One Word Image and Invisibles Videos

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8 thoughts on “One Word Image and Invisibles Videos”

  1. This is priceless, Tina. So much wisdom and value is found in these videos. Thank you for your generosity in sharing them with us.

    I took a number of notes as I was watching, but here are a select few:

    * Your kneeling on the ground for attention or effect is quite, well, effective. I’m going to do that more often.
    * Your miming of the corn dog worked tremendously to create that image and talk about that image. I like how you used the stool for this imaginative object. I’m going to try that.
    *It looked like you have a ‘pero’ person, an ‘entonces’ person, and a ‘hoy’ person. Are those separate jobs? How do you assign those particular jobs?
    * You are very talented in recycling, repeating, getting repetitions, rephrasing, storyasking, and storytelling as you give that CI!
    * Your use of TPR is simple; “Show me ______,” and done. This is interesting since I have found it difficult to extend TPR for more that a few moments myself without it starting to feel laborious.
    * Interestingly simple way to brain break: “Ok class, as we break, turn to your partner and talk!” They were certainly all talking! (Well, it sounded like it from the back)
    * Impressive work in creating a special, soothing, steady environment for the writing of the story. It’s like what we do when we read independently; slow down, settle down, and draw our attention more inward. This is like teaching students the kind of state of mind we go into when we read, which is something I’m sure many of our students struggle with and, therefore, struggle with reading on their own.
    * You were introducing a Reader Leader, or Translator Leader job on that day, as something for students to think about doing in the future. Leading a choral translation of a text, I’ve found, is tricky business. It’s often hard for me to do it well. I wonder if anyone has had success with giving this job over to a student.

    Then, of course, I’m learning a ton in the subtle nuances found in how you interact with students using your body language, how you gather attention, etc. Again, thank you x1000 for sharing!

  2. Wow Sean, that was the best feedback I have ever gotten and certainly far better than any asmin. observation ha ha!!

    You had questions, I have answers:

    *It looked like you have a ‘pero’ person, an ‘entonces’ person, and a ‘hoy’ person. Are those separate jobs? How do you assign those particular jobs?
    I wait, during the first week, till that word comes up in class. Then I either “audition” them or I just kinda randomly assign them. If the kid is not doing a good job (actually the “but” kid needs to stick to the script! I plan to talk with him Monday!) I fire them. Many kids are not on top of things enough to say their line when they should. So, at this point in the year I am kinda ready to fore some of them.

    * You were introducing a Reader Leader, or Translator Leader job on that day, as something for students to think about doing in the future. Leading a choral translation of a text, I’ve found, is tricky business. It’s often hard for me to do it well. I wonder if anyone has had success with giving this job over to a student.
    I have! I think you just have to model it for them, give them plenty of time to think about if they want the job, and then support/coach them at first, through the first two or three readings. I love having a kid lead the readings; it saves me so much talking. Plus I can then be free to watch the kids, especially ones I am concerned that they are not actually comprehending. I watch them read and I know if they got it.

    1. and yes the different words are all separate jobs and we get a big kick out of them for sure! The “entonces” kid twirls his (very short) hair like a Valley Girl while saying “sooooooo…..” I usually intentionally choose a boy with short hair for comic effect.
      I am posting videos every day on a website so you can see other classes too if you want!
      https://nobodyexpectsthespanishacquisition.com/

  3. Tina. I am watching the FRENCH two Reading from the back. Here is the link for others:

    https://www.youtube.com/watch?v=M3eQLTZ_7J8

    Here are some comments.

    1. WOW! You have established structures and expectations for student engagement. Some respond in the TL! My own level 2s do not do this so well. My level ones are rocking the house with TL. I just found out about rejoinders. Do you use them?

    2. Low affective filter. The students are relaxed because you are relaxed and going SLOW. It is not painful for me. However, too often I go fast because I feel that I am losing my French 2s.

    3. Your use of complex sentences is amazing. This is probably due to my own level of French. Time for me to read! I already have a SKYPE pal in Lorraine. A traditional teacher would note the use of the plus qu’imparfait.

    4. Your use of TPR is awesome and I like how you repeat the input until you make sure all students do the gesture with you. Your consistency has paid of.

    5. Your pep talk with them that ALL students need to respond. Good move I think. Funny how you mentioned grades but transparency is key. Why not?

    Do you think that at this age constant reminders are necessary?

    1. Steven thanks to you too for the notes and feedback! It is so sweet to hear that these videos are reaching others.

      1. WOW! You have established structures and expectations for student engagement. Some respond in the TL! My own level 2s do not do this so well. My level ones are rocking the house with TL. I just found out about rejoinders. Do you use them?

      I do not use them but I have seen Grant’s kids rocking them. I have thought about it! Grant has a ton of them on his website.

      2. Low affective filter. The students are relaxed because you are relaxed and going SLOW. It is not painful for me. However, too often I go fast because I feel that I am losing my French 2s.

      Yeah SLOW is key, I think that in French 2 yesterday I may have taken off too fast cause I think I was losing some of them, the tone in the room is different when you HAVE ’em versus when you are starting to lose ’em. There is a collective sense of “getting it” of “being there together” and of calm focus when I am going SLOW enough. If I start losing kids’ comprehension then I feel a ragged, ratty sense of panic, like I need to work to get them back. It is, I think, because for a kid it is safer emotionally to be naughty than to be wrong. it is more enticing to talk with a friend than t try too hard to understand. It is simply human nature. And therefore off-task talking or that ratty feeling of “losing them” is ALL MY FAULT and needs to be recognized with ALACRITY and corrected as soon as possible. It is the foundational skill of this work, especially working with just the emergent language. (OK, maybe SLOW and IN BOUNDS are the big ones.)

      3. Your use of complex sentences is amazing. This is probably due to my own level of French. Time for me to read! I already have a SKYPE pal in Lorraine. A traditional teacher would note the use of the plus qu’imparfait.

      I noted it too, as I love grammar. 😉
      Yes, I like giving them seeds of “advanced” structure. Like compound sentences (with parce que or tandis que or selon) and compound tenses. It makes me think that they will have this light bulb go off in high school when they are looking at their stupid dumb list of Vandertramp verbs. Grr.

      4. Your use of TPR is awesome and I like how you repeat the input until you make sure all students do the gesture with you. Your consistency has paid of.

      Yes, I am a big believer in consistency and “meaning business” as Fred Jones says in Tools for Teaching. Steven have you read that book? It is so worth it! That and The First Days of School. Highly recommended. Changed my life.

      5. Your pep talk with them that ALL students need to respond. Good move I think. Funny how you mentioned grades but transparency is key. Why not?

      I do not get the question. I mentioned grades cause they need to communicate their understanding to me, it is part of their Interpersonal Communication Skills grade.

      Do you think that at this age constant reminders are necessary?

      YES, and maybe at all ages. But these are twelve-year-olds so YES. Are your students still those in the gifted program? I bet our classes’ makeups are somewaht similar.

      1. Thanks for getting back to me. I have not read any books per say on education. I have been in a reading funk until my 5 year old daughter asked me read her a Star Wars graphic novel that was included with a bookshelf my mother gifted me for my new home.

        I was going to read an excerpt of Doing School that my VP gave us for PD. Looks interesting. Going back to management, yes I need to up my game and “mean business”. So far it’s okay but that is because I have small classes of 20 for French. It’s almost unheard of here in California.

        For grades, I just noted that you mentioned it in your pep talk. Then right back to business. My question mark was rhetorical.

        My students are only gifted students coming from all over Fresno. They come from 60 different Elementary school of which the gifted and talented school elementary school make up about half. I believe that they use a lottery system to become admitted. They only accept about 10% of students who have applied.

  4. So I did two one word images per class (I teach 4) in the last 2 weeks. It’s come to my attention (from a tip off from good students) that two of the one word images had drug references and I didn’t even realize it. Apparently broccoli is slang for an illegal substance. Another class was proposing that the OWI’s favorite food was cough syrup, a suggestion of which got shot down, but which another student tipped me off that was also a drug reference from a popular rap song.

    How would y’all proceed with this? Just move on? Have a talk with the classes in question about it? Change up the characters? (We have a good amount of text created on these and I’d love to use it for the final exam that we are required to give.)

  5. If you don’t know the reference you don’t know it. Once you know, however, in my view you must act. I come after them with a blowtorch. At that moment when you realize it happened, I suggest that you stop class and give “the lecture”. I tell them no drug references, nothing allowed that denigrates human beings. The first thing, I tell them, is this lecture. I ask them if they want the 3, 5, 10 or 20 minute version of this speech. I talk to the class, not the individual who dropped the term. Next time it happens, I call the parent. I don’t talk to the kid individually. They have heard it all before. There are so few adults left in this world. The very act of defiance and rudeness in the suggestion of the term reveals the child’s great need for some adult somewhere in his life to set a frickin’ limit. So we have to do that. Otherwise, our classes will resemble all the other ones in our nation’s broken schools, where kids get to say what they want and do what they want and get away with it. Act immediately.

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