Just reposting some comments from Robert. I am searching through them and can’t find the one where you attach classroom behavior in terms of the Three Modes as very much part of an academic grade. Robert, could you either send that or rewrite something here to that effect. The attachment of behavior to grades has been a long time in unfolding, it has taken years, and I am not about to let it go now. So, Robert, when you have time send that. In the meantime, I found stuff worth re-reading in your comments over the past month as per:
Dear Everyman,
You are not alone. Let me repeat that. You. are. not. alone. You really are “Everyman” – every one of us goes through some version of the same thing, though perhaps not to the same degree. There are days that I am convinced I will never be a “truly effective teacher”, need to admit that I’m a fraud for pretending I know how to to this, and ought to go do something else. When I first started teaching, my master teacher for the credential became my colleague and the person to whom I passed my students. I was convinced that she would ask herself, “What in the world is he teaching these students?” because they weren’t prepared to move on in the language – and she was anything but a “traditional grammar teacher”. Every year I take level 3 and 4 students to our weekend German camp. I’m convinced every year that all of the other students and teachers will think that I haven’t taught my students anything because the other students will speak and understand so much better than mine.
So, first of all, self doubt is normal. Unfortunately, your situation magnifies that self doubt. As Ben said, the situation itself is sick. It’s like teaching someone to ride a bicycle, then worrying that the next teacher will find them lacking because they can’t identify all the parts of the derailleur and tell what they do and how it’s all put together. A professional may need to know all that, but not the casual beginner – in either bicycle riding or in language.
You are also right that you need more training. But, again as Ben said, you need training in TCI and TPRS, not in classroom management at this point. We can all learn things about classroom management, but your real need is training in the method. If at all possible, get to CO or NV – or even the conference in Punta Cana, Dominican Republic. Then you can combine relaxing at Club Med with the intense learning that will go on. 
I also want you to note something very positive that you wrote: The class . . . were helping me along . . . . You have connected with the class; if you hadn’t they would not have helped you out. At some level and to some degree (probably not as fully as you would like), you have connected with these students, and they want you to succeed.
Also, note what you wrote here: He watched some crap lesson in which I attempted to PQA off the top of my head some stupid and useless vocab from our text book. You took the worst vocabulary (from the text), tried PQA “off the top of my head” and still the administrator spoke highly of the lesson. You had to have been doing a lot of things right for that to happen.
I also think you are being too hard on yourself. Among other things, I think you are taking onto yourself what you can’t change – your colleagues. Do you know the Serenity Prayer? “Lord, grant me the serenity to accept the things I cannot change, courage to change the things I can, and the wisdom to know the difference.” It’s obvious that you care passionately about your students and your teaching, but don’t take responsibility for things that lie outside your control or influence.
You also wrote, I am not only a colleague of the other language teachers but a true friend. I know they are supportive of me but it bothers me to think that I am busting my ass to try this new thing and they keep chugging along with the traditional methods. For a different reason, I would echo Ben’s advice: forget them and focus on your own needs. They may not be as serene as they appear, and their “chugging along” may represent their fear of change. I have colleagues who complain about the district’s benchmarks, express a longing to use TPRS/TCI techniques in their classes, and absolutely refuse to make a move – I think they are afraid of “looking bad” as they adopt a new method. So they keep “chugging along” in their traditional methods and continue to watch huge numbers of students abandon Spanish in the upper levels.
One piece of advice I would give that differs from Ben’s is to talk to your friends – if they are indeed true friends. (N.B.: You may be their true friend, but are they your true friends?) At least talk to the teacher(s) who will receive your students next year. Be open with them about your struggles to get a handle on classroom management and the method you are striving to employ. Let them know that it’s hard and you are not consistent. Then talk to them about what they can expect your students to be able to do – speak, read, write, understand in context. Be honest that your students won’t know the “lingo” and technical terms. Tell them that any gaps in your students’ knowledge are because you are still learning the method – ask them for patience with you. If they are truly supportive, you may be surprised how much slack they will give you and your students.
At the same time, be sure everyone understands that it is unprofessional to denigrate a colleague’s teaching in front of students. You won’t say anything bad about their teaching, and they mustn’t say anything bad about yours. Also, some of your angst makes me wonder how secure you are in the alleged support of your colleagues. If you aren’t sure they are truly supportive, that will add to your stress.
You are right that your lead teacher is describing life skills rather than language acquisition. That doesn’t mean they are unimportant, they just aren’t what acquiring language is all about. You need to decide how important it is for you to help your students acquire particular skills. I would submit that most teachers are focused on teaching students traditional “study skills”, the importance of homework, meeting deadlines, etc. You are probably the only one teaching them the equally or even more important interpersonal skills of being authentic human beings who relate with other authentic human beings.
Several years ago a former principal tried to work on improving the school culture. One part of that was the “Take a Second Make a Difference” campaign. Another was a presentation of the “Fish Philosophy”. We watched a video about Pike Place Fish Company in Seattle. It was excellent, and I chose to adopt the four principles for my classroom. They have made a difference, even though I am not 100% consistent or successful in implementing them. The four principles are 1. Be There – show up physically, mentally and emotionally 2. Play – enjoy what you do 3. Make Someone’s Day – do something for someone else 4. Choose your Attitude – then act that way (a former pastor used to call this one “as if” behavior; act “as if” you were happy or confident or whatever)
I work hard to demonstrate these four principles and then encourage my students to do so as well. Each one of them is important, and most students don’t realize how empowering those decisions can be. When they complain about things I remind them that they have the power to choose their attitude.
Here are the URLs for two videos about Pike Place Fish Company and the Fish Philosophy. I recommend that you watch them in the order I posted them. The first one is a video of the fish company in action. The second one is a student project that presents the four principles in action. The video I originally saw was professionally produced and used footage from the fish company, but I have been unable to find it, so I used the student video instead. http://www.youtube.com/watch?v=dt8bQ8QeyhE&feature=related http://www.youtube.com/watch?v=eY0qjuYeKwA&feature=related
These are life skills that I choose to teach students rather than study techniques, importance of homework, etc. (though I also mention those from time to time).