By-Product of Two Strikes

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7 thoughts on “By-Product of Two Strikes”

  1. I was blessed with a class period without any blurters. 100% en Français. My French is so much better than in any other class. I can go SLOW and give reps with various tones (as per your stepping stones reader)
    It is day and night when compared to my level IIs who had subs all last year.
    I’m trying to go SLOW. I think that I have improved. This is because I would go fast as a reactions to blurter–NOT a good idea.
    Today most students were quiet during PQA. However, I did not stay in bounds. I added an extra verb and two other words. It was engaging — I was telling a student I was “going to call” his mom because he was speaking English in French class.
    My star class has started to add details to my PQA. I was surprised when I asked “pourquoi” and got a “parce qu’il ne voit pas Beyoncé”! I mean this was from the most introverted of the class!
    So for me the question remains,
    How can I have PQA that doesn’t stink?

    1. I had a hard time getting reps. At the end of the day, I had like 10 reps for each structure. I seem to have a hard time using first person structures.
      Example:
      It is not going well.
      I am going to say (that)
      I have a stomach ache
      I teach three classes. The first class is getting chatty — and my PQA was the lamest. The second is way better — one of my students saved me with the example above. My third class I was not in bounds but funny because the classroom was managed well for having super-chatty 8th graders.

      1. Steven sometimes the structures don’t lend themselves to PQA. So skip it and start the story. Sometimes PSA jump starts the questioning when PQA can’t. PSA is a very strong card to play, but, again, the structures have to have a little mojo in them.

  2. I also find that I have a hard time doing PQA in first person and getting lots of reps…so the way I get more first person reps is by saying after a student speaks, I’ll say, “Joe says…” and then say what he says in the first person…Because I am finding that students are using the 3 person singular preceded by “yo.” It’s my fault because I focused so much on 3rd person singular in the first year I had them.

    1. Once I was mentally planning my input for those structures, I noticed that I could use myself for the first person. I then circle with more “what” and “is it that” the simple yes or no statement. Replacing the verb with another first person conjugated verb also helps. But yes as Ben says up above — just start the story.
      French is forgiving in using the third person for first person conjugations… minus the irregulars. So I throw those in sometimes.

  3. Update on two strikes. The moving of the kid to the wall to observe on the first blurt was too punitive and embarrassing. I have to modify. Now on the first blurt, I pull out a yellow card like in soccer and lay it in front of the kid. Then second blurt gets an orange card on top of the yellow card. I play this on the kids just like a soccer referee. Third card the kid goes out to Linda’s or Zach’s room. But I never even get to an orange card. The kids get it. I needed a way to stop blurting and I got it. The moving of the kid to the wall was just too embarrassing, but with the cards, which I lay in front of the kid, nobody has to be excluded from the group. And they all know that will be ejected on the third blurt so it just doesn’t happen. Typical results are that now I might get two yellow cards per day and that’s it.

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