Hi Ben,
I wanted to share something that I used successfully in my class today, and which I hope can be of use to other teachers.
John
Student Surveys as a TPRS strategy for “circling” words and phrases while maintaining student interest.
by John Piazza
Recently I have employed a few TPRS strategies outlined by Ben Slavic for beginning the year with students. One powerful strategy that I have used with some success this year has been to have students draw pictures of things that they enjoy doing, and have this paper on their desk, with their name on it. This has helped me to get to know student names as well as what interests them, and what various students have in common. I then let those drawings guide the class discussion. Again taking Ben’s advice, I have maintained student interest by moving from discussion of what students do, to a comparison with myself, after jokingly asserting that I am also good (or even better!) at what they do.
I recently stumbled upon a strategy that is helpful for taking this discussion in a fun direction that directly engages the entire class: this is to take a poll. I have been able to get in an incredible number of reps on a phrase with this strategy.
Once it has been established that Jimmy plays baseball, and that I play baseball well, I will then put it to a vote. On the board I write the question: “Who plays baseball better?” Then I write “Jimmy” and “Teacher” in two columns. Then I begin asking the class for their opinion. They must respond with one of the two names on the board. I then have a chance to ask this question to each student, and have a significant and compelling exchange with them, and one in which the other students are very interested. Such an interchange may look like this:
Teacher: Students, who plays baseball better, Jimmy or teacher?
students raise their hands
Teacher: Billy, who plays baseball better?
Billy: Jimmy
Teacher: Jimmy plays baseball better?
Billy: Yes
Teacher: Jimmy, not Teacher, plays baseball better?
Billy: Yes. Jimmy.
Teacher: Jimmy plays baseball better?
Billy: Yes.
Teacher: OK, I’m afraid that’s an F. One for Jimmy. Who’s next?
All the while, the students are riveted, and are strenuously raising their hands to contribute, laughing at the tension as a student disobeys my wishes, namely that they say I am a better baseball player. Once the votes are tallied, an opportunity to count numbers in the TL, we can declare a winner, and either move on to another fact and comparison, or use this as the beginning of a story.