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Quiet Students
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10 thoughts on “Quiet Students”
Good timing on this article. I have a class of 8 out of 10 introverts. At least they seem that way, I am in a new school and we are still getting to know one another. They are in Spanish 2 but have had no comprehensible input in the past. The previous teacher taught exclusively from the book and used all the book materials. So, I get that this approach is very new to them and maybe is a little scary. With the exception of the two superstars who understand the “game,” the rest of them answer my circling questions sometimes while other times just staring at me. How do I handle jGR in a class like this. They are sitting up in their chairs and at least appearing to listen but it is like pulling teeth to get them to answer questions let alone offer up creative details. I have remained calm and kept a smile on my face but the 50 minutes seems like an eternity. Today was by far the most challenging so far. I did the “so and so” wants a pet, doesn’t have a pet, goes somewhere introductory type story last week. They responded pretty well and the ROA day went pretty well. But, I don’t want to rush things, so we are doing a similar spin off type story to get some more reps. Well, today was just blank stares. My actors even started to fade because it would take so long for me to get just an acceptable yes or no response from the group. I feel like it is in line with what some people do with using the same story in a two week schedule. Is the bored response simply because they can recognize the words in the story with some ease after doing one already? I really don’t think any real acquisition has happened with the structures quite yet.
I had a similar experience today. I flopped and didn’t know where to go. Then tonight I read sequencing classes. I think I need to try 15 minutes of CWB at a time until I become more skilled.
You could have all the students give a thumbs up or down for yes or no while they said the response and at least with the quiet ones you would know if the understood by the hand motion. But I am not sure if you should insist on a spoken response or not. I look forward to what others think about this situation.
Is it really just ten kids? I always think I need a critical mass for CI, and it’s at least 15, or it’s hard to get the big response you need.
Have introverts draw their answers on mini white boards so that they don’t need to shout out. You can create those by slipping light-colored file folders into page protectors and handing them white board markers.
Have you already done CWB? Or La Persona Especial (Bryce’s version of CWB)? I made a mess of this technique for a bit last year in one class b/c I thought they were way farther ahead than they were. Try backing off. Start with just the names and what they love to do. Compare books or video games. Usually a weak response means that they still have some training to do, or, more likely, they don’t understand. Go more slowly than you think you should. If the superstars complain, ask them for frequent retells. Their spoken language will get better.
Today in a mixed class where one kid STILL didn’t know “likes,” I went through Friday’s very basic story about five times by re-asking it for a kid who’d been absent, retelling with a few more details, pulling that one kid up to draw for us, reading what the story writer had written and adding what she forgot, and finally quizzing. I felt sorry for the upper level kids, but I guess I disguised the retells well enough that they didn’t notice.
I think I will do the “Persona Especial” with that class. I really think they are afraid and probably do not trust me quite yet. They might not be comprehending as well as my other classes due to the fact that I have to work so much harder and my circling is much more forced than in my other classes. I can’t just relax and get caught up in the flow of the discussion. I have 3 Spanish 2 classes and 2 of them were a day behind my seventh period class I described above. I did the same story with those two classes and it rocked. They were way into it because it all sounded so familiar to them and they answer my questions/give me creative details. Hopefully I build up some trust with my seventh period class and turn things around. Thanks for the helpful advice.
Michele’s comment is very helpful: Usually a weak response means that they still have some training to do, or, more likely, they don’t understand.
One thing I had to learn to do is I have to use English to train them and to find out whether or not they understand. Saying things like:
“My goal is for you to understand everything I say. I
“If understand me your brain will pick up the language somehow. If you do not understand me you will not pick up any Spanish.”
“I have to know whether you understand or not.”
“The reason we use the went-over-my-head sign is so that you do not have to think about how say you do not understand, and you do not even have say anything. Just sign to me.”
“But make sure I am looking when you sign.”
“Anna (a kid toward the center), Sandra is out of my sight, being up here in the front corner. If she signals that she doesn’t understand, could you signal too, just to make sure that I know. We do not want to leave Sandra out. That would be a big help.”
Here is an example of training. Something like this happened several times this week. After asking a question in Spanish, I said in English:
“OK, Class, signal to me if you did not understand the question.”
If someone signals, I say to them,
“Excelente, Jazmine.” “Let’s have an applause class, Jazmine, is letting me know that I was not clear enough. Great example, Jazmine.”
Then to someone who did not signal,
“You did not signal. Does that mean that you understand the question?” (Yes)
“Now Jazmine told me she didn’t so I am not going to ask her what it means. But you did not signal. You are telling me that you understand what I said.” (Yes)
“When you tell me that you understand you are giving me permission to ask what it means in English? Can you tell me what the question means in English?” (Uh…no)
“OK. Then you need to signal. Let’s see that signal.” “Good. I won’t call on you to tell me in English now because you told me you do not know and I do not want to embarrass you.”
After this short training session, it is time to go back to the question, pausing and pointing. With weak answers they need to be coached in English, “I only heard half of you. I am going to repeat the question. We can do better.” Repeat. “That was better but it was not everybody. I am getting a good response from this side of the room.” Repeat. “Excelente. Now you are doing your 50%.”
…and as Greg Stout reminded us. We have to keep smiling as we go.
This is just suggestive of the kind of talk we may have to give.
Andrew here is an article that bears on this topic:
https://benslavic.com/blog/jgr-and-brilliant-non-communicators/
How do I handle jGR in a class like this?
It sounds like you have a group of jgr 2s = C/D:
ATTENTIVE BUT DOESN’T RESPOND;
DOESN’T USE “STOP” SIGNAL –
THERE IS NO OBSERVABLE NEGOTIATION OF MEANING WITH THE INSTRUCTOR
The sooner they get the feedback, the sooner they will be able to see how well they are meeting the standards in the interpersonal mode and whether they might want to modify their involvement to meet the standards.
I’ve been meaning to film a wildly enthusiastic class to have on tap to show a class that doesn’t get it. Sometimes they just don’t understand how to work.
I hate to slam kids with poor grades right up front when they haven’t figured out what you want, and maybe are terrified to tell you they really don’t understand. Right now, one of my Russian 1 kids says he’s had three years of previous Russian experience, but he doesn’t understand me, and it turns out I’m not using the pieces of language he already knows. It’s a lucky thing he didn’t land in Russian 2.
Jason Fritze says not to use new structures with a story based on new cultural information. Maybe in this case it’s best not to mix anything new while they’re learning how to interact with you and Storytelling.
Keep us posted.
Michele my dear, you are always able to get to the heart of a problem!!
“Maybe in this case it’s best not to mix anything new while they’re learning how to interact with you and Storytelling.”
YES!!!!!!!!!! And for anyone out there teaching “upper’ level classes who are new to TPRS….this is the ideal way to begin. It is so hard to concentrate on the meaning AND the expected behaviors that are new. Let them adjust to a new way of interacting using highly familiar language…
because…all together now…NOTING MOTIVATES LIKE SUCCESS!!
with love
Laurie
or NOTHING lol