Survey and Listening Activity

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14 thoughts on “Survey and Listening Activity”

  1. To clarify, I do not want my students to feel stupid for not knowing what will be on this survey or common assessment (for peace of mind, I make compromises with my non-CI dept). They may still feel that way slightly but because we are constantly building trust, students know that it is more important to develop their interpersonal skills so that they keep these “life hacks” their whole lives. In meetings, I reveal my data and say that it is a great learning piece for the students. After the survey, I teach them the vocab/grammar concept explicitly like any other grammar teacher. I tell them that high school with resemble this. No surprises there.

  2. I need some help from someone on this blog.

    Does anyone have any idea how I can respond to this email from the school psychologist about a student of mine with ADHD?

    “In addition, I was wondering if you can suggest any strategies for me to share with XXXXX while in your class. XXXXXX struggles with ADHD, and from what she shared with me, there isn’t any note-taking, worksheets, packets, etc, which is completely fine. However, considering XXXXXX struggles with attention, she is concerned about your class and paying attention. If you have any recommendations, please let me know. Thank you, and if you have any additional questions, feel free to ask!

    -Dr. XXXXXXX

    I post all of my class stories on Google Classroom in a book. The stories are posted about a day after the oral story in class.

    Any other CYA advice here?

    1. I think it is unrealistic to ask you to provide such strategies. The child has ADHD and nothing can change that. In my opinion providing the stories the next day, generally a great CYA move with parents and admin, can only add to this child’s workload and not benefit her. Instead, I would ask for a conference with the child and counselor and perhaps a parent and tell them something like this: “Jenny I know that it must be very difficult to try to keep up with all your classes and now this listening thing in my class must be a challenge. But the thing is, I am going to grade you not on how many points or details you can remember about class, but what I see you doing in class. The way we learn languages is TOTALLY different from other classes – we learn by listening and reading and some students can remember a lot and some less but they all end up learning the language! So this class should be a total no-stress part of your day. Just come in and listen or read, no tests or quizzes. Instead, I will ask to talk to you maybe five minutes a week anytime and we can talk about how it’s going. You will certainly get a B or C for that. That’s it!” Something like that is what I would do. And of course jobs like Steven and Sean said. I wonder how being a WCTG judge would work. You can always be there to step in if she gets a call wrong during the game, kind of working with her. So my two ideas are to take the concept of grading and comparing her to others and to bring her more into the community. Just thinking about it, having ADHD and being made to be in a school the way they are run now sounds to me like mental torture.

      1. Good idea with the WCTG. I think I will wait till next semester to change the judges though. In this particular class I have some very dominant sports kids….they are seniors and some are already committed to play college football. There are 4 such kids. In a Spanish 2 class. They tend to dominate the class so they are the ones that I have been focusing on in the WCTG. This particular girl is well behaved but I really believe it’s a situation where she uses her condition as an excuse to not engage in the class as much as she could.

        I had a chat with her today after school. There was an issue with one of the sports kids making fun of her in class and he did it without me noticing. So I’ll be moving the seating chart.

        I like the idea of including her in the classroom jobs. In my experience this student is actually NOT acting like she is ADHD, she acts the opposite way. I was told that by my class time is when her meds tend to kick in and she is more sedated or something.

        This is one of those “sleeping dogs” situations. In the beginning of the year the mother sent me like a 2 page email about all of her daughter’s needs. I responded to the email quite nicely and even suggested we meet and never heard back from her again and she did not come to PT conferences.

        I deal with parents like this a lot in this level (the “studies” program), they are completely un-involved until the end of the semester when the grade is not what they want, then all of a sudden they want to meet with you and put the teacher on the defensive.

  3. …”she is concerned about your class and paying attention”

    I’d give this student a job like: checking the time with their watch/phone. Something that doesnt require constant focus. You can also just make sure to ask questions like “What did you do during vacation?” You can also compare and contrast the student with an OWI etc… If they feel like they need to take notes, they can take the notes of all the words you wrote on the board (they can be in bounds or not) That way, they can be held “accountable” for their learning and you can possibly double-dip and keep this running list of vocab (even if you are Non-Targeted). It would be interesting for other teachers to see.

  4. So sorry your school psychologist is being antagonistic here. Or, rather, quite passive aggressive. And she’s a “Dr.”!!! And a psychologist! Crazy. It reminds me of once when I had a special ed teacher tell me I wasn’t doing any modifications or accommodations, again, passive aggressively. Argh. Well, one frustrating colleague out of a dozen ain’t so bad.

    In response, how about any of the jobs… the brain breaks that you could say have students show what they know… TPR for that matter… oral comprehension checks… choral responses… partner-pairs… OMG everything we do!!!

    It blows my mind that she would think worksheets are going to meet this student’s needs. Note-taking… well perhaps she is getting at the idea of how students process the information when there is no note taking. Then again, perhaps she’s not open to a true conversation about anything meaningful.

    How is this student doing in your class? What are your observations?

    1. Yeah, but again, like I mentioned on my comment when you had an issue with your admin observing you, she is just checking a box.

      When students have IEP’s that say they should have class notes or take notes when other students aren’t or things like that these are blanket accomodations. Most of the time kids don’t even use those accomodations when you tell them to, however, the counselors and psychologists are just covering themselves by reaching out to me if a student comes to THEM.

      I get it, they have a ton of students on their caseloads and they have to deal with parents too.

      Luckily the head of the counseling department is awesome and she understands CI.

  5. I’m going to try this student out as the “story writer”. Originally I wanted the story writer to be someome who is going to produce good notes so I have less work to do in the evening. I might experiment with 2 story writers. Looks like this psychologist is not letting up on me, with my email responses she puts the issue back on me.

    She wants notes….she is going to get notes. Can’t fight the system.

    1. We have to pick our battles. Find solutions without breaking your core CI values and move on. I have a journalist for non-fiction like special chair and a story writer for stories.

  6. Alisa Shapiro-Rosenberg

    To me it sounds like the outside ‘consultants’ are equating keeping her hands busy with meeting her ADHD needs…
    If so, she can take a snapshot of the whiteboard with her phone after class – that can be a job – making a picture file by date, separating out the verbs in a separate column….
    All kinds of BS if and only if the ‘sedentary’ listening looks problematic to you…

  7. True. Maybe I can have her take vocab notes in Scott Benedict’s Google Doc template for PQA and then post that on Google Classroom.

    This kind of stuff tends to blow over as we get closer to final exams and winter break. In two weeks all everyone will be thinking about is vacations.

    1. I think we generally agree that the way schools “accommodate” is not accommodation at all, but bone throwing to the dogs to get them to stop barking. It is a game and the kid is the winner and the loser since rarely do the ideas suggested work. It’s like you said above, Greg. So I applaud this:

      …she wants notes….she is going to get notes. Can’t fight the system….

      and then go on about your day. We need to streamline our energy flow. We can and we will. This tags onto our mental health and the current and historical expectation among most teachers that we naturally have to work ourselves into a frenzy as teachers. This can and will change. Too much is at stake, our kids, families, our health. Little things like that.

      Vivent les Invisibles!

  8. I’d put her as the Keeper of the Vocab à la Scott Benedict. I have one student keep any new words in a running Google Doc with the date. That way, if someone is absent they can check the doc for new words. Plus, it’s a great way to keep kids focused.

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