Move to Higher Ground – 5

6 thoughts on “Move to Higher Ground – 5”

1. Dana

   October 11, 2017 at 7:41 am

   Absolutely! When I started taking ideas (whether it be the object or something in the plot line) from the kids who came in “not liking French”, the next class, they jumped right in and have been participating non-stop since then. They feel valued and important because their ideas mean something, even though they don’t know much French.

   I intentionally started taking ideas from the disinterested kids, and it worked like a charm. The Invisibles is beautiful for this.

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2. Scotty Jimenez

   October 11, 2017 at 11:25 am

   Ben et all, haven’t posted in a while, just lurking here and CI Liftoff facebook. I always check in when I’m in a rut, as I am now…

   I see what you are saying and I have mixed feelings as well. It’s easy for US as teachers to fall back on that crutch, ie a student that is naturally outgoing, creative and loves OUR class or OUR personality. I’m loud, energetic, off the walls, and sometimes I neglect those more reserved students that maybe are washed out by the white noise of other students with personalities similar to mine.

   This year I have all Spanish 2, dominated mostly by my students from last year. Of course, because my former students already know how “to play the game” of Invisibles, ie great drawing, complex/creative problem, unique character ideas, I typically roll with those Invisibles. At times I feel terrible because new students from a different Span 1 teacher or school have moved into our already established neighborhood and maybe I wasn’t inviting enough to our fun block party. I think my “new” students need more training, and it’s up to me to do that.

   I suppose the best way to do that is through more OWI and slowing down on vocab that I know my former students already have on lock down. Any other ideas on teaching/training new crops of kids to play the game/get creative?

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3. Ben Slavic

   October 11, 2017 at 11:47 am

   It’s freaky for those new ones at first, that’s for sure. Many mid-year transfers have had bad experiences at their former schools and so have fears about fitting in in the first place. Just let them be. They need time to get the Scotty vibe, adjust to it. I don’t think there’s anything you can do. Talk to them privately*, of course. Give them a LONG rope on getting involved. Slowly they will come around. There is no rushing the trust game.

   *I used to tell them that I would make up term grades above C+ if they would only do everything I ask and try to understand and that I wouldn’t start actually grading them until I felt that they were ready to be graded (had made the adjustment to my way of teaching) and so they could succeed by merely trying. I think it’s a fair deal, and they always came around.

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4. Julie Quenneville

   October 11, 2017 at 4:47 pm

   A fantastic idea to get those quiet voices involved. We all know the look on a kid’s face when their idea drives the story along. The louder voices need to be silenced in these importent moments, I find. Yes, they will have their say, but then ignore them. Answer other raised hands instead. The loudmouths will have 102 chances throughout the rest of the day to be heard. It’s the quiet ones who may have the most fantastic ideas anyway…they’ve been observing and processing while others simply flap their gums.

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5. Ben Slavic

   October 11, 2017 at 6:59 pm

   Of course, Julie, there is also the Word Chunk Team Game. Nothing exists that will include the quiet disenfranchised kids and make them shine more than that game. I do think that the secret formula, if there is one, to teacher burnout lies in this topic of inclusion of all the kids.

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6. Sean M Lawler

   October 13, 2017 at 9:31 am

   It’s amazing how such a small moment can make or break a class dynamic. Thanks for highlighting this, Ben.

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