Ditching Textbook =/= Ditching Curriculum

Ditching the textbook does not mean that you don't have a curriculum. It just means that you gotta know a few things ahead of time.

What you gotta know before you ditch the textbook.

You gotta know your standards.  Or at least be really familiar with them. Textbooks DO sometimes lay out how they relate to the standards, so if you're following the textbook you're getting all the standards... theoretically. If you're going to get rid of the textbook you need to know what your state/national organization expects students to know.

You gotta know what your goals are. This may look different for everyone. Maybe your goals are that students succeed on the end of course assessment. Maybe your goals are that students have mastered some kind of skill. For me, I know that I want my level 1 students to be Novice mid-High according to my national organizations proficiency guidelines. And I know that I want students to be able to talk about themselves and others in a basic yet meaningful way.

You gotta know what your assessments are. You have your goals... How are you going to know when students have met those goals? How are students going to know when they've met those goals? I think that when you get rid of the textbook that people need to be really good backwards planners. I know some people will disagree with that, that's fine. I've seen some teachers go in without a plan every single day (either intentionally or not) and do just fine. 

You gotta know how to deal with the unexpected. Much easier said than done. With a textbook, you can meticulously plan every second of your class with ease. When you don't have, what some might call, the crutch of a textbook, what do you do when the lesson is derailed or an activity that you thought was so great falls flat? My suggestion is to have some go-to bail out moves. Maybe you have a Kahoot or Gimkit ready to go *just in case* you need to fill time, or catch your breath. For me, it might be a quick way to turn a listening activity into a writing activity. Even the most foolproof lessons fall flat sometimes, just gotta be prepared.

You gotta know how to find resources. This is probably the toughest part. And I'm sorry, I probably don't have a lot of real advice for teachers who don't teach languages. We essentially have all the knowledge of the world at our fingertips. Even though it's not my favorite thing because I there is so much to dig through, Pinterest has a lot of stuff there, and other teachers who have ditched the textbook have probably been nice enough to share what they like to use. Or Twitter, once you find the right hashtag, like for language teachers #authres to find authentic resources, you will find so many ideas to use in your classroom.


Ditching the textbook isn't easy. I think, though, that it allows teachers to inject more of their personality into their lessons, and allows teachers to teach what they believe is truly necessary for students to succeed.

Using task based language teaching with TCI/TPRS

Yay! Acronyms! TBLT, or Task Based Language Teaching is quickly becoming an obsession of mine.  At the beginning of the summer I was introduced to TBLT through the SLA course I took at MSU. I had to create a research proposal that used data from a task based activity. My proposal was about interaction with vocabulary and interactions affects on long term retention of vocabulary. What is a task? Ellis (2003) says that a task resembles a real world activity, has a primary focus on meaning, has a non-linguistic outcome, and learners are expected to use their own linguistic resources.

When creating a task there are some questions that we need to answer to make sure it's truly TBLT. (from Dr. Amanda Lanier, MSU)

What is the authentic task? What is the real world application of the task? Is it something that people REALLY, ACTUALLY do?

What are the teacher's goals for the activity? What CAN students do to complete the activity? (Look at ACTFL can-do statements.)

What are students aiming to accomplish? What is the outcome of the task? What happens when they complete the task? e.g. If the task is ordering food, they will know they are successful if they receive the food they ordered.

What do students need to know? Basically, what do students already know, and how can they build on that to complete the task?

What terms and phrases do they need? These could be language chunks, meaning based chunks of words that students don't need to know the grammar for, but will help express what they want to express for task completion.

What is the task? What is the activity that students are actually doing? What is the evidence of completion?

How can you extend the task to other modes of communication? If it's a speaking task, how can we make that to an interpretive task, etc.?

What I absolutely LOVE about TBLT is that there is no required grammar, the only requirement is that students complete the task by any means necessary, and by any means available to them.

The reason I'm trying to use more TBLT in my TCI class room is that there is  ONE thing that I just can't get into. I like funny and interesting stories, but I can't get into how bizarre some people get. There's nothing wrong with it at all, if it works for you in your classroom it is not wrong. It works great for some people, but it’s not quite my style. I do like to stretch reality with my stories, but I tend to not ever really arrive in BIZARRE story land. Something came up on a Facebook group that, sarcastically, mentioned “when will students talk about purple dancing cows?!”  Yea, I get it.  When do we do that? We don't, but we use a lot of high frequency vocabulary that students will acquire and be able to reconstruct into their own thoughts as their journey through proficiency goes on.

Like I said, I’ve been dabbling in TBLT for a little bit, but I had a great idea for a task today and I’m just thinking about how I can implement it. It does take some backwards planning, and it may work better in a Targeted classroom (if you think Untargeted works with TBLT as well please let me know!). But that doesn't mean that each story you do has to be about the same topic.

Right now I'm doing some TPRS/TCI with routines. (Basically I'm just doing some PQA and extending that into mini stories) In a couple weeks my students should be ready for a task involving their daily routines. But we can get to that point using the vocabulary that we've already started to acquire, and we can add vocabulary that we are working on acquiring now through stories and other TCI activities! If I do more stories does that mean I have to teach thematic vocabulary in a list? No. Do I have to focus JUST on reflexive verbs because a lot of routine verbs are reflexive? No. If I'm talking about my routine I also need to be able to say when I leave, when I get to a place, I can talk about eating lunch... There are a lot of things that go into talking about routines. I'm not simply telling stories about people doing mundane activities.

I believe, and I would need to collect some surveys on this, that students will feel more successful in a TCI/TPRS classroom if we involve tasks. It's like "YES we do talk about silly things, now here’s how you can apply what we’ve been doing to real world".


TPRS with a textbook is really easy.

That is a bold statement, I know. This is coming from someone who had monthly common assessments. But I think this could work for even those who have weekly common assessments!

The first two years when I was just a baby teacher working with CI I was department of one. I did whatever I wanted with the blessing of my administrator. Then this past year I started teaching in a department. With a textbook. I was overwhelmed because I did NOT want to lose what I gained as a person by using CI. I turned to the internet and the wonderful iFLT/NTPRS/CI Teaching Facebook page to ask what to do. I was turned to Terry Waltz's blog post about using TPRS from a Textbook. This was a god-send. I immediately got to inputting all of the vocabulary words from my textbook into a spreadsheet to start organizing what was important (or at least perceived important by me).

But then I started altering my approach. I decided to go chapter by chapter and focus on the grammatical aspects. I know (now, anyway) that the research says we cannot alter the natural order, just because we focus on a grammatical aspect it doesn't mean students are ready to acquire it. However, I'm just trying to find the best balance so someone else can stay sane AND keep their job if they are in a tight situation.

So here is what I suggest as a 'chapter outline'.

  1. What is the focus of the chapter? First, you gotta look at what the goals of the chapter are. For example let's say that it's present tense stem changing verbs, and verbs like gustar all enveloped in the vocabulary theme of ALL OF THE SPORTS AND THEIR RESPECTIVE BALLS.
  2. What can I PQA (personalized questions and answers)? Sports are really easy to PQA, so PART of the sports vocabulary was really easy to PQA "What sport do you play?" But then I had to look at the other grammar stuff, thankfully it was pretty easy to PQA these structures as well "Does football bore you, interest you, do sports movies interest you, bore you etc. and I branched off into "what else interests/bores you?"
  3. What kind of stories can I write? This is the trickier part. You DO NOT need include ALL of the grammar points in one story. I spent a few weeks on each type of present stem changing verbs (in Spanish e-ie, i-e, and o-ue). And continued to PQA the gustar verbs. I did a couple stories with each type of verb but one story might have only had one occurrence of a stem changing verb, and I tried to use some of the target vocabulary in each story.
  4. What if I can't use all of the vocabulary I'm supposed to cover? For each chapter I made a textivate match set. (Textivate is my preferred tech tool click HERE to see how else I use textivate in my class). Or you can of course use whatever else you may use to have students practice vocabulary. It's my suggestion that the vocabulary is available for students at the beginning of the chapter. I often have a textivate challenge throughout the entire chapter and the winner might get some candy or something (because sometimes they are LONG challenges).


Anyway I hope this may help someone else :) Hope everyone is having a great summer!

Bulletin board!

I should be working on my SLA presentation for my grad class... but I made a bulletin board instead. Feel free to use this. I'm getting it put on cardstock so it's sturdy and glare free. They are 11.5" by 42.5" (1 sheet tall, 5 sheets wide)

If any other languages want to adapt this I'd be more than happy to help :)



months poster

numbers poster

Days of the week poster

Weather and Date poster

My classroom expectations

These are the expectations I have posted at the front of my room that I review EVERY. SINGLE. DAY. It's important for me to review them every day. It's a procedure that students know to expect, and it reminds me to be consistent. When writing these I tried to make them all encompassing but at the same time specific to a CI classroom. I also tried to make them sound positive, but I couldn't think of a super bright and shiny way to say all of them. So here's what I have posted, and the little blurb I say about each one every day.

  1. "I listen and read with the intent of understanding. I stop Sr. Langley if he speaks too fast or is unclear" If we believe we can do something we are much more likely to be able to do that thing. It is my job to make what I say in Spanish understandable to you, it is your job to pay attention. I'll do my 50% of the job, but you have to do your 50% as well. You can tell me when I'm not doing a good job, and I'll make sure you are doing everything you can do to do your job.
  2. I only speak when addressed as an individual, or as part of the class. I need you to remain silent so you can hear all these new words clearly, and so you can hear them enough times to get them stuck in your head. This means no side conversations, and no blurting out. When I ask a question to the class I need everyone who is able to answer to answer so I can get a feel for how strongly you all understand something.
  3. I am physically and mentally present in class, I am free from potential distractions. You look like you're paying attention, and you are freeing yourself from anything that may be distracting. That include homework for other classes, cellphones, headphones, whatever else that may distract you from class.
  4. I respect my teachers, my pears, and our physical space. I want you to have a space that you can be proud of, so while we're here we're respectful, and clean, and we try to stay positive.
  5. Todo es posible en la clase de español. Everything is possible in Spanish class. How much fun we have in here is up to you. I will always try to make things enjoyable, but you have to remember that if you think a story or discussion is boring, make it exciting!

Circling "I" and "We" during PQA

As a department, we noticed students having trouble identifying subjects that included 'I" with other people. So I decided I wanted to come up with something to circle the "I" and "we" subjects. I decided I'd do some picture PQA. The prompt was simple: Draw an activity that you do with other people.

I had students come to the front with their interesting drawings and we started talking. I started off each discussion with "Student and I are friends" And then circled that relationship a bit. "Are we best friends? Are we brothers? Are we enemies?"

Then got into the meat of the discussion. One student drew a picture of running. I circled the verb a bit "Bob and I run" "Do we walk? or do we run" etc. Maybe come up with a little bit of a story. One class had us throwing frogs into the pond, that was... interesting.

Then I changed it up, even though we did the activity together, *I* did the activity a little bit different. "Bob and I run, but I run slow. Bob runs fast" "Does Bob run slow or do I run slow?" Circling the subject is kind of hard there if students are ready to output "you" forms, so I tried to keep away from the wh- questions.

We'll be doing a little more of this tomorrow and I'm hoping to end the week with a horizontal conjugation as an assessment.

How I use Textivate in class

EDIT: NEW with Textivate: Student passwords. Students can now save progress on sequences and continue on other devices, or at a later date.  

I LOVE Textivate! Textivate is a website that allows students to manipulate texts in various ways. And it's SO easy to use. You paste in your text, hit "textivate" and you have 20+ activities ready made to give your students repetition in reading, but in interesting ways. It has a few subscription options, but I strongly suggest getting the pro. It ends up being about $50 for a year and you'll get your money's worth quickly.

Here's a short list of how I use/plan to use Textivate, and then I'll get into some details.

  1. Review a class story
  2. Differentiate instruction
  3. Practice textbook vocab that I don't want to use in class
  4. First person (singular and plural) practice
  5. Sub-work/homework (when we go 1:1)
  6. Easy bail out move

1. After reading a story with the class, set up a story for students to review on their own, or maybe you aren't feeling hot one day so you paste the story, send out the link, and let students go! There are a couple different ways to have students review stories. You can set up a challenge where students do different activities for different amount of points. Or you can set up a sequence where you decide which activities students do. Currently, sequences are all or nothing. Either you get it done, or you don't. Unfortunately students didn't always have enough time to get through a sequence in a class period. It could work well for homework, but if I'm using textivate in class, I'm going to go with a Challenge.

2. BUZZ WORD ALERT. Differentiation! There are so many ways to support students at varying levels with Textivate. From adding alternate texts, to images, to videos. There is so much that you can add along side your primary text to support comprehension. When you do challenges, and allow students to pick the activities that they want to do, they will pick which activity is useful to them!

3. When you have a textbook, how do you include every single low-frequency word that they give you? You put it into a Textivate match activity and let the students go! I have a hard time fitting "Ferris Wheel" into enough context so that students can acquire it. BUT I can give them these lists where they can practice the absurd vocabulary that a textbook manufacturer thinks my students should know.

4. This is one of those things that I'm GOING to start doing more of.  I started messing around with Textivate PLUS (Textivate's pre-made French Units) to learn a little French. I feel comfortable enough trying to talk about myself in French because of the reading and listening I've done with first person texts. I have a rough time fitting in person in my classes so I'm excited to see what this can potentially do for my students!

5. When we go 1:1 next year my line up for Sub Work is going to include Sr. Wooly and Textivate. Didn't finish a sequence in class? Oh, well just take it home and finish it there! Your parents want me to give you more homework? Ok have a sequence! Your parent wants you "practicing more" Spanish? Have a sequence! I'm so excited for this!

6. Class story fall flat? Project Textivate in front of the class and go to town! Although it's not super Comprehension based, a great bail out is to have students spell out a story using Textivate. Or if I've recently given a vocab matching activity, we can do that as a class. Just gotta make sure you already have something in Textivate and you can bail yourself out of almost anything!


So once again, I LOVE Textivate. Go check it out!

What I want my students to KNOW.

I am employed as a Spanish teacher. I go in every day and do my best to teach them. In my short three years as a teacher getting students to know what I want them to know has been so hard. Maybe it's that my expectations are too high. Maybe they don't know what I want them to know.  Maybe they know but they just can't LEARN it.

The thing is though, I don't want students to KNOW Spanish. I don't want to teach Spanish, I want to facilitate language acquisition. It's not that my students don't know what a subject, verb, or object is. But that's not what I want them to KNOW.

I want students to know that from the moment they enter my class, they are in a space that is unlike anywhere else in the school. They should be able to tell that from the whole not having desks thing. I want them to know that they are in a a space where they can make a connection with an adult. I want them to know that the bull crap that they deal with outside of school can take at least a 52 minute break and they can just enjoy the company of other kind-hearted people. I want them to know that they can be silly. I want them to know that they can stretch their imagination.

Ultimately, I want them to know I care. And I am grateful for the vehicle that TCI has allowed me to have real conversations with students in Spanish.


I want them to know all those things. Being able to communicate in Spanish is just a byproduct.

It's never too late to start over.

I believe there are two main (classroom) reasons why students lose focus and start being disruptive in a CI class. 1)The input you're (read: I am) giving is boring. And 2) the input that you're giving is incomprehensible. This is my third year teaching, and third year using TCI/TPRS in my classroom. Every year, every semester I have gotten to a point where I lost students. I start getting incomprehensible because I'm over-estimating what is comprehensible to students. Students were getting frustrated and restless, and I was getting frustrated and restless. It was because instead of going i+1 I was going i+1000. That wasn't doing any good for anyone.

At the beginning of second semester I did not take the time to review the Super Seven . This was such a big mistake. These are words that I use every day, but I had not taken the time to establish the meaning for the students I didn't have last semester.

So I started over. Last week I spent a couple days TPR-ing the super seven. Students were familiar with these but they were nowhere near being able to recognize them without a lot of support (which is fine, but I knew I could be doing more to help them). I LOVE using TPR from time to time. During TPR a student said "These are too many words and I'm not going to remember all of these gestures" And then it was the end of the week and I did some review of the TPR and they sure did remember all of the gestures. The human brain is amazing, guys. Connecting these words to gestures and connecting the gestures to meaning is so powerful.

After doing this TPR we moved into a story. It was the most successful story-asking days that I've had this year. It was the first time I tried doing parallel characters, and it was great. So many reps of the target structures, so much more comprehension, and so much more production!

It was a great week, and if you feel like you've lost your students somewhere along the way this year, just start over. You'll be happy you did, and your students will be happy you did.

Class Booklets=Class Readings

LOVE using student generated pictures to do PictureTalk. You might be able to tell that, though, from my current obsession with my PicScripts. Recently I've ditched my doc cam in lieu of taking pictures on my phone and airdropping them to my computer which is hooked up to my projector. It takes about 10 seconds to set up airdrop on a Mac, I'm afraid I can't speak for PC users and an alternative to doc cams for them.

For the past couple weeks I've been targeting the imperfect because that's where we are with Así Se Dice (it pairs imperfect with Hispanic Holidays). IMO students can't actually discuss hispanic holidays that they celebrated in the past because... well... most of them aren't hispanic. But we also never just use imperfect either. So I decided to focus on working  towards answering the question "how have I changed?" We started last week and I had students do a writing and it was WAY TOO EARLY for me to ask them to output an answer to that question. Then I was home with a stomach bug for a couple days. Thankfully I already had a limited response activity for students to do already printed off and set up for the sub to give them some comprehensible input (and hopefully comprehensible output) . Disclaimer: I'm not saying what I'm doing right now is TPRS or necessarily using TCI techniques, but I am trying to make it comprehensible.

Anyway... moving on. Today I had students draw two pictures. A before/after picture of someone/something. Some of them were really funny! Some went the classic frog to prince, others went princess to monster. There were some good before/after pictures. I decided to take the pictures and the discussions we had "He was a frog, but now is a man" We did some "what would this person say about their change" to get some first person in (since this is my goal for students to discuss their own life changes). I took the pictures and made a BOOKLET! Now we have a reading that we can do tomorrow and maybe an FVR library addition!

THIS has been a great extension to have on my computer. Rather than trying to fumble to make all of my pages symmetrical and nicely lined up I just make regular 8.5x11 pages and save a booklet!

Resolutions and Reflections

The first month of 2017 has given me a lot to think about as a teacher. At my school, students change schedules at the semester, so I might have students who had a different teacher first semester. I got A LOT of new faces at semester change, and lost a lot of faces at semester change. However, the change has given me the opportunity to refine some things I was doing semester one, and implement things in semester 2. So here are some things that I've decided to focus on:

  1. Classroom Management. My class is still noisy, but it's changed from a bad noisy to a good, productive noisy... Well most of the time anyway. I feel that this semester, I've been finding my groove with classroom management. The distinction between being a jerk, and being firm in order to control class has always been something that I've struggled with. While I don't quite have complete control over that quite yet, it's much better. This started with discussing class expectations EVERY. SINGLE. DAY.

    In short, the expectations I posted are: Listen/Read with intent to understand, stop me if I'm incomprehensible, only talking when addressed as individual or as a class, look like you're paying attention, be respectful, and be interesting. I think my students were starting to recite my spiel with me because they were hearing it so much. I think starting the class with the expectations was a game changer for me. And I will continue to review expectations.

  2. Enhancing Comprehensiblity. Last semester I did an awful job checking for comprehension. I did not do NEARLY enough comprehension checks.. I am ashamed of myself when I look back. Students aren't good at letting teachers know if they don't understand something. Even with me asking students to use our stop signal, they don't always do it. So I try to change that, instead of relying on students to stop me when they don't understand, I try to rely on students telling me when they DO understand. I ask a yes/no question to the class. I only hear 5 out of 28 voices. I slow WAY down. To an unbearable slowness until students ALL answer. It's helping me enhance comprehensibility because I'm getting more feedback on what is comprehensible and what is not.
  3. Textivate. I am loving textivate this semester. I'm using it to supplement class and give more for the fast processors/4%ers to do when they're getting bored. I'm still figuring out which activities are best for students when we do a story. But it's helping me get the vocab from the book to students in a more interesting way. Even if they don't retain the vocab in the long run, at least they've been introduced to the vocabulary that I have a hard time delivering through CI.
  4. Customization/Personalization. I'm trying to get better at making class more compelling. That is, I created a story with a class the other day and I was engaging students I have NEVER engaged before. It was magical. I need to do more PQA to find out what is truly compelling to some other students. That's when customization and or personalization comes into play. Terry Waltz talks a lot about customization and personalization in her book TPRS with Chinese Characteristics, which is a great read for any language teacher, not just Chinese.

TL;DR  I want to work on classroom management, do more comprehension checks, use textivate more effectively, and be more compelling to more students.

Using pictures with a story-script

Sometimes, when we get students from non-CI teachers we have to ease the students into CI activities. That was the case with one of my classes this year. I could not, for the life of me, get student actors for stories. I couldn't get funny suggestions, I couldn't get anyone to do persona especial. It was rough. I had to figure out some way to get students interacting with me, and language. They were ok with reading stories, but co-creating was a challenge.

Then I had a great idea. This was originally in a Martina Bex unit (I forget which one), where students came up with an alternate version to the class story. But class stories were not working for me, so it couldn't be an extension activity. It had to be the main story-activity.

So I started with a script.

Mike has to wash the dishes.  Mike doesn't want to wash the dishes. Mike doesn't want to wash the dishes and doesn't do it. He doesn't do it because there is an octopus in the sink. The octopus breaks all of the dishes, and now Mike doesn't have to wash the dishes.

Then after some PQA about things students have to do but they don't, or don't want to do. I gave students this form.

With the questions, which students comprehended because of the PQA and posters around my room, students drew the variables that would fit into my story-script.

After they were done drawing, I put the pictures on my doc cam and we discussed the pictures that students drew. I love using student drawings, because they're really funny. Even from more timid classes, students BEGGED for me to use their drawings, and talk about them.

Students got a LOT of reps of "has to" "doesn't do it" "and doesn't want to", because so many students wanted to talk about their pictures.

After we were done I created this reading, using the pictures to help clarify meaning. I took a mini story from each class and we read and discussed the new stories.

I imagine this could be done on the fly, if one were to realize story-asking wasn't working. "Take out a piece of paper, draw a 3x4 grid, answer these questions with a drawing".

After a couple of weeks when we were only able to do drawings, students came around and we were able to start using actors. It's still a good activity for when I can't handle moving actors around, or when students aren't willing to act.

The Power of PQA

I'm not going to be able to fully describe what I want to describe here, but I'm just throwing some thoughts out that are in my head. I've been doing a lot of reflecting on the use of PQA (personalized questions and answers) in my classroom.

It's not just about using high frequency words so that students acquire them. It's not just about the level of interest it can generate because we are talking about the other students in class.Will they acquire more if the input is comprehensible and compelling? Yes. However,  it's not even about language acquisition.

What it is about is getting to know the students.

I want to know what makes them tick. I want to know their struggles, their successes. I want to know as much about them as they will let me.

I experienced my first loss of a student this past week. I knew some of her interests, I knew a little bit about her life. However I could have known so much more, PQA could have helped with that.

Moving forward I'm going to try so much harder to get better at really getting to know my students. Not just superficial likes and dislikes, but what they are happy about, what they are upset about.

We are so lucky that we are in a position that we can get to know our students on such a deep level all the while facilitating the acquisition of language.

I'm Deskless!

I started a new job this year, and about seven or eight weeks in I decided to do something that I have been wanting to do for years. I went deskless! I have been reading blog post on blog post, talking to peers at local collab groups, and doing a lot of self reflection about classroom practices. There are a lot of reasons that I chose to go deskless, but I'm just going to discuss the # most important to me making the change.

  1. I like to move around and  I like to bust a move every once in a while (I've got a pretty sick worm that no one I have met has been able to match). I'm a twenty-five year old man, if I was feeling constrained when I actually did have the "authority" to move around the room, how were my students feeling?  Students would groan when we did TPR, because they had to arrange themselves out of the desks and out of their rows to do the activity. We did circling with a beat a lá Sr. Wooly and the entire time I was thinking how much more fun it would have been to be standing.
    The desks were too constraining for me. I couldn't move around as freely as I wanted to, I couldn't observe students as closely as I wanted to. We were six chairs deep and three across at any point in the room. Those students in the back were not getting any attention because I couldn't freely visit them. Now, every student is within an eye's gaze of me. It's great for me!

  2. The students aren't distracted by things that aren't class. They can't be on their phone, I tell them they are just being straight up rude at this point because you can't even try to hide them. They can't do homework for other classes, and they can't lay their heads down and zone out.
    If we know that students have to comprehend the language that they hear/read before they can produce it, I need their full attention when I am speaking (whether story-asking, or PQA), or when we are reading as a class. I tell students, and this is a little pop-up theory, "We don't know exactly how many times we have to hear and understand a new word in a language before we can use it, but if you're on your phone when I say a word you may have missed the one time the word would have clicked with you". Note: If you can refute that, please do because if I'm giving digestible tidbits of theory to my students  I want them to be correct.

  3. My class is different in a lot of different ways. It's different than the Spanish class students took last year, it's different than their English, Math, or Science class. It's different than anything they've had in school until this point. Warning for a semi-political statement. School in its current state in the US is not working. We have too many students that hate coming to school, we have the power to change that. We have the power to give students a positive experience at school rather than the drab that's been going on forever. My hope is that students enjoy coming to my class because it's different than the rest of their day. They can sit on the floor, on the windowsill, on the tables, or of course, in a chair. Maybe I'm breaking up the monotony a little bit. Hopefully.

I think deskless has been a positive change. I'm really looking forward to exploring the possibilities of the space in my room, and how it can improve students' perception of school... all while acquiring a new language.

And of course, what would it be if I didn't share what my classroom looks like! (Don't mind my messy desk!)ct3dktcviaakozs-jpg-large