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5 thoughts on “Meeting the Students Where They Actually Are”
This comment reminds me of a line I read in “The Read-Aloud Handbook” (I got it because Krashen recommended it in his Silent Reading talk). Trelease says, “Is a guest who arrives an hour early a better guest.” Early (forced) production does not a better lifelong learner make!
Presentational speaking should really be reserved for a communication class in L1. Even in an AP test, speech is not presented. It is recorded and sent off to the graders. Of course, we know that it isnt necessary for acquisition. We allow students to listen until they are ready to speak.
Communication theory discusses the three modes. It is a leap of logic to assume that what is observed among proficient communicators is the pathway to language proficiency. Preparing a giving speeches is a proper way to learn to prepare and give good speeches. It does not mean that it is a proper way to acquire language. Imagine expecting children to prepare for an annual speech as a way to acquire language. Now imagine expecting HS students to learn how to give presentations based on their acquired language.
And the title of the post is “meeting students where they actually are.” They are not at the presentation level of the language.
” Speech can’t be rushed. This is because the emotions rule everything, more than the brain, more than our externally-imposed school requirements.”
YES YES YES! Emotions rule everything. This is such a great reminder. I feel like I am good at this part, the “waiting until they’re ready” and not forcing it. AND I also find myself questioning my practice, comparing myself to the “superstars” and/or getting into that ego space of “oh…this does not seem like a ‘level 3′ class…oh no, I better get them talkin'” Fortunately I seem to smack myself upside the head soon enough not to actually DO that stuff. This is my battle though. Dukin’ it out with the ego!
Of course I would love it if my level 1 kids were writing 200 words in 5 minutes. But that is not where they are right now. I personally have a lot of work to do around boundaries and consistency. I am remarkably better at it each year, but like language acquisition itself, I find my own progress to be non-linear, slow and piecemeal!
I’ve been reflecting a lot recently because my “level 3/4” kids compared with my current “level 1” kids are not really all that much more “advanced.” They are exactly where they are because of so many factors, the biggest ones being their emotions and my own learning curve as a teacher in this community. I realized that the constellation of children in the “level 3/4” evolved from being in different groups over the past 2 years, many of which were downright chaotic and so whatever bailouts I ended up doing in each group for my own mental health reveal the current “gaps” or “lack” that I see currently. I sure can beat myself up about that if I choose. And I do choose this sometimes. BUT just last week in the student reflections, they express pride in what they can understand!!!! I was actually hesitant to even have the 3/4 kids do a reflection since I was projecting them saying “we haven’t learned anything” One kid expressed pride in a freewrite that I was like “oh man, I have failed these kids cause they cannot write!” He was genuinely excited that he could “write without struggling!” This slapped me upside the head–yet again–about being right where they are.
On the flip side, the “level 1” is strong like I have not seen yet in this school. I sometimes get a lil nervous excitement thinking about next year, like “holy cow I neeeeeeed some serious CALP lessons cuz these CI badasses are chomping at the bit and I wont be able to keep up with them!” This is due partially to the lottery of the combo of kids in the group AND to my improved consistency especially with regard to my favorite “rule #2” !!! AND to my very explicit priority on creating community in the group.
I have to remember not only to meet kids where they are, but to meet myself where I am 🙂