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11 thoughts on “On the Syllabus”
One change I am going to make this year is to require a composition notebook for all students. During second semester when I do write and discuss they will copy down what I have written on the board.
I will have them keep their notebooks in my room. I will organize them according to class period and have them in crates. That way at any time when I need to get control of the class (kind of like a bailout move) I can say “grab your notebooks we are going to practice writing.”
…when I do write and discuss they will copy down what I have written on the board…..
Bryan Whitney is the master of this. I will look for the post from a few years ago and if I find it I will republish it above. Has there ever been a better bail out move idea? This is the cream of the cream. Kids are acting like jerks? Take out your comp books! Write what you see me writing. No talking. Bryan describes it better. But yeah, this move is the best and should be used all the time when the little Fauntleroys pick up an attitude.
I have never really messed around with the comp books because I just don’t stick with them enough, but you can also just have them pull out a sheet of paper that they will turn in for credit. Then you just give them credit for doing it. It’s pretty easy on everyone that way.
I dropped the comp books for the same reason but then I decided I wanted that “hard evidence” piece for the spring parent conferences. So I did all the dictees and free writes in there and was able to start each parent meeting with a comment from the child about their own performance (on the freewrites). It got the ball rolling very well for the conference. That was bc of the free write bar graph, which was concrete data. But yes Bryan they can be a “pain in the class”.
When I went deskless the comp books saved me from having to pass out clipboards and paper and pencils whenever I needed the bail out move of writing. For one year when I was deskless and notebook less I found myself wanting to bail out with writing but worrying the set up would take too long.
For me, the routine to enter class includes getting your book and something to write with and either putting them under your chair or doing a bell ringer in the notebook (( definitely did a writing bell ringer when being observed). I also do some tpr brain breaks with Simon says/Jacques a dit where students open, close, lift, pass, throw, etc their notebooks and pencils/pens at a variety of speeds and with a variety of emotions etc.. Sometimes we don’t use the notebooks at all in a class period and the kids just put them back at the end of the period, they don’t seem to mind.
I just grab and pass out the comp books when needed. Susan Gross always insisted that we keep dictee down to ten min. per week, and free writes once every three weeks for only the ten min. writing period, so they didn’t really need them any more than that in my classroom.
Love the tpr when being observed, and the bellringer suggestion. You know your admins well. Those things are not necessarily padagogically valuable, but they get the boxes checked.
Carly I am thinking of starting a FB page only for the two new Invisibles books. That is, the opposite of a Wal-Mart CI page but a small and focused group to discuss detailed issues only about the Invisibles, the Star Sequence curriculum and One Word Images, since I see them misrepresented a lot, esp OWI.
Do you think this is a good idea that will help teachers? I am not drawn to FB but could this work? What are your thoughts or the thoughts of any readers currently doing the Invisibles?
I might be the wrong person to ask about fb, I’m mostly a lurker and I often find the amount of posts overwhelming. That being said, it is a good place for people to check in with one another if they wish!
It is overwhelming but by limiting readership to just those doing the Invisibles it will be useful. I know that there are so many posts but that happens on those big Wal-Mart kind of places, which won’t be the case w this new CHIC group which will be focused on just one thing. Pls join bc you are a leader in the Invisibles, having done so much editing and careful reading in the advance copies, for which I am filled w gratitude.
Related but off-topic question/comment: Why is it so pleasingly compelling for admins to observe us giving commands and having our Ss sheepishly following what we say, like an army sergeant?
I guess because it’s the easiest way for them to assess comprehension – watching a game of ‘Simon Says.’ Talk about Captain Obvious. I was once in a wonderful colleague’s CI 6th grade classroom. They were dramatizing a class-made story. Funny costumes – white lab coats, goggles and very long black rubber gloves – I think they were creating a monster. Anyway, she is very chill about management, though her kids are great! and I noticed that some kids didn’t seem rapt in attention, the way I demand of my littles. Not facing the action, whispering a bit during the ‘show…’ Suddenly something really funny happened (in the way of dialogue) and the kids who seemed off-task were chuckling on cue – which means they were tracking and comprehending in real time. Would a non L2-speaking evaluator catch that everyone was engaged and getting it? I think not.
I guess snowing the observer/evaluator with hard evidence via TPR-like commands is concrete enough for the non-speakers, and fills their ‘do exactly what I say this is skool, dammit!’ mentality.
Think of all the admins who’s only knowledge of “good language teaching” was three four years in a classroom where they learned either nothing, or one single response to “how are you”. They like seeing TPR or regurgitated presentations because it “feels” like engagement. It looks familiar. It looks like all the “good language teaching” they’ve become accustomed to.
Craig I had never thought of that. It’s probably the exact reason why they go for the TPR schtick, which is in truth – in my opinion – a fairly useless side show. But as you point out they can only observe within the limits of their own language experiences.