MFL & Parents Evening

Perhaps this rings true for some of you.  I’m not sure how you see parents evening or how they work in your school but I’ll do my best to make sure that there is something for everyone.

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I firmly believe that strong relationships facilitate greater progress in the classroom.  Parents evening offers a unique opportunity to build two relationships.  Empathy and enthusiasm are crucial in those few hours.

1) Student – Teacher.  Parents evening is one of the few times you will get where you can talk to the child about their progress without their peers being around but with a level of accountability, as their parents heard it.

2) Teacher – Parent.  Parents might have heard from their offspring that you are a fire-breathing ogre with a volcanic temperament, liable to go off at the slightest infraction.  Conversely, they may have heard that you are a “legend”.  Either way, it is an opportunity for the parent to put a face to a name and to have a dialogue about their child’s progress.

Making the most of parents evening:

Preparation

In my current school students seek you out for appointments and you are encouraged to seek appointments with them.  They bring you a flurry of pieces of paper (these diminish as they progress through the years) and you try and pack them all into 3 hours.  Other schools do their appointments online and I’ve seen that be quite effective.

Once my appointments are written in then I do three things:

  1. Locate data and assessment results for classes being taught
  2. Look at the list of names and note the first few things that come to mind for each student.
    1. Penny – presentation, homework variable, good effort in class.
    2. Leonard – speaking good, needs to increase detail and variety in written work.
    3. Howard – off-task, focus, incident thurs.
    4. Raj – equipment, off-task, consider seating move?
  3. Make sure that I have a mug of tea ready.

Approach

I have seen a variety of approaches at parents evening.  Some teachers ask the student questions “how do you feel you are progressing?”  “How do you think Spanish is going this year?”  My feedback from students is that they do not enjoy this moment of being put on the spot and are not always certain about what to say.  Most students will likely opt for a conservative response irrespective of how they are progressing, as it will minimise fallout if they feel they are not doing so well.

Personally, I prefer the following:

Positive Appointment

  1. Know your student.  A couple of words about the student shows that you definitely know them.  “This is the second year I’ve taught Anakin”.  “Teaching Luke in year 7 and now in year 9, it’s great to see how far he has come”.  “What has pleased me most about Rey this year is how she has…”
  2. Data and progress.  Talk about how they have performed in assessments or data-drops.  Are they where you expect them to be?  If not, why not?  Was it the assessment or the revision?  How can they get there?  How can home be involved in helping them?
  3. What’s next?  Explain that there are a couple of things they could do “to really help themselves move forward”.  Keep it short, simple and to the most important stuff.  If a parent is writing notes then feel free to say more.  Consider that if there is a conversation at home afterwards then what do you want them to remember?   There may be more, but that parent might have had 7 appointments already.
  4. Any questions?  Leave a minute or two for the parents to ask any questions that they have.

With year 10s and 11s I have taken sheets of useful revision websites for parents to take away.  The students may have already been given this sheet but an extra copy at home never hurt!

Less positive appointment:

  • Know your student.  A couple of words about the student that shows you definitely know them and have caught them being good.  Even the very worst students I have taught have not been 100% bad for 100% of every lesson.  Key point to consider here: how can you build that relationship?  How can you involve home in bringing about a turnaround in fortunes for that student?
  • Data and progress.  Talk about how they have performed in class.  Are they where you expect them to be?  If not, why not?  How can they get there?  How can home be involved in helping them?  At this point, the student or parent may suggest something that would help.  Make a note of it and then deliver on it.  This could be a seating plan change, a resource, a need for greater help, checking understanding prior to starting a task.  This shows your intentions to secure the best outcomes for their child.  Actions speak loudly.
  • Issues.  If the issue is behaviour or homework then talk about where things need to improve.  Most parents appreciate honesty.  If the parent appears supportive then tell them you will give them a ring, or an email, in 2-3 weeks to review how things are going.  As you do this, write it in your planner and then do it.  Sometimes parents will engage positively with you at this point.  Others may choose not to.
  • Finish well.  Find a way to finish the appointment on a positive note.  No kid should feel like they are a lost cause.
  • Any questions?  The parent may well wish to question you further.  Do not be afraid to involve your Head of Department if you need to.  Perhaps warn them prior to the appointment if you know of a particular tricky parent.  If the parent is taking up undue time then politely suggest that you continue the discussion at a later date, possibly with your Head of Department present.

Take a sheet

In previous years I have brought copies of the following to parents evening:

  • Sheet titled “how to help my son/daughter succeed at languages”.
  • Sheet titled “effective revision techniques for MFL”.
  • Sheet with QR codes for revision websites.

Each one has gone down well with parents.  It takes a bit of prep time but you can reuse them most years.

Parents that care will likely read the sheet.  Those that do not care will not but I have seen them appear in Spanish books, or have heard that it was stuck to the fridge or useful later down the line.

What do you do when they say….?

  • “Why does he/she need languages?”
  • “He/she is never going to go to France/Germany/Spain”
  • “I was never any good at languages”
  • “Why does he/she have to do a language?”
  • “Everyone speaks English”
  • “You can give it up in year 9 anyway”

If you read my previous blogpost Blogging for Languages without nodding off, then you will have an idea of my answers to these questions.  Firstly, I started Spanish at university at the age of 18.  Secondly, I never planned to teach languages.  Lastly, I never thought I would ever end up in South America.  However, all of these things happened.  I find this normally works as quite a disarming start to a number of the above statements.  After this, I can then talk about the importance of languages, the doors they opens and the benefits for their child.  You will need to come up with your answers to these questions and similar ones.  If you want some statistics to back up your answers then have a look at the Year 9 Options post  or some things I picked up at the ISMLA conference.  The main thing is delivering them with empathy and enthusiasm.

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Some gems from ISMLA

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I was recently invited to lead a seminar titled “Blogging for Languages” at the ISMLA conference in Cambridge.  I had a great time, met some great professionals and learnt a lot over the course of the day.  The following are some gems that I picked up from Jocelyn Wyburd, Wendy Ayres-Bennett and Jess Lund from the Michaela School

Jocelyn Wyburd (@jwyburd) 

Jocelyn was the first speaker at the conference.  She is the Director of Languages Centre at the University of Cambridge.  She spoke about how the landscape in the United Kingdom currently looks for languages and language learning.  There are some points from her talk that are particularly relevant and encouraging for us as MFL teachers.

Jocelyn mentioned referred to an article in the Washington Post, shared on the Transparent Language Blog that stated most important qualities required to work at Google were being a “good coach, listening, empathy, problem solver, communicating well, insights into others and critical thinker.”  STEM came last on this list.  Jocelyn’s view was that a language develops all of those qualities that Google look for.

The British Academy wrote in 2017 that half of global leaders have a arts/hums/social science degree, along with 58% of FTSE 100 CEOs and 62% of UK election candidates.  This goes against what might be expected given the current push for STEM subjects.  Jocelyn then referred to research into languages that the UK needs post-Brexit.  A summary of that research can be found here courtesy of the British Council.   There is also a report on Languages for the Future which was cited in Jocelyn’s talk.

Jocelyn’s spoke strongly about how the UK needs more MFL to remain globally competitive, how the CBI (confederation of British industry sees languages as a “valuable asset to businesses” and how the Financial Times when reviewing the book Languages after Brexit spoke of a need for greater “cultural agility”.  Again this cultural agility is something MFL teachers are developing in our lessons, departments, displays and trips.

Lastly, she mentioned 300 different languages are spoken in London.  I would imagine this situation is slightly reduced but similar in other large cities.  The MET benefit greatly from police officers with language skills.  She also highlighted the MOD, GCHQ and armed forces as recruiters who see the value of languages.

I have always been of the view that languages are important and develop a variety of skills.  Jocelyn’s talk has reminded me of how much unseen development occurs in our students, the value of languages to employers and given me some really up-to-date stats, facts and information to share with my year 9s.

Wendy  Ayres-Bennett – Multilingualism: Empowering Individuals, Transforming Societies

Wendy spoke about the MEITs programme (Multilingualism: Empowering Individuals, Transforming Societies).  Here are some nuggets of information taken from her seminar:

1 in 5 UK school children have a language other than English as their home language.

90% of UK primaries do French but transition is variable and often poor in state sector.

Cognitive Benefits of learning a language were demonstrated in a study in Canada.  The study involved 230 dementia patients.  50% were bilingual.  The bilinguals developed dementia 4 years later.  This study was then replicated in India in 2016.  Another study showed that bilinguals recovered twice as well from strokes.  Greater detail can be found in Wendy’s blog here.

Jess Lund – The Michaela Way

The Michaela School has divided opinion.  The Guardian called it Britain’s Strictest School”, Tom Bennett writes “I left, as I have before, impressed. The kids are happy, and totally loyal to the school. Parents for the most part love it.”  From what I have seen, they have a strong belief in their approach and a desire for their students to be the very best they can be.

Jess’ presentation was delivered at the kind of pace that makes speed cameras flash.  It was informative, humourous and engaging.  What came across was her love of language teaching, her passion for her pupils and her belief in the Michaela Way.

The biggest take-away for me personally was the acronym: “PROFS” (past, reasons, opinions, future, subjunctive).  How had I not come across this before?!  I introduced my year 9s to it on the Monday after the conference and they are getting the idea that PROFS = better work and higher marks.

Other ideas I took were:

  • Dotting silent letters in French to improve security with pronunciation.  Unfortunately, my French class did tests in the lesson before half-term so I have not had an opportunity to try it out!
  • Constant phonics and over-pronunciation.  I do fairly regular lessons on phonics but perhaps something more systematic and targeted would help my students even more.
  • Teaching high frequency structures earlier on.  This is something I had been trying with my year 8s but not in quite the same way.  Jess’ sets of “awesome top 10s” definitely go further than I have.  They are something I am starting to look at.

Jess’ presentation made me question a few things about language teaching:

  • Should we be teaching high frequency structures in year 7 as student enthusiasm is higher?  Also teaching the language that makes the biggest impact earlier could lead to greater long-term retention.
  • They attempt to have “no wasted time” in their lessons.  This got me thinking, out of the 50 minutes I teach, how many might have been lost?

Meeting the challenge of the new GCSE

There has been a lot of chatter on Twitter, various Facebook groups, between schools and within schools on preparing students for the new GCSEs.  Their concerns seem to relate to the following areas:

 

  • Grade boundaries – there has been a multitude of different percentages suggested.  Some are based on Maths; others are based on previous C grades.  Some would offend my maths colleagues as they did not show their workings out!
  • What does a grade 9 piece of work look like?
  • How to predict grades for data drops, SLT, line managers.
  • Applying mark schemes – some exam boards are beginning to publish exemplar material with mark-scheme applied.
  • Teaching the new elements – translation, literary extracts, roleplays, photocards, spontaneous speech, conversation questions.

I considered my own post, however it would appear that the following people have already covered most of this territory:

Steve Smith – Worried about the new GCSEs

Helen Myers – 9-1 Grading

Both are excellent, well-informed blogs by experienced professionals.

Steve’s post deals with practical ways you can bring about the results you want by what you do in the classroom.  There are also helpful strategies and tips aimed at people who are teaching lower ability learners.

Helen’s post deals more with information that is out there.  She looks at what is within your control and what is out of your control.  She has some helpful links to Ofqual information on grading, predictions and how the grade boundaries will be set.  If you are looking for some grade boundaries to use, this is not it, but it is a very enlightening read.

There are some answers out there, yet there are still a lot of unanswered question when it comes to this new GCSE.  My main message would be to keep teaching as well as you can, focusing on delivering the best you can in the classroom and prepare your students as best as you can.

For those of you already thinking about the next cohort, have you tried EverydayMFL: The Options Lessons

 

New GCSE – one year in

September 2016 heralded the start of teaching the new old GCSE in MFL.  It was quite a bit to prepare for and necessitated two blog posts: this one and another one. Having taught a mixed ability Spanish group this year, it seemed like a good time to look at what has worked, and what I would like to do next.

Keeping Going

Key Language Sheets

Students have these in the back cover of their exercise books.  They have proven to be invaluable tools and they do use them.  The sheets need some tweaking as my section of fancy language was titled “frases para conseguir 1 o 2”, having completely confused the top and bottom grade boundaries!  These have been regularly used in class and at home.  There is a box at the bottom with key conjugated/modal verbs and infinitives allowing students to take one, follow it with the other and then add an opinion.  I feel a section is required on justifying opinions so a few tweaks to the sheet will be my homework at some point.

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Photo Credit: christopher.czlapka Flickr via Compfight cc

100 Most Common Words

Setting these as a vocabulary learning homework was…illuminating.  Even after 3 years of Spanish some of the students did not know the 100 most common words in Spanish. The list on Vistawide is pretty good albeit not authoritative.  I set 25 per week to get through them rather quickly. I told the group it was their new 5-a-day and still left weekends free.  The reaction was muted to say the least!  They were then tested on 20.  I tried to vary the methods of testing to see if they had really learned them.  It did work and the students did find it helpful.

1-5 Gap fill/anagrams

6-15 English –> Spanish

16-20 Spanish –> English

Roleplays & Photocards

Students are seeing at least one roleplay and photocard task with each topic that we cover.  My way of managing to get them into class was to model how the task should be approached, give students some preparation time and then they complete the roleplay or photocard with two different people, with the unpredictable question being varied each time.  They then calculate an average of their scores, thereby reducing any impact by over-generous or overly harsh markers.  A full explanation of how I do this can be found on this post here.

Reinforcing the need for effective vocabulary learning

In the book “Why don’t students like school?”  Daniel Willingham makes a number of points that have influenced my approach to students learning vocabulary:

  • “Memory is the residue of thought”
  • “Proficiency requires Practice”

P210 Why don’t students like school? – Daniel Willingham

Our homework is set online so attached with the list of words is a document detailing effective learning techniques, mostly sourced from the above book, personal experiences and The Language Gym website

Students need to understand that learning and memorising does not occur through merely reading or some imagined osmosis process.  The more I can get them actively practising the vocabulary; the better it will be for them long-term.

Moving Forward

Regular Revision lessons

Every month I plan to do a revision lesson of one of the topics covered in year 10.  If I have planned it right then I can do topics 1-7 at least once by February.  This lesson will likely place a strong focus on the listening, reading and translation side of the exam. It will allow a refreshing of vocabulary and also emphasise the need to retain everything as they could be tested on anything.  Previous exams have had questions on guide dogs for the blind, phoneboxes in Spain and nordic walking.  The greater the emphasis on retaining vocabulary from previous topics; the better-prepared they will be for these weird and wonderful question topics.

Recycling

Schemes of work can be relatively linear, however that does not mean that vocabulary and grammar from before cannot be revisited.  Some advice from Gianfranco Conti’s website was particularly useful:

Problem: “in typical secondary school MFL curriculum design as evidenced by the schemes of work – and the textbooks these are often based on – which in my view seriously undermine the effectiveness of foreign language instruction in many British secondary schools.”

“Solution: include in the schemes of work a section in each unit headed ‘recycling opportunities’ and include activities aiming at consolidating old material.”

To help combat this the revision lesson should help, but I have also added a section on my scheme of work to take the opportunity to revisit certain grammatical elements that are pivotal for students.  Research by Graham Nutall (The Hidden Lives of Learners) suggests that students often need at least 3 exposures to new concepts to start to internalise them properly.

I will also be setting vocabulary learning on units not directly related to what the students are studying.

Vocabulary Championship and/or Ipsative Vocabulary Tests

To add an element of competition and purpose to vocabulary learning, I am considering a championship whereby their scores are noted down.  Some form of reward will be given for the student who attains a high score each week but also the students who maintain an average of 75% or more per half-term.  That figure was just plucked from the air so may change.

Ipsative assessment was a new word learnt from one of our SLT.  It refers to the idea of comparing oneself to previous results.  Athletics taps into this all the time as runners try to equal their personal best.  I have experimented with this in a lower ability year 8 group.  Their aim with each vocabulary test is to equal or better their score.  Students have so far responded really well to this idea but we are only 3 tests in.  It will get tougher later as they will need to maintain higher scores.  I could picture this working well with lower ability GCSE groups as they would have a chance to succeed regularly.

Decipher the Question starters

The reading and writing papers feature target language questions.  Similarly parts of the speaking exam prompts are in the target language.  A starter activity might be to translate the question and some bullet points.  The students may not actually complete the question but it gives them the feeling or working out an exam question in a short space of time.

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Strengths / Weaknesses Audit via GoogleForm.

Prior to Christmas, I intend to send out a google-form requiring students to submit their responses to a number of statements eg:

I can understand questions in the target language   1   2   3   4   5

I can translate single sentences into English              1   2   3  4  5

I can use the preterite eg: fui, hice, tuve etc

This should give me an idea of their areas of strength and weakness and allow me to target my teaching better, and plan twilight sessions tailored to the individual student.  It will also show me if my teaching has not sufficiently covered any of the challenges presented by the new GCSEs.  The Google-form method allows me to conduct a quick analysis of their areas of strength and weakness as it automatically can produce graphs etc.  If I am feeling really brave, I might add a box for their own comments.

 

Teaching the weather

Weather phrases in foreign languages are odd.  I have never really understood quite why “il fait” or “hace” makes more sense than “it is”.  However, we have to teach them so here are a few ways to make it more interesting.

Predict the weather

As a plenary activity students write 5 sentences predicting the weather in various locations on the day of your next lesson.  As a starter in the subsequent lesson, they check if they were correct / incorrect / bit of both.

The maps on El Tiempo.es are really good for this.  See exhibit A belowweather

Photo Response

Show students some photos and have them write sentences quickly on mini-whiteboards.  If you use Spanish speaking countries you can generate quite a bit of interest as pupils will inevitably ask “where is that?”  Exhibits below include Peru in the height of summer and Bolivia during rainy season.  That falling grey mass is rain, not a tornado, as one of the kids thought.

perubolivia

Today at Wimbledon / Euros / World Cup Scripts

Students in year 7 cover present and future tense.  It will take a little bit of revision of verbs but they should be able to produce the following using the near future

va a jugar        va a ganar        va a perder        va  a llover

va jouer            va gagner         va perdre           va pleuvoir

They have hopefully covered simple time phrases such as “today”, “tomorrow”, “later on”.

All of this leads to being in a position to present a TV programme.  Students need to produce a script for the Today at Wimbledon programme.    Click here for the theme tune, which will remain in your head for hours afterwards.  They should include

  • Weather today
  • Who plays who today
  • Weather tomorrow
  • Who is going to play who tomorrow
  • Opinions on who is going to win or lose.

 They then perform this and can peer-assess each other on whatever criteria you set.  Personally I would go for the following with scores out of 5 for each:

  1. Fluency – does it flow? Can they sound natural?
  2. Confidence – do they come across confidently?
  3. Communciation – can they make themselves understood?
  4. Pronunciation – How strong is their knowledge of phonics?

Translation Tandems

This idea came from Greg Horton on a CPD course about 2 years ago.  He used it for vocabulary tests so this is a small tweak.

Hold an A4 piece of paper portrait.  Divide the piece of A4 paper. into 2 halves down the middle.

¦   ¦   ¦

Students write sentences alternating between English and TL.   Students then fold the piece of paper down the middle and sit facing each other.  They have to translate whatever sentence their partner reads out into the other language.  This is a great activity to practise translation both ways.  It does require a fair bit of pre-teaching so that it is challenging but not demotivating.

Mira 1 Rap

Mira 1 has a listening text that might be a song or a poem.  It can be found on p103 and works rather well as a rap.  Challenge your class to turn it into one.  A good rap backing can be found for free at this link here on TES.  If you have VLC media player then you can alter the playback speed and slow it down if needed.

Real life listening

I experimented the other day.  I listened to a weather report on eltiempo.es and the guy was super fast.  I picked out 10-15 words that my students might pick up from the video, and then added some more that were not there.  I challenged them to listen and see how many of my words on the board they would find.  I was pleasantly surprised with the results, and so were they.

If you have managed to read this far then this weather report did make me chuckle.

 

 

Everyday Questioning

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A lot of subjects rely on questioning.  Teachers of English, History, Geography, Science and RE can elicit huge amounts of discussion, understanding and thought through questioning techniques.   Maybe your SLT are keen on Blooms, SAMR,  lolly sticks, think/pair/share or pose/pause/pounce/bounce.  It is first worth remembering that MFL is very different.  This quote sums up much of my thinking around questioning:

“language teaching is not like the teaching of, say, mathematics or history. Much of our questioning is of a special type, with the purpose of developing internalised competence with grammar, vocabulary and, ultimately, fluency. Language teachers must therefore treat the most recent recent pronouncements on questioning technique with at least a degree of scepticism.”  Quote from Steve Smith Frenchteacher.net

Steve mentions scepticism, not rejection.  I believe that other subjects do have a few things to teach us and some of the CPD I have experienced around questioning can and has been useful.

This post is about some ways to sharpen your questioning in MFL lessons in the classroom.  Some of the thoughts come from experience, others from seeing other colleagues.

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Hands up or no hands up?

In one school that I trained in, hands up was considered pure evil, you simply did not do it.  In the other school, hands up was fine. Since training and teaching I have tended to take a 50-50 approach.  I personally like to see the enthusiasm and speed of recall that hands up reveals.  I also like to challenge my students and keep them on their toes.

It seemed worth summarising the three approaches in a table below so you can make your own decision:

Hands up 50-50 No hands up
Pros Enthusiasm clear.
Students rewarded for effort.
Clear engagement and participation.
Effort rewarded.
Opportunities to build confidence.
Keeps pupils on toes whilst rewarding
keenness.
Keeps everyone on their toes.
Clear engagement
Students forced to pay greater attention.
Might be less likely to pick same kids.
Cons Some students will not put their hands up.
Tendency to pick the ones who know it.
Some students remain unchallenged,
Students will not always be clear on which
is required.
Some students find it very disconcerting.
Could be demoralising if they genuinely do
not know.

Think/pair/share

A much-used technique from other subjects that we can use in MFL.  Tom Sherrington writes about this as “washing hands of learning”.  I was slightly alarmed by the title but I see his point.  This can be a really useful technique when you have presented students with a grammar structure and you want them to work out how it works, rather than simply telling them.  Here is how it works:  THINK:  Give them at least 30 real seconds thinking time on their own (“teacher seconds” are a completely diifferent time frame). PAIR: discuss with partner or table group.  SHARE: share with the class or another group.  Tom writes “in doing this you are creating a small bubble of security around each pair; a safe space where they can think for a while and say whatever they like.”

Going off topic for a second.  Tom Sherrington was a headteacher and his series of pedagogy postcards and great lessons blogs were really useful in my first few years of teaching.  Worth a look.

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Targeted questioning

Who are you selecting?  Who is contributing in your lessons?  One of my colleagues (who will probably read this), talks about first responders and second responders.  I have tried to emulate this.  First responders are any of the following:

  • Pupil Premium, underachievers, disengaged.

Second responders are the rest of the class.

  • More able.
  • English as an additional language.
  • Special educational needs & disabilities.
  • The rest of the class.

Random name generators

Targeted questioning could also be brought about by random name generators.  I’ll be honest.  I am not a massive fan of lolly sticks.  It seems like a lot of preparation every year, you have to have somewhere to keep them and there is a yearly cost implication.  I used to use random name generators and have not used them for a while.  So that is my mission for this week.

Super Teacher Tools is a personal favourite

Classtools.net  has an excellent one

Have you tried stacking the generator slightly?  The first of the two above websites allows up to 40 names and maybe your class is only 28 strong.  Some names could accidentally find their way in there twice or three times.  If the kids start to question this then perhaps remind them that random means the same name could come up 3 times in a row.

You might want to consider when to use these generators as they will not always be appropriate:

Steve Smith (author of The Language Teacher Toolkit) writes the following:

“I understand the theory that we should have the same expectation of all students and that students need to be challenged and ready to respond at any time, but I also believe that as teachers we should be using our skill and knowledge of our students to pitch questions at an appropriate level. This is sensible differentiation. Each student can be challenged at their own level and we know all too well how great the variability is in language learning aptitude.”

With that in mind, let’s look at the next bit…

Planning your questions

There is a story that suggests a child was asked by an inspector what their favourite part of a lesson was.  The child replied “the plenary”.  The inspector was impressed that the child knew the word and pressed them as to why.  The child responded: “because that’s the bit when we get to pack up and go home”.

Most language teachers will conduct a plenary at the end of a lesson.  How many of the plenary questions do you genuinely plan ahead of that time?  Similarly, when you are teaching grammar, what questions have you planned to check understanding?  How are you going to seek the answers?  Who are you going to ask?  What questions could you add to challenge your high achievers?

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No opt out

This comes from Doug Lemov’s “Teach like a Champion”.  Doug insists that “I don’t know” is not an acceptable answer.   I would largely agree unless you have asked a question that all students might not know the answer to.  Looking at his ways of implementing this, my personal preference would be for formats 3 and 4.

Format 1. You provide the answer; your student repeats the answer.
Format 2. Another student provides the answer; the initial student repeats the answer.
Format 3. You provide a cue; your student uses it to find the answer.
Format 4. Another student provides a cue; the initial student uses it to find the answer

Source: teach like a champion field guide sample chapter

Occasionally on a reading text when going through answers I may accept that a student didn’t know the answer on number 3 but will tell them that I want the answer to number 8.  They have until I get there to find it.  This way you maintain your standard of everyone trying hard but accept they may simply not have found the answer.  You know your pupils and can decide when this is appropriate.

5 Things to try tomorrow

Number, Five, 5, Digit

It has been a while since writing one of these (or anything) so here are 5 things to try tomorrow.

Everydaymfl has been a little bit quiet of late but posts in the works include one on questioning and possibly one on the new GCSE – what I learnt teaching it so far.

No writing lessons

Writing is one of the easiest skills to show progress with.

  1. Student writes something
  2. Teacher corrects
  3. Student improves

However, students are used to a lot of this.  It really is quite something for them to have a “no writing” lesson in a subject they will typically associate with writing.  An entire lesson of speaking and listening is not a bad thing as it reminds them how important the skills are.   Some groups will be noticeably more enthused by this idea.  It is quite heavy on the planning and paired activity so you may want a settling activity at some point – perhaps hands up listening.

Group Model Essay

After my year 10 group seemed somewhat intimidated by the 150 word task in the new GCSE, I thought I would approach it gradually.  Here is what we did:

They were given a 150 word task from the AQA textbook.

In groups of 4 they drafted the best response on mini-whiteboards that they could come up with.  After some feedback from me, they improved the draft on mini-whiteboards.  One member of the group put it on to paper.  They handed them in and I typed them up on a word document with significant amounts of space around them.  I annotated the work highlighting tenses, good bits of grammar (comparatives, superlatives, subjunctives) and double ticks for anything that particularly stood out.

This was really well received and sometimes it is helpful to know “what a good one looks like” but also to know that you were involved in producing it.

Micro-listening enhancers

I have read a lot about these on Gianfranco Conti’s website.  I have found myself using them quite a bit recently as my speakers are kaputt.  The pupils did seem to be gaining confidence from them.  In teaching the perfect tense in Spanish, it seemed to have a positive effect on the pronunciation of “he” and “ha” et al later in the lesson.  Well worth a try and something I am looking to do a bit more of earlier on.

Photo Credit: immaculate-photons Flickr via Compfight cc

Photo Credit: immaculate-photons Flickr via Compfight cc

MM Paired Speaking

Possibly one of my favourite activities.  The MM refers to a lady I worked with on my PGCE.  In my mind the activity is named after her for two reasons.  1) I have never seen anyone else do it.  2) I’ve no idea what to call it!

Students divide their page into 3 columns.  If they don’t have a ruler then gentle folds work well.

  • Column 1: days of the week or time phrases in a list going down.  3 lines between each approximately
  • Column 2: draw simple picture representing an activity
  • Column 3: leave blank.
  1. Person A asks question for example: “Qué hiciste el lunes”
  2. Person B responds using time phrase and makes sentence based on picture “el lunes fui de compras”.
  3. Person A notes down in the empty column what their partner did on Monday.

You can add challenge by getting Person A to write in the third person on step 3.  You could differentiate for weaker learners by getting them to write a quick note as to what they heard.

This is a very versatile activity as it can be adapted to different tenses and languages easily.  It is good speaking and listening practice at the same time.  Both students should have that last column filled by the end of the activity.

The Future Tense Three Musketeers 

This came from a teacher I used to work with.  She would teach the future tense telling students that there are three musketeers.

Musketeer number 1 has 6 moves in Spanish.  Musketeer number 2 always does the same thing. Musketeer has different disguises but you can always tell it is him by looking at the ending.  The three can never be separated.  Once the concept has been introduced you may then move on to some mini-whiteboard practice.  Telling students to check musketeer number 1,2 or 3 seems to be quite effective.  It also seems to eradicate “voy a juego” or “voy a hago”

1                       2                                            3

Voy                  a                   ______________AR/ER/IR

Vas

Va

Vamos

Vais

Van