Starting Over

Write your goals for the school year. Be as specific or abstract as you’d like to be!

I have been spending the past 3 days asking my students to think about their own goals, so it seems only fair that I should do the same!

Because I have redesigned my teaching around 6-week themes, rather than working chronologically through a textbook, my number one goal is to stay on track! I want the themes to allow students to take their learning in a more personal and useful direction, and I expect this to get messy at times. I have students with interests in music, Formula 1 race cars, arts & crafts and criminal justice. My upper level students are preparing for post-secondary studies in aerospace engineering, the military, and literature. So, for every learning experience I must ask myself, "Does this relate to the theme?" and, "Can I demonstrate that relationship to my students?"

Our first theme is "L'enquête de soi" (In search of self; Self-discovery; Personal identity). This first week of classes 2014-15 I have created opportunities for students to think about their own learning and explain to me how I can help them express their personal identities in French. They have done their I Can... inventories;  upper level classes have interviewed and written about their partners; in English (newer language learners) and in French, students have answered the questions, "Who are you?" and, "What do you want?" 

I purposely led off the year with these questions and activities. Each learning experience this first week can be connected back to the theme of self-discovery, and I am looking forward to watching my language learners blossom.

Pictured here: French III interviews

Blogging Challenge, Day 13 of 20

Wow! So much to do, so little time. As I submitted my last post, we were headed into the 4th of July holiday, followed by my trip to France on the 5th. 

 St Paul de Vence

Then, when I returned home the 13th, my wonderful husband had started one of his infamous DIY projects and we have been occupied with that ever since.

So, back to the challenge! 

Today's challenge: Tell about a favorite book to share or teach. Provide at least one example of an extension or cross-curricular lesson.

As a matter of fact, during my tour of France, I had an opportunity to talk with a student who will be in French III this year. During our conversation, she gave me the idea to introduce the textbook I normally reserve for the upper-level classes in the third year. Trésors du temps is quite readable for this level, providing a very condensed version of the history of France. Each chapter also contains literary excerpts, some examples of period art, and even grammar review. 

Each chapter/unit lends itself easily to additional research projects, inviting students to 'dig deeper' into the culture of France. 

I'm feeling very positive about the change!

 

Blogging Challenge, Day 12 of 20

Today's challenge: Talk about homework. Do you give it? Why or why not? What types of HW do you give? How do you balance it with other demands?

Désolée, but I have been away from home, wi-fi & civilization for several days! So, back to the challenge...

HOMEWORK, les devoirs. I do assign occasional homework to practice vocabulary or a grammar structure. Because my goal is COMMUNICATION, the HW I assign has the purpose of practicing, incorporating, correcting together in order to provide formative feedback, and THEN we are ready to communicate in more authentic dialogue.

I may assign a few points for students being prepared with HW. I DO NOT COLLECT AND GRADE. Homework is practice. We go over the correct answers together in class, often starting with a "Pair-Share-Compare", so students can help each other before expecting answers from me. While they are comparing answers, I can stroll around the room checking their papers, answering questions they may have, offering praise for work well-done & encouragement to keep improving.

 

As you look at this taxonomy, you can see that HW review is Remembering. As a class we discuss the usefulness: Understanding, Applying and Analyzing. Once students get the correct answers, they can Evaluate their own efforts. And finally, we are ready for Creating, for putting the lessons to work in authentic situations, and to assimilate the language and structure.

Blogging Challenge, Day 11 of 20

Today's challenge: What have you done to encourage your learners to use their language skills in the real world and in other areas of study? Tell about a time when you saw your students make meaningful connections beyond your classroom.

How about this recent communication from a second-year French student? Made my day!

Blogging Challenge, Day 10 of 20

Today's challenge: Share ideas that your class uses for brain breaks and/or indoor recess.

Wow! The halfway mark of this challenge! I teach students in grades 8-12, so we don't offer 'recess'.  That's unfortunate; I think they could all benefit by it!

I do try to keep in mind the research on adolescent brains and the necessity to allow movement and activity during class. (For information on this, see http://http://www.nea.org/tools/16653.htm.)

When designing learning experiences, I incorporate a variety of practice exercises. In one 50-minute class period, I will provide 4-5 activities, which may include direct instruction, paired speaking practice, written exercices, small group work, whole class discussion, listening, viewing, writing, games, puzzles, etc. 

Brain breaks happen by providing variety and student choice. Teens can stay engaged on task for about ten minutes before they lose interest, so plan accordingly! 

Blogging Challenge, Day 9 of 20

Today's challenge: Share a topic/idea from class [this week]. What is one thing you did with students [this week] that you will (or will not) do again? Why?

A favorite of my students is the CHANSON DE LA SEMAINE, the SONG OF THE WEEK. I check the top 40 song list in France to select one to share. I have to preview videos and lyrics, to keep it school appropriate, and often have to skim past 12-15 English-language songs that are at the top of the list! When I show the current list in class, it creates an interesting discussion topic.  I ask my students why our American 'top hits' lists don't include songs from other cultures. 

In levels I-III, I simply play the song as students are entering and getting settled for class. I show the clip officiel at the beginning of the week, and then try to find a version which includes the lyrics. When I can, and if the song has relevance to a current classroom topic, I point that out to students. In levels IV-V, we do a more in-depth study on Wednesdays. Those upper-level students really enjoy their MERCREDI MUSICAL! 

A couple of useful sites for French teachers are:

France Top 40 <http://top40-charts.com/chart.php?cid=11>

TV5 Monde <http://enseigner.tv5monde.com/collection/paroles-de-clips>

Try it! I guarantee your students will begin downloading the music to their personal electronic devices, singing along, and even researching and suggesting more music to share in class!

Blogging Challenge, Day 8 of 20

Today's challenge: Tell about a professional read (book, article, blog, post) that has had an impact on you. Why? How?

This one isn't too difficult, since one of the most helpful books I have read recently is on the topic of assessments (remember? The bane of my existence? See Challenge 5). 

You can see the cover edges are showing some wear & tear! 

Foreign language teachers, I recommend this to all of you! It provides research-based strategies & the rationale for using IPAs in the FL classroom, describes in detail how to construct an IPA, includes templates and examples in many different languages, and offers scoring rubrics.

I have a much better understanding of the value of IPAs after reading each chapter. Just weeks ago, I suggested to my FL coworkers that we should come to weekly department meetings ready to discuss one single chapter of the book, and share how we are implementing the strategies in our classes. We didn't have time in the 2013-2014 year, but I will strongly encourage the book study when we return to school in August.

All the tools you need to understand, develop, create, implement and assess communication in the FL classroom are right here!

Blogging Challenge, Day 7 of 20

Today's challenge: Share a classroom management tip. What is one thing that you do that works for you? How could it be adapted to others?

IMHO, classroom management begins with demonstrating respect, caring and compassion for my students and their lives outside my classroom walls. When students recognize these qualities in me, they reciprocate. Classroom management takes care of itself. 

On those rare occasions when a student does NOT return respect for me or for other classmates, it is often his/her peers that put a stop to the undesirable behavior. The class takes shared ownership in what goes on during our time together.

I realize my students have 4-6 classes in addition to mine; they are involved in sports, may have a part-time job, are experiencing the pain of a divorce, a terminal illness or a death in the family; they may be taking on the role of care-provider for younger siblings, etc., etc.

To quote Stephen R. Covey, "Seek first to understand, then to be understood." (Emphasis mine)

Blogging Challenge, Day 6 of 20

Today's challenge: What is ONE thing you wish you were better at? Just one! Why? What could you do about it?

I would like to be better at planning lessons well-enough in advance to prepare more/better visual aids. If I  want to provide a language/culture-immersive experience for my students, I must maintain the language (French, in my case) 90-100% of the time. Students at ALL levels become frustrated by this, I realize. But I also know that they understand better if visuals are associated with the spoken/written target language (TL). 

What am I doing about it? I am updating my curriculum based on themes. I am the only French teacher in my district, and doing 4-5 preps daily is crazy! In my new curriculum, the same theme will be addressed at the same time across all levels. The difference will be in the complexity of language expected at each level. For example, if the theme is Personal and Public Identities, at Level 1 students will be expected to list adjectives and nouns to describe themselves. Level 2 students can describe themselves as well as  friends & family, with a more diverse choice of descriptors, likes & dislikes, etc. Level 3 might make comparisons between the person they were before high school, the person they are now and the person they want to become. Levels 4 & 5 can do the same, give opinions, justify their responses, etc.

By working the same theme across levels, I can prepare visuals to incorporate in class; for example, photos of people familiar or unknown. At every level, I can introduce the concept of Personal and Public Identities by describing the images in language appropriate to the abilities of my students, thus modeling my expectations for their own descriptions. 

Visuals bring an element of familiarity to the classroom (I could start with photos of myself, teachers in the building, celebrities students love/hate, etc.), the comfort level is raised, humor & surprise can be injected into the lesson (because the internet is loaded with funny images) and culture is embedded (now I can start introducing francophone celebs)when images are authentic, rather than contrived or cartoonish. 

I'm ready to dive in to this new format!     

Blogging Challenge, Day 5 of 20

Today's challenge: Give a tip for assessment. What is an example of an assessment you give? Share any tips for designing/administering/grading assessments.

 Assessments...the bane of my existence. Actually, I think inviting students to show what they know and can do with their language acquisition is a natural classroom activity. But WHY do I have to assign a numerical value to it? 

If I could throw out the gradebook and regularly update students on their language proficiency progression, we would accomplish so much more! If we had time to read books (at any level) and discuss (at any level) the stories, if we had time to share current events, or use a day each week for Show & Tell, if we had time to explore language learning/practice games. But, students, parents, college admissions and the voting public want us to STOP TEACHING/LEARNING to provide evidence that we have taught/learned. Whaaaat?!!

We DO have time for all of the above, but then have to STOP in September/October for pre-assessments, in  December for mid-year proficiency checks, in January we administer mid-term exams, in March the Sophomore class takes the OGT, by mid-April we have to give post-assessments, and before students leave for summer break, they take final exams. 

Now, include regular skill checks throughout the year (context & structure in my classes) and we have significantly reduced the time available for students to use the language in natural, conversational circumstances.

In my perfect world, students would be assessed at the beginning of the year to establish their baseline proficiency level and would be provided with a target for the year, as well as a "road map" to get there. Mid-year, we would set aside time for another check, so students could be encouraged by evidence of their progress, and finally, at the end of the year one final assessment to prove they achieved the target. Any skill checks along the way would be formative. Students wouldn't be punished for what they don't know or can't do; they would be celebrated for acquiring new/improved skills.

So, I haven't addressed the challenge today. I guess I'll have to come back to it in the future!

(18 June 2014) P.S. I just read this article and think it fits beautifully with my thoughts! 

http://http://starrsackstein.com/category/miss-can-i-get-some-extra-credit/

Blogging Challenge, Day 4 of 20

Today's challenge: Share a topic/idea from class [this week]. What's one thing you did with students [this week] that you will (or will not!) do again? Why?

Oh my... This challenge really should be addressed during the school year. Even though my last day with students was less than a week ago, their exams were more than a week ago and those last days were spent "cleaning house"... Finishing up overdue assignments, submitting last minute extra credit :-\ , studying for exams in other classes.

That being said, one of my favorite semester activities (and one my students initially dread) is a series of 20 conversation topics. For just the past 2 years in my French classes, students in all but French I are given this assignment at the beginning of the second semester. This gives them 18 weeks to sit with me & have a CONVERSATION using the 20 topics. I learn so much about the lives of my students during these conversations, and I hope they learn not just some conversational French, but also that I truly care about each of them! We sit at a café table in my classroom, on comfy chairs, look each other in the eye and simply chat. While the first 2-3 are painful and awkward, by the time they complete 10-12 conversations, they have demonstrated remarkable improvement with their interpersonal language skills, have relaxed into the activity and are learning 21st Century Skills (and in a second language!).

Of course, a small group of students start right away on completing the assignment. The vast majority, however, were scrambling in those final weeks, days (and hours!) to finish. Students in French II show the biggest growth, and begin French III much more confidently than my classes before I began this 

assignment. 

The image below is a game I also provide for students in order for them to do some interpersonal speaking with one another.

 

Blogging Challenge, Day 3 of 20

Today's challenge: What is a website that you cannot live without? Tell about your favorite features and how you use it in your teaching/learning.

Schoology.com; my Learning Management System (LMS) of choice! I used Moodle for a couple of years, tried Edmodo in order to collaborate with other teachers who were using it, but have had the most success with Schoology. Student reviews are much more positive for Schoology than for Moodle or Edmodo. And if the students react positively, it's a winner!

Schoology has the look of Facebook, is very user-friendly and is loaded with "bells & whistles"! There is a calendar for communicating upcoming events; a Materials list that includes online quizzes, which I use daily for formative assessment; a Resource library, where I can save important/useful links, documents & files; the ability to create a Discussion forum, encouraging peer collaboration & tutoring. I use the Update feature every day to post learning objectives, class activities, page numbers, links, images, etc. Schoology links with your Google, Facebook & Twitter accounts (if you choose to do so); incorporates Dropbox for assignment submissions, and the list goes on and on.

This summer, I intend to discover additional features of Schoology with which I am unfamiliar. Schoology already works for me, but I want it to WORK FOR me!

Blogging Challenge, Day 2 of 20

Today's challenge: Share an organizational tip from your classroom. What is one thing you do that works for you?

With all the paperwork that crosses my desk daily, the best thing I have done for myself and my students is a hanging pocket file, labelled with class periods, for assignments. At the end of the day, I collect the papers from the hanging file for checking/grading. If a student's paper is missing, it's on them, not me. I don't misplace student assignments. They can't tell me they handed it to me directly, because if they try, I send them to the hanging file. No problems, no excuses! In this image, you can see the bright red hanging folder between the map and the chalkboard. I have been using it for years, and students learn the procedure right away.                

Blogging Challenge, Day 1 of 20

Today's challenge: a favorite book to read and/or teach. Provide an example of an extension or cross-curricular activity.

Yesterday was the last day of the school year for students. I still have work to do in the classroom, and am looking forward to time for  reading for my own pleasure and education!

As for TEACHING a piece of literature...I struggle with this. Every year I have upper level students beg for Le Petit Prince, but they don't understand all the nuances, the metaphors, the mystery of the story. I am always reticent to introduce the story, and explain to them how truly complex it is. They insist, I give in, we do the story. By the time we finish, I am disappointed and they are frustrated. I have broken the book down into manageable chunks for creative activities, group projects, and numerous class discussions. We have watched excerpts from the comédie musicale, starring Daniel Lavoie as well as other strategies, rarely with success. In conclusion, I have to confess, this is NOT a favorite book to teach.

I would have to say my favorite book to teach is whichever book students fall in love with!