Attitude is Everything

Ahh mid-March.  A week or two before spring break.  It is so close, yet so far away.

The kids are squirrely.  My patience level is a negative 10.  Every year around this time I always question why I'm a teacher.  But I always come back from the fog, remembering why I love what I do.

Regardless of how tough of a time you might be having, there are two things to ALWAYS remember.

1. Students will remember how you treated them before they remember what you taught them.
Think back to teachers you had in middle school or high school.  Think of one you particularly liked.  Now think about everything you remember about him or her.  Chances are, a majority of your memories are linked to the teacher's attitude and demeanor, not the topics you learned in that class.

This is something we all must keep in mind.  At this time of year, it is so easy to snap at students.  Just the other day, a student who habitually just sits in my class, once again did not start on the warm-up I put on the board.  My immediate reaction was to scold him.  Looking back, I felt terrible for it.  There's nothing wrong with redirecting troubled students, but it's all in HOW you do it.  Do you respect your students (even if they don't deserve it)?  Do you treat them with compassion?

I have a student who, right when I came back from maternity leave, was really falling behind.  He was rarely handing in work and his test grades were D's at best.  Day after day he wouldn't turn in his work.  Day after day, I'd internally roll my eyes, all while sternly asking him, "where is your homework this time?"  A few weeks into it all, at the end of a day he was absent, all teachers got an e-mail from his mom.  "He was just diagnosed with depression.  Last night, he told a friend he was going to kill himself."  My heart just sank.  There I was, shedding every ounce of my frustration on him, hoping he'd finally turn it around, and he was just battling to make it through each day.  (I must report that he is doing MUCH better after getting some help) 

Moral of the story?  Students may frustrate the crap out of you.  But you never know what their life is like outside of your classroom.  So treat each student how you would like to be treated.  Be patient.  Be compassionate.  Be kind.

2. Tomorrow is a new day.
Have you ever taught a lesson that just sucked?  Of course you have.  We all have.  Especially now, when there are only a few months to go, it's so easy to give up.  It's so easy to not take that extra mile because you don't have much time to go anyway.

No matter how bad something goes today, you can ALWAYS start fresh tomorrow.  Continuing down the road of suckiness after a few bad lessons is like quitting your diet because you skipped a workout or had a piece of cake.  Everyone has their setbacks.  But it's no reason to not give it 110% every day.  Don't wait for the opportunity to start fresh to come to you. Make it happen. 

If your kids just are not getting something you've been working on for weeks, take a break from it.  Take a day off and do a fun cultural activity.  Then come back to the topic refreshed.  Try a new approach.  You can't use the same notes/methodology/examples and expect the same results.  But start fresh.  Act as if your students are learning it for the first time again.  But don't use any approaches you have used before.  Simply start over.



As we get through "Farch" (February-March) just remember, June WILL come.  Our students WILL learn.  Things WILL improve.  Attitude is everything.  Chin-up and just remember why we do what we do.

Using Google (and Technology in General) to your Advantage

I once got into a conversation with a veteran teacher.  She had been teaching since the 70s and would soon be retiring.  She was musing at how "easy" we have it as teachers now because of technology.  Grades that are automatically calculated, programs designed for us to use so we don't have to make them, smart boards, you name it.  Of course she wasn't taking into account the constant standards we have to live up to and prove about ourselves now, but we won't go there ;)  She asked why we, as new teachers, felt the need to use this technology... that a good teacher doesn't need to use technology to be a good teacher.

I mean...there is a truth to that.  But does it mean I am a bad teacher if I choose to use it?  The best doctor in the world isn't going to turn down cutting edge technology that can take his error rate from 1% down to .1% is he?  It doesn't make him a bad doctor.  The same goes for teaching.  Just because I choose to use these resources at my fingertips does not mean I NEED them to teach.  They simply are there to enhance my teaching.

If your district hasn't adapted into using Google as a platform, I highly recommend it.  It's amazing to be able to use the online documents, to create chat rooms with my students, to share documents with them, for them to be able to collaborate with each other even when they are home for the day.  It's incredible.  It even takes away the "OH CRAP!" moment when the group member with all of the materials for the project is sick that day.

Today in my French 2/3 class, I realized I was stuck because I had my 2s taking a quiz at the same time I needed to discuss last night's homework with the 3s so they could move on to today's work.  Crap.  What is a teacher to do in this situation?  I can't just talk over the 2s taking a quiz...that can ruin their concentration.  But you bet your butt I won't leave my 2s alone in the room to take said quiz while talking to my 3s in the hall.  And the days of having an aide were over before I ever even considered teaching as a profession.

Then it hit me.  Create a Google Hangout.  If you have never used Google, a hangout is basically like an instant messaging chat.  However, the beauty of it is that you can add multiple people to the hangout.  We were able to chat and discuss last night's homework without talking (all 9th graders in our district have laptops, so this was something I could decide at last minute without reserving computers).  The only sound was the click click of our keyboards.  This also opened the door to students being able to instant message me their homework questions and me being able to respond immediately...all without giving them my personal (home) account information.

I know I've talked about Conjuguemos before.  It is an amazing online study tool for kids.

Quizlet is great as well, as you can have the kids make their own flashcards.  The flashcards will even speak the word to them (in the target language!) to help them with pronunciation.

I do agree with the teacher's sentiment.  A good teacher doesn't need to use technology to be good.  But I have to say, it takes a great teacher to effectively use the blessings of technology to truly further the knowledge of his/her students rather than using it as a crutch.

(Photo from consultadd.com)

Foldables

A colleague showed me something very similar to this activity, but of course, like most things, I decided to tweak it to better suit my needs.

This activity is called a foldable.  It is perfect for vocabulary practice, verb practice, or just about anything else.  If your students are anything like mine, they have no clue how to study, so something like this is a great way to get them started.

You start with a grid that has 26 rows and 5 columns.  Across the top row you name each column: First try, Second try, Vocabulary, Fourth try, Third try.  Depending on where we are in the chapter, I might fill in the vocab for them, or I might make them fill it in themselves with words/concepts they are struggling with.  The one shown, I decided to do verb conjuguations to help them with their verb quiz tomorrow.

This activity goes in rounds.  Round one, have the student fill in their answers in the column that says "first try".  This must be done without their notes.  Then, they need to go check their answers using their notes.  Any of them that they got right need to be crossed off in the vocabulary column.  Normally you would have them fill in all of the 25, but for illustrative purposes, I just did a few below.

Next is round two.  They start by folding back the "first try" column so that they can no longer see it.  Then they must answer any of the questions that they have left showing in the vocabulary column without using their notes.  Similar to the previous round, once they are finished, they use their notes to check their answers and cross off any from the vocabulary column that they have gotten right.

Next is round three.  You will notice it is on the far right of the paper instead of next in line.  This is done so that it can be folded eventually.  You repeat the process again: no notes, write in your answers that are left, check your answers, cross out what's right.

Students may have to even go to a fourth try.  My rule is, with the conjugations, if they still don't get it right on the fourth try, they must write the correct conjugation five times on the back of the sheet to practice.  The idea of this activity is: if you know it, you don't have to keep writing it over and over.  If you don't know it, then you are getting some much needed practice.  Another great thing about this activity is, once students know how to do it, you never have to explain it again.  These are great to have on hand for that last minute sub plan or if you happen to finish a lesson earlier than expected.

CLICK HERE for a free copy of this from my Teachers Pay Teachers store

Fortune Cookie

So I must apologize for my extended absence.  I know it's been a few weeks since I posted.  Considering most of you are teachers, I'm guessing you completely understand what February entails, thus why I haven't posted recently.

Anywho, I figured I'd end my hiatus with another easy activity/idea.

My French 1s are currently learning the futur proche (near future/I am going to _____) and my French 2s are currently learning the futur simple (simple futur/I will _____).

To mix it up and to encourage them to write their own original sentences, I had each group make fortune cookies.  It was a simple outline I found online.  I blew it up to the size of the paper and asked the kids to write a message in the future tense.

I collected them and proof-read them before handing them back. But once it was done, I handed one to each student who handed one in, so they got a random fortune.

Dear Haters

Alright.  I normally like to keep my politics to myself, especially lately, but this hits home for me as a foreign language educator.  This is an open letter to anyone who was offended by Coca-Cola's commercial with a multilingual rendition of "America the Beautiful" that aired during the Superbowl.


Dear Haters,
I noticed you were upset by last night's commercial.  I must ask why.  What can possibly be so offensive about multi-culturality?  What is un-American about other languages being spoken here?  Let me give you a hint: the answer to both questions is NOTHING.

Spoiler alert: It is impossible to have an entirely American and English-speaking line of ancestry.  IMPOSSIBLE.  If you come from a line of English-only speakers, then your ancestors came over here on a boat or a plane at some point in your family history.  If your ancestors have been on American soil as far back as they can be traced, then English was not spoken in your family until America was colonized (or well after).  Sorry to disappoint you, but you don't even fit your own definition of American. 

According to Psychology Today, as of May of 2012, it was estimated that 20% of Americans are bilingual.  For some, it is because their family speaks a language other than English.  For others, English is their native language but they chose to study another language.  Unfortunately this 20% is insanely low compared to other countries.  In Europe, roughly 50% of people are bilingual.  But this is because they aren't stuck in their little bubble of arrogance that other cultures must suck.

So I must ask you, haters of other languages and cultures, what makes something American?  Am I less of an American because I speak another language other than English?  Is the student in my class, who has lived here her whole life, less American because her parents speak Spanish at home?  Is my cousin any less of an American because she married a Canadian man and now lives in Canada with a dual-citizenship with her husband and children?  Are you that narrow-minded and ethnocentric to think that to be an American you must be all 'Murrica all the time?  Because I'd sure like to hope that EVERY SINGLE ONE OF YOU has never purchased a single product made in another country or made with parts manufactured in another country.  I'd sure like to hope that you never use a single word on any of these lists. I'd sure like to hope you don't eat spaghetti, or tacos, or beef lo-mein, or any other dish that originates from another country other than here.

If the idea of multiple cultures and languages coming together makes you that enraged at Coca-Cola for playing an American song in languages spoken by millions of Americans, then you came to the wrong place.  Because we are in a melting pot culture.  That is the beauty of this country.  People come from all corners of the world to live here.  You can learn SO MUCH from the Hmong family next door or the Jewish family across the street.

So instead of hating something that is not your definition of "American", instead, take the time to get to know someone who comes from a different background. The world is such a violent and hateful place, and people like you aren't making it any better.  If the idea of other people, cultures and languages being considered American offends you, then you are free to go elsewhere.  Just don't let the door hit you on the behind on your way out.

Sincerely,
An American Francophone (and damn proud of it)

Image from Cafepress

Qui est Louis?

One thing I absolutely adore about teaching is how much I learn from teaching them.  Anyone can go to school or study abroad and feel like they are well versed in their subject matter.  However, depending on who you ask, it can take a decade (or more!) of work or research to become an expert at something.  I only started taking French in high school eleven years ago..and I hate to say it, but those 4 years of high school French didn't even total what I learned in the one year I was abroad.

Needless to say, I'm still learning.  I love to learn, so this isn't a bummer to me.

One lesson I never got completely straight was that about each different King Louis.  For the longest time, I thought that the next was always the son of the previous.  Eventually I realized it skipped generations, but I never got it totally straight.

So I decided to make an activity to not only further my knowledge, but to further the knowledge of my students so that they don't continue on as confused as I was for several years.

This activity is two-fold.  The first part has students searching online to fill out a box on each Louis between Louis XIV and Louis XVIII.  This includes those who never were king.  They must fill in the dates of life of each one, as well as his father and mother.  Using this, they must do the second part of the activity, which is filling in a family tree.  I didn't include the siblings (unless they were a Louis who became king), however I did include the Dauphins in between who never got to be king.  For each one who did get to be king, I put a crown on top of the spot, where the students must also fill in the dates that the specific Louis reigned.

I love how much I learned from making this activity.  I am hoping the students feel the same way!

CLICK HERE to download this activity

Using the Clock for Classroom Management

Where I teach, if a teacher just needs one class period off, we try to fill the sub in-house so we don't have to pay a sub for a half day, instead only an hourly wage for an hour.  I was asked a couple months ago to sub for a teacher during one of my prep periods.  It was his last hour of the day and he warned me up front that it would be hard to keep them in line.  "They're a handful," he said, "don't be worried if you can't get them to pay attention."

I went into that class expecting the worst.

Which..they definitely weren't angels..but they weren't the worst either.

I have a method that I use in my own class that works really well.  Any time I am trying to talk and the other students are talking or goofing around, I stare at the clock.  This is my nonverbal way of letting the kids know that they are wasting time.  They are very aware that if they waste too much time (usually more than 30 seconds in a class period) then they will start to owe me that time after class.

I applied this to the class I subbed for and it worked like a charm.  They were very squirrely and I had a hard time getting a few words in at a time.  So I started watching the clock.  The first time it took them about 45 seconds to notice I was now silent and looking at the clock.  Once it was quiet, I calmly said, "You just wasted 45 seconds of my and your time."  I then kept going with what we were doing.  I had to do it again a few minutes later, but only for about 15 seconds.  By the end of the period, the kids were paying attention to me (for the most part).  It's amazing how much a little non-verbal communication can change the attitude of the students.

La Revolution Francaise

In teaching, I always do my best to make things personal.  Not always in a bad way, but so that students can relate to what they are learning.

The French Revolution is no exception.

This year is the second time now that I have done this activity, and it has worked wonders in helping the students truly understand the feelings and emotions of that time period.

I always kick off my unit with this activity.  They have NO clue what is going on, therefore don't necessarily get that I am "tricking" them.

For starters, I write on the board that there will be a pop quiz today.  The quiz, however, will be multiple choice and on colors (this makes them stop freaking out so much).  I also let them know that they will be able to "buy" the answers or the English version of the quiz at the end of our activity for certain amounts of euros.

Next, I randomly (I use cards that have "R", "P" or "N" on it, you can use what you want) assign them to three groups: Royalty, Nobles/Clergy and Peasants.  I don't call them these titles because I don't want them to understand quite yet what is going on.  I usually do 2 royalty, 4 nobles and the rest as peasants.

Once they are separated, I give them each 5 fake euros for starters.  It makes them feel that they are starting out "fair".  But then I simulate everything that is going on.  This is how a "quarter" works:

1. I point out that the R's are in charge of the class.  They are in charge of their well being and must be answered to if there are any problems.  Because they do SO much for the class, each Peasant  must give each R one euro (so they are out two total).  The R's end up with roughly 20 euro apiece from this. 
*I make the peasants get out of their chairs to hand the royalty the money.  This simulates them working to give the money*

2. I then say that because the N's are such great students, they deserve 4 euros apiece.  I take 4 euros from the "bank" in my hand and just give it to the N's.  I hand the money off to them.

3. I then take 5 euros from each royal, pointing out that it costs money to run a classroom.

4. Next, I take 2 euros from each noble because they do need to make sure the electricity and heat is running in the room.

5. Finally, I give one euro to each peasant because they work SO hard.  I make them come and get the euro, though, so they have to "work" for it.


I do these 5 steps THREE total times.  I might change the wording or the amounts by 1 (which can indicate famine or prosperity), but in the end, the royals have roughly 30-40 euro, the nobles have 10-12 and the peasants have 1 or 2.


Once this is done, I hand out the quiz to EVERYONE.  It is multiple choice and asks questions about colors.  However, it is in French.  I use vocabulary they do not know and ask questions they may not know the answer to (what color is Mme's car...what color is a 100 euro bill...etc).  First, I ask if anyone wants to buy the answers for 20 euro (obviously only the royals can afford this).  Then I ask if anyone wants to buy the English translations for 10 euro (only the nobles can afford this).  Then I make them take the quiz.  Hopefully nobody asks if it counts, but if they do, I just say "it is a quiz and will go in the quiz category" so I don't have to give them a direct answer.

After about 5 minutes, we grade it.  I point out that 1 wrong is a B, 2 is a C, etc.  The kids always get REALLY upset.  But then I calm them down and say "this test does not count".

Once we are done, we discuss it (usually still without the Revolution context).  I ask each group how they feel and what they would change, and then they have an open discussion about it.  Eventually it catches on that this is about the Revolution and the "lightbulb" goes off. 

I love this activity because it momentarily places them in the roles of the revolution without actually harming their grade or being unfair.

Saint Nicolas est Venu!

One of my favorite things to do with the kids is Saint Nicholas.

Every year, the kids listen to the story of Saint Nicholas (I tell it to them in English, as there is a lot of vocabulary they wouldn't understand...I also take the photos and put them on a PowerPoint without the words.  I crop out the knife in the photo with the butcher to tone down the violence).  After listening to the story, we discuss it and make some comparisons to Saint Nicholas and Santa Claus.  It's amazing how students finally make that connection.

Once we are done discussing, the students get to choose a shoe (I just google the word "shoe" and print off a few colorable ones), color it, cut it out, and tape it to the wall.  Then, if they are good little boys and girls, Saint Nicholas comes the night of the 5th of December and tapes a candy cane to their shoe.  He did not disappoint this year!

It definitely makes for some good decorations.

Conversations: Online Oral Assessment Tool

Every unit/chapter, I give my students an oral assessment.  I do it in a way that puts them on the spot but is super easy if they know the vocabulary/content from that chapter.

The one hard part, however, is finding the time to do these assessments.  My largest class is 31 students.  By the time I take them out of class to get the assessment done, I've wasted two days.  Not only that, but I have to find something to occupy the rest of the students for two days in order to do it.  It also takes me out of the classroom so they do not have me as a resource at that time.

Last year, a colleague of mine mentioned a program called Conversations.  This program was created by the University of Michigan and is completely free to use.  I didn't do anything with it last year.  I just never found the time.

However, at conferences last month, I started playing around with it between sessions.  Holy cow was I amazed.

With this program, I can record myself asking questions in the target language.  Then, when I am done setting it up, I can use a code to embed it into a blog post (I just put it into a blog post on my teacher website).  When the students go to that blog post, the program pops up.  All they have to do is type their name and it takes them to the questions.  They click a button and voila!  A video of me pops up, asking them the first question.  When the question is over, it automatically starts recording their response.  When they are done responding, they click "stop recording" and it takes them to the next question.  Once they respond to the last question, a green check-mark pops up and they can submit it.

To view all of them, you can go back to the conversations website and there is a column with all of the kids' names.  You can view JUST the responses or you can view them as you asking the question and then them responding.  I just make a list of my questions so I can read along as they respond (saves A LOT of time).

I implemented this for the last round of oral evals and I was shocked at how smoothly it went.  I checked out 5 laptops from the library and set them up with headphones out in the hallway.  The students took turns going out and doing the evaluation during the test.

They really liked it, too, because they didn't have a person sitting right in front of them.  The only disadvantage is you cannot repeat or reword a question for a student who didn't understand.  I always ask the question twice in my questions.  If they still don't get it, I tell them to come in and get me so I can reword the question.

You don't even have to do this as a testing tool.  You could even assign it for homework some evening or as something in class.  It is a wonderful time-saving tool.  I plan to use it again.