Unlock with PatreonThe Problem with CI
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Something of an Emergency
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10 thoughts on “Something of an Emergency”
This is great news from Steven – and not because it involves me.
If the supervisor mentioned using the textbook as a resource, you can get behind that without damage to your students. At the upper levels I have students check out a textbook and we use it as a resource; that is, there are a few things in it that we look at. This particular textbook has some good readings that include a fairy tale, poetry, and Asterix und Obelix (for children’s literature). Since they are already collected in this book, I don’t need to go round them up, and the guide questions are moderately helpful – though they benefit from some tweaking.
The important thing is to insist that the textbook is a resource, not the driving force that dictates the curriculum. You as the professional determine the syllabus, and you bring in resources that help you accomplish the objective of providing optimal conditions for acquisition. While I don’t do it in the lower levels, there is really nothing wrong with saying something like, “I invite you to read pages 145-148 in the textbook. It’s about how to tell time in German. I’ll be glad to answer any questions you have about it tomorrow.” Students who are interested can read it; other students will benefit from any questions they bring up for discussion; it uses the textbook as a resource. Then you include time or whatever else in your class stories for genuine acquisition.
Unfortunately, I’ve heard “the textbook is a resource” from traditional teachers and they mean that they create their own games, their own worksheets, etc. to teach the same content (grammar & vocabulary) from the textbook. Arghhhhh.
Then the textbook is not a resource but the controlling factor and driving force of instruction, and by placing the servant in the place of power, we have created a demon.
But then you already know that, Eric.
I’ve seen that exactly. I mentioned my supervisor that my old master teacher used an book from the 80s that organized French grammatically and thematically. At first, she said that it was logical to do that. She also told me to plan my lessons by week.
After providing my literature — thanks to Robert, she said, “i’m not saying that this way is right”. Yet she ended with using my textbook as a resource.
Looking back, most horrible meetings with admin occured because there was no single focus. If there had been one, things got too out of control too quickly. WHEN I’m in one of these situations again, I am now thinking there is nothing wrong responding with the following:
“I hear everything you’re saying. Would you give me a day to get back to you on this? I want to communicate what it is I do clearly, and need some time to do so.”
Seriously…what person WOULDN’T agree to that? It diffuses something that might be just as hard for them to deal with. The worst thing they could do is criticize you for being a slow processor. Nothing wrong with that.
This is great Lance. To get that focus you could ask about what are their central concerns (even take notes). That way you have their central objections and then you can clearly and easily respond later (email, meeting,etc.) in a far more organized way.
We aren’t always (nor should we be) thinking of the arguments for why we do what we do, and it is hard to have the best responses on the tip of our tongues unless you’ve done this numerous times. At first, I lacked a lot of confidence when talking about these things with parents who objected, but now since I’ve done it enough times and gave relatively short lecture to the parents (had to organize my thoughts for it) I’m better at it.
For me organization is key. She wants the “official” stuff. So, I can provide her with all the standards and “unit” designs that are satisfied using the TPRS/CI. At least for me, the language in the standards is flexible enough to have the box checked. What frustrates me, is the extra work I have to do to prove my point when this was already said AGES ago. I’m sure Herman can cite dates of SLA research.
The fact that the supervisor opened up the attachment and started reading through the research is a very positive sign. Every time I send research to my department chair or Latin colleagues, not only do they not even read it, but they usually reprimand me or complain that I am being unprofessional.
I guess I have to be positive with my situation. In your case, reprimanding you, John, for sending research is actually unprofessional. It shows a refusal to grow.
“unprofessional” may be the longest four-letter word on record.