Report from the Field – Robert Harrell

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9 thoughts on “Report from the Field – Robert Harrell”

  1. Sounds like you’re really influencing her, Robert!

    Question: how are those jobs going where students hold up the cue card with a rejoinder for the class to shout out? Does that work for you?

    1. Sean. I first saw that at a workshop with Alina. You have rejoinders on a card. You give them to students, you first cue them to hold them up when you say them. Then the whole class says it. Let them know that they can raise them whenever it applies. I even have a “suddenly” to add when we make an important event in the story. You can then assign a student to pi ck them up and place.neatly on a basket.

      1. sounds pretty straight forward. Thanks Steven. I’ve done a couple of them before but the interest didn’t last. I’ll have to switch it up somehow to make the interest in raising that cue card last.

  2. Robert. That’s the story of my alternate musician life in southern California! It’s so cool that you are working with someone and that frau o is receptive. I am sure that you have a wealth of knowledge and wisdom. Just last year they cut a German program due to a retirement. The teacher taught middle school and high school students.

  3. What an outstanding trajectory for this teacher, to discover bit by bit as she is ready, and to become newly excited to be in the classroom. Just the best feeling! Great news Robert!

  4. Robert,
    Two years ago I had a student who was often tuned out. I had never gotten around to posting them. They just sat on the “chalk” tray and I would grab the one I needed and walk around with it. One day I handed one of them to this student because he never seemed to remember this word. He was to hold it up every time it was said. As I said, he was tuned out and other students would look at him and tell him to hold it up when he missed his cue. He would realized what happened and with a look of amusement and chagrin he would hold it up. He started to do so on his own and went on to become one of my fastest processors. Last year he was one of the “smart” kids, processing and responding quicker than almost any one. His grammar-laden friends could not understand how well he was able to do so. (Now he is in a grammar class and he just wasn’t cut out to run the grammarthon. He told me I can’t even do grammar English. So how can I do it in Spanish. If I had tried to put him through the grammar hoops, he would have had to drop a level two years ago.)

    So glad you found a willing colleague to continue where you leave off, Robert. What a joy.

  5. Just a quick update. Today was collaboration day at my school, and Frau O and I spent some time collaborating together. She told me the results of her story, which she thoroughly enjoyed doing and had great success.

    This was her class’s story:

    Dracula has a problem. His tooth is kaput, and he can’t drink blood any more. So Dracula went to Home Depot and got a hammer to remove the tooth. But he forgot his glasses, so he hit himself in the nose. Then he went to the hospital, but the doctor said Dracula was evil and wouldn’t remove the tooth, so Dracula stole blood from the hospital. Then he met the tooth fairy. They fell in love, and the tooth fairy removed his kaput tooth and gave him a new one. Dracula drank the tooth fairy’s blood, but the tooth fairy didn’t turn into a vampire; instead, Dracula turned into a tooth fairy.

    This wasn’t the story we worked on but a story for Halloween. Frau O commented on how engaged her students were and excited to add their ideas to the story. She also noted that she would never have come up with something so creative.

    Yay!

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