I have noticed that there are stages within the Three Steps where we see energy build through stages:
Stage 1 – this is the establishing meaning part – one minute – when we just tell them what the three structures (the only thing written in the top middle portion of the board at this point in the class) mean. We say, “Class, parle trop means talks too much.” The energy is low, the kids are just settling in realizing that jGR is now, in this class, in control of their grades. One minute goes by and we crank up the energy slightly when we move to:
Stage 2 – this is the gesturing part – one minute – where we TPR the structures. Since the kids are now moving around, the energy goes up. Then we go to:
Stage 3 – this is the PQA part that often takes the rest of class – 45 minutes in my case on Mondays – PQA can last from just a few minutes to the entire class period (or it might last all week if we get into making little scenes – “extended PQA”). This can be so much fun when the kids know how to play the game and hell when they don’t. In good PQA the energy is definitely increased.
(Here is a little secret to PQA. Most structures lend themselves to direct questioning of kids. So today we did “He Talks Too Much” with the 3/4 class, who never did CI before this year and it is actually working! So in PQA we can directly ask questions connected to the structure. We all do this, but I thought I’d mention it anyway.)
So, today, my student Chau, a quiet Asian girl, very quiet, of course, talks too much. When I say it, I am ready to bail in seconds away from talking about her if she displays the least bit of discomfort, but Chau showed up and was ready to play the game.
So Chau (skipping lots of details here) talks too much about her boyfriend. And who is her boyfriend? One of the boys in the class, Magic Angel , who really really really wants to be her boyfriend. Now, with this information, since the kids all know each other, the interest spikes. When you see them looking across the room at each other laughing and saying this is true and this is not true, you know that you are up a level from the earlier stages and the stage for the story is set.
Stage 4 – this is the Story part and the beginning of step 2. If there was a spike in energy and fun in the PQA we see it in the story. It doesn’t happen all the time, in fact it is the exception in classes, AND IT DOESN’T HAVE TO. But when it does, it powers up the story that is about to begin. Of course, good quality PQA lends itself to good stories.
(What most determines whether the PQA is good? Yes, good structures. And then it follows that the prime determinant of a good story is the script. I have found that to be true over and over.)
So it is as if, when we go from lively PQA into a lively story, it is like shifting to higher and higher gears in a car. The power is there and all we have to do to keep it going is not speak English.
We learn to power our way through stories. And, to repeat, what is the quickest way to blow the tires in the car? Use English. We might as well throw nails onto the road.
That was a round about way to say that we shouldn’t use English in our classes. That point is much more important to make here than that classes that are based on comprehension have stages. Who cares? What matters is not throwing nails under our tires in our classes.
