This video starts at 6:00. So just move that little round thing at the bottom of the start of the video to 6:00 minutes:
When a class is pushing you, and Classroom Rule #2 and the “Zero Option” aren’t doing the job, you can go to two options, known as the “Mini-Elevator Speech” and the “Elevator Speech” –
(said to an offending child or group who keep talking despite your having used Rule 2 and the Zero Option on them) –
“You are sending me a message but let’s not talk about that right now. In fact I don’t want to talk to you about it at all, but I will be talking to somebody about this.”
This information is taken from the first of the Invisibles trilogy books, A Natural Approach to Stories (ANATS, 2015), which preceded A Natural Approach to the Year (ANATTY, 2017), which have now led to The Invisibles/The Invisibles Supplements (2019).
If the classroom rules are not the main subject of the first weeks of class, you may as well do a silly walk out of your classroom and stay gone, because nothing significant, except lots of headaches and heartaches, will happen in that classroom for the rest of that year.
A. Tell them that languages are about communication, not memorization, so that in your class they are expected to show up and to try to hold up their half of the communication, since they are half of the conversation. But since they don’t speak the language yet, you will be doing most of the talking, but that doesn’t let them off the hook of having to listen. Listening means sitting properly, showing the intent to understand what you say, answering to the extent that they can, usually with yes or no answers, and showing patience until they get older when they can speak themselves.
Make sure that they understand that speaking takes many years to happen after much listening, but the listening has to be of good quality, so they have to do their half, during class. Tell them that it is harder for them to listen than it is for you to speak and that to do their half in the class is not easy. But if they do they’re half, they will be rewarded. If they do they’re half during class, and if they really want to learn the language, and if they follow these rules, then they will really be surprised and level two and three at how good they are at it.
Tell them that this is different from their other classes, where they don’t have to do there’s 50%, and that all they have to do in their other classes is sit there and memorize and then they’re OK. But in this class they have to show up and listen, which involves respecting you and your efforts to communicate with them, since that is the national standard. They have to do their 50%.
You can also use the hand motions that are described somewhere in the book that make them understand the three modes of communication. This is where you draw your hands to yourself from outside to show the interpretive skills, then you put your hands back-and-forth across in front of your body to show them the interpersonal skill, and then you take your hands from your chest and move them out to show them the last skill they learn, the presentational skill. This is also a good thing to use with parents, when explaining to parents the three modes of communication.
Both the students and the parents need to know what’s expected of them in terms of the interpersonal skill in class, and those hand motions help explain.