A good question from a teacher brand new to the method in Detroit. What Brian describes below is common – he just more precisely puts it into words. He thus speaks clearly for others. Your responses will help him:
Hey Ben –
It’s my prep period and I’ve decided to give an update because I need to reflect on this process of TCI. I know these are supposed to be positive but as you can imagine as a beginner teacher , my reflection today is heavier on what needs improving.
First and foremost, I am happy to report that at least now in January I have some of the basic hardware for TCI as I understand it from the blog and Blaine Ray’s book. I have systems in place for jGr, quick quizzes, jobs, counters, the basic flow of introducing words, pqa, asking a story, retelling the story, reading, along with a list of CI activities to supplement (dictations, movie talk, magic tricks, L & D, etc). Overall, I am grateful to you all to have this framework.
My struggle is now actually making it work. I think it will take a really long time to absorb just how slow and intentional I have to be. I think I have made the in-bounds way to large for my students. They have a shallow recall of the 8 or so verbs I have introduced them to. Reading is thus extremely painful for them. Can I retrace my steps? Can I kick out words from our “in bounds” and just focus on 2 or 3 until they actually acquire them?
Also, with 85 minute blocks, it’s very hard for my kids to focus during any large-group instruction for long. I feel them. I admit that I tuned out a lot during Von Ray’s story telling trainings. Why can’t I translate that frustration I felt, despite believing in his theory, and make my stories more fun and relevant?
In particular, I have NEVER got R & D or any reading to be fruitful, to the point that I am beginning to blame the methods when really, it’s my lack of skill. This begs the question, keep trying to perfect the CI activities or adapt them? Especially since you all have painstakingly experimented with them, I know I need to keep trying, however it appears that I am living the definition of insanity, especially with R & D. I know there are other engaging reading activities (Textivate, SSR, etc. and things yet to be created) and I will certainly give them a try. But right now, the kids tune out and get bored. They would be a showcase for what an affective filter is!
The main tool I have is circling but the students get so exhausted and I have moved on too quickly without making sure acquisition was truly emerging. In fact, I hope this affective filter I’ve created with them is less damaging than it would have been with if I were trying the traditional way. We start a new semester Monday. I pray they will forgive and forget and that I can reset with a tighter boundary of words and make it meaningful. I am a little nervous that they will see any attempt at Story Telling or Reading as a me trying the same old thing, even if it’s slower and interesting.
Thanks Ben,
Brian Peck