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On Gesturing
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6 thoughts on “On Gesturing”
I totally agree o the rejoinders being emergent. I noticed that last year I left my emergent list of rejoinders up for this year, and they quickly became ‘wallpaper’ – we rarely used them. I will put up blank paper and record as we go.
As for gestures, I just did a day w/Linda Li and she adamantly insisted on gesturing for new verbs mostly. I found it very helpful, and have observed often that the gesture prompts the word with my students….
I also love that thing where Tina scrolls thru the verbs ad gestures while she’s teaching…
One thing on rejoinders is that if there was a kid who wasn’t with the program much and needed to feel more a part of the group I would give him one rejoinder for the year and cue him when it might fit. But just the really stumbling kid because more than one is hard to remember w all the other stuff going on. That kid would yell out “How awful!” when I pointed to him. He felt himself to be a part of the group for his fifteen seconds of fame. Inclusion is king.
Totally. I passed out the stuffed animal owl for the “Who, Who” in Hebrew to that kid and it worked miraculously…
I like to use American Sign Language gestures for several high frequency verbs that are otherwise hard to mime, such as has, likes, can. I don’t require all students to gesture with me but I praise those that do. Then, I’ve also had a few students jump up at the chance to be the Master of Gestures.
Thanks for bringing up the rejoinders issue. Grant has really made an art out of them. I started in the middle of the year last year focusing only on those that came up naturally in class. Going forward I will only concern myself with rejoinders that come out naturally, based on the context of the moment, whether by me or by a student (some students hear enough Spanish outside of the classroom to know rejoinders like, “No mames”). Then I’ll do what Grant did, write them on a strip of cardstock to put on the wall. I can take any of these rejoinders down in the coming days, weeks, or months, hand them to a student and either call on them to say that rejoinder (like you said, Ben) or let them interject the conversation by holding up the rejoinder and saying it. The rejoinders are fun as long as they aren’t over used.
… stuffed animal owl. Good idea, Alisa.
Taking the card off the wall and handing it to a kid who needs to feel part of the group…wow! I feel that the act of handing them a part of the room may send the message that they are trustworthy. Cool idea, Sean!
WBYT obviates the use of gestures.