Classroom management in the target language north thurston v4 0
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This document outlines strategies for 90% target language use and culturally responsive teaching in world language classrooms. It discusses building relationships through authentic communication and setting the tone for target language use from day one. Culturally responsive teaching focuses on relationships, rigor defined as proficiency, relevance through meaningful themes and essential questions, and creating real and authentic experiences. The document provides examples for how to implement these strategies in the classroom.
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Classroom management in the target language north thurston v4 0
- 1. 90% Target Language and Culturally Responsive Teaching REFRAMING WITH AN EQUITY LENS
- 2. Purpose To create a positive classroom culture where class members are inspired and accountable to use the target language
- 5. Paris Granville WORLD LANGUAGE CURRICULUM LEAD BELLEVUE
- 8. The Solution is in the Room
- 10. Experience Partner – 3 Steps Find Find Someone who has + or – 8 years Write Write number of years experience on back of ticket Signal Signal for Silence
- 11. Return to Seat WHAT DID WE HAVE IN COMMON? WHAT WAS DIFFERENT?
- 12. My Personal Path to Target Language
- 13. Culturally Responsive Teaching Zaretta Hammond Relationships Rigor Relevance Real Heightened Engagement
- 17. Building Relationships in Target Language
- 18. World Language Relationship = Content Paris
- 19. Imagine the Context for the Conversation
- 21. Build Up Reaction Words
- 22. Build Up Spontaneous Conversation Sentence Frames Reaction Words New Emotional Setting New Roles
- 23. 23 Copyright 2010 Stratégies de communication Criteria Evidence Feedback in French How well do I keep the conversation going? Keep the conversation going by expressing confusion and/or the need for repetition or clarification in a variety of ways Reacts appropriately through gestures Gains time by gesturing Emploiedesgestes quandpourhésiteret montrelaconfusion Demandederépéter quandtunecomprends pas. Dis,«Jenecomprends pas»ou«Jenesaispas» Réagissez! Dis,‘euh’pourhésiter
- 25. Conversation
- 26. Conversation
- 27. Turn and Talk How do you build relationships and set tone for target language use from the very first day? Bridget
- 28. Shark Tank
- 31. A Last Word on Relationships Grading
- 34. Culturally Responsive Teaching Zaretta Hammond Relationships Rigor Relevance Real Heightened Engagement Bridget
- 37. Proficiency Does not Mean Perfection …what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. (American Council on the Teaching of Foreign Languages). (2012). ACTFL Proficiency Guidelines 2012 | American Council on the Teaching of Foreign Languages. Retrieved from https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
- 38. Purpose Describe what performances look like at different proficiency levels What do you already know about proficiency?
- 39. Novice Context Everyday Topics Indicators Words Language Chunks Phrases Simple Sentences Memorized Questions Short Social Interactions
- 40. Intermediate Context Familiar Topics Researched Topics Indicators Creates Communication Series of Sentences Ask and Answer Novel Questions Follow Up Questions
- 41. Advanced Context Unfamiliar,ConcreteTopics Indicators Narrate Connected Sentences Probing Questions Various Time Frames Accuracy
- 45. Benchmarks
- 49. What Level are Most W.L. Teachers in the U.S.?
- 50. Teacher, Physician, Military Linguist, Police Officer
- 52. Firefighter
- 53. Rigor ≠ Long
- 55. Social Justice Lens Food Deserts
- 56. Paris
- 57. Interculturality Model Identify Products Identify Practices Peel Back to Reveal Perspectives A.k.a. Core Beliefs
- 59. Your Core Beliefs Choose 10 core beliefs from the list Now, narrow to 5 top core beliefs Now, reduce to the 3 most important core beliefs.
- 60. That’s me!
- 61. Authenticity How does this show up?
- 62. Compassion How does this show up?
- 63. Individualism vs. Collectivism How does this show up?
- 64. Putting it to a real test THE CHORES UNIT
- 65. Les corvées – Level 2
- 66. Selon une étude fait à l’Université de Cambridge, les hommes qui partagent à part égale les tâches ménagères avec leur femme sont plus heureux que les autres. Imaginez pourquoi… (opinion) Je crois que….
- 67. According to a Cambridge University study, Men who share the chores with their partner, are happier. Imagine why… (opinion) I think that….
- 68. Statut social après 5 ans Mariés toujours Divórcés 3,500 couples avec un bébé Les papas ont fait 2+ corvées par semaine
- 69. 44% des hommes font moins bien les tâches ménagères que leur compagnon ils ne savent pas faire (37%) ils n'ont pas le temps (39%) Les prétextes pour ne pas faires les corvées
- 71. Rigor = Proficiency What does rigor look like in your classroom? Paris
- 72. Culturally Responsive Teaching Zaretta Hammond Relationships Rigor = Proficiency Relevance Real Heightened Engagement Bridget 11:30
- 74. Students Need to See themselves in the Teaching and Learning. Pacific Educational GroupParis
- 77. Value Interpersonal Speaking in the Grade Get the Students invovled Help students understand proficiency
- 78. Give one, Get One
- 79. Relevance Zaretta Hammond Relationships Rigor Relevance = Meaningful Themes Essential questions Real Heightened Engagement Paris 11:40
- 80. Culturally Responsive Teaching Zaretta Hammond Relationships Rigor Relevance Real Heightened Engagement Paris
- 81. Bridget Model that we make mistakes Bridget
- 84. Culturally Responsive Teaching Zaretta Hammond Relationships Rigor Relevance Real = Authentic Self Heightened Engagement Paris
- 85. Crowd Sourcing
- 86. How do the 4 Rs help you reframe classroom management? TURN AND TALK
- 87. A Final Thought WORLD LANGUAGE IS UNIQUE POSITIONED TO EMPOWER STUDENT VOICE
- 88. Exit Ticket Thoughts What is one thing you can do to strengthen… Relationships Rigor Relevance Realness
Hinweis der Redaktion
- Decrease the amount of time you spend managing behaviors Increase the amount of time your class spends ‘doing’ the language
- Black students are 3 times more likely to be suspended than white student and there is more.
- Mention that we are white women – The solution is in the room
- Each student should feel like
- The A
- Students set their own learning goals - instead of just grades
- Advanced
- Intermediate
- Superior
- Intermediate
- Disabilities: students research difference in policies related to individuals with disabilities, create Venn diagram Food deserts: 4-corners (agree, disagree) with questions like "It's easy to eat healthy food", "supermarkets should be forced to build in rural areas." Poverty: What's in Store handout, fill out 3 different types of places to buy food in your community
- Stand up for core values.
- Essential Questions make great themes belonging: What is a family, What is friendship? Identity: Who am I? How does learning another language influence my worldview? Chart from Terill
- In this frame work real talks about showing up as our authentic selves. What is keeping it real authentic selves
- Not the expert We have bad days too. Sometimes we are tired Embrace conscious incompetence
- When students are empowered with an understanding of proficiency – they can also be empowered to create a culture where language acquisition happens. You don’t have to be the policeman, you are enlisting the class
- Metacognition Growth Mindset – Mistakes reframed as information Learn how to learn skills to increase neuroplasticity
- What is keeping it real authentic selves