What Will They Remember?

I am still focusing on my "students are the center of all we do" issue (which I strongly believe is not the truth).  Recently I have heard from students who have graduated.  Each one of them has talked about something "authentic" we did and how they still remember what they learned from it.  Some of them mentioned singing.  Some of them mentioned trying totopos and tamales.  Others mentioned authentic communicative activities such as the day they all had to come to the park I set up in class and purchase aguas frescas (which I had prepared) and they all had the opportunity to experience an "agua fresca."  How powerful and obviously memorable these activities were.   Most of these activities are no longer permitted.  How sad!  But wait!  Students are permitted to read articles and do worksheets focusing on these topics.  Perhaps ten years from now one of my students or, better yet, several of my students will contact me to let me know that they really loved that worksheet on aguas frescas or that worksheet on tamales and how well they remember the fun they had completing that worksheet.  This has me wondering!  Why hasn't one of those former students mentioned those great worksheets?

La Vieja

La escritura

April 3rd, 2015

Today, we had an extended SAP day, and each SAP had to make a Peace Pole on which we were required to paint "may peace prevail on Earth" in any language. It actually came out great! I am proud of my group. 

With my classes--which were so short--the students and I corrected their homework on gustar and then they took a quiz on the new vocab. I have them the rubric and asked them to make connections between their sentence. I am trying to get them to use the language for a purpose rather than just state words they know--"I ski in the park." It may be grammatically correct, but does it make sense?

What are WE REALLY about?

Today was not a happy day.  In fact, I would state that it was one of the worst days of my 43 year career.  As I reflect upon the entire teaching profession, I have so many questions.  We always say that students and what is best for them is at the heart of everything we do and should drive all decisions.  Schools always state that students are the center of everything.  We need to always support them and do what is best.  Unfortunately I am learning (and it is smacking me very hard in the heart) that these are only words . . . empty platitudes.  We say them but we do not act on them.  We make decisions that are not in the best interest of learning and students..  We worry about rules and compliance.  Those two terms seem to be what really drives us.  We need to follow those rules and to be sure we are compliant - to heck with those kids.  I wish we would stop lying.  It hurts!!

La Vieja

Dímelo tú

April 2nd, 2015

Today the opening activity was a review of Bomba y Plena! The students remembered more than I thought they would. La vieja and I were talking about learning the dance so that we may teach it better. 

Then, I played an activity where the students had to say if they liked something/doing something, and we, as a group, either moved to "sí" or "no." Then, the person revealed if he/she was telling the truth. The students loved it!

Then, they played a game in their groups where they got a subject and a picture; they had to form a sentence. The winning group got group points at the end of the class. 

Cambio y corto,

El joven

Still Buried in Papers, Essays and Speaking Assessments!

I cannot believe how many assessments I still have to grade.  It seems that each year there are more and more.  I wonder if that is because I am learning how important it is to assess frequently to check where my students are and to learn what I and they need to do next to move forward. in proficiency. I am truly convinced that numerous formative checks, probes or assessments are essential.  I used to think that I had a good handle on where my students were after a class period.  But now, as I reflect back, I can see that I was a bit naive with that belief.  I had an idea of what I had taught but I only had a general read out on what my students could actually do.  I would often make assumptions based on what I saw them doing during the class or what the stronger students were doing.  When I was basing my assessment on what they were doing during class, I think I was only seeing what they were doing with a lot of support!    When I was basing my assessment of their skills on what I perceived they could do, I actually was seeing only some of the students.  I do not believe I had a true grip on all of them.  Was I seeing the struggling student who was under the radar most of the time?  Was I seeing the middle student who had some of the skills but not all?  Probably not.  I most likely was seeing what the vocal majority could do and naively planning next steps on that.  Now that I understand the difference between a language performance and proficiency, I really can see why I need those frequent formative assessments.  I also am pleased that my students are getting better at using formative assessments to improve their proficiencies!
WHOO!  I am tired just thinking about all that heavy stuff I just wrote.

Catch you mañana.
La Vieja

La Bomba y la Plena

April 1st, 2015

Today, I taught the students about la Bomba y la Plena. We watched the dances and talked about the differences/similarities. Then, they had to pick out the principal instruments in each. The students did really well with this. 

Then, we reviewed their previous knowledge of the verb "gustar," and then I added some more difficult concepts, but the students picked up on it quickly. 

Cambio y corto,

El joven 

Reading

March 31st, 2015

Today, we worked on a few more instruments. We started with the instruments that they already know, and then I added the four instruments of the taínos--relating to our unit on Puerto Rico. We also listened to a traditional song of the taínos, and it included three out of the four instruments. 

Then, I gave the students an introductory reading on Bomba y Plena. I was shocked at how many of the students said they never did reading in Spanish I, and some students really struggled. This tells me that I need to do more interpretive tasks and utilize more authentic texts in class. 

I had a few extra minutes with each class, so we listened to the song "Piragua," (snow cones in Puerto Rico), and I had the students identify the instruments that they heard in the song. We then discussed the two principal instruments. These students are really lacking a music program. 

La vieja has been seriously cracking me up lately. She is totally loca, but so supportive and challenging. What a team!

Cambio y corto,

El joven