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Why SLOW Is So Important 2
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8 thoughts on “Why SLOW Is So Important 2”
I am finding that giving the beginners lots of praise when they give me the “I’m not getting it” sign and reminding them that their weekly grade goes up when they do it (and mean it) is helping.
Having them completely clear their desks (which I didn’t do last year) plus not issuing textbooks and not having them buy workbooks signals to them that this class is really different from what they have taken before.
I see the trust growing each day and that is huge but only if it is slooooooooow with lots and lots of circling and reps and TPR.
Tamula–
Your positive feedback is a good classroom practice to cultivate. We have to reinforce how much they are helping us teach them better when they show that they don’t understand. I think I will change the way I “package” comprehension checks. Instead of saying, “Show me when you don’t understand,” I can say, “Show when I’m not clear.” That way, a low score on hand comprehension reflects on me, not them.
ding ding ding! I think we have a winner. That’s awesome, Trisha. “Show me when I’m not clear” is a great way to phrase it. Those who do use the finger check might also want to phrase it as, “Let’s rank how clear I’m being!”
I agree, this is a genius move in that it empowers students to evaluate how successfully we are delivering CI, because that’s really what determines whether or not they are getting it (as long as they are paying attention). They will be way more honest with the rating, because they are not on the spot. Much more effective than asking them to evaluate how much they are falling short of our expectations.
Yes – how nice that I read Trisha’s comment before the school year began, before I explain class expectations. I had changed my on-the-wall class expectations… “Signal when unclear” is now the way I phrase it. When I’m unclear will be the discussion point with them.
^ like like like ^
I’m doing that. That’s SO PERFECT.
I work with adults who pay for lessons, who are professionals and confident, well-educated people. Yet they still hesitate to say when they don’t understand. Last week we had an American visitor in a class, someone who isn’t used to speaking to non-natives and went WAY too fast, did not shelter vocabulary and frequently went off on tagents, yet I was the only one telling her to slow down. I gave my students a lecture about self-advocacy, telling them that asking for clarity, telling people when they are not clear is their responsibility, an important part of negotiating meaning in a conversation. There should be a sign saying “You are not being comprehensible!” that any student could activate with a secret button in every classroom.
…there should be a sign saying “You are not being comprehensible!” that any student could activate with a secret button in every classroom….
LOL. Too bad we don’t have such signs. Our only option is to police ourselves on it.