To Clarice – 1

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4 thoughts on “To Clarice – 1”

  1. Hey, I wish you’d posted Clarice’s email, so I’d know where this is all coming from.
    But instead, I’ll tell you about my very recent decision regarding PQA. My 7th graders this year have a tough time with it. And as I think back, my students have often had a tough time with it. So I decided this week to jump right into a story, and do PQA AFTER they had heard the words 33.76 times. Today was that day. It worked! We had lively discussions! Next week I’ll try it again with 3 new structures. If it works again, I’m switching the order for good. As I’ve gotten better and better at going SLOW, our class stories, with the target structures in context, are followed by all. Then, when I put those same structures in different contexts in PQA, they already understand the words and can figure out the rest.

  2. Diane here is what started all this, from a comment C made on the recent blog entitled “Since January”.
    We are on a 4×4 schedule, which means we have an 88 minute block every day for half a year and in January we start again with a different group of students.
    Today, I felt like I was floundering in deep water. I was trying to get the repetitions in PQA with circling, but I felt like everything was falling on deaf ears. What works first period often doesn’t work at all second period.
    The feeling of drowning was very strong. I looked around at their faces and saw overload in all of its different manifestations, then I looked at my boards and saw that information, uf. I want to learn how to put my head back and float when the drowning feeling hits. Actually, I want to get there before that feeling hits. So, I’m charging the digital/video camera and working on floating on the 3 structures tomorrow.

  3. What works is whatever indelibly imprints a CLEAR and COMPELLING image of that phrase in their minds. It can be PQA first or story first. Who cares?!! Once that imprint exists, they can’t get away from it. It can be pretty, funny, horrible, discordant…whatever. It becomes an image that comes back to them, and that they CAN’T HELP BUT GO BACK TO again and again and again. Sort of the way you can’t eat too many Lay’s potato chips or keep yourself from the sore tooth that you have to keep poking at….
    A great image creates a great imprint. Reps make it clearer and cleaner and deeper. It can’t be wiped away. So then the next step…PQA or story ….is a natural, facilitated step for your students.
    with love,
    Laurie

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