Intuition – 3

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4 thoughts on “Intuition – 3”

  1. Alisa Shapiro-Rosenberg

    Whoa! I gotta think abt nixing the posture norm. I think in elem we are still trying to bring awareness to distracting and distracted behaviors – kids rocking in chairs (I always say, “if your body is telling you that you need a stretch, then feel free to stand instead of sit.”) kids trying to ‘lay’ in chairs or squatting dangerously on seats – these are all ways that their body is begging for a stretch or change of position. That’s also why we still need lotsa movement & TPR at my level! I do sometimes point out that when they track the convo, they are more likely to understand; and that when they don’t, they often don’t. Is bringing awareness to sustaining attention a waste of time? I don’t think so for my wee ones… but I’m willing to consider other points of view….

  2. Yes to flexible lesson plans! I feel pretty good about my daily agenda so far this year, which I have to post on the board and in years past has always felt like a burden to write up every day. This year it has mostly stayed the same and looks like this:

    * Welcome/Bell Ringer
    * (Talking in French 1)
    * (Brain Break)
    * (Talking in French 2)
    * (Brain Break)
    * (Summary Activity)

    Talking in French 1 has been calendar talk, which my kids actually really like, we talk about the weather and what is going on in the school building that day and who has a birthday today. Talking in French 2 has been card talk. Students know that for these two sections they will be getting a rubric grade, maybe even two grades.

    The brain break is sometimes looking at the rubric with your partner and writing down what grade you think you are earning for the previous talking. Sometimes it’s a round of Jacques a dit/Simon Says. Sometimes we toss a small ball around and introduce ourselves, at first in English and then we learned Je m’appelle, now we are saying how we feel today in French, they really like tossing the ball around so they don’t mind the speaking in French part at all. Sometimes they practice the numbers with a partner. It is really anything that lets them talk to a partner instead of having to focus on the class conversation which gets tiring.

    The summary is sometimes a quick quiz, sometimes a few lines of dictee, sometimes a few lines of translation. When I need an exit ticket for evaluation purposes I make something up for them to write on a small piece of paper they can turn in.

    I am really happy that I set the norm that students can only ask to use the bathroom during a brain break, so I make sure to have two small ones scheduled. But if a conversation is going really strong, I can skip something, no one has complained. If admin walks in, I make sure to follow the agenda, but if not I just feel it out.

  3. I was also just thinking that maybe we develop our intuition by testing it, trying out going off script and picking the wrong moment sometimes but learning by feel when you can go with your instinct. I think my intuition is much much stronger now than it was even last year. When a student has a reaction or says a comment, I can feel that it will be interesting to talk about. And sometimes I’m wrong and I realize that it was the wrong tangent, it either slowed the flow or got the kids too crazy, but I’m wrong less now than I used to be.

  4. And even if responding to your intuition doesn’t always produce the best results, you are still doing CI and that’s all you have to do. AND as you say you develop your ability more and more to be intuitive in your instruction. I have always felt that teaching need not be mechanical and could involve much higher levels of happy sharing of ideas w our students. It’s the new paradigm, in fact.

    If new members of this group haven’t yet read this article, this is a good one to read about our work w CI:

    https://benslavic.com/blog/lart-de-la-conversation-and-tprs/

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