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64 thoughts on “Question”
Hey Bliss!
Glad to see a new face. Or name at least. 🙂
I think you’re right on here. You are using the kids’ ideas. Do you have student actors? Student jobs? My own VP loves that we have the student jobs!
Also you could give a quick quiz at the end of class. That’s individual work and I like giving them. It provides more input and everyone basically makes a 100 so it makes everyone feel good. Especially me their teacher. Also reading is individual.
There’s a admin education tab in this PLC you might check out.
Thank you so much, Tina! It’s funny you mention those things because he saw them. We even had this awesome post-observation conversation in the fall where I explained it all to him…the method, the rules, the jobs, the quizzes, the motivation and confidence it gives the students, the ownership it gives them for learning, etc. That’s why I was baffled when he came back with what he did…months later of course 😉
I appreciate your input and helping me just see that I AM doing it and giving me more clarity for when I meet with him. Also, thank you for the tip on the admin education tab!!
Hi Bliss! Thanks for asking this question. I’m curious to hear what others say. Tina has a good point about how the student jobs are an example of how we implement this “gradual release of responsibility” to the students. But maybe your admin doesn’t buy into the fact that, ultimately, you are the one still directing the class.
Know this first and foremost: If you are able to maintain the attention of your students for an entire class period with CI delivery of instruction, then you are a rock star! Know that no matter what admin says. This is not easy stuff we do.
The Danielson Framework is big on “student directed” learning activities. In other classrooms that might look like Socratic Seminars or Jigsaws where groups of students teach the rest of the class certain material. Foreign language classrooms are different in that students are simply not able to teach our content (i.e., vocabulary structures) to others. They have not acquired it yet to teach it! Do you think your evaluator can see clearly with you in this regard?
Sean, thank you for the encouragement! Yes, we use the Danielson Framework and that’s what he was saying, I’m still leading the class. That being said, one of his observations was in October with a level one class. By that point, my students were able to step up and lead the class with our three words a day from the Word Wall all on their own, not because I asked them to do so, but because I had no voice for several days. Several students in each of my class excitedly stepped up without me asking or suggesting and successfully taught the three words. It was such a proud, happy, warm, fuzzy moment one quarter into the year. Anyhow my point is that the kids get it and acquire quickly and are doing more and retaining more than they ever did before that it’s frustrating that we’re getting hung up on this, you know? He also said Science teachers, for example, are at an advantage with the students doing labs, etc. My confusion is that those students had to be trained first on what to do in a lab. Our students are just as trained on how to learn a foreign language (attention, response, their 50%)…Sorry for the ramble. I hope he can see clearly with me on this. Thank you again so very much!!
Bliss,
You are not the sage on the stage showing off how smart you are about grammar and culture. You are the guide on the side who is directing the flow of comprehensible input and setting students up for understanding all spoken/written messages. You are also the main source of understandable messages. So you are the fount in the front (la fuente enfrente) as well as the guide on the side. You are playing two roles with two different spaces. The problem is that you are constrained by one body.
On the other hand, do guides really get on the side? Maybe. But I am imagine a tour guide taking students through the Vatican. They are out front with a fluorescent pink umbrella high in the air. Where are the directors of music? They are where everyone can see them. Where is the traffic cop? In the middle of the road. You are the director of the flow of CI and you have to be in position slow down the traffic, stop some of it, let other pass through. You have to look at the eyes of the drivers to see if they are paying attention or out to lunch or on the phone.
Good point about science teachers are at an advantage. So are football coaches. They are paid to be on the sidelines. English teachers also have an advantage. But they are still leading the class. They are paying you to lead the class, are they not? What are you supposed to do? Read the paper? Check your phone? Run down the teacher’s room and grab a coffee?
The important thing to remember is that administrator is an evaluator. And one of the duties for the role is that you have to find something wrong or at least make it sound like something is wrong. It is like not getting one’s quota of speeding tickets for the month.
You are doing a great job, so as long as you you are allowed to do what is best for the students, keep plugging away.
Thank you, Nathan. You are so right! I said exactly that to him…”I’m the adult in the room. Isn’t that my job?” I appreciate your analogies. All this feedback is amazing and inspiring!
HI Bliss!
I’d like to give you my perspective on teaching with TCO and Danielson. I understand the intersection much more clearly now because I took the 10 day Danielson evaluator training last year and now I go into others’ classrooms and observe and evaluate. I have the Danielson Framework for Teaching colorful chart right here in front of me and it would seem that your administrator is focusing on perhaps Domain 3- Instruction and specifically 3b and 3c:
3b. Using Questioning and Discussion Techniques (Discussion techniques) and 3c Engaging students in learning (groupings of students). I grappled with this as well during the training because it seems that the Danielson framework favors group work, and even individual work over entire class work. I had to watch a video of a choir teacher instructing a choir-there was little or no individual or group work-he actually. had a student come up in front of the class to lead the other student in a song (I think we have a reader director job like this?) And we did not ding him for lack of group or individual work. It was a choir and when you’re instructing a choir you need to work with the class as a whole for the most part. We are like choir conductors except that our students help write the lyrics to the songs!
I’ve also spoken to my administrators about my doubts re: grouping and individual work because I mostly direct the class. I do however do a lot of pair work with retells and reviewing work wall, etc. The times that I do groups of 3 or 4, the students most likely are doing an activity in English.
Also with Danielson, if there is NO evidence of alternate groupings of students but all students for the most part are engaged, it shouldn’t matter whether they are in the big group or not. You shouldn’t get dinged for that. I was not dinged for that-and an admin watched me simply talk with the class in Spanish about an object we found on the floor. Through TCI we have figured out a way to keep students engaged while delivering input and not having them play games or stick the in front of a lap top.
I just spoke with ca olleague with whom I did the training and asked him about the group work/teacher directed instruction question. He knows all about how I teach. He said that the whole class is “the group” and that students know they have jobs/roles in the group. The engagement in highly cognitive, students are participating, so it shouldn’t get you a ding.
Annemarie, this is so helpful. Thank you! He is dinging me for it in Domain II, not Domain III…weird. It’s interesting b/c in one class he saw, I mentioned before that they were individually reading, but I looked back and they actually popcorn read with a partner after we did our usual beginning class stuff. So we began together and then they broke off and I facilitated like a Science teacher would or an English teacher. It’s all confusing as to why he’s given me the rating he did in this domain. Also I will be interested to see what my colleague gets for her eval in regards to all this. She has a different evaluator though so it could be totally different. Thank you again for the clear explanation. 🙂
“We are like choir conductors except that our students help write the lyrics to the songs!”
Nice point, Annemarie.
I used that in my mtg!
If the Danielson Framework is the direct cause of issues in an evaluation, Laurie Clarcq has had (but I just searched and cannot find online) a rubric with notes on how the 10 domains apply within a world language class, with permission of those who make the rubric. I had looked it up a few years ago when I was getting Wisconsin certification, b/c WI uses it for teacher evaluations. Laurie, if you see this, has that document gone offline?
This Danielson Framework alignment to TPRS has helped me tremendously the past couple of years. I have it downloaded to my computer. I’m pretty sure Laurie had put it up to share with one and all.
Email me if you’d like it forwarded to you: seanmichaellawler@gmail.com
Thank you both! I recall seeing that somewhere along the line, but I’ll email you, Sean.
Sean can you email it to me benslavic@yahoo.com for the shared docs hard link?
Hi Bliss,
As a much-harassed ESL teacher, I speak “Administrator.”
Student-Directed Learning is probably something you do well compared to traditional textbook teaching, non-TPRS colleagues.
SDL requires a scaffolded progression of the demand you put on individual learners. Also, pointing to the collaboration that happens in TPRS is a key part of SDL.. Like “I do” (teacher models), “we do” (groups), “you do” (individuals). Likely do this with retells. -scaffolding from more to less teacher support. Just as long as you’re ready to talk about all how you thought out and prepared students for whole group small group and individual activities.
They may try to claim you had too much “teacher talk”–so be ready with something published on the silent period.
If students were forced to provide output before they were ready-that would not fulfill the “developmental appropriate” instruction required of SDL.
Think up all the opportunities kids had to talk IF they wanted to/were ready. type up an exhaustive list of all the non-verbal responses you elicited.
For example, mention how they created elements of stories with yes/no, drawings, TPR, etc. You should get a perfect score for this because you got kids to respond to language independently even though they can’t speak Independently, meeting them where they are –the definition of Student Directed Learning.
Wow, the typos.
Worse than usual.
By the way, about the silent period…
I saw someone here (Eric?) state that there was only a month-long silent period; he was basing that on just one study that has been dismissed largely in the Second Language (verses Foreign Language) community as only one narrow view of a very complex question: how long should the silent period last? That particular study was conducted on Second Language Learners (unlike foreign language-second language learners hear L2 all day long at school, not for a one hour foreign language class, so your kids should be in a silent period for much, much longer). Also, it’s not as simple as the silent period should last X amount of time for all learners. I’ve taught foreign and second languages to students PreK-12 and my own children as babies, and I know from experience it has everything to do with AGE. Younger kids have less pressure and get more comprehensible input from their mainstream classes, plus they are traditionally corrected less and encouraged to speak more than older children.
There are other factors like home culture and even things like personality that factor in. I’ve seen silent periods for older children last for several months or even a year. It’s really hard to pin down a time-frame and not a lot of conclusive research has surfaced. You may find p. 3 of this document helpful in rebutting the “only one month” myth about silent periods. https://www.sensepublishers.com/media/2032-the-silent-experiences-of-young-bilingual-learners.pdf
Ah, but my rant’s not complete without a dance metaphor.
On p 23 of the same article is a good argument for not forcing output, and also not scripting stories.
“It is this very acceptance of the new and the unknown” that liberates students. “No one is concerned with whether she/he is or is not performing the correct ‘dance steps.’ It does not matter if she/he misses a beat, because it is the ’participating in participation’ that leads to transformation. To clarify, if every movement were only to be judged by output (end product) there is mounting pressure placed upon the performance of the participator to ‘get it right.’”
Take away the “get it right” obsession in most language classrooms and you might find some of Ben’s gold.
I love the dance metaphor! Let’s say it’s like dancing the salsa or the tango, since both seemingly allow for lots of variation based on the response of your partner.
Who cares about the typos (which, btw, I didn’t notice at all because I was so focused on the message!!!), your info is spot-on and will provide Bliss with great ammunition for her meeting with the admin. Luckily, I don’t have to convince my admins any longer (we are in a very lucky and unusual position, I know) but – sad to say – this is still an issue that seem to go away anytime soon.
….. does NOT seem to go away ….. you know what I meant, right?
Yes! We feel your pain. It’s nice to commiserate with other teachers.
Thank you so much, ladies! You guys make me smile…I didn’t notice the typos either bc I’m so pumped right now with all the support in here. 🙂
It’s weird. Our admins totally support us in using TPRS and have seen the positive effects, but I think this SDL deal is a “grasping for straws” attempt to “defend” his rating in this domain of the framework. In my opinion, it’s extremely weak. I get along with him and respect him and he and I had this electric discussion in the fall about CI. I remember leaving his office thinking, “Yes! He gets it.” That was in October. My summative was last week…too much time to forget the electric, positive vibe I guess, for him… Anyhow, I completely appreciate the info and look forward to reading the doc you left a link for and the overwhelming support!!
*on here
Lol 🙂
The “student-centered/directed” thing is a response to ineffective teachers of ALL content areas just lecturing for years and years. The response is a good solution…it just doesn’t apply to language acquisition. I took a “Developing” rating on a particular strand in one of 4 domains (state of CT) for being too teacher-centered. I was told to work on that, and I just said “OK” though had no intentions to do so. Despite that, I received an overall “Proficient” rating. As far as we could tell, there was no benefit to being rated “Exemplary.” These eval systems are a joke.
If your administrator is up for some discussion, start with the eval document itself. It’s one-size-fits-all…exactly like what we denounce when educating of students. Students don’t learn how to play an instrument, discuss theories, or design websites the same way they learn to understand a language; teachers shouldn’t be expected to teach the same way. If he’s with you so far, extend that to how roles change as students acquire more language; students NEED you as a language model to lead discussion, and over time they’ll develop the ability to take on more control.
I had an administrator who could not see past the eval document in front of him. No amount of reasoning brought him around to understanding the role of a teacher in a novice-level language course. He was unable to recognize the distinction of teacher-directed [yet] student-centered that Laurie and others mentioned previously. These kinds of administrators want to see kids DOING something. Your alternative is to give them what they want for one day of the year. I decided I didn’t want to be around someone who couldn’t, nay, reFUSed to grasp language acquisition, and left my school. You might not be in such a position to do so.
” It’s one-size-fits-all…exactly like what we denounce when educating of students. ”
Great point.
Lance,
Thank you for the eval doc breakdown. You’re exactly right. All of this input is making me more confident for my meeting with my admin. As I mentioned to Claire and Brigette, it’s not that our admins don’t support us in using it, but apparently are going to need some educating in Danielson and TPRS. 🙂 Thank you again!
Here’s Laurie’s adapted Danielson framework. I adapted Laurie’s to reflect the stuffed elementary schedule, but in the comments Laurie posts hers.
https://benslavic.com/blog/danielson-framework/#comments
The adaptation works around Danielson’s one size fits all student ownership. If you ask me Laurie’s is a work of administrative art. (can those two words sit comfortably side by side?)
Thanks!
Awesome! Thank you so much, Alisa!!
You were doing OWI process. You did not have this pre-scripted image and tell the students what it was. THEY created it. How is that not student-centered?
It comes down to the narrow observation that the teacher is doing most of the talking during class time. Administrators are trained to see this as a red flag when observing everyone else, so it naturally extends to us.
I wrote about “student-centered” earlier this school year where I blog. I think it’s one of my favorite things I’ve written. Here it is: http://tprsforchinese.blogspot.com/2015/12/what-is-student-centered.html
Cool! I’m going to check it out. Thanks!
I agree! Thank you 🙂
It’s ridiculous, right? Bliss, prepare and plan what you have to say because you have right on your side, but be prepared to be ignored. Too many evaluators don’t want to hear what we have to say because that would break down their educational caste system of administration dictating to us how we should teach, instead of (like Lance points out) allowing creativity and innovation amongst teachers like that which we encourage from students.
Imposing their agenda is a power grab. But they hide behind a supposed knowledge of what’s “best practices” for kids. It’s evocative of original sin: the serpent tempting not with something ugly, but an innocuous teacher’s apple of “knowledge.”
Educators’ grasp for power is evil, but I’m guilty too.
I am a selfish, power hungry egomaniacal woman and the only hope I have is reminding myself daily. That and re-reading Ben’s Language of Trees.
Lol, funny you say “best practices” because that phrase was used LOTS. Haha.
Perhaps this same admin would ding an orchestra director for spending too much time directing the orchestra. It’s a joke. Like Lance said.
At the same time, I understand that admin have their hands full and don’t necessarily have time to do their research on second language acquisition theory. So, even if your admin gives you a basic score, or whatever, on the eval, but seems to get along with you well, and seems like you can get along with him and continue teaching CI, I wouldn’t get too upset. These evaluations don’t have much meaning outside of the relationship between you and that particular administrator.
Once I asked my admin in a building meeting if the scores would follow me to another district or impact my opportunities for employment elsewhere. He laughed. 🙂
You’re right. I have to remind myself of the big picture. This student-directed component happens to be part of the domain with a rating that I disagree with. I could have almost been convinced or okay with it all, but this Domain II is my strongest suit. I am confident in this area so I feel optimistic with the support and insight you all have given me. …And funny you mention the orchestra director because I asked her opinion of this and she said she had several meetings with this admin last year about her eval…We’ll see! Lol 🙂
Are you kidding! The orchestra director is getting told she can’t direct the orchestra rehearsal? That’s taking it to a level I’ve not yet heard.
Is the administrator allowed to stand in front of the teachers in faculty meetings?
Do as I say, not as I do. Lol.
I might have preached on this before, but we must (patiently?) point out to our adminz that if we are to teach using best practice/research-based methods, then it’s hypocritical to be dinged for doing so. I literally had to tell our then Curriculum Czar/now Sup’t that our WL Ts were getting dinged for practicing the very strategies that the district had invested tens of thousands in training us for. I was chair at the time we transitioned. (We’ve had Carol G, Karen R and Jason F in-district, plus a few of Blaine workshops and summer conferences…)
I put back in the adminz face that they talk about “moonshot” and risk-taking, but no teacher is gonna try that if they get dinged for it on the misaligned evaluation. Bad news like poor evals spreads like wildfire!! It’s important to cover the ‘Danielson vs. Laurie’s adapted Danielson’ with the evaluator BEFORE the observation, and if possible, get them on your side early and regularly via:
Sending SLA articles – short/sweet well-written blog post tidbits work – then tell how you did it in your class – maybe w/a photo; inviting them to accompany you to a Blaine workshop (adminz go for free) – this is POWERFUL; recounting memorable moments from your classroom informally (for example, once at a faculty mtg the Sup’t was present, and she asked our faculty if anyone had ‘stretched outside their teaching comfort zone’ and taken risks. Several colleagues raised their hands, so I offered how I filmed myself teaching so that I could learn from it and also share w/other language teachers…) Adminz eat it up. Mine loved that anecdote.
I regularly mention funny classroom stories/moments to my principal (who totally gets and loves T/CI) – I sometimes see her at lunchtime. INVITE people in charge to drop in anytime if you feel comfy w/that – make sure to circle back and contextualize what they saw in EDU-SPEAK.
Also positive press can help smooth wrinkles. Snapshots posted outside your classroom, for the school newspaper, for the district parent info flyer, etc. Our PR person sometimes sends out a query asking if there’s anything special going on in our classrooms. I ALWAYS answer and send a snapshot with a leading one-line caption….once I got featured in the parent flyer – it was a (poorly written by a non-educator) article about the shift in our WL program, but had some nice photos of my kids – who were in costumes, clearly engaged and having fun.
I hate that we have PR added to our plates, but it’s a current reality.
It’s harder for the evaluator to ding if they 1. Get it; 2. See the engagement; 3. There’s a positive buzz.
I just sent the follow reply to our superintendent’s weekly memo, in which he talked about half empty/ half full distinction. He suggested that we can refill the glass.
That is it, [Supe]. We can move form the seesaw of half-full or half-empty to doing something about it. We get to enjoy emptying the glass (“Wasn’t that was delicious”) and filling it back up again (I think I’ll have some more, would you like some, too?).
This is so relevant to current language learning approaches. One researcher Wynne Wong of Ohio State University puts it thus, “A flood of [language] input must precede a trickle of [language] output.” So, as I have learned from dozens of language teachers around the country and abroad, we have to just keep filling the glass (the class) with language that students can understand. Thanks for turning a cliche into a powerful analogy for what the research says I should be doing on a daily basis.
Nathaniel
PS Have you seen what Amy Marshall is doing lately?
You are so right. Thank you for all the suggestions. Some I already do, but others no. I love your suggestions about the newspaper! We have something like that and no one ever submits anything but I definitely will next time. Thank you again for all the info and support!!
That ^^ was meant to reply to Alisa, but thank you ALL for your insight, suggestions and support. It has definitely helped to give me the confidence and resources I need for my next meeting. Thank you Ben for sharing my question. I’m pumped! 🙂
Anytime you need help you’ll find it here.
Speaking of help…
I have an odd question: has anyone heard of Beth Skelton? You guys are always dropping names and I am so new to foreign language, I usually don’t recognize them. Not kidding: when I first heard BVP back in August, I seriously thought it was a rubric -like jGR. (Aww.. so, pitiful, Claire.)
I see Blaine Ray has a link to her book on his website and on her blog, she says she is an “international ESL TPRS trainer”. Is this someone I should know?
I haven’t heard of her, but I’m meeting with the director of a newcomers center in Nashville who asked about her by name. I really want to convince this director that TPRS is great, but only when used in a way that is very distinct from Content-Based Instruction.
Evidently, Beth Skelton teaches that the two can be combined. I’m at a total loss as to how. I’ve been toying with the idea off and on for years, but really started racking my brains and trying everything back in January. In my mind, I’ve firmly come to the conclusion that CBI and TPRS only very loosely fit together. Both use CI but they teach fundamentally different types of language.
This is a problem nation-wide: every ESL administrator wants SIOP to work with beginners, but it doesn’t. For the same reasons Heritage Learners can’t use TPRS. It’s just a different linguistic competency. Oh, and Heritage Learners, I am also the only person on the planet who believes that Heritage Language instruction should be a part of bilingual education (and use CBI).
Am I turning into a crazy CI conspiracy theorist who believe the rest of the nation wrong and I’m right? How is it possible that I am the only TPRS ESL teacher I know? It’s more likely that I’m crazy. But I don’t feel crazy. That probably means I’m definitely crazy.
Sorry that you have to be my paperbag when I have CI freak-outs.
Any thoughts? What do I say?
*Pretty sure I’m going to sound like an idiot if I refute an “international trainer”‘s claims without something rock solid.*
Claire, I have heard of Beth Skelton and seen people say very positive things about her. I have no direct knowledge at all. Why not contact her directly?
She hasn’t responded. Thank you for sharing. I’ll look into her work.
I feel like I just solved a BIG-ass nation-wide rubik’s cube. But normal people don’t do that, so there must be something wrong with me.
From 2009 when I first experimented with TPRS to 2016-it’s taken me 7 years to figure out why ESL teachers aren’t jumping on board with TPRS -because they were trying to use it with CBI.
I posted this last month and I’m saying it one last time (promise!): ESL teachers should not congregate here (*Claire hypocritically rants) for one main reason: they will experiment with trying to combine TPRS in CBI and it’s going to be a bloody battle. Little did I know that Beth Skelton has already been doing just that: combining two methods that are incompatible.
CBI and TPRS can be used beautifully in ESL, just not together.
I see a train wreck coming, unless I can divert the tracks and warn ESL teachers. I have the lever in my hands, I just don’t know if I have the muscle to pull it. Will anyone listen to me? No one is really reading this now. Your sweet foreign language eyes have glazed over. Sorry, I’ll back off and save it for Chattanooga.
It’s just maddening to hear Beethoven’s music but only in my head but also know I’m deaf and maybe bat-shit crazy.
Beth is highly intelligent, very open and a skilled teacher and trainer. I think that you should contact her and have a very open and direct discussion with her about your concerns. You can reach her via her blog here: http://www.bethskelton.com/contact-beth/
Her schedule is there as well and you may find her in your area at some point.
with love,
Laurie
Thank you for the suggestions. I did hear back from Ms. Skelton and she seems to deserve all the praise you give her. She seems like a very intelligent person -just with a very different perspective. Those are the voices I need more of: people who are very knowledgeable but see things differently.
Pull the lever. The train has been out of control long enough. And there a lot of kids in that train.
You’re the best, Ben.
Another thing that has not been mentioned here….. You can play their dumb game.
When I get evaluated, I’ll try to do a “volleyball reading” or let students pair up and write a parallel story. Or some mostly worthless activity. But that lets the boss check their precious boxes. It may not help now, but you can do something like that next time. That will make your boss feel like “he really helped you grow…”
Also, Bliss. Did you work at Kinglsey Jr. High in Normal? I remember your name.
Oh my gosh, David, yes I did! Wow! That’s awesome 🙂 I was just there for one year and have been at Washington ever since. How about you? …Thanks for the input. This whole thing is frustrating, but it has lit a fire under me with some things which hasn’t necessarily been a bad thing either. Thanks again and I hope all is well!
Bliss I see you’re in Illinois – have we seen you yet at the T/CI Chicagoland Saturday meetings? If you want to be on the list let us know and our very own Sean will bring you into the fold. Where in IL do you teach? Our group is very supportive!
Hey Alisa – No, I’ve never been. I live in Central IL, so a couple hours from the Chicago area. I teach at Washington HS. Wish I lived closer. Thx for thinking of me though 🙂
In Macomb, Illinois you have a great TPRS teacher, Jeff Moore. He is the one that got me started many years ago. He teaches Spanish and French (taught?) at Macomb High School.
Hey All- Just wanted to follow up about my mtg last week. I met w my evaluator on Wed. I did not feel eloquent in how I delivered, but I spoke w heart and facts. I was confused w his comebacks bc I felt we had two conversations going on…me defending why I felt two components should have a diff rating and him asking how we can make the eval system more cohesive for all. Anyhow, there was nothing else I could say that I hadn’t already and that he’d let me stay on the topic long enough to say anything about, but what we saw when we walked back to my classroom (well after the bell had rung and my class was there waiting for me) I think clinched it. I can’t take all the credit bc my good friend, an FACS teacher, is to credit, too… Anyhow, we arrived and one of my students was seating on my stool at the front of the room reading a book aloud to the class and my colleague (who let them in the room and asked what they do first). It was a God send and perfect closure. He saw student directed learning (tried to discount it at first bc my colleague was there, but she made sure he knew she just let them in the room (she knew the backstory)). Long story long, he changed the ratings. It would not have happened wo the input and support of you all. Thank you so much & thank you, Ben for posting!!
That is a great ending to this evaluation saga. It is wonderful that you have a supportive colleague who made sure the admin knew that students were directing their own learning. Way to go!
Thank you!