Week 6 (4/10-4/14) Trying Something New

Even though we had Iowa assessments all week resulting in 30 to 35 minute classes, this week has been packed with a lot. First off I tried something different with my 6^th period class which always has trouble staying on task. They are constantly talking, blurting out answers and asking questions that are off topic. It is a constant redirecting of questions and effort to bring them back on task. They are a great class, great kids, but are super super chatty!! Typically I would constantly stop and redirect them to what we were doing, but Tuesday I decided I had enough and needed to do something about it (especially it being my official first week of teaching).  I decided to bring in classroom management strategies that I used at the middle school (they were behaving like younger children). I started off Wednesday addressing the issue and explaining to them that we were going to try something different, and silly. I told them my expectations, when I say this you say that and that’s your cue that it is time to be quiet and put full attention to me. They immediately asked if they were the only class with whom I was doing this with because they were a “bad class” I told them, yes they were the only class with whom I was doing this with, but I made it clear that it was not because they were a bad class they are just the liveliest of my classes.  I didn’t want them to feel like they were bad kids, because they aren’t so I made sure I made that very clear. Things worked out well for the rest of the day. The next day, they didn’t like the attention getter, they said it made them feel like little kids. I acknowledged their feelings I asked them what it was that we could do as a class to stay on task. After a short discussion we agreed that I would work on my authoritive voice and they would work on staying on task. The rest of the week went by well, there are time where they become chatty but it has not become excessive like before.

The other thing that happened this week was an activity called Spelldown which my student absolutely loved! Standing in front of the classroom and observing my students interact with each other and be fully engrossed in the activity was an amazing feeling. I could tell by the atmosphere in the classroom and the eagerness in the students that each one of them was engaged. I had the opportunity to do this activity with my level 3 and level 2 Spanish classes and both levels enjoyed it. The activity served as a review for their vocabulary spelling test.

Next week will be filled with more engaging activities as my CT and I experiment without QR activity that will require or students venturing the hallways (more to come on this activity on my next blog!!)

Link to Spelldown lesson

https://1drv.ms/w/s!AqLF30a58fJHlXDn2zHfRIBaymai

Week 5 (4/3-4/7) Loteria!!

La Loteria 

        This week I used a traditional Mexican game called La Loteria. La Loteria is similar to bingo; everyone has a playing card and there is a deck of calling cards and they use beans as tokens to mark down what has been called. You yell LOTERIA! When you win.  

One of the playing cards for Spanish 3

I adapted this game to my Spanish 2 and Spanish 3 level classes. I created playing cards and calling cards using their vocabulary words. I even brought in the beans!! I first shared with them what the traditional game was all about, and some of the traditions that go with it.  I explained the rules and we were set to go.  For the first round we started playing as a whole class and I was the caller.  We played a couple rounds and I allowed some students to be the ones to call the cards. I also gave students options. For example, they decided what kind of game they wanted to play (fill the card, four corners, diagonal, any four in a row etc.) I also gave them the option to continue playing as a whole class or break up into two smaller groups. Some of my classes decided to continue playing as a whole and two decided to play in two smaller groups

One of the playing cards for Spanish 2

 Overall, the activity went really well. My students were engaged and excited, some more than other but overall students seemed to be enjoying it. During my 5^th period class the students thanked me for doing this activity with them. One of them said “thank you for coming into our lives, we usually just have to memorize things. This was really fun and I actually feel like I remember the vocab better”. It was super sweet and it reminded me that all the time and effort I put in adapting and creating this activity for them was worth it!

Week Four (3/27-3/31) Grammar, Grammar, Grammar!

Last week and this week we have been working on introducing some new grammar concepts as well as reiterating concepts we covered last chapter.  When it comes to speaking, listening, and culture aspects of the Spanish language I am 100% confident/comfortable teaching it and explaining it. It’s when we get to the grammar aspect of language that my confidence drops. Growing up as a native Spanish speaker explaining grammar was not given much emphasis. I know how to conjugate for different tenses, I know what the structure of a sentence should look and sound like and so forth. So I should have nothing to worry about. However, because I don’t feel 100% when explaining grammar it takes an impact on how I deliver that information.  Some say that, in acquiring a new language, knowing that buscó (looked for) encontró (found) are in the preterit are not important. They say that it is more important to know the concept that when speaking of events that happened yesterday, a year ago or in childhood require these conjugations.  I personally think that both can be used in the classroom. For some students it might be helpful to know what the name of the concept is, and for others it might be easier to think of it as situations in which you use those tenses.

            Going into this week I will have more opportunities to practice instruction of grammar. I am preparing myself to explain concepts in more than one way to make sure that I know it from memory. I have also talked with my CT about tips and tricks that I can use during grammar lessons. In addition, I will explain the concepts to my CT before I do it with the students to get some practice and feedback. I will also try to be more confident with presenting grammar points. Confidence is a huge part!

For Spanish 2 we are starting with the concept of direct object pronouns, but before we get there we are scaffolding by first labeling the parts of a sentence and what they do.