This post contains video clips of Señor Howard teaching in the target language.
It’s important for foreign language teachers, who teach in the TL, to develop routines. The following video clips show Señor Howard leading students through some effective instructional routines. This post is a continuation of last week’s post.
From 1min56sec – 2min40sec – “I’m asking students to respond using the TL. If students aren’t confident, participating isn’t their favorite thing to do. I keep in mind that they might be intimidated. I make sure to smile and nod a lot. I try to verbally praise students after they respond, even if their response wasn’t correct. After a student participates, I want them to feel that it went well even though it might have been nerve-wracking.”
At 2min30sec – “A student misses the target and hits the SMART board instead of my hands. The class laughs. It was an honest mistake. So rather than trying to calm down the students (with verbal instruction and hand gestures or an angry tone) I move on to the next activity. If your next activity is attention-getting enough (as in the case of the continuation of this instructional video clip) redirect off-task behavior by moving on.” (speaking of SMART board check out this post for tips on using SMART board in class from @SenoraWienhold)
At 3min23sec – 4min10sec- “I decide to make the task more difficult by increasing the amount of target questions they have to respond to. If you’re following ACTFL’s recommendation to stay in the target language at least 90% of the time, make sure your students are aware of sudden changes you might make in difficulty level. To prepare my students for a more difficult task:
- I interrupted the flow of the activity with an obvious break.
- I slowed my voice down.
- I used slower and exaggerated body language.
- I modeled the performance task with correct answers.
- I gave the first student participant a lot of time to think about what I was asking and what he needed to respond with.
- I helped him feel more confident with his unconfident first answer by repeating the same target question. The repetition reaffirmed for him that he was right. It also changed his lack of confidence (in relationship to me) to a relational humor (because I was teasing him in a friendly way by repeating the same question over and over.)
The point is: do everything you can to help your students be successful. Some teachers try to trick students. Keep in mind that some students will be very embarrassed if they make a mistake in front of their peers. Don’t unnecessarily trick someone into making a mistake. Staying in the TL is intimidating enough. Don’t compound it by tricking students on purpose.”
At 4min45secs – “I teach young students. It’s helpful for them if I change things up every 5-10 minutes. In this case, the students had been sitting on a rug for a while. It was a big class so they were cramped a bit. The movement at 4min45secs helped students take a stretch break. Afterwards, they are refreshed and ready to keep engaging in the TL instruction.”
At 6min9secs – “I use a random student picker. It’s helpful for a lot of reasons:
- It creates an expectation in the class that everyone participates.
- It keeps me from having to remember who I’ve picked and who I haven’t picked.
- It keeps students on-task. There’s a constant feeling that they might get picked.
- It keeps students from blaming me for picking them too much or not picking them enough.”
At 6min9secs – “It’s time to turn on the lights. Try to avoid being a teacher who does things that students can handle on their own. Look for chances to give commands to students that can be repeated often. Turning on and off the lights is perfect for this. I have the students repeat the command with me until the lights are finally on.”
Next week’s blog post will continue picking apart Sr. Howard’s demo routines in the TL. We’ll continue answering the question: ‘Why does Sr. Howard do what he does?’