Spanish.
A3: I love playing French music as they enter. They get out their "cahiers de chansons" and write all the words they recognize.
Deb here fresh from tai chi...needed the stress relief! First day back 2 hr delay..
I like this idea! Thank you
A5 Esp with regard to absent work, if a routine in place I can deflect ?s more easily
A5 I'm hoping using what I know about primacy-recency quells the device management part of my class.
is there a blog with example?
A5 Three Before ME! Love that put them in the TL
Not even - what if you backed up even MORE to thumbs up/down, holding up a Y/N card, pointing to image, etc.?
and I were just talking about this at Summer Institute with other teachers
I like that. And easier to plan for me too which always means I'll do it more frequently!
q4 this yr trying duct tape rectangle on floor as only acceptable English area, even me.
A5 I have no answer so I'll learn from you all!
For Q5-I don't see the connection b/w routines and autonomy. Wouldn't they exclusive of each other?
A4 I also create/provide resources that help my students stay in L2. Like these Can Do flip cards. https://t.co/lQ6uZvWrWk
A5 I also want to start a "grab your iPad" routine to avoid mid-class rush
It's all about feeling comfortable enough to take risks. Thanks Jenny! https://t.co/O45us3cnzZ
A4 When students know what to expect they will relax and take risks
If only I had more of 's talent!!
Personally I keep syllabus for Open House. TL time for kids
My son attends a Dual-Language school & 1 teacher had scarf she put on when it was English time She said uno, dos, tres, ingles
I see your point. Routines might enable them to engage without T direction, I suppose.
A5 I try to get them reflect on their goals as often as I can, usually with a Google Form after we wrap up a nine weeks.
A5 I'm also a bit stumped by this question...can someone reframe it?
A5: It's a lot like how we use repetition to build language. The more Ss are reminded of it, the more the own it.
I stole an absent student binder behind each day of the week are the assignments from that day
A5- I bought all of Fast Finishers to use this year
Q5: What regular practices do you have that help students own their learning? Reflections? Etc.
Okay, so my fantasy next degree is in graphic design!
A5: my Ss know the routines better than me...hey hold us all to sticking with it. They feel comfort in the familiar.
I've also some Ts tape most useful expressions on students desks at beginning of year
A5 I push, push, push my students to find their own authentic audience (i.e. FRIEND) to meet/Skype with regularly
A5: My students choose their learning goals based on Can Do Statements.
A5- I have a file basket where Ss have to find their missed work if absent. It says their period and will have their name on it
Wow! Takeaway time already? What is one new thing you'll try out at the beginning of this school year? https://t.co/lg3pjojlYh
A5 we also have a plethora of choice options for involvement in TL and community. Gotta pick one, but they pick
A5: as much as I like to try something new, it is important not to overwhelm students with different programs
A5: I think this goes back to building kids trust in the PROCESS of learning language. My lessons vary too much for "routines"
I can see that, but the tendency may be for them to stay at a prof level rather than grow. Thoughts?
BOOM. https://t.co/3WG2Zq0vcO
A5: as much as I like to try something new, it is important not to overwhelm students with different programs
A5: After students choose personal learning goals, they reflect on their progress each week.
I know does Google sheets w/ different projects where Ss write in their progress of the day & she provides feedback/ ?s
A5 set expectations as instructors to assign roles to students during a group discussion. Perhaps differentiate based in ability
TA: I'm getting a bear that doesn't speak English. I can still have important English conversations but he can't. :)
A5: If sts understand HOW they will learn, transitions are slower, they see purpose and are more willing and aware of what to do.
A5a After a CI story retell this year, gr5 Ss told it with their own PoV: own characters, decisions, etc. I was blown away
I'm trying to make them available for others but my district is fighting me (copyright issues).
TA- Breaking away from Warm Ups. You've convinced me
TL discussion about summer breaks mostly early and TL discussion about classroom set-up/policies
Google language mats & are great already done. Ss compete how fast they can stop using the mats..slower stay active with
Wow! Glad something I said was meaningful tonight. Tired brain!
A5b Many previously unsure Ss were very confident - could see their own progress and abilities. Remind them often of this
A5 Goal setting, reflecting quaterly, Mastery Mondays to check what standards still need to be worked on.
TA: discussing goal setting with my Ss. Thanks for the ideas
TA: where do I even begin! But mainly mixing CI activities with TPRS
TA I think I'm looking for a new class mascot too. Some of my Ss would eat that up. Love that idea!
Q5: Ss have the list of I CAN's for the unit. I offer suggestion on how to complete, but they also can demonstrate skills own way.
typically I choose a specific word/phrase as the "mot(s) magique(s)" so that it's competitive & they listen intently
A5: If sts understand HOW they will learn, transitions are FASTER, they see purpose and are more willing and aware of what to do.
TA: I missed you folks over the summer.
I like 's answer also by knowing what's expected of them, Ss can perform better https://t.co/QoyrXIuyCl
A5: It's a lot like how we use repetition to build language. The more Ss are reminded of it, the more the own it.
Are they printed out on card? They look great.
A5 My interm ss set their own goals using an IPA, then we review at the end of each quarter https://t.co/fq9tRafhUk
Ah Gotcha. As we build that in, then Ss seek out opportunities on their own to explore TL-speaking opportunities.
TA: Routines are a very important part of language acquisition within a classroom!
Great conversations and I only had to delete 3 mis-tagged tweets haha
TA: Really be purposeful tomorrow when I plan our first week back. Make kids a stakeholder in our learning environment.
Thank you for steering the ship tonight.
TA Excited to really try starting each day with input. Administrative tasks can wait!
TA: I'm going to focus on more PQA at the beginning. It seems to be a powerful tool for learning about each other.
Great point! https://t.co/OVbY5TamWY
don't dump good warmup, just move to middle of class period! Do housekeeping duties then
