starting the year right: class management & effective ci
TRANSCRIPT
Starting the Year Right:
Class Management & Effective CI Strategies
Luisa MeyerBartow Middle School
Polk County World LanguagesNew Teachers PD 2021-2022
Take a deep breath...
2https://www.youtube.com/watch?v=aNXKjGFUlMs
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The first days of school
help establish the tone for
the entire year.
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Let's get it right from the start!
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Let's start with ...
Basic Class Management
(and beyond)
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Let them know you care.
› Welcome your students at the door with a smile. Ask them how they are.
› Make positive comments: "Nice shirt Yanira", "You look happy today", etc.
› Split your attention with the rest (inside)
› Get to know them and make connections.
(L1 or L2)
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Have work ready.
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Assign seats.
› Decreases anxiety.
› Prevents clicks/groups from forming on day 1.
› Helps you remember their names and take roll.
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Housekeeping
› Take attendance› Make sure you pronounce names
correctly.› Look them in the eye and smile.
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Housekeeping (Cont.)
› Address ONLY the MOST IMPORTANT issues today
› Bathroom, care of materials, listening
› I do not go over the class rules.› They are posted and I address them
as they come up.
Brainbreak (if time allows)
12manos, cabeza, arriba, abajo, levántate, siéntate, toca.
It is fun, helps with connections, lowers the affective filter, gets them moving, etc.
You have the chance to observe your students in a relaxed situation.
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Housekeeping (Cont.)
› Hand out the Syllabus at this time.› Have students write their name on it.› I do not go over everything, but may highlight
key points.› Explain to students the importance of returning
the last page with complete answers.
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Housekeeping (Cont.)› Q & As
› I encourage students to ask any questions at this time.
› If no one asks, I begin asking them questions (L1) based on their name cards (connections)
› COLLECT NAMECARDS to be used in future classes.
The first day(s) are filled with interruptions, changes, anxiety, and unpredictability.
Focus on making connections and establishing and enforcing regular class procedures and rules.
Introduce new vocabulary a little at a time. 15
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I "sweat the small stuff". It has taken me some time, and
learning from Tina Hargaden, to figure out how to do this
without losing my mind... ☺
If you let misbehaviors, disrespect, lack or
organization, etc., happen, it will only snowball. I like
to "nip it in the bud".
Stop! Point calmly.
Wait patiently until
the behavior has
stopped.Walk to the rules.
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This leads us to...
Effective CI Strategies
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Why do we teach the way we teach?
Basic explanation for our students (and parents & administrators)
Talk WITH them in terms they will understand.
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Why use Comprehensible Input (CI)?This is based on serious research
(but I will explain it like a MANIAC with the help of my friend Bryce Hedstrom)
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"M" stands for the MONITOR Hypothesis
If you are constantly trying to "monitor" what you write or say, you will find it VERY
DIFFICULT to speak/write fluently.Activity: Tell a story
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"a" stands for the AFFECTIVE Filter Hypothesis
Your emotions can help or hinder language acquisition.
So... That is why our classroom environment and everyone's attitude in class need to be
supportive and safe.
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"n" stands for the NATURAL ORDER OF
ACQUISITION Hypothesis
Everyone acquires a language in a predictable order. But... we are all in different places in our acquisition journey.
So.... We need to be supportive of each other (instead of judgemental).
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"i" stands for the INPUT Hypothesis
People acquire a language via Comprehensible Input. That is: when they understand (comprehend) messages
in the target language.
So... You need to pay attention AND I need to make my messages understood.
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"a" stands for the ACQUISITION/LEARNING
Hypothesis
Learning is conscious (learning about the language, its grammar and rules).
Acquisition is unconscious (the same way you learned your 1st language). Acquisition helps students remember
and speak effortlessly.
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"c" stands for the COMPELLING INPUT
Hypothesis
If the messages in the language are interesting, learners will acquire effortlessly and subconsciously.
So... I will always try to provide messages and activities that are compelling to you.
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We not only learn through CI, but our goal is to become
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Proficiency refers to
what you CAN DO
with the language.
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Activity for your students:
Students Establish
Personal Proficiency-
based Goals.
Helping students establish their proficiency-based goals for the
wl classLuisa Meyer 2021-2022
Adapted from the Creative Language Class http://www.creativelanguageclass.com/
I don't know.
What's
"proficiency"?
What is your
proficiency level in
Spanish?
Language
proficiency refers to a
person's ability to use
a language for a variety
of purposes, including
speaking, listening,
reading, and writing.
My sentences
are detailed
and
supported.
Novice Low
Novice Mid
Novice High
Intermediate Low
Intermediate Mid
Words
Lists and phrases
Sentences
Sentences + details
(5Ws), because, but...
Even though,
however,
opinion
Today, you will learn about
proficiency and will be able to
establish your personal
proficiency-based goals for this
school year.
A Martian landed in your neighborhood and is asking around about this thing called a “Taco”.
Using the paper and card you are given, describe a “Taco” to your new friend.
PROMPT #1
Using the paper and card you are given, describe the most fun activities to Cameron.
PROMPT #2
Novice Low
Describe it using only words. Try to think of the
ten most important words to describe it. Be very generic. There can be spelling errors and
wrong words like a Kindergartener would
make.
Novice Mid
Describe it using simple phrases and lists. You do not need to have verbs. There can be spelling errors and
wrong words. “Me like”
Novice High
Describe it using simple sentences with
few details. Use “I like”, “It has” and “It
is”. Limit the sentences to 4 words
or less.
Intermediate
Low
Describe it using detailed sentences with words like “with” “in”
“at” “also”.
Intermediate
Mid
Describe it using detailed sentences.
Combine some of your sentences with
transition words like “furthermore”
“however”.
Intermediate
high
Describe it using a paragraph with detailed
sentences. Include a simple personal story in the past tense. When I
was little, I went… Also include ordinal words like “first” “last” and “then”.
What's fun to do on the weekends around here?
Novice Low
Describe it using
only words. Try to
think of the ten
most important
words to
describe it. Be
very generic.
What's fun to do on the weekends around here?
Novice Mid
Describe it using simple
phrases and lists. You do not
need to have verbs. There
could be spelling errors and
wrong words. “Me like”
What's fun to do on the weekends around here?
Novice High
Describe it using simple
sentences with few
details. Use “I like”, “It
has” and “It is”. Limit the
sentences to 4 words or
less.
What's fun to do on the weekends around here?
Intermediate Low
Describe it using
detailed sentences
with words like
“with” “in” “at”
“also”.
What's fun to do on the weekends around here?
Intermediate MID
Describe it using
detailed sentences in
a paragraph. Start
with a topic
sentence. Combine
sentences with "even
though" or
"however"
Beginning
Spanish
Beginning
Spanish
Spanish 1
MANY
Spanish 1
Novice Low
Novice Mid
Novice High
Intermediate Low
Intermediate Mid
Words
Lists and phrases
Sentences
Sentences + details
(5Ws), because, but...
Even though,
however,
opinion
Write about (select a prompt) in SPANISH.
• This written activity WILL NOT be graded.
• It might seem very difficult or imposible.
• Do not worry.
• Just write anything you think you can IN SPANISH.
• This will help you and I to establish your proficiency level at this time.
What can you do to improve?
• Listen with the intent to understand.
• Read.
• Combine words and phrases into sentences.
• Read.
• Practice asking questions.
• Continue learning new words and phrases.
• Did I say read already?
• Maintain the conversation by asking questions.
• Read!!!
What are your
goals?
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Now we will get to the ...
Effective CI Strategies
You can find a list of strategies in Moodle, and another one in this Page.
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TPRTotal Physical Response
Assign gestures to common vocabulary, action words, etc. to enhance comprehension.
camina
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MOVIE TALK
"Chunkify" or "start & stop" a short video to expand, describe, ask, discuss, etc. the story, the action, the characters, the setting, etc.
Complement/expand with Write & Discuss
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Supe
r Bow
l VW
Dog
Strik
es B
ack
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WRITE & DISCUSSW&D is ONE OF THE BEST activities for:
Check for comprehension, summarization, students see how words are written, students hear what the words sound like, visualization of the vocabulary, etc.
Serves as an extension activy after the creation of an OWI, a movie talk, an embedded reading, a class novel, an image talk, Persona Especial, Calendar Talk......
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WRITE & DISCUSS: The process
• After an activity, the teacher invites the students to provide information regarding the activity.
• The teacher proceeds to write the information IN FRONT OF THE STUDENTS, so they can see the writing process.
• Students may provide a word, a phrase, or a sentence. It can be in Spanish, Spanglish or English. The teacher writes in Spanish.
• When it is done, the teacher reads it aloud, slowly, pointing to each word.
• Then the students translate the words (whole group, or volleyball).
• Lastly, the students copy the text in their notebooks.
¡Gracias!Any questions?You can find me at:[email protected]://spanishbms.weebly.com
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