Description: Flinders St Stration in Melbourne showing the array of clocks detailing the departure time of the next train on each line. Station is over 100 years old. Note the copper dome. Underneath the clocks is a popular meeting place. Related
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“I feel like I cannot open my brain big enough to absorb all the information. I’m overwhelmed and excited,” I texted my wife about the TELL Collab. “:)” she replied. On June 26th and 27th, I had the great professional privilege of participating in the very first TELL Collab at the COERLL at University of Texas at Austin. It was a fulfilling and rewarding experience to not only participate with like-minded teachers, but to also hug in real life two of my Twitter besties–Amy and John. I’ve been moved by how they moderate #langchat and how they provide feedback to others. Also, they both are reflective of their own practice, so I was glad to have time to “just be” with them! On Saturday morning, Amy was in the hot seat, and I totally stoked that fire! She talked about her blogging process and said something I hadn’t considered before: I have to make time and a concerted effort to reflect–truly reflect–on my practice. She said that in order to grow, we must b be reflective of ourselves, but also to search out feedback–true and honest and sometimes heartbreaking. But, it’s through that pain that we can grow. She remarked […]
When I taught in a charter middle school, the administration wanted us teachers to post summative data about our students–how they did on what test and what the criteria were. I was always behind on posting mine because we did so much formative assessment in class. As the only Spanish teacher in the school at that time, my numbers always looked different because my assessments didn’t look like the other teachers’. Fast forward several years where I’m teaching in a high school and with a greater knowledge of proficiency, I now post students’ proficiency ratings on performance assessments, and it’s worked as a great way to track their progress as an individual student and as a class. For my students, I have six columns left to right: Novice Low and Intermediate Low are on the left; Novice Mid and Intermediate Mid in the center, and Novice High and Intermediate High on the right. I’m giving myself room to add another column for Advanced if I need. In each box is a list of criteria that the students need to meet in order to get that rating. Each student is given a random number, which they will use for their performance […]
Earlier this year, I like millions of others made a decision to work on myself this year. I didn’t call it a resolution because I wanted it to stick. Sparing you the details, I finally joined a gym. Not anything special, lots of people join gyms… but I joined a Crossfit gym, well it’s a called a box. A new and quickly cherished friend was a trainer opening his own box and while we never really talked about it, I was intrigued. I researched it, found a box and decided to being…It was somewhere in my first week that I had an epiphany. In the middle of doing burpees and being severely outperformed by well everyone, I realized that THIS is how some students must feel in our classrooms! This thought has crossed my mind repeatedly while I analyze my reactions to feedback, my performance as compared to my expectations, and that infamous unexpected feedback. Fast forward, its been seven months and I am still at it. Tonight however, was night two of new programming and day two of district in-service. Already exhausted, I drag myself to the box and cant get my back squats quite right. Our coach is […]
No matter what group of teachers. No matter what the original topic of the conference session, workshop, or professional learning training. Without fail, at some point someone is going to ask the dreaded question: “But how do I grade this?” While I try to be as helpful as possible and provide some solutions for the grading issue, my initial answer usually is “proficiency and grading don’t mix well.” I also know that’s not the answer that people want to hear as it ignores a teacher reality of having to give grades in the current system. Is there a way to combine the need to assign grades to please the system with the real purpose of assessment in a world language classroom: performance & feedback? A recent Musicentos post got me once again thinking about this question. Sara-Elizabeth’s post makes reference to the JCPS Performance rubric, so I will try to explain our thought processes in developing the rubric as well as one of the biggest challenges of rubric. ORIGINAL JCPS RUBRIC WAS A COMPROMISE “So what is it I don’t like? I always wondered why task completion was listed as a minor focus, almost in such a way that it […]
If students can’t use the language they are learning for practical – REAL WORLD – purposes then why do we do what we do? I think (desperately hope) that most teachers agree our focus should be on teaching students how to use the languages they are learning. Many of us have attended a workshop on proficiency or maybe even several but the conundrum is still how to I move from conceptual understanding to practice? Maybe there is fear of making the shift from understanding to practicing. Fear of student buy in, parental or administrative push back, fear of our own limitations, all equally important to address and mitigate. This conundrum of shifting from comprehension to practice is fascinating to me. As educators, we are all at some stage of embracing the growth mindset for our students but often not ourselves. I have often said that I believe most teachers are overachievers who have embraced a profession that allows us to continue to learn and evolve. I do not think that anyone sets out be bad at their chosen career. So safe can become the default. Peggy Boyles once compared implementing performance assessment to becoming a gourmet chef. She reminded teachers that gourmet chefs did […]
“I can’t put Intermediate 1 in the gradebook,” I declared to my class. “I wish I could, but I can’t.” I continued, “So how are we going to show the number equivalent to your proficiency rating?” It turns out that everyone’s fine with being on target unless it interferes with their GPA. Shelby County Schools, where I work, has a built-in pre-unit on proficiency for every level to make sure the students, parents, and teachers are all on the same page in talking about what in the world it means to have a certain proficiency level, so the students–my students–can state the district target, my class target, and how they can achieve each level by the end of the year. That being said, I still can’t put in Intermediate 1 in the gradebook. How do we track proficiency? How do I measure my students’ grades? It’s a tricky thing because while students want to be measured solely on doing all of their work, there’s no way we, as teachers, can provide any kind of feedback based solely on that. If we want our students to be proficient–actually using the language–we must move beyond grading vocabulary or fill-in-the-blank grammar quizzes and […]
I did not come to teaching via a direct path. I knew I wanted to help kids, but I started as a psychology major. After working for several years at a residential facility while pursuing my degree, I realized that perhaps there was a better way to help kids before they got “locked up.” Meanwhile, my mom and aunt, both educators, would probably love nothing more than to regale you with stories of when Alyssa did something or said another and how they knew I would eventually land in education, but the time I spent at this facility provided me insight and opportunities I will always cherish. One day while I was on break, the school on campus was shorthanded and they asked me to help 12 girls–all at a different grade level and basically independent study for every subject. Their blatant disgust for school struck me, and when I asked why, they gave me lots of reasons why they believed they couldn’t do it. Little by little we began to make progress as a group. As I highlighted what they did well or even correctly, I found they were more willing to work on areas in which they needed […]
Four years ago, I left the classroom abruptly in the middle of February to go to (what I thought at the time) was my dream job. While I don’t rue my decision, I definitely know that it led me to realize how much I value being in the classroom and how much I love my students. Someone once said the best teachers fall in love with their classes, and that was certainly true for me. As my former colleague told me, “You left too soon.” Last May, I became department chair at Miami Dade College InterAmerican Campus, but what I loved even more than being a World Language administrator in higher education (my first full-time job at a college), was that I got to go back to the classroom and teach. In the three years that I was gone, I had learned a ton. I learned that most of what I did right, I did because of instinct. I learned that how you make students feel in your class is as important as what you do. I learned that if you don’t question that you do, you will never change. And most importantly, I learned that if you don’t embrace […]
Time and time again teachers say to me “Just show me what a lesson looks like… a good one”. At times I wish there were a magic formula to give teachers insights to the entire process of planning, and most of the time I am glad there is not a magic formula because that is where the genius happens. Every student is different, thus every classroom is different, including the instructional needs. I believe strongly that there are some commonalities across great classes. The first is that planning is the most important instructional behavior in which teachers engage. (Mention briefly what the second thing is here, but leave the detail about checking for understanding for later) Ben Franklin said it best: “If you fail to plan you are planning to fail.” So aside from actually planning, there are two key components that I notice that impact instruction in the classes I visit and the teachers with whom I work. The first key is to have a learning target. A clear, concise measurable DAILY learning target is key to planning a stellar lesson. Learning targets focus not only on the teacher and their planning, but engage the students as partners in […]
Planning for a lesson in a world language classroom must include more than vocabulary. So often I have heard teachers talk only about the vocabulary that their students need to know for a certain unit, but these very teachers have been dismayed by how stilted their students sound while speaking in the target language. On the other hand, there have been teachers whose students felt comfortable speaking in the target language, but did not have a broad vocabulary. Add to the mix proficiency targets that more and more districts are including for their students, and there seems to be a swath of teachers who are planning for their lessons, though they may not be planning strategically for how their students will utilize the structures they need to in order to advance in their proficiency levels. When my kitchen faucet started leaking a few months ago, I tried to just tighten the handle at the sink, but that didn’t fix the leak. Then the handle came right off with water bubbling up from where the stem connected to the sink. Trying to put the handle back on didn’t fix anything either. After searching the hardware store for a couple of different […]
I think it would be fair to warn you, I am somewhat obsessed with my classroom. I love the empty, bare walls at the beginning of the year, and the possibility of the language learning that is going to happen. Crazy, right? I love that I get to be creative and prepare the best environment that I can for the 90+ kids I’m going to teach each semester. Even when it’s done, I’m not done. I am constantly updating and thinking of new ways to make it more inviting, student-friendly, and language-driven (I’ll show you my new and improved art posters another day). I have beginning teachers visit all the time, and they walk in and are immediately overwhelmed by the amount of Spanish language and culture that covers pretty much every inch of my room. Once they get over the initial shock, they realize that my students are not overwhelmed, but rather engaged in language learning because of the setup of my room. My kids are trained to look to different places for different things that they need, and they are able to stay in the target language and even to produce more language because of the classroom environment. My room […]
There is not a doubt in my mind that attending professional conferences early in my career has strongly influenced my beliefs and practices as an educator. I can still recall the intellectual cloud nine I would be floating on after returning from a conference. There is a giant pile of free bags stuffed with handouts and materials that I picked up at each conference. Did I use any of it in my own teaching? Not likely. And yet it made a difference. Of course it’s 2015 and going to a conference doesn’t quite have the same appeal anymore as it did 10-20 years ago. In 2015 I can find handouts, materials and resources any day of the week just by opening up my #langchat tab on the computer or browsing the many amazing world language teacher blogs. Why do I still go and how can you get even more value out of a conference? Well there is just something to be said about having a face-to-face conversation. To ensure you have a bunch of those conversations, allow me to share my conference plan with you. Step 1: Set some professional goals for yourself. Even if you did this at the […]
The ACTFL Annual Convention & World Languages Expo is gearing up for an exciting weekend in San Diego, California! Many are already there to take part in pre-conference workshops, as well as to participate in the NCSSFL and NADSFL conferences. Since the ACTFL convention is so large, and there are so many great sessions happening at the same time, we have a couple of tools for you. Take a look at Thomas Sauer’s post on Creating Your Conference Path. Sign up for text alerts from the TELL Project on upcoming sessions and giveaways! Visit us at Booth 1330 for mini sessions, to talk with teacher leaders, and learn from world language experts. Follow us on Facebook and Twitter! Use #path2actfl on social media as you’re on your way throughout the weekend. We are so excited to join you this at ACTFL, as well as on the path to proficiency! Share this:Click to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window) Related
We have been working on realizing our goal of having performance-driven world language instruction in our district for many years. When shifts to our evaluation process came for world language teachers in 2011, it became urgent that we really own performance-driven teaching, learning, and assessment because jobs were on the line. Teachers could be dismissed after two consecutive years of low evaluation scores. In Shelby County language programs of six or more teachers, each language teacher is required to compile a portfolio that documents student performance growth across the modes as well as in their reflection over their learning process. This accountability enabled us to make enormous strides and offered me, as the district content advisor for world languages, the opportunity to create new resources and tools to support my teachers (one of my favorite things to do and even healthier than baking cupcakes!). In reflecting over the ACTFL Proficiency guidelines, I began thinking of ways I could represent the growth mindset that would be required of teachers and students in making this shift from memorization to proficiency. Out of this process came the Path to Proficiency infographic. I am deeply grateful for the inspiration for this idea, and I […]
It’s December, folks. In case you haven’t heard the announcements about upcoming concerts, special assemblies, fire drills, and semester exams, the close of the first semester is upon us. In the midst of all of these deadlines and Secret Santa lists, it’s easy to lose track of the path to proficiency. I know it’d be easy to just talk about holiday celebrations in the target language countries for now and just pick up with real lessons in January at the start of the second semester, but we all know that proficiency takes time to build. So, how can we take time to enjoy the holiday season, prepare students for exams, and still enjoy ourselves? It’s so difficult because we teachers are often overachievers. In fact, that may be why we became teachers in the first place–we were those students who loved every minute of school, and we want to the share that with the next generation. Here are some tips on how to beat the December Doldrums: 1. Celebrate with your students. Celebrate all they’ve accomplished over the course of the semester in terms of proficiency. Take some time to reflect on what they could do at the start of […]
Thanks to a couple of Foreign Language Assistance Program (FLAP) grants I was very fortunate to be able to build K-12 language continuums. Working in the 21st largest district in the country, providing a meaningful language experience for all students in all 125 elementary schools was out of reach. I was however, able to build a LCTL and a Spanish K-12 language feeder pattern in each region of the district. This work was some of the most coordinated work toward proficiency I was able to do. Working with these new teachers who were eager to learn as much as they could, their energy was infectious. I was able to work with the best, my dream team and as we grew the teachers and the programs their creativity flourished. Designing a “Cone of Proficiency” In our third year I formed a leadership team with representation from each language. These teachers met weekly and the synergy was inspiring to say the least. As we struggled to make proficiency meaningful and important to our youngest language learners these creative geniuses had the answer. Borrowing from video game language to describe moving through levels (i.e. leveling up) and an icon that most children enjoy (ice cream) we […]
I’m an artsy person. I love anything related to art, or music, so you’d think that I would be the first one having my kids read and write about every artist in the history of Spanish art. The reality is, however, I teach Novice-Intermediate learners how to use the Spanish language. Don’t get me wrong, I love that. I LOVE that I am the content area where we can color because I can make it an appropriately leveled interpretive reading task. Some days, though, I feel like I just teach colors and numbers to 17 year-olds (32 kids at a time). Since I do not teach AP Spanish Lit, and because I refuse to do a lesson in English to teach them about something cool and cultural, my opportunities to incorporate real culture and art were few and far between. Why I’m writing this though, is that this year I had a breakthrough in my brain about HOW to teach content through culture. I know we’re supposed to do that, but the HOW of it is often not explained as well as we would probably like, right? So, this is what I did, in one small area related to Art, […]
It’s that time of year, where news and social media will be flooded with articles both for and against setting goals for the new year. If you are like most people you may have set a couple of resolutions yourself for the new year. What was it? Loosing some weight? Becoming more active? Reading more? Spending more time with family? In a few weeks, we have likely all forgotten what we set out to do and returned to our comfort zone. Teaching is very much the same and each school year we start with the best intentions that this will be the year for proficiency, but then by the end of the September your class roster has changed more times than you can count, there is a new assistant principal, you took on that extra club advisory responsibility, and the resources you ordered at the end of last year never made it in. We get a couple of shots of professionalism in the arm in the fall through professional development, attending a conference (it was great to meet so many teachers at ACTFL this year), or participating in the ever popular #langchat. But making changes on a Tuesday in November is hard. […]
Most of you will agree that the Planning piece of any lesson is absolutely key to the lesson’s success and, therefore, to helping students increase their proficiency. Most will agree, as well, that it is probably the most difficult piece for any number of reasons. I was recently asked to observe a dual language immersion team as they planned together for the coming grading period. The meeting began, and I breathed a sigh of relief. These folks really had it together. The team leader brought copies of relevant parts of the curriculum, and a quick skim read told me that it was solidly couched in state and national standards. A glance at the lesson plan form showed there was a place to write the performance targets for each activity. A more careful look showed me that it was beautifully set up for backward design planning. Out to the side was space to write how one language could reinforce the work that was being done in the other. It was ideal for the needs of a dual language immersion program. What a great team! I was going to sit back and listen and hopefully learn a little more about collaboration in […]
Coming back to school after the winter break was a fulfilling time for me this year! We revisited the proficiency guidelines, and students reflected on their progress on the path to proficiency infographic. What more could they do now that they couldn’t in October or even in August? As I teach students in Spanish 3, 4 and AP, they already knew a lot, but what they kept telling me was they felt more equipped to put their knowledge into getting their message across. I had students talk about how they needed a task to help them reach Intermediate High, so they could talk about events that happened outside of their daily lives. “I feel like I can’t reach Intermediate High if I don’t have tasks that push me to that level.” To that end, we took a couple of days to brainstorm ideas on what they would want to study, and out of that, my students created their own task plan. They had three options for a graphic organizer they could use–a bubble map, a pyramid map, and a preparation plan–in order to process their task plan from the overarching objective to the specific task they want to do. Their focus was the […]
It’s not a secret that reading blogs is one of my favorite hobbies and many mornings my Feedbin (RSS Reader) is the first thing I open when getting online. Over the years, I have been able to create the ultimate curated newspaper for myself through hundreds of subscriptions to a wide variety of blogs. Everything from politics, food, TV, education, silly cat videos, Apple products and so much more. My favorite folder however are the world language blogs. Every day someone is keeping me on my toes by sharing ideas, a resource, or just their musings on why life as a language teacher has been hard, rewarding or crazy on that particular day. It’s my hope to start this series of posts where I can share some of my favorite posts from the previous week. What if I’m just fed up with my students’ attitudes about language? Spanish high school teacher Carrie Toth summarizes her very own path to proficiency sharing results from her classroom and the many sometimes painful steps it took. Her post is such an inspiration for others who might be afraid to start on this journey, she keeps repeating one important message that is so important to hear: it takes time! […]
If there is one thing I would want a new(er) teacher to take away from my blog, and especially this post, it would be to create your Dream Team. Do you remember the 1992 Olympics with the Dream Team? This was such a big deal for the United States. The team was comprised of some of the best basketball players; Michael Jordan, Carl Malone, Magic Johnson, Larry Bird, Scottie Pippen, John Stockton, Patrick Ewing, Chris Mullin, David Robinson, and Charles Barkley. Sports Illustrated coined “Dream Team” and our lives were forever changed. As a teacher, you need to create your “Dream Team.” I was fortunate enough to have a wonderful mentor, a colleague across the hall, and that teacher’s student teacher. We began referring to ourselves as the “P.O.A.” or “Pocket of Awesome.” Our “P.O.A.” was a unique system of collaboration, encouragement and betterment. There were days when we would talk about things that didn’t seem relevant at the time, but later revealed themselves to be useful in everyday life or the classroom. Our group of collaboration over time, turned into more of a familial dynamic that fostered the growth needed to be a reflective practitioner. Since the induction of […]
Reading teachers’ reflections on what works or doesn’t work in their classrooms is not only a favorite hobby of mine, but also an opportunity for professional growth. Last Saturday, I decided to start sharing some of my favorite posts each week. While a majority of the blogs I read are written by world language educators, I’ll also share some other general education posts as I come across them in my readings. “How Am I Doing? I Know How!” Improving Formative Feedback Japanese Teacher Colleen Lee-Hayes continues her series of posts that focus on the power of involving students in the feedback loop. She shares several ideas that will make a big a difference in helping students move from compliant students to engaged learners and will help her “ensure that students don’t wait for me to tell them how they are doing – but rather that they will know and be able to articulate for themselves.” Read Colleen’s post –> Let AuthRes Take the Lead ~ Step 1 It’s highly unlikely that anyone missed this post, but I’m including this latest gem from the Creative Language Class. Kara is starting a series on the role of authentic resources, which seems to be one […]
I have been told at times how much people love our curriculum in Shelby County Schools (SCS). It is really flattering to see that your hard work has received some praise or acceptance outside of your context. At the same time I have also been asked, if it’s good why do we keep revising it? Each and every year we survey our teachers. My curriculum team pours over responses so we can see where we can grow. Where can we push our students beyond what we initially thought possible? I can honestly say that while I love a good product what makes it all worth it is the development process. It is through the development process that we refine our beliefs about language learning, clarify our goals, and devise a plan worthy of our students. I think that it is much easier to verbalize our beliefs about language learning than it is to align our practice to those beliefs. If we were to survey language teachers around the world I think we would be hard pressed to find a majority that believed our ultimate rationale for language learning is something other than becoming effective communicators. The process by which that occurs […]
You know that unit in your curriculum that should be so amazing and interesting and chock full of culture, but ends up being kind of surface and overwhelming? Well, for me, that’s the travel unit at the end of Level 2. They have to revisit how to pack for a trip, and read weather forecasts, and learn to make reservations, navigate an airport for international travel, travel by bus and train, tour around a foreign place, look at stuff, do stuff, eat stuff, possibly get hurt, lost, or sick, make it back to the original airport on time, AND THEN come home and tell someone else what HAPPENED on their trip!! Are you exhausted? I certainly am every time I teach all that. Not only does it have a ton of content, it basically begs for days of explicit grammar instruction to get the HAPPENED part (fight that temptation, my friends, my next post will talk about what I figured out on that topic…). That being said, I wanted to show you how I reworked my travel unit this semester, since I was amazed at what my kids produced, and give you the slides if you wanted to try it […]
I keep getting the same question: how do you make time to read all these blogs? Well, here is the secret I don’t read all of them all the time. Thanks to great apps like Feedbin however, I can check in on these blogs when I have a free moment: in the TSA line at the airport, the car-pick up line at my daughter’s school, the sixty minutes of peace and quiet when everyone else sleeping in on Sunday morning. Once again, I found a couple of interesting posts that I thought were worth sharing: Proficiency Descriptors Not Numbers – Students React To The Change For the past couple of week’s I’ve shared Japanese teacher’s Colleen Hayes posts on formative assessment. While it’s great to follow along with her and read and I couldn’t have been more excited when she brought her students’ voices out this week. As educators we like sometimes forget that every action we take makes the learners in our classes feel something. Reading these student responses to giving up numeric grades is just priceless and should remind all of us of the real purpose of assessment in a world language classroom: performance & feedback. Read Colleen’s post –> […]
There you are in a professional development session on proficiency. The light bulb goes off! “Why have I not been doing this all along?” you think to yourself. You find yourself looking for more information to help you make the shift to a proficiency-based practice. You find yourself reading blogs, participating religiously in Langchat, surfing the web for more information. Excitedly you begin to share your thoughts with department members and well their response is mixed at best. Disappointed you find yourself rethinking your perspective completely however it felt so right… No doubt this is a tough situation, but know you are not alone! We are all at different points along our journey of growth so it should not be surprising that everyone in your department may not jump on board immediately with the zeal that you experienced. Before becoming completely crestfallen, carefully review the situation. Is everyone against making a change? If not, who can you partner with to move forward? Can you make alterations in one level? Or just your own class? While it may not be a complete buy in, lasting changes many times start with small steps! Focus on the small alterations you can make that […]
Here is the continuing saga of the travel unit…as promised. Would you like to jump into my classroom experience for a moment? “Sra. Rhodes, I’ve never even been to an airport…how am I supposed to know what happens there?” So….The students have to learn all the different places in the airport, the people they need to talk to, and also the process of going through security, finding their gate, and eventually going through customs and immigration on the other side of their pretend international journy…but they’ve never been to an airport. Ever. This one took some thought the first time because I can show them all the target language videos in the world taking place parts of an airport, or one of those comedies where a family runs hysterically through the airport, but short of some lovely Spanish-speaking person wearing a Go-Pro narrating their experience through an airport for me, we’re not really getting the essence of the airport experience. (Please email me if you find the Spanish Go-Pro airport video…that is some #authres I seriously need in my life.) My solution? My crazy life. I tell them a story about my trip last summer to Canada using the slides […]
My district is working its way to 1:1 technology integration district wide. We call it TEConnect. Instead of rolling it out all at once, they determined it would be best to have a few cohorts work this model into their classroom and year by year they’ll add more 1:1 classrooms. As a TEConnect educator this means that I have an iPad for each of my students (a set of 28). I wouldn’t consider myself “tech proficient,” but rather “tech curious.” As in, “Hmmmm, what does this button do? Oops, where’s the “un-do button?!” As a result, my students know the following phrase and take ease in hearing it, “Tranquilo, no pasa nada. No. Pasa. Nada.” I feel as though I owe it to my students to use technology in the classroom as an enhancement tool to better prepare them for their future. These are some things that I have discovered over the past few years of technology integration: The beginning is rough. As in, I need a triple latte and three brownies to cope with the chaos. I underestimated all the little things, like having students sign in and REMEMBER their password. (Sometimes I think my classroom is like that […]
It was a rather quiet week in the world language blogging world, so I’m sharing a couple of other interesting reads that caught my attention. Oh, and then on Saturday, Dr. Gianfranco Conti released another powerful post that addresses so many things we should consider when teaching for proficiency. Can’t wait to hear what you think about this one. The final three posts came right from this site in case you missed them during a very busy week on the Path 2 Proficiency blog. The Truth About Millennial Teachers A very important read from the latest issue of the ASCD Education Update, that reminded me to consider the generational differences of teachers as they are on their own journey of teacher effectiveness. The author, Kristin Barker, describes the different needs and values of millennial teachers which also made me think about some of the issues that fellow Path 2 Proficiency Blogger, Alyssa Villarreal, discussed in her recent A Department Divided post. Wondering how millennial teachers feel about this article. Read Kristin’s post –> Stop Second-Guessing Yourself! This isn’t an easy read, as the author, elementary school principal Sean Thom, undoubtedly is going through a tough time. But all educators go through these times at some […]
I think the act of teaching is a rather courageous process. It may not always be regarded as such, but it nonetheless is a courageous act. Through teaching we really put our best selves forward. I really believe (yes you’ve already heard this a hundred times but as a reminder…) that all teachers set out to be the best teachers they can be with the information and training they have accessed. With this in mind, let’s think about what happens in a lesson. One hopes this is not a “stand and deliver” moment but rather an opportunity to “peel back the layers” moment. To be willing to make us vulnerable in a lesson and check for understanding or more specifically to check for learning can be scary. It is a natural part of the instructional process but it can be unnerving. When we check for learning we are really evaluating our success through the student. If we are to be facilitators of learning we must look at the process of checking for learning as our data collection process by which we can evaluate our methods. Without that data we don’t know how successful we can be. So how can you […]
I’m on my way back from home from the return of the NECTFL conference in NYC and my head is spinning with ideas for writing my own blog posts. While that’s going to have to wait a little while, here is my summary of posts that caught my attention this week. The Big List of Discussion Strategies While not intended for a world language audience, this Cult of Pedagogy posts shares some ideas on how to get kids to discuss (talk in the target language). Each strategy includes an overview and link to an example video and I can see just about all of them in a language classroom. Try them and let me know which ones you liked. Read Jennifer’s post –> Let Authres Take the Lead ~ Step 3 Megan from the Creative Language Class, finishes their series on using authentic resources as the foundation for lessons. Reading through it just reminds me think how much fun it must have been to be a student in her class. I’m engaged wanting to learn Spanish just following along her planning process. Enough said: Go read Megan’s post for yourself–> Improving Teacher Language Proficiency Until my daughter was born, I’ll admit that my German proficiency […]
One thing I learned from participating in the TELL Collab in Austin, Texas, last summer is that I have a voice. I had been teaching almost 10 years, had participated in weekly Twitter chats, and had been a department chair, but being able to participate in the TELL Collab and freely share with other like-minded teachers helped me realize that I had a voice and valid opinions to share with other teachers. In fact, one of the main ground rules for the TELL Collab was that there were no attendees; everyone was expected to participate. And participation was key as we got in to our sessions, asked some hard questions, and gave back some hard answers. There were several hot seat sessions with teachers, and I was so glad I got to sit in on Amy Lenord‘s hot seat session not only because she’s someone I admire, but because she really speaks from the heart. Amy shared how she organized her website for students and colleagues, but what was the most impactful was that she was a teacher who wanted to share what she’d learned with others. That was the key of the whole Collab: share. Sharing was a key part of my experience […]
How do we provide our students voice in our classrooms? In one of my graduate classes in urban education, I am reading a book by bell hooks (she chooses not to capitalize her name), Teaching to Transgress. In the book, hooks talks about voice and since reading this selection, my initial question keeps swirling round in my head because we teach language. I think most of us would say “Of course my students have voice, they speak in class”. But by voice we really mean how to we ensure that every student t is an integral part of the class and learning. Ensuring student voice builds community, develops critical thinking and self-awareness, increases student engagement. Creating classrooms where students feel comfortable enough to share their voice is critical if we are to teach to promote student growth. This is not a just making students feel “safe”. Safety is important yes but so is building a community focused on openness and intellectual rigor. How do we, as leaders in our classrooms, recognize the importance of every voice. Yes those words send many of us into a panic! Every student? EVERY SINGLE STUDENT? We often shift blame to students by focusing on what […]
I’ve been a little busy these past few days so unfortunately I haven’t had much time reading blogs. While normally at least glance over hundreds of posts each week, I had to do some initial curating just by headlines alone. Here are several posts I thought would be interesting to share. There are a few more that I didn’t have a chance to read yet, so they might make it into next week’s summary. Template for Novice High Interpretive Listening One of the biggest reasons I enjoy reading teacher blogs (aside from the many honest reflections that many bloggers often share), is the willingness of teachers to share materials from their classes. In this post, Spanish teacher Marisa Hawkins, walks us through an interpretive listening activity which is a great example of allowing students to process language (input). Read Marisa’s post –> iPad Diaries Volume 13: More Thoughts on iPad Stations This short post from French middle school teacher, Samantha Decker, gave me some ideas for how to expand on the idea of stations and personalized learning. I wanted to include it here because her blog is a new one to me, and I can’t wait to dig through the other iPad Diaries […]
Getting started is often the hardest part in a unit, heck in anything new! We are often unsure how to take that first step and in our classrooms when introducing language chunks or vocabulary, how do we do that while staying in the target language and NOT translating. Language learning requires attention and practice, asking students to translate not only adds a step to the process but it lets the students know they can ignore us in the target language because we will tell them what we want them to know in the long run. Why work to pay attention and keep up if I can just wait for my teacher to tell me what it all means? One of the most common responses I get to this notion is “ok I get that, but what DO I do?”. Valid question because input often feels like a daunting task and while I wish there was a secret formula that I could give you to make all of your students proficient, there is not one. It is important to know strategies for approaching vocabulary development without relying on translation because every class is different and the needs of learners in your […]
My blog reading seems to be frozen just like this winter weather. I’m so ready for some spring weather. Spring: a time for renewal and for new ideas. And while the weather isn’t quite catching up with my physical desires for warmth, a season of regional spring conferences around the country allows us me connect and dream of warmer weather (or even better learning experiences for our students). I’ve enjoyed catching up with friends at SCOLT and NECTFL over the past two weeks, make some new connections and leaving each conference feeling warmth in my heart (and head). I’ll leave with you a couple of posts that caught my eye this week. Assessing Proficiency and Providing Feedback I very much enjoy following a teacher’s growth through their blog posts and it seems that Spanish teacher Albert Fernandez has been doing a lot of processing in advance of his well-received SCOLT presentation as well as attending what was an outstanding conference this year. In his latest post, he takes us through his thinking/reflecting/reacting to information he gleaned about the role of proficiency in assessment and even more important what this critical information means for his teaching practice. “That’s why if we […]
“The assistant principal who observed us was impressed with how you all followed the lesson and participated!” I told my Spanish 3 class. “Did you know he was coming?” asked one student, “because it didn’t feel any different.” That was one of a few epiphanies I had about my teaching methods, as well as this whole path to proficiency. If students can participate in multiple rounds of discussions in partners and small groups, write about what they talked about, then relay that to another partner–all without scripting–then they are really working hard at maintaining a conversation, and they often they tell me they didn’t have enough time to really develop their conversation. After four minutes of speaking in Spanish, these students are telling me–sometimes lamenting–that they didn’t have enough time. I was floored the first time I heard my students say that! Back to my observed class. We have been working with the theme of current events, and two particular structures I wanted to work with were the conditional tense (what might or would happen) and the future tense (what will happen). These conjugations are fairly simple in Spanish, and the students found a welcome relief at not necessarily having to change the whole ending of […]
At a conference recently I listened to several key leaders of our profession talk about the critical need for advocacy and their work in ensuring that languages are “at the table” through these efforts. I honestly applaud all efforts that advocate for language learning. You see, I think languages are a gift, a look into another culture, another perspective. While we cannot all be a part of lobbying in Washington or at the negotiation table, I would argue that teachers hold the most critical role in advocacy. Every day, students leave our classrooms with opinions of who they are as language learners. It is in our classrooms that our students find success or not, they grow and can examine that growth in terms of proficiency and not an imaginary standard of perfection. We build a case for language learning or not. Our practice and examples of student success leave students and their parents enrolling in the next course or looking for a loophole. And here we are again with the pressure on you the teacher. You can incite a revolution that supports language learning from your classroom. There are many of us across the US and if we banded together […]
I read a scholarly article (that I have since misplaced in my digital hoard) that highlighted that native Spanish speakers employ the use of circumlocution because of the linguistic variety and different dialects. As I thought about this, I realized that I also utilize circumlocution frequently (in both languages that I speak). I decided to implement this process (baby steps) in my classroom. I started it a few years ago with my Spanish 2s. Last year, I simplified it to teach it to my Spanish 1s. At this point, all of my students know how to describe something, even if they don’t know the proper word. I introduce this concept with my students by introducing it in Spanish. In the parenthesis you will find the translation into English. Circunlocución: Cómo hablar de temas que no sabes (Circumlocution: How to talk about themes that you don’t know) We get started by breaking things down into 3 categories (you can break it down further, I just start with the 3 to ease them in). Once we get the hang of that, we are able to expand upon other concepts. Here is the generic handout that I provide for my students: (Adapted from here: http://profehanson.weebly.com/uploads/1/7/9/9/1799974/circumlocution_level_2_examples.pdf) An example of a […]
After taking some days off for a mini-vacation, I’m back this week with another blog summary. The extra time allowed me some extra time to filter through more posts and the blogosphere didn’t disappoint. Below are some my favorite reads from the past couple of weeks. Of course, the weekend might also be a good time to review some of the incredible resources shared during the four regional conferences this past month. Pull up a chair, open your favorite note taking app and learn from your couch: #scolt16, #nectfl16, #swcolt16, #csctfl16. Grading: it’s only a matter of time! Unless you’ve been living under a rock, you likely have been reading and inhaling every single post that Megan and Kara at the Creative Language Class have shared over the past couple of years. This week’s post really caught my attention because it addresses one my personal interests: Grading and the power it has over teachers. For most teachers it is all-consuming and Megan shares some interesting counterpoints to many of the myths of grading as well as outlines a powerful vision for how teacher could and should spend their time instead of grading. Read Megan’s post –> Attack of the Translator: What […]
Looks like spring is finally here – well at least where I live – and with it are all those thoughts of renewal and spring cleaning. Unfortunately, our outdated school calendars don’t allow for much of that thinking and for so many teachers March is a rough time and often represents the end of an incredibly long uninterrupted stretch of teaching days. It’s with that thought that I hope you are reading this post either on your way to or from spring break or with plans for a weekend that includes some activities designed to take care of YOU. Perhaps you shouldn’t even be reading this right now at all and just bookmark it for later. In any case, here are the blog posts that caught my attention this week: 5 ways to use infographics in language class Using authentic resources is certainly one of the ways that we can engage students with language, but many teachers don’t know where to find the right resources and what to do with them once they do find them, especially when it comes to Novice language learners. Spanish teacher and super blogger, Sara-Elizabeth Cottrell shares five specific strategies that cover a range of […]
So, here’s the thing that was happening in my classroom, and it has been making me crazy. I am fighting every day to be the most engaging and interesting thing in the room so that my students will pay attention to me and learn Spanish. I am speaking in the target language 90+% of the time with my big, colorful, amazing visuals, pantomiming things they don’t understand, using simplified language, and doing what I believe I am supposed to be doing. Did you roll your eyes yet? I know. I would have too. Are you hearing your admin (or saying to yourself) “You are not supposed to be the center of attention. You are supposed to be facilitating the learning….” I get that. I hear it, but I’ve been fighting it. I felt that I needed to always be the one dancing in front. I mean, my visuals are clear and it’s not a list, right? I mean, this slide pulls prior knowledge of colors and stores and adds new vocab that I label and we describe… It’s not that bad, right? Do I sound desperate? Yeah, I felt desperate. My principal’s favorite phrase is, “The students should be doing […]
Many teachers I meet who are interested in making the shift to a performance driven instructional repertoire have this idea of a false dichotomy. The all or nothing approach – either we teach grammar or we teach toward performance and proficiency. I can say there are few things in life are that clear-cut. Teaching toward performance and proficiency does not negate the need for grammar instruction. It provides us a cadence to how and when we teach grammar. We need for our students to communicate. If no one can understand them, communication is not possible. Just like if our students lack cultural understanding, they also cannot communicate if they are insulting those with whom they interact, but that is another post. Teaching grammar has a very defined role so long as we honor three basic principles. Grammar instruction is aligned to our targets and be presented within a meaningful context while grammar information is easily accessible so that we best prepare our students to meet or exceed performance targets. Grammar instruction is aligned to our targets. While the World Readiness Standards outline for us what we should teach and how to connect it to the student’s native language and community, […]
“Effective language learning experiences are facilitated by the use of strategically selected resources designed to support course, unit and lesson performance objectives” the Teacher Effectiveness for Language Learning (TELL) Framework tells us. I was sitting in a meeting the other day listening to one of the publishers of new textbooks for the state of Texas, when it came home to me once again what a mammoth task confronts the language teacher in terms of the selection of resources. About the time we began to realize that the true use of language is in the real world and that students need to confront authentic oral and written text created in the real world, technology took a giant leap forward. The internet became readily available, and suddenly blog posts, newscasts, ebooks, magazines and any other number of text sources became available for use in the classroom. Teachers greeted this windfall of resources with the enthusiasm it deserved, but they soon discovered that pulling resources adequate for their purposes in the classroom took an unbelievable amount of time and energy, and that often, after a tremendous investment of said time and energy, the resource didn’t work, and they were hard-pressed to explain exactly why. […]
While many teachers appear to be on spring break around the country, many of them are also taking the opportunity to reflect on their practices. Let’s face it, a teacher’s job is never done and it is hard for us to turn off our brains thinking about improving that lesson, finding that resource, and developing that next assessment. This week provided us with a treasure trove of blog posts and here are just some that caught my attention. Teaching for Proficiency … A Career Long Journey Ever feel overwhelmed and don’t think that you can really make this switch to a proficiency-based classroom? Before you go back to your language teaching past, read this post by elementary and middle school Spanish teacher Valerie Shull. In the middle of her own journey she shares some important insights to what she wish she knew when she got started: 1) You are not alone, 2) Be generous and forgiving with yourself and others, and 3) You’re never done. What an important message for anyone to hear every now and then. Read Valerie’s post –> 90% TL: just do it! You can’t go to a world language conference these days without hearing a discussion about the […]
Marie Kondo’s book The Life-changing Magic of Tidying Up is all the rage on social media and #1 on the New York Times best seller list. It is certainly a novel approach to keeping a neat, functional house that begins with a radical clean-out or “decluttering,” as the book calls it. She maintains that storage experts are hoarders. The idea is that organizing and arranging clutter does not make it any less clutter. So, as is my tendency, I began to think about the classroom. In the world language field, we have learned to grab everything we can to help us in providing quality learning experiences for our students. How many conferences have you been to where you came home with a suitcase full of handouts containing suggestions to improve the language learning experience? Every time someone shows you an activity they have used successfully in their classroom, do you say, “May I have a copy of that?” Are you the teacher who keeps all the sample books from the last adoption? What about the old literary magazines you subscribed to last year but don’t have the money for this year? And the realia you collected on your trip to […]
It’s been a busy couple of weeks of learning with teachers around the country, including the yet again amazing TELL Collab in Nashville last weekend (see the Google Drive notes). While I haven’t had a chance to share my weekly blog summary, all the travel hasn’t kept me from keeping up with language teacher blogs from around the country. As the school year is nearing and end, many of us are having lightbulb moments, regret moments and visionary moments for the future. Take a look at some of the posts that caught my attention over the past couple of weeks. I Don’t Do Standards-Based Grading, BUT… Like it or not, GRADING continues to be big deal for teachers. And while I don’t have the powers to get rid of grades for teachers, it was great to read Spanish teacher, Laura Sexton’s recent post on how to figure out a grading system that works for her and her students. Sure, you could probably argue with Laura about why she made some of these decision and my guess is she would welcome feedback on her post, but I liked it because of the important messages her system communicates to her learners. Read […]
Sometimes I feel like a broken record but I will keep saying clear targets that guide instruction are key to success. The World Readiness Standards for Learning Languages outline what we should teach. And the first standard is communication. If you agree that the reason to teach students a language is so they can communicate, then the next natural question is “how well will they communicate?”. It is NOT up to us to decide the details of how students will communicate, such as when or where or with whom. We do not know what the future holds for our students. Nor should we make assumptions that ultimately limit their opportunity by deciding their future. We cannot decide that they aren’t really going to travel abroad so they only need to learn xyz. Our job as teachers is to open the world to our students and prepare them to the best of our ability for what the future could present our students. It is also to provide hope and opportunity to students who may not have even realized or considered that it was possible. My academic career has been focused in a large urban district. Many of our students have not left their […]
I could wait another day to write this. It’s an incredibly beautiful day outside, a truly beautiful spring day in Montana. I could wait until I’ve read those essays, typed up that report, found those fantastic resources for my unit that have until now been evading my most clever googling. After I’ve accomplished all that -or not- I could effortlessly justify waiting until tomorrow or next weekend. There’s always going to be enough time next weekend, right? But now is good. More than good. The past few days were filled with great professional development. Scratch that. The past few days were filled with professional inspiration. One day was spent with our district’s fifteen middle and high school language teachers and Thomas Sauer. Not his first visit, hopefully not his last, and such a valuable opportunity to continue our conversation with him on our collective and individual paths to proficiency. Add to that an additional day and a half that he shared with our state organization, taking teachers from each end of this expansive state on their first steps of the path. Invaluable. And so I’m taking the challenge (thank you, Thomas) to put down my own words as an opportunity […]
I am so excited I attended the TELL Collab Nashville, held at Lipscomb University’s Spark Center! It was an energizing way to connect with passionate language teachers, to enjoy some of Nashville’s great local music, and to reflect on my own teaching over this school year. We’ve come a long way. In the midst of stretching our minds and growing our students and reflecting on our practice, it becomes really easy for us teachers to start to feel bad about everything we haven’t done for our students–not given enough corrections, not given them enough authentic resources, not taught them all new vocabulary in context. In addition, it is just as easy to think about all the methods we’ve done that we are having challenged–teaching grammar explicitly, giving heaps of vocabulary lists, having students memorize so many verb tenses. Because we teachers are often over-achievers, this kind of thinking can really put a damper on our end of the year, so instead of feeling invigorated at the end of the year, our classes turn more into babysitting with the hopes of starting afresh in the fall. Forgive yourself. We teachers are good at sharing ideas, so the TELL Collab was such an igniting […]
Disclaimer: I’m going to share a very vulnerable confession, which as a teacher is extremely dangerous because it puts me in a perceived “weak” position. Although I confess that I struggle teaching Spanish 1, I choose to view it as a strength because it helps me evaluate what I’m doing, how I’m doing it, and what I can do to improve. For any other educator out there, I would encourage you to do the same. During my first few years of teaching, my mentor teacher created my schedule so that I taught only Spanish 2. Being that I was fresh out of college, I appreciated that she wanted to help me hone my teaching skills and classroom management. As I became more comfortable teaching Spanish 2 and the proficiency targets and descriptors, Spanish 1 was added to my plate. I was so excited. The growth in Spanish 1 is magical. They literally start with nothing and you get to see their growth. As an educator this is very empowering. It is also very empowering for the students to think about their metacognition. For the past few years, I have drawn some conclusions about Spanish 1. Somedays, I feel like I am […]
It was a busy week on the Path to Proficiency blog that took a very reflective turn. Four new posts, including a new author, that shared some vulnerabilities and reminded me of the human side of teachers. I’ve been saying for years, I often know how effective a teacher is by their reflections. Many of the most effective teachers are often also the most reflective teachers. Blogging certainly is one way of reflecting on your practice and perhaps even processing your own reflections. I’m thankful for teachers who have chosen to share that important process with us publicly. Here are the reflections that caught my attention this week. EPIC Telenovela PBL Unit & Final Exam Spanish teacher, Laura Sexton, recently attended the TELL Collab Nashville and shares how the EPIC Growth Plan model is now playing out in her classroom as she prepares to close the school year on a high note, developing a PBL Unit for her students. Read Laura’s post –> The “Level Up” Writing Workshop Class… Allowing students to provide peer feedback on their work can be a daunting task that requires a carefully designed structure to ensure it truly supports the performance & feedback process. Japanese teacher, Colleen […]
Last year I did an introductory vocab lesson about clothing that had high-energy, engaging, and competitive activities, and lots of Spanish. What it definitely lacked was ANYTHING related to culture, authentic resources, or real people doing real things. The lesson was fun, but as I try to improve what I do in the classroom, I am working to find more authentic ways for my students to engage with the language. This lesson is the upgrade from last year’s lesson. I was searching for videos of clothes shopping, but really, who makes a video of themselves wandering through a store?!? And then I found this on YouTube: “Ropa para ellos: Hombre ejecutivo.” I almost cried. I texted the link to some friends and basically yelled “You have to watch this RIGHT NOW!” It was real and clear, slow enough, with visuals and explanations, and WOW! I set out to make that the connecting piece of the lesson. This is my level 2 class, so they already know the basic clothing items, but it’s been awhile, and we’ve never gone deeper into fabrics, styles, or functionality of clothing. This video has possibilities of tasks well beyond what I did with it, but […]
I like having new ideas and providing solutions. I like trying new things. I like changing. And I don’t like hearing excuses. This doesn’t mean I’ve not had my fair share of adversity; rather adversity, in part, has helped me forge ahead and maneuver through the situation to find a solution. In my senior year of college, I only applied to two graduate schools, so when one rejected me and the other accepted me, I was on my way to Spain to study. Yet, halfway through my year-long stint abroad, I became extremely ill and had to withdraw from my program and move in with my parents because I had Guillain-Barré Syndrome and, subsequently, couldn’t walk for about a year and a half. I was in a wheelchair during that time and had to relearn to walk while using forearm crutches. (Can you imagine having to learn to walk at age 23?) Not one to sit by and let life happen, I re-enrolled in my undergraduate university–the one I had just left six months prior–and worked on an additional degree during the next three semesters, then returned to my graduate program during the summers. I couldn’t just stay where I was–in my wheelchair […]
Feedback is critical to any learning endeavor but I would pose that more important than feedback is to feed forward. It is one thing to tell learners what they did right and what they did wrong. We do that rather naturally because that is what any graded paper tells students. All too often though those papers or rubrics end up on the floor or in the trash as soon as students see a score. When this happens, there is an obviously disconnect between the feedback we have provided and what the students find helpful or useful. We need to ask ourselves how then can we provide feedback that feeds forward improving student performance? First, focus on clear expectations for performance. Next, use evidence to provide feedback on the performance. Finally, devise a plan for continued growth based on the focus and evidence. Focus Annual performance targets are very important but looping those performances through every unit and every assessment is just as important. Embedding these expectations in every nuance of our classrooms is critical to success. Once you have focused on a target you now have something to compare the student performance with. Using the ACTFL Proficiency guidelines, you can […]
There was a time not long ago that I would write a week’s worth of lesson plans at a time. On Friday I sat down (with my textbook teacher’s edition) and planned out the next week’s lessons, pulling the support materials, and then following the set plan. Since making the shift to teaching for proficiency, I’ve found that, for me, that practice had to be left behind along with my 15 year old textbooks. I find that by following a thematic unit, and planning a lesson at a time, I am able to be more responsive to the children’s needs and language development. But, it’s more work and has required a shift in how I use my planning time. I am in the process of writing units, and a normal teaching day involves 7 classes spanning an age range of 7-14. Truly, I love teaching the various levels, but at the end of the day, working with a rapid fire class schedule, there’s never enough time and something is often missing: Reflection. It’s this piece that is often left off in the time crunch, but it’s so, so important to me. Reflection is when I can assess how effective (or ineffective) […]
It’s been one of those really busy weeks, where I have been counting the days, hours, and minutes until the weekend. For some reason nothing seemed to work this week and everything was due at once. It’s nice to know though that I wasn’t alone and going through these blog posts reminds me that we are together: a family of educators. Hope you find these posts from “my family” as helpful as I did this week. The Empty Desk Being a language teacher is so much more than inspiring young learners to acquire a new language and explore new cultures and perspectives. Anyone that has spent some time teaching, knows that the “it’s all about relationships” mantra couldn’t be more true. This certainly hit home in this incredibly raw post by Spanish teacher Jessica Pederson dealing with a sudden loss in her classroom. What Jessica describes just might be the most important task you have as a teacher. While I hope that not every teacher has to experience this, it provides me with comfort to know that our students are in good hands. Read Jessica’s post –> They couldn’t hear the word “no” This rich post from Spanish über-Blogger, Sara-Elizabeth Cottrell, […]
It’s teacher appreciation week! It’s time to celebrate YOU! While I personally believe we should be celebrating you every day, I’ll take advantage to thank each and every teacher, official and unofficial, that dedicate their lives to this calling. Please understand that this emanates from a place of deep gratitude for the teachers who have engaged with my son but also with every other student in Shelby County Schools (SCS) and beyond. I feel deeply connected to our students and want nothing less for these children, and all children, that I want for my own son. Not every person who serves as a teacher feels called but those of you who relate know the passion and dedication for which I am most grateful. I am grateful for your hard work. I am grateful that you spend countless hours creating awesome lessons and conveying content in a manageable way to our precious students. There are however a number of things for which I am grateful that often go unnoticed. Thank you for the model you provide. Yes I am grateful for the content and the instructional modeling you provide, of course! More explicitly however I am grateful for the model you provide […]
This post is not shiny or flashy with great pictures of my kids engaged and working on creative, fun, or culturally relevant tasks. This is a reflection on a week that ended with crying and an unhealthy amount of chocolate chip cookie dough ice cream. This was my week of EPIC failure, and I feel that you should know when it falls apart for me as much as when things are clicking along on this proficiency path. Sometimes, for any number of reasons, we don’t do what we know we should do, and our kids fail. This is what happened in my class this week. Someone once said, “no student has ever died from bad world language instruction”, which I’m sure is true although I haven’t fact-checked that statement, so I would like you to come with me and reflect on the results of my recent experience with my own “bad world language instruction.” Let me set the scene for you…I am giving a Benchmark exam: the summative assessment of the whole unit. The listening passage plays, the speaker is speaking, and my children are staring at their tests with expressions ranging from slight confusion to horrified awareness that they […]
The countdown has begun! Ok who am I kidding, the count down has been ongoing since mid February but nonetheless the end is in sight! I don’t know about you but the closer to the end the faster is all seems to fly! SO here’s three things I think you HAVE to do before you blink and your time is gone! Get feedback You have just spent a year together. No one is better suited to give you feedback than the people you have been with day in and day out. The vast majority of your students will give you meaningful feedback. What worked best? What could I do better? What advice would you give to future students of mine? If you could tell me anything what would it be? No names, no identifying content just feedback. Teachers get told all kinds of things and many messages are mixed. Administrators, parents, colleagues all provide us feedback based on a variety of motivations. The most critical feedback we can get is that from our students. They see us at our best and unfortunately some days, less than our best. We are human and they get that. So if you are serious […]
Oh, the tension of end of the school year. Can you feel it already? Teacher nerves are shot. Students have checked out. Just about everyone including the janitors are counting the days until everyone is gone for the summer. But the year isn’t quite over yet and how you close a school year might be almost as important as you start one, so I’m thankful for those teachers who continue to push themselves and the learners in their classes. Even more thankful when they continue to share their reflections that cause me to think. Hope some of these posts from the past couple of weeks will do the same for you. “Why We Are Doing This?” – Intentions Set Expectations For the Interpersonal This just might be the most frequently asked question by learners in classrooms today and if you can’t answer that question for each and every one of your activities, you may want to rethink your plans for the day. Japanese teacher, Colleen Hayes, reminds us that it isn’t enough to share learning targets or agendas with students, but to help students see connection between the activities and the potential learning outcomes. Give our lesson a purpose and […]
Teaching AP Spanish, for me, is as much a reflection on teaching Spanish 1 as anything could be. A couple of years ago, I was teaching several sections of Spanish 1 in addition to levels 3 and AP. Before that year, I knew what I was supposed to teach in level 1 because I was striving to provide them with the best basis possible for moving up the pipeline and to be ready for college level Spanish. But bridging from level 1 to college seemed so nebulous for my students. In Spanish 1, many of them were freshmen, so thinking about college seemed like an experience too far away to even think about that kind of investment. But what does it look like when students are taking Spanish 3 or 4 and are going to be in AP next year? How could I build into my students this year so that they’re ready for the next year? What should my levels 3 and 4 students know before coming to AP? Well, I asked them. Overwhelmingly, they said that students need to be able to talk to someone else. Not translate. Not script. Not conjugate. Talk. This was satisfying to hear, as their teacher, because […]
In thinking about assessing proficiency and growth as I approach the end of the year, I sometimes feel overwhelmed and a bit of self-inflicted pressure. Since making the switch to teaching for proficiency, I’ve come to understand the importance of assessment and feedback like never before. I am greatly influenced and inspired by the wonderful proficiency focused teachers on #langchat–many of whom work in secondary education, and have planned creative, effective IPAs for the end of the year. At the elementary level, the process of assessment looks a little different– and when I feel overwhelmed with the task of assessing all of the levels I lead, I try to remember what makes language learning in elementary so unique–it’s the long haul. The privilege of teaching elementary world language is developing a long term relationship with my students and the students’ long term relationship with the language. What this means in my school setting, is that I’m not looking at where the children are at the end of 2nd or 3rd grade always, rather where they are functioning at the end of 8th grade. It may take up to two years to see real measurable growth–especially because I only see my […]
Summer is here in Memphis and it is arriving quickly for the rest of you, even if it doesn’t feel that it is. So this is the time of the year that we work long hours grading final exams and doing more math than many of us care to do normally in order to get grades submitted on time. So my question to you is this, what do your grades communicate? Do your grades paint a picture of the language your students have developed this year? Do they communicate how well they followed directions? Perhaps this is something that you haven’t thought about. As an administrator and working with many principals I can tell you it is an important distinction. Now or as school closes is the time to reflect over the year and the messages we send on the permanent records of our students to advocate for or against language learning. I say it like a broken record, every day in our classrooms we send messages to kids about who they are as language learners. Grades, send the biggest, loudest message. So what do they say? Let me share two interesting situations I experienced this school year to get […]
I tweeted earlier this week about getting my brain food ready in preparation for the TELL Collab in Austin, Texas, this weekend, and it really got me thinking about the kinds of ways we teachers feed our brains even on summer break. I don’t know about you, but whenever I’m engaged in some serious thinking–from taking exams to preparing them to collaborating with colleagues–I get seriously hungry because I almost feel the same kind of tired as if I’ve just worked out! In the same way I’m ravenous after a good session in the gym, I’m tired, hungry, and a little sore after a good collaboration and planning session with colleagues. But it’s the middle of June, and summer break is in full swing. Why think about the next school year and working with colleagues now that the school is already over? I don’t have to go back until the fall; we’ll have a more collaborative year next year. The thing about being a teacher is that we’re always thinking and planning and talking and researching, and often as soon as the year is over, we’re reflecting on how to make the next year even better. There was a post on […]
August happened, there’s no turning back… So I mustered up the courage and walked through the classroom door. Greeted suddenly by the off-gassing of new tables, I immediately threw the windows open. Then came the deer-in-the-headlights moment. What will I do with them? How will I arrange them? Should I figure that out first before digging into the “real work” of getting ready for that first day? I have to admit that I’ve always put the classroom arranging and beautifying tasks ahead of every other task in August; after all, I can’t really “think” until my stage is set. I had asked for the tables, but hadn’t anticipated what they’d mean to my space. I’ve always put a great deal of importance on my physical environment, be it my childhood bedroom, run-down student apartment, or my classroom. I can’t wait to hang up pictures, create color combinations that are soothing, make the atmosphere gemütlich; and that goes for my classroom as well. I’d always felt very confident about the learning environment I provide my students. They like my room, and they say so. The couch is a seriously comfy 70’s floral monstrosity, there are interesting ads, pictures, posters, infographics, and […]
How many times have you set a goal? It may be too many to count. Perhaps the better question is how many times have you set the SAME goal? The question becomes do we have the right goal for the right time and if we have the right goal, how do we see it through to fruition? The answer is deceptively simple. The answer is consistency. It’s easy to say but difficult for many of us to put into action. So what will be your goal for this school year? How will you ensure you work on it consistently? Here are some ideas to get you started on an EPIC Year. 1. Be Honest Where are you right now? What evidence do you have to support your opinions about your current status? I’d encourage you to use a TELL Self-Assessment to get started. Pick a topic, or a domain or the foundational criteria and jump in. The more frank with yourself you are the better. You cannot make focused, sustainable growth if you do not have a solid grasp on where you are right now. The more accurate you are the better the results. It’s not always easy to look […]
We all talk about building classroom community and building relationships with the students, but I have to share a story with you all. I recently lost my voice for two weeks, which really messed with my identity as a teacher, much less a language teacher. But even though we’d only been in school a few weeks, I’m very proud of how my students worked hard on their interpretive skills since I could only whisper. Each day, one class kept a tally of how many days I had been without my voice, and they even marked their papers with the hashtags #FindProfesVoice2k16 and other fun hashtags like #StillNoSignOfIt. They asked about my voice and were concerned because they knew they were missing out on the excitement to grow that we had built upon during the first couple of weeks of school. This year, I have tables instead of the traditional desks, so my students are able to facilitate more of a community and collaborate more on their work, and I think it’s really working so far because we have “Table Talk” (said in my best/worst imitation Brooklyn accent) before we have any whole group discussion. I think “Table Talk” really solidified the […]
I have been trying to write a post for over a month, and nothing has been working. I’ve been struggling with writing, deleting, thinking “this sounds ridiculous”, etc, so I’ve written nothing. Tweets don’t count, although, I’ve at least been doing that a bit. As I’ve thought about it, I think what the problem is is that I haven’t quite gotten a grip on my brain this school year, so congratulations, we’re going to work through this together. We’re all on the Path, right? Please feel free to quit reading at any point… So this year I’m at a new school, and I’ve been working really hard to get my life together in this new place. Let me start by saying, I love it! I am incredibly happy, but there are challenges with how I manage my time (which I’m terrible at), how to work with new people, new and different challenges with students and curriculum, and how badly I miss some of the people I no longer see on a daily basis. It’s surprising how heartbreaking that last one is. Don’t discount that feeling, if that’s where you are. Change is hard. If you’re in the situation this year […]
Boy did I need Alyssa Villarreal’s recent post last fall–I was great about setting goals, but they were too many and too big! I spent the school year spinning, working non-stop and on the verge of burnout. What followed was a summer spent recovering from my near burnout crash–with no work, no PD (I’m happy to report that I am a refreshed and ready to go teacher this fall!). Last summer I spent a few days with Laura Terrill focused on writing curriculum–she made it clear that writing curriculum for the number of levels I teach is a multi-year process. Multi-year. Process. Although this was clear to her, everyone else in the room, colleagues from other programs…I was swirling in excitement about creating a proficiency focused, tailor made program after teaching in a curriculum void. This was the culmination of years of processing Helena Curtain’s work, following the cutting edge teachers on #langchat, and finally working with Laura. But my capacity did not match my enthusiasm. Once I had written a few units, I became an addict–I thought, “Well, if I write enough units for 4th-6th, why can’t I just get some new ones ready for 7th and 8th, too? […]
So lots of people have asked me about this post I made on Twitter about speaking circles, and I can explain it better here than in Tweets. Best day! Whole-class speaking circle but w/ teams, new topic every 8 min, TL earns pts for team, Eng loses pts, top team & Indiv get prizes — Rosalyn Rhodes (@spanish_rhodes) September 30, 2016 I need to start by admitting that this activity was completely on the fly, unplanned, and a change from what I was going to do in this particular class. This is my rundown of what I did and how it went, and I welcome any feedback of how it could be improved. To set the scene, this was Friday of a 3-day weekend, the day of the Homecoming game AND the last period before the Pep Rally…let’s go TEACHING & LEARNING! My class is Spanish IV, not honors-AP track, full of exclusively juniors and seniors. Most of them are athletes or band people, so they were going to be in the pep rally in 40 minutes and they were hyped up! They rolled into my class loud, excited, covered in blue and white everything (t-shirts, pom poms, beads, etc) and […]
Have you ever had someone say something so startling that, in an instant, their words seem to smack you in the face with a reality check? I recently had one of those moments: an abrupt and much-needed a-ha! moment, that reminded me to be my best teacher self, I need to give myself grace and keep it all in perspective. My former student, Teresa, was on a break from Georgetown University and we arranged for her to visit my classroom to catch up before she headed back to DC. She met my current students, and during my planning period afterward we chatted. At one point she asked, “So, how are things going? Are you liking your new school?” (I’ve recently moved.) I said, “Yes, definitely, but I have really got to get it together, I’m a little behind,” and gestured toward my computer and planner. Teresa smiled wryly and without missing a beat asked, “Like, actually behind? Or behind for you?” In that moment, I felt a pang of relief and a surge of reflection, as if her words had come out of her mouth, grabbed my shoulders, and shaken me. WOW. Teresa, knowing my love for teaching and desire to serve my students well, to […]
When I was observed as a new teacher by administrators and other people, they noted that I had a good rapport with the students, that I knew my content, that I stayed in the target language a good portion of the time, but that I needed to work on my classroom management. Our post-observation conference would go something like this: Them: You just need to work on your classroom management. Me: How do I do that? Them: Oh, you’ll figure that out. Me: ??? Fast forward several years, moves and schools later, and I’m a department leader and a school mentor who has not only interviewed new teachers in my own department, but I’m also mentoring a good friend, who decided to become a Spanish teacher in Brooklyn. I have plenty to learn myself, but what do I say to new teachers when they ask me about how they can improve their classroom management? Or what about developing rapport with their students? Or how can they adjust their lesson plan to help students without sacrificing the lesson pacing? Here are four things I’ve learned over the years that I wish I’d known during my first year of teaching. I don’t know that […]
As our field grapples with the difference between performance and proficiency, translation and meaning making, fluency and errors, grammar and functional language use, I’ve been thinking a lot about my own language learning experiences. Born and raised in Germany, I was fortunate to be exposed a second language in elementary school by learning Russian starting in 5th grade. It probably was everything we would label a traditional language class, but when I had the chance to go to Russia at the age of 14, about three and a half years into my Russian studies, I jumped on the opportunity and was indeed able to use some of my fairly novice Russian to communicate with my peers in then Leningrad. My second second-language learning experience was English and began in 7th grade. Once again, it was a fairly traditional experience: we following the book (“English for you”), watch the matching video series on TV, and spend most of our time trying to convince our teacher to let us leave class early so that we could beat the line at the newly opened soft-serve ice cream stand close to the school. Remarkably, it worked rather frequently, but of course, I learned very, […]
Going to a conference, especially one as large as this year’s ACTFL Convention with over 8,500 attendees, can be incredibly invigorating. Meeting so many teachers who seem to understand just how you think, who understand your struggles, and who are trying to figure how to make this “proficiency thing” happen with their students. But even if you went in with a carefully designed conference plan, after three days of attending workshops and sessions there will come a point at which you get to information overload and you might end up feeling like this: In a post #actfl16 funk. Learned so much to improve classes but not sure where to begin … — Melissa McIntosh (@MMMCINTO) November 21, 2016 How can you continue on your conference path so that your new ideas don’t become forgotten plans? Last summer, I ran across a wonderful blog post by Pernille Ripp that outlines some steps for implementing change at the beginning of the school year. Since going to a conference, especially one so close to the holidays and the change of the semester is almost like getting a second new beginning of the school year, I thought it would be worthwhile to explore some of Pernille’s […]
#ACTFL16 was, again, an exciting, worthwhile experience for me. I find it incredibly energizing to be in setting after setting with like-minded language educators, be it a session, a meal, or a champagne toast, with dear friends or new acquaintances. It is important to sustain the energy that a convention activates and to reflect on what you would change if you left feeling like you missed something (confession: been there!). As our careers transition and evolve, so does how we consider professional development – we begin to need it in different quantities and qualities, and this really resonated with me this year at ACTFL. Professional development happens in waves, and like any good tide, the timing is purposeful and exact, and we must be expecting it. If not, we’ll either drown unexpectedly or obsess over the lack thereof. We must realize that developing in our profession does not mean that the figurative water is always at the same level – it adjusts and therefore we must adjust according to what we need to receive. Don’t drown: If you left with a lot of ideas and new considerations, that is wonderful! Give them a few days, especially over break, to float […]
Perfect is boring. No one likes the person who is perfect, or thinks he’s perfect, or strives always to be perfect. It’s exhausting and thankless work to be perfect, and honestly, it is really annoying to the rest of us. Because at the end of the day, none of us is perfect and in that imperfection, and our daily quest to find our best self, lies the richness of life. This shift in mindset was hard for me. I am your classic over-achieving, type A, obsessive must make all changes now and they must be the best, new, engaging proficiency-based lessons possible with no downtime during transitions and using all the 12 items on my TEAM evaluation form in every class in 47 minutes every day while maintaining 90/10 language input and having students show progress every day with a perfectly formed response , beautifully pronounced, which attempts to use complex structures, varied time frames and rich vocabulary appropriate to the topic. WHAT????!!!!!! I was killing myself and my students, as well as our love of learning. We had lost sight of the real reason we were all signed up for this class. We wanted to speak–let’s face it, that’s […]
I’m convinced that the band “Taking Back Sunday” was talking to a group of ragtag, tired teachers when coming up with their name. In the throes of DEVOLSON, it’s entirely plausible. Taking Back Sunday is the mindset I adopted exactly five years ago today (thanks, Facebook “On This Day” feature!): to reclaim Sunday, which, at the time, was THE most stressful day for me professionally, no question. Sundays were for grading, planning, and panicking, period. Around, hmmm, 11am or so (right, teachers?), I started to feel and think, “Ohhh no, there goes the day… Monday’s coming…” and the panic would set in. ELEVEN. ELEVEN IN THE MORNING. What? Alas. I would get on my computer and start working, for pretty much the entire day thus taking time away from my family, hobbies, and sanity. On a micro level, my Sundays really stunk. On a macro level, that means I was teaching all week, then attending football games or the like Friday evening, getting Saturday to rest and recharge, only to work all day Sunday, miserably, while others went to church, hiked at the park, brunched, hung out with friends, relaxed, the list of fun Sunday activities goes on (again, thanks, Facebook, […]
I was so glad I was able to attend ACTFL this year in Boston! Though it was my first time attending an ACTFL convention, it really felt like a class reunion more than attending a convention because there were so many friends and colleagues I got to catch up with that I had seen at other events around the country in the previous year! The past 18 months have been a time of incredible personal and professional growth for me, and I have been able to meet some really tremendous people who have pushed me in my world language teaching. Whether it was through participating through #langchat on Twitter or the Leadership Initiative in Language Learning in the summer of 2015 or the TELL Collabs in Austin, Texas and Nashville, Tennessee, I have had some extremely validating and challenging conversations with astounding professionals and leaders in our field who believe that students can grow and become proficient communicators of another language. These are leaders who are making impactful changes in their schools and districts day after day. And that’s exactly what the theme of this year’s convention was: ImpACTFL. We, as language teachers, make an impact on our students to reach beyond the […]
I’ve been struggling hardcore with my one of my classes recently. They’re an upper-level class, and I feel like we’re doing the same style of thing every day, or most days at least. Their interest in conversation and authentic resources and real-life issues is not really that high, and I’m at the point where I don’t want to try because the class has a weird vibe and it’s stressful. It’s a course where I have a ton of freedom, and the students and I have picked the topics and themes we were learning about based on our interests, and up until recently, that had gone pretty well. In the few weeks before Thanksgiving, it started floundering, and I was stressing myself out and making myself really sick. I spent Thanksgiving hanging out with my family from different places, and the more my cousins and I talked about what it was like when we were kids, the more this idea began to creep into the back of my brain. I was going to take that class I was struggling with and do a mini-unit about their childhoods and their family traditions. I was betting on the fact that they’d actually have […]
Well, we’ve arrived. My husband and I are now thick in the stage of life where nearly each of our friends have one child and most have more than one. In the age of social media, we get to see these children grow up, which is pretty cool – I think of social media pictures and updates as a constant holiday card, always there when you’re ready for it. Technology can be an amazing thing! And, of course, in said pictures are activities: karate, music, soccer, basketball, math team, anime club, and much more. I can’t help but notice, more often than not, however, so many participation trophies, medals, and ribbons. Sigh. I hate even typing that. I am a millenial, and while my mind says, “We aren’t all special snowflakes, people!” my heart whispers, “But you are different, you can be anything…” That’s all well and great for character and confidence, and my parents made keeping our egos in check a main priority in a number of common-sense, now-comical ways. Society, however, didn’t. Society, and most of the input those of us under 35 received from the time of conception was that by golly we showed up and did our best and […]
As the calendar turns to a new year, we are of course looking back at 2016 and looking forward to 2017. We added several new authors this year and more are coming on board next year. Since it’s an unspoken rule to share your top posts of the year, we thought we do the same in hopes that you find some new posts that you may have missed throughout the year. Here are the most visited posts for each of the Path 2 Proficiency bloggers in 2016. Jaime Basham: Finding the Right Word I read a scholarly article (that I have since misplaced in my digital hoard) that highlighted that native Spanish speakers employ the use of circumlocution because of the linguistic variety and different dialects. As I thought about this, I realized that I also utilize circumlocution frequently (in both languages that I speak). I decided to implement this process … continue reading Sharon Deering: The Life-changing Magic of Tidying the Learning Environment Marie Kondo’s book The Life-changing Magic of Tidying Up is all the rage on social media and #1 on the New York Times best seller list. It is certainly a novel approach to keeping a neat, functional house that begins with […]
“Should old acquaintances be forgotten, And never brought to mind?” … it only takes this song and a couple of hours of reflection on the just-completed calendar year and our list of resolutions or goals for the new year is longer than the grocery list for Christmas dinner. Of course, it’s easy to set goals and in our profession getting that winter break is like starting the school year all over again. We get to reset what happened in the fall. We get a second chance. And this time we’re gonna get it right and here are all the goals that are going to help us make that happen. Slow down for just a second … What if the idea of setting goals is the last thing you should be focusing on this time of year? Forget About Setting Goals. Focus on This Instead. Take a moment to read this insightful post shared with me by a good friend: Forget About Setting Goals. Focus on This Instead. … Did you click on the link and read the post? No. It’s ok. Here are the main points James Clear is trying to make and that resonated with me from the world language educator perspective. 1. […]
I’m packing. No. Not guns. Strategies, activities, techniques, differentiation. All the materials I need to tackle the path to proficiency. I love the title-Path to proficiency. The word is so apt. A path is long & winding, with mountains and valleys, obstacles, and rewards. When we set off, we’re full of optimism and excitement, but we can quickly tire and feel that the end is nowhere in sight as the unforeseen challenges of the path rise up to thwart us and to steal the energy and joy we had at the outset. So, we must be sure to think carefully about the things we will need to travel the path, especially when it’s a new one, like the path to proficiency is for me. Luckily, along the way we meet other travelers, who share the trail with us, and even offer some of the goodies they’ve packed or picked up on the way. Training for the path I walk. A lot. In fact, I’m training with a friend to hike part of the Camino in Spain. And the one thing I’ve learned is that being well-prepared and packing the right things makes all the difference. We’ve done other races and hikes […]
… as in, a self-assessment, on proficiency. Ask yourself: “What exactly do I know about the levels and what they look like? Can I explain it to students, and/or parents? Can I hear, read, and observe examples and then rate them?” For me, a lot of work went into the paradigm shift that is proficiency-based teaching, and the next step was educating myself on the ‘when’ and ‘how’. I knew that before I could teach it I had to know it backward and forward. Teaching it, in turn, reinforced it, and I continue to learn and see it more holistically every day. Then, at TELL Collab 2015 (left), I made it my E.P.I.C. teacher goal to “make proficiency levels and performance routine, accessible, and empowering for my students.” My 2016 goal (right) was then to not just do it but then do it more frequently. But first, I had to figure out what the heck to do and where to start. Back in 2015, I explored and studied these resources from Shelby County Schools in Memphis. There are proficiency explanations in parent- and student-friendly language as well as curriculum examples and much more. Click around, there’s a LOT and it’s refreshing that they share graciously […]
As a father of young kids, I’ve talked with other dads about when to share one of the most sacred of topics with my kids: Star Wars. We’ve gone ’round and ’round with what age, what order, and whether or not to start at Episode 1 or Episode 4, but the thing that remained clear was that this was a rite of passage from us to our children. We were discussing this in community in such a way that we might share our love of Star Wars with the younger generation so they, too, may know the joy we knew growing up about the mythology of the Force and the excitement of having light saber duels in the backyard and reciting “Luke, I am your father” in your best Darth Vader impersonation. (Maybe that last part was just me.) Many of us can recall our first time watching these movies and being mystified by the phrase “Use the Force.” And as I was introducing my sons to the movies over the winter break, thanks to the generous gift from some relatives, I made the connection that no one was working alone. Everyone was working in teams–red leader and the X wings, […]
We are all so busy and it’s hard to keep up with blogs, social media. Many of you told me that you liked the weekly blog summaries I started last year and you missed reading them. It’s a new year and a new attempt at keeping up, even though I’m not making it my goal for 2017. In order to last longer than April this year, I need your help. What are your favorite language teacher blogs? Comment here or send me a message. See a post that is a mind grenade, let me know via social media so that I can include it in these summaries. Here are the posts that caught my attention over the past couple of weeks. Resolutions (Systems!) 2017: Become Officer Hopps We still can’t escape all the New Year’s teacher posts. Spanish educator, Sara-Elizabeth Cottrell, got in on the game and provided her own unique spin on it and reminding us that “the difference between a good and a bad teacher is not the presence of mistakes, but whether they are OLD or NEW.” Read Sara-Elizabeth’ post –> ACTFL16 – Big Idea Spanish teacher, Jennifer Kennedy, continues her reflection on the learning at the 2016 ACTFL […]
In October, I laid out here the goals I set in the summer and, motivated by Alyssa Villareal’s fall post, committed to reporting back and holding myself accountable to them. This fall, without going down the rabbit hole of politics, I’ve found myself struggling to stay on my path and focus on teaching–as I have in the past when facing personal or family challenges. From time to time, we all have stumbles for one reason or another. Going back to those goals I set months ago, is helping me to refocus and not lose sight of getting better at what I do. Here’s where I am so far on my goal of providing more comprehensible input (overlaps some with cultural goal). First and foremost, my biggest lesson so far is that I don’t have to create everything myself–lots of talented teachers have come before me, created, found and share great materials. What I need to do is exercise good judgement in choosing rich materials that provide engaging comprehensible input. This fall: I put together a lesson on Mexican Independence Day for elementary ages (a holiday I’ve avoided because I didn’t think I could stay in the TL). I used a […]
After spending a wonderful weekend at TELL Collab Seattle last week (thanks to Japanese teacher, Colleen Lee-Hayes for her reflections of the learning on day 1 and day 2 last), I’m back to reviewing some of the posts that caught my attention over the last two weeks. And with just about everyone back to school, so are the bloggers who have been sharing insights and reflections from their classrooms. Take a look at these posts that made me stop and think and consider joining me in NYC in March for another TELL Collab. Spinning Plates: 30 preguntas for planning Planning a lesson is likely one of the most difficult aspects of being a teacher, and it’s no secret that most teachers don’t have enough time for it. Spanish teacher, Laura Sexton, shares a series of categorized questions that help her stay focused. Everything from how she can make herself comprehensible to the learners, to infusing culture, and differentiating, to keeping the focus on getting her learners to “a real, concrete communicative situation”. Of course, I’m already contemplating how to turn these questions into a lesson planning template. Read Laura’s post –> New Year’s Resolution: Type my Lesson Plans Speaking of lesson planning. In my […]
What a busy week in the blogging world. There were so many great posts from educators that it made it really tough to pick the ones that really made me think, smile, or wonder. Hope you’ll find them helpful in your own journey. Using Proficiency Levels With Students? I NOW Get Why! (Or “You Don’t Play Video Games Just to Play Do You?”) Inspired by the work of teachers in both Jefferson County (KY) and Shelby County (TN), I’ve been talking about the importance of getting learners involved in understanding proficiency. Japanese teacher, Colleen Lee-Hayes make a pretty powerful argument for inviting her students onto the Path to Proficiency instead of just “asking them to play the video game over and over but I have failed to validate this but giving them a ‘new level’ to achieve.” Read Colleen’s post –> Student-Teacher Relationships Are Everything We have all taken the class. We have all sat through the professional development and yet it’s easy to forget. Educator, James Ford, provides a very blunt reminder that the “relational part of teaching may very well be its most underrated aspect. It simply does not get the respect it deserves.” And I really really want […]
So it’s not a surprise to anyone that I am a super fan of foldables, but I’ve realized that Twitter is not really the place to try to explain how to make and use them, so here we go. Some of them are really complicated (the secret door foldable), but this one is really basic, so here it goes … a step by step of how I make my city foldable, and a way to use it communicatively. What I’ve found is that foldables give me three really great things that I want in my classes. First, they store the vocabulary and structures in a way that is simple, organized, and somewhat artistic. Second, that vocab-storage thing requires listening to me speaking in Spanish the whole time, and trying to make their creation look like mine. (Sra. Spanglish and I started a #foldablefailures hashtag for when the listening and the creating get out of sync) Finally, the foldable is the tool they use as their scaffolded security blanket resource for speaking. I have started to put speaking activities in the middle of things instead of after just to help chunk the content a little more and squeeze in more targeted […]
Here are some of the blog posts that I “loved” this week. A year of Growth This practical post by Spanish elementary school teacher, Jennifer Kennedy, may be one of my favorites of the new year so far. Reflecting on her own growth as a teacher, Jennifer gives three recommendations that any teacher can follow to help them become a better teacher. What a great model of reflective practice! “We are happy when we are growing.” Read Jennifer’s post –> The Global Goals French and Spanish teacher, Lynn Johnston, shares a great resource that has inspired her in this original post and a follow-up post to think how she can move from just a standard topical approach to language learning to larger thematic and a truly real life focus. Move from vocabulary to service learning. And do all of that with her novice-level language learners in mind. The authentic resource link she shares is gold! Read Lynn’s post –> Blogs to watch 2017 If you can’t get enough of world language teacher blogs like me, you’ll like Spanish educator, Sara-Elizabeth Cottrell’s annual list of blogs. I always like finding new ones and who knows, whose post will end up in […]
OK. I’m just going to say it. I hate grading. When I was a kid and helped my mom grade it seemed like so much fun. Then I became a teacher and it seemed like the punishment for a job well-done. I think it’s because I’ve always felt like this was the area where I am least prepared. Don’t misunderstand, I know my subject content. I can talk about grammar and vocabulary and word choice and syntax. I love all those things and I know the rules backwards and forwards. Imperfect subjunctive is exciting to a language nerd like me. And of course, my education courses in college talked about positive, negative and constructive feedback. Teacher training boiled down to the basics: “good job” and “that’s interesting, but perhaps next time you could try it this way (insert correct answer)” were acceptable. “That’s stupid” and “Wrong!” were obviously to be avoided. Quizzes and tests were marked for correctness, distributed back to students and the next lesson/unit begun. But I don’t think I really understood what effective feedback looked like and just how valuable it could be. Then a few things happened that radically changed my whole practice and perspective regarding […]
As a teacher, it is so easy to focus on everything I’m doing wrong: Have I graded that batch of tests yet? Have I planned enough activities to fill the hour? Have I contacted all the parents I needed to? Do I have enough grades? Did I get in that announcement on time? A lot of times, the answer to these questions is “No,” but so many of those things mentioned are good things and need to get done. It can be difficult to manage an ever-growing to-do list, however, along with making time for my family and myself. The good thing, though, is that while all of these things are good to do, it is important to realize that we should focus on the right things. As teachers, we know that all of our activities in the lesson must match the objective, so when we plan our lessons, we should focus on the activities that will help our students along to the meet the objective, not just what we think would be fun to do. Likewise, the vocabulary or grammar we teach them should be within the context of meeting the objective, not just what we think they ought to know for sometime […]
Elena Giudice considers herself fortunate to have lived and worked in international schools in France, Puerto Rico, USA, The Bahamas, and Malta. Her studies in Intercultural Communications influenced her personal and professional growth in such positive ways that she strives to reach her students not only in their language growth but in the development of their social-emotional and cultural intelligence skills. Elena is currently Chair of the World Languages and Cultures Department at Saint Andrew’s School. I always look to lower school for inspiration. I firmly believe that many lower school learning experiences model best teaching practices that can be adapted easily to the WL classroom at any level. Sometimes, we don’t even realize we are modeling lower school experiences. For example, the lower school circle time is the moment in upper school when we begin class as a group, warm up, hook the students, share current events, and then move on to more differentiated or pair work, or small group activities. We may not be sitting on a carpet in a circle but we are starting class as a community – together. I have always loved the concept of student roles in the lower school. I was always amazed […]
Recently, I had coffee with a colleague from another elementary school to talk shop. She’s pretty new to the school where she’s the only Spanish teacher, teaches preschool through 8th grade, and is being asked to create a curriculum. To say that she is concerned and feeling a high level of stress, is an obvious understatement. I listened supportively as she unfolded her struggle to find the time and resources to create thematic units while figuring out what to do with the children in the meantime. My friend is a good teacher, and of course, is looking to attend training and build a network of colleagues who can support her efforts. All things that take time. Our coffee was an effort to get information and advice on where to head next, and I answered her questions, suggesting some nice, inexpensive materials to use while she works on developing her own curriculum and set reasonable goals for the class time allotted her program. I ended our conversation by simply saying, “Remember, at the end of the day, if you speak Spanish, the children are interested and understand and maybe use some themselves, that’s what it’s all about.” As I walked away, […]
Ah, yes, technology. Coming fresh out of a fabulous #SCOLT17 in Orlando, there were lots of technology ideas that floated around in sessions and conversations. These are great, because we do, indeed, live in the Information Age, a time where we can find nearly any piece of information at our fingertips. Therefore, we should definitely be using them with our students, and, even better, design learning opportunities with the technology in the hands of our students (not just us). Yet, school and how we ‘do‘ school largely hasn’t changed. We still require a certain number of hours, days, and credit hours, and students sit in front of adults all day largely sitting-and-getting, playing the game. We offer professional development sessions for teachers on how to get your students “up and moving” because what learning and learning in classrooms ‘look like’ has been ingrained into us to not include that, necessarily. Don’t believe me? Do a Google image search ‘students learning’ or ‘effective classroom’ or ‘good class’. Seriously – search that now. All done? All those fresh, scrubbed, smiling faces; don’t they look like our classrooms every day? Fed, prepared, excited, motivated. Ah yes, our students. Some days, absolutely. Other days? Not so much. […]
Spring is upon us, and teachers everywhere lament how difficult it is to keep students engaged as they are getting ready for state assessments and AP exams. It is also difficult for us teachers to stay engaged with new lessons and innovative ways to keep students engaged because we have been burning the candle at both ends for so long, and we see how our students are being drilled in other classes. What do we do when we have just hit the wall? Yes, Spring Break is coming up, but what do we do between now and Spring Break? Or how do we structure our lessons for the last marking period between the return from Spring Break and the end of the school year? In my last post I wrote about focusing on the right things in the class. But, how can we determine what are the right things to focus on when our students seem to swing between climbing the walls and slumped over their desks? Some teachers might even be thinking about the next school year already, declaring this year a wash. How can you keep your spirits up for the rest of the year without writing it completely off? […]
