Safety First

3 thoughts on “Safety First”

1. Eric Herman

   January 27, 2014 at 8:27 pm

   “I do not think of story ideas before the class.”
   I think some novices need some Plan B’s and C’s to fall on if the personalization isn’t working and they aren’t getting cute answers from the kids. That said, I myself have moved to doing different stories with each grade, rather than the same story with every grade, so I don’t get bored and stale.

   “you are safe because you know that you don’t have to get anywhere during class.”
   Blaine says this, as Chris S. quoted recently on this blog. The goal is not to finish the story, but the opposite. Michael Coxen has recently posted to moretprs a demo of Blaine teaching a level 2 class and it is rejuvenating to watch. Blaine makes it to the problem in the story, but then spends the rest of the 50 minute class going back to explain how this became the problem. The story never went forward! I especially liked how going back like this was a good way to talk to the actor in the past tense, something I’ve never done (reps on first and second person past).

   I could never consistently teach with Blaine’s energy when I have 5-6 classes/day.

   In the video, Blaine has never taught this group of kids, so they are incredibly silent and respectful, especially as he spends so much time just having a conversation with his actor. In our classrooms I’m sure there is less attention and this would take some miracle management to pull off. I have many kids that are less likely to actively engage, unless I’m making them the center of attention.

   Related: Why not take a few minutes everyday and use our “superstars” to provide more CI for the rest of the class? I have those students (many are Brazilian, some even native Spanish speakers) that I could use to model a casual conversation. No targeted structures, no planning. You strive to limit conversation to all previously taught structures. Someone writes up a Quick Quiz to keep everyone listening. If you are familiar with the ACTFL’s Oral Interview, I imagine this is something we could do in front of the entire class. Eventually, the rest of the class can take the hot seat, but only when they have had a ton of CI in casual conversation. Even when students aren’t output-ready, the teacher can give his/her own answer to serve as a model (for the sake of CI, the teacher should often start with his/her own answer), then further differentiate questioning in order to meet realistic expectations for student output.
   E.g.
   Teacher: I like to play soccer. What do you like to do?
   Student: Ummm.
   T: Do you like to play soccer, baseball, etc.?
   S: Baseball.
   T: I like to play soccer with my best friend. Who do you play baseball with?
   S: Ummm.
   T: Do you play baseball with friends?
   S: Yes. Friends.

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   1. Sean Lawler

      January 28, 2014 at 12:42 pm

      I agree about the value in seeing a demo lesson of a teacher with their own classroom.

      I also like going back in a story to flesh-out a scene, though I have to stand up to those students who complain about wanting to move ahead. They have to realize that I’m in charge!

      The oral interview (informal): a good summative assessment if only we had 5 min to give every student at the end of the term, right?

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2. James Hosler

   January 28, 2014 at 9:59 am

   I have been sensitive lately to just how much students try to make us teachers chase our tails. It’s like a sport for them, especially if they are awake and feeling agile. Of course that’s also when they are most able to learn, if only we can compensate with a sense of overwhelming calm and so crush their attempts to bounce all over the place with us at their heels.

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