Transcrição completa de Discover Lynne Hendrick’s Easy CI Path to Engaged German Students!

the comments post, 00:02:41.219 --> 00:02:42.960 you can put them in the comments if you're watching 00:02:42.960 --> 00:02:46.039 it on the replay. So go ahead and do that for 00:02:46.039 --> 00:02:52.060 us. And let's move on to Lynn. Welcome, Lynn. 00:02:52.139 --> 00:02:56.199 How are you doing today? Good. How are you? I'm 00:02:56.199 --> 00:02:58.400 doing excellent. Thank you. Thank you so much. 00:02:58.740 --> 00:03:00.800 So tell us a little bit about yourself before 00:03:00.800 --> 00:03:06.740 we get started. So I teach German, all levels 00:03:06.740 --> 00:03:09.680 at the high school level in Chesapeake, Virginia, 00:03:10.020 --> 00:03:15.599 a public school, a fairly high needs school when 00:03:15.599 --> 00:03:21.439 it comes to social economics. And I don't know, 00:03:21.500 --> 00:03:25.340 I have two children, both in college and an accidental 00:03:25.340 --> 00:03:29.099 exchange student this year. Awesome. How long 00:03:29.099 --> 00:03:33.800 have you been teaching? This is, it's complicated 00:03:33.800 --> 00:03:36.000 because I taught, then I took time off and now 00:03:36.000 --> 00:03:40.379 I'm teaching again. So I'm around 20 to 22 years. 00:03:41.360 --> 00:03:43.360 So about the same as you. I think this is my 00:03:43.360 --> 00:03:47.879 23rd year teaching. 23rd year. And have you always 00:03:47.879 --> 00:03:52.120 been a CI teacher or did you start later on? 00:03:52.719 --> 00:03:58.400 I did. So like I think many people who went to 00:03:58.400 --> 00:04:05.710 school in the... mid 90s my education in teaching 00:04:05.710 --> 00:04:09.710 languages was not the best at the college level 00:04:09.710 --> 00:04:14.090 and I'd never heard of comprehensible input probably 00:04:14.090 --> 00:04:18.310 for the first I don't know 10 to 15 years that 00:04:18.310 --> 00:04:20.949 I was out of the out of college and in the classroom 00:04:20.949 --> 00:04:27.360 and so I got a postcard in the mail at the school 00:04:27.360 --> 00:04:32.779 I was teaching at that was from Blaine Ray come 00:04:32.779 --> 00:04:36.480 to this two day workshop. And I showed it to 00:04:36.480 --> 00:04:38.620 the person that I was sharing my classroom with 00:04:38.620 --> 00:04:41.000 at the time. And she's like, wow, that really 00:04:41.000 --> 00:04:43.199 looks like something you would do well. We should 00:04:43.199 --> 00:04:49.420 go together. So we did. So, yeah, but I was a 00:04:49.420 --> 00:04:52.370 very, you know, traditional. get through chapter 00:04:52.370 --> 00:04:55.250 four in this textbook and then move to the you 00:04:55.250 --> 00:04:58.009 know very traditional teacher before that because 00:04:58.009 --> 00:05:01.170 that's the only thing i knew i hadn't known anything 00:05:01.170 --> 00:05:06.389 else I got lucky. I learned about CI right at 00:05:06.389 --> 00:05:08.949 the end of my first semester of teaching. And 00:05:08.949 --> 00:05:11.110 I sucked at teaching in the first semester because 00:05:11.110 --> 00:05:13.209 I was doing it from the textbook, the way I was 00:05:13.209 --> 00:05:15.230 taught. And I really didn't learn any of the 00:05:15.230 --> 00:05:17.870 languages that I learned. I did not learn actually 00:05:17.870 --> 00:05:20.009 from the textbook. I faithfully did the textbook, 00:05:20.250 --> 00:05:22.990 but we all have other ways that we learn. We 00:05:22.990 --> 00:05:25.170 didn't actually learn from the textbook itself. 00:05:25.509 --> 00:05:29.089 So I did that. I was boring and I was bored. 00:05:29.189 --> 00:05:32.350 They were bored. And I was like, there's no way 00:05:32.350 --> 00:05:34.149 I'm going to be able to do this the next 30 years 00:05:34.149 --> 00:05:37.670 doing this. And so then I knew something had 00:05:37.670 --> 00:05:40.230 to change. So I found Blaine Ray like something, 00:05:40.290 --> 00:05:42.850 you know, like you. But I didn't get to go to 00:05:42.850 --> 00:05:48.810 a workshop until the summer. So I just bought 00:05:48.810 --> 00:05:53.459 the books and. At the time, we have a CI Facebook 00:05:53.459 --> 00:05:57.620 group now. But before that, we had a Yahoo group. 00:05:57.819 --> 00:06:00.199 And that's what we were on. So that's where I 00:06:00.199 --> 00:06:02.920 got all the information because Facebook groups 00:06:02.920 --> 00:06:06.240 weren't a thing back then. And I just grabbed 00:06:06.240 --> 00:06:09.300 everything that I could and struggled until I 00:06:09.300 --> 00:06:11.899 got that training during the summer. But something 00:06:11.899 --> 00:06:15.240 that you kind of made me think of, a few years 00:06:15.240 --> 00:06:21.649 ago, I did a training in... I want to say it 00:06:21.649 --> 00:06:23.569 was Nashville. I know it was Tennessee, but I 00:06:23.569 --> 00:06:24.689 can't remember if it was Nashville or Memphis, 00:06:24.769 --> 00:06:28.310 but I think it was Nashville. And I had two German 00:06:28.310 --> 00:06:31.149 teachers come in. And my German is very rusty, 00:06:31.230 --> 00:06:35.050 so I always get a little nervous because I do 00:06:35.050 --> 00:06:37.370 my demos in German. I don't do them in Spanish 00:06:37.370 --> 00:06:39.629 because everybody knows Spanish or can pick it 00:06:39.629 --> 00:06:41.610 up so easily so they don't really feel the effect. 00:06:42.689 --> 00:06:45.009 And I knew I was going to have a problem because 00:06:45.009 --> 00:06:50.189 we had a more... senior teacher who is on the 00:06:50.189 --> 00:06:52.930 verge of retiring, but the young new teacher 00:06:52.930 --> 00:06:56.509 wanted to go, so she dragged her along. But my 00:06:56.509 --> 00:07:00.079 question word posters... I had them up there 00:07:00.079 --> 00:07:02.800 in German and they weren't capitalized. And she 00:07:02.800 --> 00:07:05.240 says, why aren't they cap before we started? 00:07:05.300 --> 00:07:07.639 Why aren't they capitalized? I'm like, they're 00:07:07.639 --> 00:07:10.279 not in a sentence. They're just

words. You know, 00:07:10.300 --> 00:07:12.360 they're not normally capitalized unless they're, 00:07:12.360 --> 00:07:14.300 you know, they're not a noun and they're not 00:07:14.300 --> 00:07:16.019 a first word in a sentence. It's just there. 00:07:16.060 --> 00:07:18.300 I thought, oh, this is going to be a really bad 00:07:18.300 --> 00:07:21.220 experience. So we went through the thing. And 00:07:21.220 --> 00:07:23.660 after the training, it was a two day training. 00:07:23.720 --> 00:07:26.939 And she said to me, she goes, this is incredible. 00:07:27.759 --> 00:07:31.160 And she said, I was ready to retire. I had one 00:07:31.160 --> 00:07:34.220 more year left and I'm tired of the kids. I'm 00:07:34.220 --> 00:07:37.839 tired of teaching. I want out. and she goes after 00:07:37.839 --> 00:07:39.339 this she goes i think i've got like three or 00:07:39.339 --> 00:07:42.560 four more years in me now and she went back and 00:07:42.560 --> 00:07:44.819 did it and like all of us in the beginning did 00:07:44.819 --> 00:07:47.019 it poorly we all do it poorly in the beginning 00:07:47.019 --> 00:07:49.779 takes us many years to get get comfortable with 00:07:49.779 --> 00:07:53.399 it but she said um she goes she kept emailing 00:07:53.399 --> 00:07:55.259 me all the time and she says i don't know what 00:07:55.259 --> 00:07:58.389 i'm doing the the school district wants me to 00:07:58.389 --> 00:08:00.269 come back and teach it to other teachers. And 00:08:00.269 --> 00:08:02.069 I don't even know what I'm doing yet. And it 00:08:02.069 --> 00:08:04.430 was just a really good experience, but she, I 00:08:04.430 --> 00:08:06.009 don't know if she's retired yet. It's gotta be 00:08:06.009 --> 00:08:08.290 by now. She, cause I know she wanted to retire, 00:08:08.410 --> 00:08:11.529 but it did give her a couple more years. It gave 00:08:11.529 --> 00:08:13.410 her an extra life because it's a whole different 00:08:13.410 --> 00:08:17.209 ball game. Cause she was a very strict and she 00:08:17.209 --> 00:08:19.449 was not only a German teacher, she was German. 00:08:20.079 --> 00:08:23.100 So comes from that, you know, the really strict 00:08:23.100 --> 00:08:25.779 background, you know, the really grammar focused 00:08:25.779 --> 00:08:28.920 background. Those are the tough ones for me to 00:08:28.920 --> 00:08:31.660 turn are the native speaking German teachers. 00:08:31.839 --> 00:08:35.500 Yeah. When I try to get people to engage in CI 00:08:35.500 --> 00:08:37.879 in some way, those are the ones that resist the 00:08:37.879 --> 00:08:41.620 most. But like reflecting back on my journey, 00:08:41.720 --> 00:08:46.059 I had been looking, I had been looking for something 00:08:46.059 --> 00:08:49.480 different my entire teaching career. And I was 00:08:49.480 --> 00:08:52.480 trying to bring different things into the classroom. 00:08:53.960 --> 00:08:57.399 I just didn't know how to do it and where to 00:08:57.399 --> 00:09:01.259 go with it. But by the time I had went to this 00:09:01.259 --> 00:09:06.019 weekend seminar that I went to, I had started 00:09:06.019 --> 00:09:10.159 introducing units by bringing in things. And 00:09:10.159 --> 00:09:13.279 so for the travel unit or the clothing unit, 00:09:13.440 --> 00:09:16.240 I would just pack a suitcase full of my clothes, 00:09:16.360 --> 00:09:19.159 my husband's clothes, my kids' clothes. you know 00:09:19.159 --> 00:09:22.100 all different crazy stuff mixed together and 00:09:22.100 --> 00:09:24.580 i was like hey guys i'm going on a trip i want 00:09:24.580 --> 00:09:27.480 you to tell me where i'm going as i show you 00:09:27.480 --> 00:09:30.600 the stuff and i would pull it out and start talking 00:09:30.600 --> 00:09:33.899 about it and start you know so i was pushing 00:09:33.899 --> 00:09:39.720 my way to ci but i didn't know what it was or 00:09:40.279 --> 00:09:44.600 what to do next. And so, yeah, being able, being 00:09:44.600 --> 00:09:48.740 exposed to those two days of training. And then 00:09:48.740 --> 00:09:51.559 by the time I was into it, the Facebook group 00:09:51.559 --> 00:09:54.759 was there instead of the Yahoo group and just 00:09:54.759 --> 00:09:58.320 pooling as much information in the blog posts 00:09:58.320 --> 00:10:01.340 and all of that. I just, I think I still have 00:10:01.340 --> 00:10:03.399 a binder downstairs where I was printing stuff 00:10:03.399 --> 00:10:05.799 and putting it in the binder so I could flip 00:10:05.799 --> 00:10:08.019 through it really fast and find what I wanted. 00:10:08.179 --> 00:10:11.450 And yeah. Yeah. Yeah, but I realized that my 00:10:11.450 --> 00:10:16.480 entire career I was trying to find. Yeah. You 00:10:16.480 --> 00:10:17.799 know, it's funny you talk about that clothing. 00:10:17.919 --> 00:10:19.919 I did something similar, not exactly like you 00:10:19.919 --> 00:10:22.860 did my second year of teaching. And I made, you 00:10:22.860 --> 00:10:24.740 know, second year of teaching. So you're still 00:10:24.740 --> 00:10:26.559 very wet behind the ears. You know, even after 00:10:26.559 --> 00:10:29.940 10 years, you're wet behind the ears. But I made 00:10:29.940 --> 00:10:32.379 the biggest faux pas. It was hilarious. It was 00:10:32.379 --> 00:10:34.179 a funny faux pas, but it was a faux pas because 00:10:34.179 --> 00:10:36.899 I didn't look. What I had the kids do is bring 00:10:36.899 --> 00:10:39.860 in clothes, donate clothes, and we threw them 00:10:39.860 --> 00:10:42.740 into a pile in the middle of the classroom. Now, 00:10:42.740 --> 00:10:45.570 I did not check. clothes to begin with. I didn't 00:10:45.570 --> 00:10:48.669 think to check them. My second year of teaching, 00:10:48.889 --> 00:10:51.929 I did not think of all the mischievous things 00:10:51.929 --> 00:10:54.429 that kids would do, right? I just didn't have 00:10:54.429 --> 00:10:57.009 that forethought. And I didn't have kids, so 00:10:57.009 --> 00:10:59.769 I didn't know

what kids were capable of. So we 00:10:59.769 --> 00:11:02.009 did this and we were playing a game. So we had 00:11:02.009 --> 00:11:04.490 two teams and I would call out an article of 00:11:04.490 --> 00:11:08.009 clothing. And the first person who put on the 00:11:08.009 --> 00:11:11.759 article of clothing got the point. So I made 00:11:11.759 --> 00:11:13.460 sure there was at least, you know, that we had 00:11:13.460 --> 00:11:15.440 enough articles to do that. And it didn't have 00:11:15.440 --> 00:11:18.179 to go on where it was supposed to go on. It just 00:11:18.179 --> 00:11:20.000 had to be on the body. Couldn't just be hanging 00:11:20.000 --> 00:11:23.139 on the body. It had to be on. So, you know, you 00:11:23.139 --> 00:11:25.240 could put a pair of pants on your head. I didn't 00:11:25.240 --> 00:11:27.019 care, but they had to be, you know, they had 00:11:27.019 --> 00:11:30.740 to be on. So I get down to, we had a vocabulary 00:11:30.740 --> 00:11:32.480 word in the textbook because I wasn't, I had 00:11:32.480 --> 00:11:36.059 to teach the textbook. Ropa interior, which is 00:11:36.059 --> 00:11:39.539 underwear, interior clothing. And so we had some 00:11:39.539 --> 00:11:42.340 underwear in there, and I guess this kid brought 00:11:42.340 --> 00:11:47.039 a tighty -whities in. Which, okay, not that big 00:11:47.039 --> 00:11:51.639 of a deal. But I didn't know that he had rubbed 00:11:51.639 --> 00:11:58.779 chocolate on them. So we get this, and the kid 00:11:58.779 --> 00:12:03.100 who put it on didn't know either. And he put 00:12:03.100 --> 00:12:08.000 it on backwards and inside out. So we saw the 00:12:08.000 --> 00:12:10.700 chocolate and he did not see the chocolate and 00:12:10.700 --> 00:12:14.279 he's got it on his head. And we are just laughing 00:12:14.279 --> 00:12:17.919 hysterically because it looks like he's got the 00:12:17.919 --> 00:12:20.379 bathroom streak right across his face. And we. 00:12:22.860 --> 00:12:25.639 It was hilarious. It was fun. It was hilarious. 00:12:25.840 --> 00:12:28.279 You know, we got our laughs out of that. But 00:12:28.279 --> 00:12:31.440 that was just a little fun game that we we played 00:12:31.440 --> 00:12:35.159 way back when. That was like 2002. It was a long 00:12:35.159 --> 00:12:39.190 time ago. That would be fun to do though. Yeah, 00:12:39.230 --> 00:12:41.169 it helped them learn the stuff and it was a little 00:12:41.169 --> 00:12:44.529 more tangible because when I started with CI, 00:12:44.710 --> 00:12:47.450 we didn't have all the activities that we have 00:12:47.450 --> 00:12:49.409 now. We did not have picture talk. We did not 00:12:49.409 --> 00:12:52.450 have movie talk or clip chat. We did not have 00:12:52.450 --> 00:12:55.169 embedded reading. None of that stuff existed. 00:12:55.669 --> 00:12:58.769 So we had to create things. Otherwise we were 00:12:58.769 --> 00:13:02.159 doing the stories. Every single day. And when 00:13:02.159 --> 00:13:05.320 I started, there were seven steps to doing that. 00:13:05.460 --> 00:13:07.460 And I can't remember all the steps, but I remember 00:13:07.460 --> 00:13:10.840 in the middle, you had to tell the same story 00:13:10.840 --> 00:13:12.879 because we didn't have circling or anything back 00:13:12.879 --> 00:13:16.279 then. The same story three different times to 00:13:16.279 --> 00:13:19.179 get the repetitions in. And it was hard to keep 00:13:19.179 --> 00:13:22.539 the kids engaged when it's the exact same story 00:13:22.539 --> 00:13:27.120 with no variation three times in a row. And, 00:13:27.120 --> 00:13:28.779 you know, we went through the seven steps and 00:13:28.779 --> 00:13:31.080 every day we had to go through all seven steps. 00:13:31.120 --> 00:13:33.360 That was the goal. And it was like a sprint trying 00:13:33.360 --> 00:13:36.080 to get through them. So we looked for other things 00:13:36.080 --> 00:13:39.480 to vary things up. And all we had for novels 00:13:39.480 --> 00:13:43.419 was like Pobriana or Armaan. And that's all we 00:13:43.419 --> 00:13:45.559 had way back then. We didn't have anything else 00:13:45.559 --> 00:13:48.460 to work with. And they were all Blaine Ray novels 00:13:48.460 --> 00:13:50.919 and nothing really happened in them because he 00:13:50.919 --> 00:13:56.000 keeps them very tame. And so, you know, kids 00:13:56.000 --> 00:13:58.080 would get bored of them. And I would get bored. 00:13:58.080 --> 00:14:01.340 I think I did Pobriana for like seven or eight 00:14:01.340 --> 00:14:04.320 years. And I know it by heart by now. And I can't 00:14:04.320 --> 00:14:08.379 teach it again. It's just I've expanded beyond 00:14:08.379 --> 00:14:11.299 that. But amazing. What year was it that you 00:14:11.299 --> 00:14:19.340 started CI? I'm trying to think. Probably 2012, 00:14:19.779 --> 00:14:26.419 maybe 13. okay yeah yeah yeah so definitely the 00:14:26.419 --> 00:14:28.919 yahoo group was gone at that time because yahoo 00:14:28.919 --> 00:14:31.100 killed their groups but we were all in there 00:14:31.100 --> 00:14:32.539 and the problem with yahoo groups you couldn't 00:14:32.539 --> 00:14:35.080 search you tried to search you couldn't find 00:14:35.080 --> 00:14:38.519 it but it was very active and people would you 00:14:38.519 --> 00:14:40.519 had two ways you can either go to the site and 00:14:40.519 --> 00:14:43.500 and get it or get the emails or get a digest 00:14:43.500 --> 00:14:47.360 and we i said don't get the daily emails because 00:14:47.360 --> 00:14:49.100 at the beginning of the school year you'd get 00:14:49.100 --> 00:14:53.460 hundreds of emails a day I did the daily emails, 00:14:53.600 --> 00:14:55.740 but I filtered them into a folder so I didn't 00:14:55.740 --> 00:14:58.159 have to see them. But then I can search them 00:14:58.159 --> 00:15:02.320 easier in my Gmail than I could on the list itself 00:15:02.320 --> 00:15:04.159 when I was looking for something. Because that 00:15:04.159

--> 00:15:06.200 was our only social media. There were not blogs 00:15:06.200 --> 00:15:10.139 back then. YouTube did not exist back then. So 00:15:10.139 --> 00:15:12.980 we were really, you know, that was our only real 00:15:12.980 --> 00:15:16.159 source of real human contact with things that 00:15:16.159 --> 00:15:18.879 we're doing. So yeah, very different from now. 00:15:18.980 --> 00:15:22.679 We've got so many resources. Thankfully, right? 00:15:23.000 --> 00:15:25.659 Yes, exactly. So many different things we can 00:15:25.659 --> 00:15:28.580 do now. Since you talked about your journey, 00:15:28.659 --> 00:15:31.340 what was your toughest challenge that you faced? 00:15:31.399 --> 00:15:33.740 Or did you have a challenge that you faced when 00:15:33.740 --> 00:15:39.419 you switched over? Excuse me. Getting a little 00:15:39.419 --> 00:15:45.460 cold over here. I think one challenge was my 00:15:45.460 --> 00:15:48.620 own confidence. You know, building my own self 00:15:48.620 --> 00:15:52.779 -confidence. feeling like I could do this and 00:15:52.779 --> 00:15:55.940 this was sustainable and it was something that 00:15:55.940 --> 00:16:00.720 I could continue with and grow into. But as a 00:16:00.720 --> 00:16:04.840 singleton teacher, my other big challenge was 00:16:04.840 --> 00:16:09.779 I don't just teach one level. I don't even teach 00:16:09.779 --> 00:16:13.100 two levels. I teach all the German every year. 00:16:14.000 --> 00:16:17.480 Thankfully, our year is split by the semester. 00:16:18.600 --> 00:16:21.139 So I was never teaching more than three levels 00:16:21.139 --> 00:16:25.100 at one time. But that was a really big challenge, 00:16:25.220 --> 00:16:31.639 especially as I was transitioning into CI. All 00:16:31.639 --> 00:16:36.480 my kids come back to me. And so I had to be very 00:16:36.480 --> 00:16:41.940 strategic in how I introduced it and when I introduced 00:16:41.940 --> 00:16:45.740 it. And there was one group that I just knew 00:16:45.740 --> 00:16:48.889 I... wasn't going to introduce it to because 00:16:48.889 --> 00:16:52.250 they were not the group that was going to be 00:16:52.250 --> 00:16:55.110 receptive to it. And I knew that they were going 00:16:55.110 --> 00:16:58.289 to give me the most pushback. And so instead 00:16:58.289 --> 00:17:02.690 of transitioning them all the way to CI, I just 00:17:02.690 --> 00:17:07.119 gave them elements. And I kept the routine of 00:17:07.119 --> 00:17:09.880 the textbook. I kept the routine of the grammar, 00:17:09.960 --> 00:17:13.599 but I gave them elements of the CI to kind of 00:17:13.599 --> 00:17:15.720 supplement and work it in there and give myself 00:17:15.720 --> 00:17:20.079 more practice. And I also made the very, for 00:17:20.079 --> 00:17:25.160 me, the very wise decision to only transition 00:17:25.160 --> 00:17:30.160 one course at a time. So I started with my German 00:17:30.160 --> 00:17:32.440 one course because that was the natural place 00:17:32.440 --> 00:17:35.670 to start. And I taught my German one course in 00:17:35.670 --> 00:17:39.329 the fall and I worked really hard on that course 00:17:39.329 --> 00:17:42.670 and those lesson plans. And then for the other 00:17:42.670 --> 00:17:46.289 two courses, I just recycled my lesson plans 00:17:46.289 --> 00:17:49.170 from the year before so that I didn't have to 00:17:49.170 --> 00:17:51.829 think so hard in those classes. And I would supplement 00:17:51.829 --> 00:17:55.349 things in for them that were more CI based. And 00:17:55.349 --> 00:17:59.029 then second semester, those ones, many of those 00:17:59.029 --> 00:18:03.839 ones became my twos. And so I. transitioned that 00:18:03.839 --> 00:18:08.259 level two into CI. So now I had level one and 00:18:08.259 --> 00:18:12.819 two running in CI. The following year, I was 00:18:12.819 --> 00:18:15.420 then able to take those twos and transition them 00:18:15.420 --> 00:18:20.079 into my level three class. And so it became a 00:18:20.079 --> 00:18:23.700 natural progression for both me and the students. 00:18:23.900 --> 00:18:28.980 It was less taxing on me personally, because 00:18:28.980 --> 00:18:31.890 at that time I had little kids they were elementary 00:18:31.890 --> 00:18:37.769 age um and i was needed at home my husband would 00:18:37.769 --> 00:18:40.549 give me sundays every weekend he would take them 00:18:40.549 --> 00:18:43.309 and do something on sundays so the house was 00:18:43.309 --> 00:18:47.490 quiet and i could work the whole day on you know 00:18:47.490 --> 00:18:49.869 what i was going to do that next week just for 00:18:49.869 --> 00:18:53.930 one class yeah um but it was also 90 -minute 00:18:53.930 --> 00:18:56.970 classes and that's a challenge classes a long 00:18:56.970 --> 00:19:01.960 time to keep them engaged um and to keep the 00:19:01.960 --> 00:19:05.900 rigor and up they they kind of peter out there 00:19:05.900 --> 00:19:08.920 here and there um so i think those were my major 00:19:08.920 --> 00:19:12.500 challenges were that you know you mentioned about 00:19:12.500 --> 00:19:16.680 the um two things i want to mention hit on one 00:19:16.680 --> 00:19:19.490 you know you said you scaffolded it in and i 00:19:19.490 --> 00:19:21.970 had a french teacher that i worked with at a 00:19:21.970 --> 00:19:24.529 school and she was close to retirement and she 00:19:24.529 --> 00:19:26.569 was all on board with ci but she goes i'm too 00:19:26.569 --> 00:19:28.430 close to retirement i'm just not going to change 00:19:28.430 --> 00:19:30.750 i've got a few years left i'm not going to change 00:19:30.750 --> 00:19:34.369 but the rest of us the spanish the japanese and 00:19:34.369 --> 00:19:37.829 the german teacher were all ci she was the french 00:19:37.829 --> 00:19:40.609 teacher and she was not um and she just said 00:19:40.609 --> 00:19:42.809 i'm just too close i'm not going to do it well 00:19:42.809 --> 00:19:45.089 fine i don't know what

made her push over the 00:19:45.089 --> 00:19:48.119 edge and she just fine, I'll do it next year. 00:19:48.259 --> 00:19:50.420 I'll start with my ones and I'll try to scaffold 00:19:50.420 --> 00:19:53.319 it in. So she did it with her ones. And like 00:19:53.319 --> 00:19:55.420 you, she taught all the subjects and it was a 00:19:55.420 --> 00:19:58.180 year long program. So she taught one through 00:19:58.180 --> 00:20:01.539 AP all in the same. So she had all the preps. 00:20:01.660 --> 00:20:04.880 I think the three, four was mixed together. And 00:20:04.880 --> 00:20:06.960 then, so she had, you know, one, two, three, 00:20:07.000 --> 00:20:10.619 four, and then AP. And she's like, she started 00:20:10.619 --> 00:20:12.720 it. And then the other kids got jealous. Like, 00:20:12.779 --> 00:20:14.779 why don't we get to have all that fun? And she's 00:20:14.779 --> 00:20:18.500 like, I wanted to streamline this in and I can't 00:20:18.500 --> 00:20:21.099 now. She had to go all hog in and she goes, that 00:20:21.099 --> 00:20:24.700 was a lot for her. But one of the things I know, 00:20:24.779 --> 00:20:26.880 because normally with Spanish, you know, we have 00:20:26.880 --> 00:20:30.259 a lot of Spanish teachers. And so usually we 00:20:30.259 --> 00:20:33.339 only have to teach two preps per year or per 00:20:33.339 --> 00:20:37.640 semester, however the school goes. And last year 00:20:37.640 --> 00:20:41.599 I taught level one. level one B, which is for 00:20:41.599 --> 00:20:44.039 the challenging kids who didn't pass level one, 00:20:44.059 --> 00:20:46.779 and then level two and level three. So I had 00:20:46.779 --> 00:20:50.200 four preps, four preps out of six classes. So 00:20:50.200 --> 00:20:52.539 we taught six out of seven classes and I had 00:20:52.539 --> 00:20:55.619 four preps. And one of the things that I did 00:20:55.619 --> 00:20:58.619 that worked really, really well and what I think 00:20:58.619 --> 00:21:01.720 CI lends itself really easily to compared to 00:21:01.720 --> 00:21:04.500 the textbook, where with the textbook, it seems 00:21:04.500 --> 00:21:06.140 like there's more work that you'd have to do. 00:21:07.049 --> 00:21:09.549 At least four different lesson plans for that 00:21:09.549 --> 00:21:11.650 with covering different pages in the textbook. 00:21:12.450 --> 00:21:15.990 Well, with CI, what I did is we were doing a 00:21:15.990 --> 00:21:18.369 movie talk. I picked this, used the same video 00:21:18.369 --> 00:21:22.130 for everybody. I just kept it really easy for 00:21:22.130 --> 00:21:24.450 level one and moved my way up to level three 00:21:24.450 --> 00:21:27.029 using different structures and stuff like that 00:21:27.029 --> 00:21:29.509 in there. And when we did a story, it was the 00:21:29.509 --> 00:21:32.809 same thing. I had the same plot for my story. 00:21:33.400 --> 00:21:37.539 I just ratcheted it up for my level threes and 00:21:37.539 --> 00:21:41.039 kept it simple for my level ones.

And so that 00:21:41.039 --> 00:21:43.839 helped my sanity because I could do parallel 00:21:43.839 --> 00:21:46.200 every day. I wasn't coming up with a different 00:21:46.200 --> 00:21:48.980 story every day. It was the same story. It was 00:21:48.980 --> 00:21:51.700 just how I treated that story was different. 00:21:51.779 --> 00:21:55.250 So that saved my butt. because I don't think 00:21:55.250 --> 00:21:56.990 I could have done if I was textbook and had to 00:21:56.990 --> 00:21:59.849 do four different lesson plans based off four 00:21:59.849 --> 00:22:01.609 different chapters, based off four different 00:22:01.609 --> 00:22:04.410 pages of the textbook. That would have been a 00:22:04.410 --> 00:22:08.069 lot of work to prep for. Whereas here, I really 00:22:08.069 --> 00:22:11.809 only prepped one lesson plan and just changed 00:22:11.809 --> 00:22:14.670 up the questions that I asked and how in depth 00:22:14.670 --> 00:22:17.450 I went with them, which made life a lot easier. 00:22:18.250 --> 00:22:20.490 Yeah, I'm still doing a lot of prep because we 00:22:20.490 --> 00:22:23.809 have thematic units that I need to follow. And 00:22:23.809 --> 00:22:26.710 the textbook is just a resource that we're supposed 00:22:26.710 --> 00:22:31.190 to use. But I've got to cover the different themes. 00:22:31.970 --> 00:22:36.490 And so that still adds into my prep work now. 00:22:36.650 --> 00:22:40.670 But it's easier now because I have the experience 00:22:40.670 --> 00:22:43.210 and the background and I've been able to gather 00:22:43.210 --> 00:22:47.009 resources. um different things and so i have 00:22:47.009 --> 00:22:49.710 more to pull from rather than making everything 00:22:49.710 --> 00:22:53.309 so that this is easier for me this is the first 00:22:53.309 --> 00:22:55.170 year i had to go back to the textbook i haven't 00:22:55.170 --> 00:22:58.269 taught with a textbook for um since my first 00:22:58.269 --> 00:23:01.930 four years of teaching so i've been in a ci um 00:23:01.930 --> 00:23:04.930 school ever since this year i'm not in a ci school 00:23:04.930 --> 00:23:09.390 i'm the only one who does it And we have to cover 00:23:09.390 --> 00:23:11.210 so many chapters. We're on the semester plan 00:23:11.210 --> 00:23:14.509 like you. So we change it the semester. They 00:23:14.509 --> 00:23:17.109 always are optimistic about how many chapters 00:23:17.109 --> 00:23:20.109 that they can cover. They say four, but they 00:23:20.109 --> 00:23:23.049 only cover two, which gives me a lot of leeway 00:23:23.049 --> 00:23:24.670 because I've already covered the two that I'm 00:23:24.670 --> 00:23:27.390 supposed to cover. And what I've done is I don't 00:23:27.390 --> 00:23:30.890 even pull the textbook out. I'm supposed to check 00:23:30.890 --> 00:23:33.930 it out for the kids. I don't. They've never seen 00:23:33.930 --> 00:23:36.029 it. We also have an online version. So if we 00:23:36.029 --> 00:23:38.660 ever need it. They can go

on the online version, 00:23:38.799 --> 00:23:40.240 but I'm not checking out the physical books, 00:23:40.339 --> 00:23:44.839 not doing it. So how I incorporate that in there, 00:23:44.900 --> 00:23:48.480 I do what I'm going to do anyway. But then I 00:23:48.480 --> 00:23:51.619 have made my own scope and sequence of all the 00:23:51.619 --> 00:23:54.400 vocab, which so much of it is useless. And there's 00:23:54.400 --> 00:23:58.059 so much vocab. But I just put them in the stories, 00:23:58.099 --> 00:24:01.269 usually in the readings. So I'll just put them 00:24:01.269 --> 00:24:03.690 in the readings in there. And that's how I kind 00:24:03.690 --> 00:24:06.190 of get that in. And then when we have a midterm 00:24:06.190 --> 00:24:10.349 or a final right that week before, I will pull 00:24:10.349 --> 00:24:12.950 out the workbook activities and we'll just work 00:24:12.950 --> 00:24:16.430 together on the workbook activities. We've already 00:24:16.430 --> 00:24:19.390 hit all that grammar through stories, but now 00:24:19.390 --> 00:24:20.849 we're just going to hit it like it's going to 00:24:20.849 --> 00:24:22.450 be on the midterm because the midterm is very. 00:24:22.990 --> 00:24:26.769 textbooky. So I do that with them. And then they're 00:24:26.769 --> 00:24:29.150 like, Ooh, these readings and speaking and stuff. 00:24:29.170 --> 00:24:31.089 I was really easy in the textbook. I'm like, 00:24:31.109 --> 00:24:33.069 yeah, because I've been doing CI with you. You 00:24:33.069 --> 00:24:36.210 guys are way up here and all the quizzes are 00:24:36.210 --> 00:24:39.089 much harder than the midterm is because, because 00:24:39.089 --> 00:24:41.789 I do a lot more. The midterm has got like little 00:24:41.789 --> 00:24:44.130 readings this big, you know, with six sentences 00:24:44.130 --> 00:24:46.589 in there. I'm like, no, my readings are 300 words. 00:24:46.990 --> 00:24:49.410 So, you know, there's a lot more. So those parts, 00:24:49.490 --> 00:24:51.329 but then the grammar parts are more tricky for 00:24:51.329 --> 00:24:54.009 them. So, but that's how I've had to meld it. 00:24:54.089 --> 00:24:57.329 So I had those thematic units like you, but I've 00:24:57.329 --> 00:24:59.589 only got to teach two chapters. I keep asking, 00:24:59.690 --> 00:25:02.089 where are you? They're like, we're still in chapter 00:25:02.089 --> 00:25:05.789 one. I'm like, that's fine with me. So I have 00:25:05.789 --> 00:25:08.529 time to do a novel and stuff like that. Cause 00:25:08.529 --> 00:25:10.230 I've already taught what's on the final exam 00:25:10.230 --> 00:25:13.920 before the midterm. So now I've got the rest 00:25:13.920 --> 00:25:16.539 of the semester to we're going to read a novel 00:25:16.539 --> 00:25:18.099 after spring. We have spring break after next 00:25:18.099 --> 00:25:19.759 week. When we come back, we're going to read 00:25:19.759 --> 00:25:21.559 a novel. That should take us a couple of weeks 00:25:21.559 --> 00:25:24.359 to do. We can have some more fun and levity with 00:25:24.359 --> 00:25:27.500 that kind of stuff. But, yes, the textbook thematic 00:25:27.500 --> 00:25:31.420 units can be daunting. Like my kid always said, 00:25:31.480 --> 00:25:33.519 he goes, why are we learning computer class? 00:25:33.680 --> 00:25:35.579 I am never going to use that word in Spanish. 00:25:36.359 --> 00:25:39.460 And I'm like, I don't blame you. I am with you 00:25:39.460 --> 00:25:43.819 there. But I got to at least. cover it at least 00:25:43.819 --> 00:25:48.500 cover it so awesome awesome now before we started 00:25:48.500 --> 00:25:51.160 we talked about another class that you teach 00:25:51.160 --> 00:25:54.599 so i want you to talk about that because it is 00:25:54.599 --> 00:25:57.539 amazing i was so impressed by hearing about that 00:25:57.539 --> 00:26:00.079 so tell us about that class and what it is and 00:26:00.079 --> 00:26:03.039 how you came up with it and all the good stuff 00:26:03.039 --> 00:26:06.000 about it so you were talking about how the you 00:26:06.000 --> 00:26:07.920 know the French teacher and the German teacher 00:26:07.920 --> 00:26:11.039 were reinvigorated by CI. And I was too when 00:26:11.039 --> 00:26:15.220 I started CI. But this class that I had the privilege 00:26:15.220 --> 00:26:21.599 of designing and piloting and teaching has given 00:26:21.599 --> 00:26:26.720 me so much joy and so much just genuine satisfaction 00:26:26.720 --> 00:26:30.500 with teaching that it's really reinvigorated 00:26:30.500 --> 00:26:35.079 me. And we call it adapted world language and 00:26:35.079 --> 00:26:41.230 culture. And we are working with the most disabled 00:26:41.230 --> 00:26:44.650 students in our building, the ones who are in 00:26:44.650 --> 00:26:48.109 isolated classrooms for most of their day. In 00:26:48.109 --> 00:26:51.029 Virginia, they're earning what is called the 00:26:51.029 --> 00:26:54.430 applied diploma. So it's not even an academic 00:26:54.430 --> 00:26:58.690 diploma. And we are working with them to learn 00:26:58.690 --> 00:27:02.150 language and culture. So I'm working with them 00:27:02.150 --> 00:27:08.779 on German. Do little bits of German. I try to 00:27:08.779 --> 00:27:12.180 keep it very basic. So instead of teaching them 00:27:12.180 --> 00:27:16.740 my name, I am called Ich heiße, which is what 00:27:16.740 --> 00:27:19.779 Germans will use. I've chosen to go with Ich 00:27:19.779 --> 00:27:23.660 bin, I am, because I can go so much farther with 00:27:23.660 --> 00:27:29.099 I am. And then we intersperse the German with. 00:27:30.650 --> 00:27:34.150 culture from around the world. And I have kind 00:27:34.150 --> 00:27:37.769 of based the curriculum on the holidays because 00:27:37.769 --> 00:27:40.789 we, you know, with the major holidays, we visit 00:27:40.789 --> 00:27:43.529 Christmas in four or five different countries. 00:27:43.630 --> 00:27:47.390 We visit Carnival in four or five

different countries. 00:27:47.869 --> 00:27:52.829 And so the purpose is to get them acquainted 00:27:52.829 --> 00:27:55.930 with the fact that there is so much more out 00:27:55.930 --> 00:27:59.619 in the world than just our little town in our 00:27:59.619 --> 00:28:02.480 state of Virginia in the United States of America 00:28:02.480 --> 00:28:07.519 and to give them an enriching exciting experience 00:28:07.519 --> 00:28:11.140 and to really kind of push them a little bit 00:28:11.140 --> 00:28:16.650 academically you know most of them are reading, 00:28:16.809 --> 00:28:19.970 but most of them are only reading at maybe a 00:28:19.970 --> 00:28:23.490 fourth grade level is the highest. I've got some 00:28:23.490 --> 00:28:25.990 students that I've worked with who are nonverbal. 00:28:27.089 --> 00:28:30.970 One of the girls uses a retina reading device 00:28:30.970 --> 00:28:34.069 to communicate, and she's still learning how 00:28:34.069 --> 00:28:38.130 to use it. It wasn't real productive some days, 00:28:38.269 --> 00:28:41.150 but other days it was pretty productive. But 00:28:41.150 --> 00:28:44.930 it's just been joyful because they come in every 00:28:44.930 --> 00:28:47.769 day wanting to know what we're going to do and 00:28:47.769 --> 00:28:52.609 sucking it up and learning. And it takes us longer 00:28:52.609 --> 00:28:57.410 to learn language. But if you know a language, 00:28:57.470 --> 00:29:03.549 you can learn other languages. It is really, 00:29:03.730 --> 00:29:08.230 from an instructing standpoint, it's reinforcing 00:29:08.230 --> 00:29:13.890 all of the CI that I have ever learned. You know, 00:29:13.990 --> 00:29:18.089 go slow has a whole different meaning when it 00:29:18.089 --> 00:29:22.890 takes two weeks to learn one to ten. You know, 00:29:22.890 --> 00:29:26.690 go slow has a whole different meaning when we're... 00:29:27.440 --> 00:29:29.759 teaching them some classroom commands so that 00:29:29.759 --> 00:29:32.740 they can do things in the classroom and and it's 00:29:32.740 --> 00:29:36.599 a lot of germlish you know i did the march music 00:29:36.599 --> 00:29:38.819 madness with them and they loved it they had 00:29:38.819 --> 00:29:44.579 so much fun but every day i would um using raise 00:29:44.579 --> 00:29:47.990 your hand to vote um doesn't work for this group 00:29:47.990 --> 00:29:49.789 because they just raise their hand both times 00:29:49.789 --> 00:29:54.190 i like that one yeah i like that one too i can't 00:29:54.190 --> 00:29:56.970 make up my mind so i had to do little paper ballots 00:29:56.970 --> 00:29:59.470 for them so i just did paper ballots for everybody 00:29:59.470 --> 00:30:04.650 um but every day i would hand them and i would 00:30:04.650 --> 00:30:08.150 say here's your paper right in german here's 00:30:08.150 --> 00:30:12.410 your paper here's your pencil and then when they 00:30:12.410 --> 00:30:15.250 were when we were collecting them every day it 00:30:15.250 --> 00:30:19.559 was Give me your pencils. Give me your paper. 00:30:20.160 --> 00:30:23.400 And we did that for every day in March. And so 00:30:23.400 --> 00:30:27.660 guess what they can do now, right? But it's just, 00:30:27.680 --> 00:30:30.059 it's brought so much joy to me. We just recently 00:30:30.059 --> 00:30:33.759 learned about Holi in India, the color festival. 00:30:34.279 --> 00:30:36.759 And I was like, guys, we're going to create a 00:30:36.759 --> 00:30:40.079 display for the hallway so that other kids can 00:30:40.079 --> 00:30:44.309 learn. And we did. We learned about it. We created 00:30:44.309 --> 00:30:48.569 artwork. We learned how to dance. We looked at 00:30:48.569 --> 00:30:50.750 the food. But there were too many food issues 00:30:50.750 --> 00:30:53.910 in the room to bring any in. Because we're talking 00:30:53.910 --> 00:30:59.569 serious food issues. And so we created a display. 00:30:59.690 --> 00:31:03.650 And we did it together. And what's important 00:31:03.650 --> 00:31:07.849 to tell other people. You know, so I was really 00:31:07.849 --> 00:31:12.789 testing their critical thinking skills. They're 00:31:12.789 --> 00:31:16.569 just a joy to work with every day. And the classes 00:31:16.569 --> 00:31:19.390 are teeny tiny. I had nine last semester. I have 00:31:19.390 --> 00:31:21.750 four this semester. That's awesome. And, you 00:31:21.750 --> 00:31:23.630 know, you point out something that was so true. 00:31:23.789 --> 00:31:26.750 When people say they can't learn a language, 00:31:27.109 --> 00:31:31.410 I say you're absolutely right. You can't. And 00:31:31.410 --> 00:31:35.049 no human has ever learned a language. Have we 00:31:35.049 --> 00:31:38.970 learned about a language? We have. But almost 00:31:38.970 --> 00:31:43.539 everybody on the planet... can acquire a language 00:31:43.539 --> 00:31:47.799 to some extent unless you have some kind of severe 00:31:47.799 --> 00:31:50.960 brain issue that's going on, whether it be a 00:31:50.960 --> 00:31:53.960 traumatic brain injury or you were born with 00:31:53.960 --> 00:31:56.640 some kind of issue in there. Because even our 00:31:56.640 --> 00:32:00.000 most severely disabled, mentally disabled children 00:32:00.000 --> 00:32:03.740 have learned to communicate in their first language, 00:32:03.819 --> 00:32:06.099 whatever it might be. They may not be able to 00:32:06.099 --> 00:32:08.299 verbalize. Like you said, they're non -communicative. 00:32:08.400 --> 00:32:11.220 We had one who had like a Remember those speak 00:32:11.220 --> 00:32:14.079 and play kind of things back when I was, I'm 00:32:14.079 --> 00:32:16.859 old. So we had this thing called speak and say, 00:32:16.900 --> 00:32:18.799 you could go and it was little games. Well, he's 00:32:18.799 --> 00:32:20.380 got something similar to that where he's got 00:32:20.380 --> 00:32:22.799 different pictures and he pushes the picture 00:32:22.799 --> 00:32:25.099 and it says a word or a

sentence or something 00:32:25.099 --> 00:32:27.339 so he can communicate because he can't vocalize, 00:32:27.359 --> 00:32:29.779 but he understands language and he knows what 00:32:29.779 --> 00:32:34.500 he wants to say. Saying that our kids, no matter 00:32:34.500 --> 00:32:37.259 how severely disabled they might be, and I like 00:32:37.259 --> 00:32:39.920 to use the word differently abled rather than 00:32:39.920 --> 00:32:43.200 disabled because they have other skills that 00:32:43.200 --> 00:32:45.920 they're really good at. And we all have skills 00:32:45.920 --> 00:32:49.980 that we aren't good at. So that these children, 00:32:50.079 --> 00:32:52.640 these special needs children can learn a second 00:32:52.640 --> 00:32:55.099 language because they were able to, I mean, not 00:32:55.099 --> 00:32:57.140 learn, excuse me, acquire a second language because 00:32:57.140 --> 00:33:00.220 they were able to acquire their first language. 00:33:00.940 --> 00:33:04.859 And when I first started teaching, since I was 00:33:04.859 --> 00:33:08.200 I was a textbook school, most of those kids can't 00:33:08.200 --> 00:33:12.339 learn that way from a textbook that wrote memorization. 00:33:12.339 --> 00:33:14.799 So the counselors kept putting all the special 00:33:14.799 --> 00:33:18.460 needs kids in my class because the way we were 00:33:18.460 --> 00:33:20.279 doing it, they were learning and having good 00:33:20.279 --> 00:33:23.410 grades and being successful. And I think they 00:33:23.410 --> 00:33:25.769 actually bordered on the legality of it, because 00:33:25.769 --> 00:33:27.329 I think there's a certain number that you're 00:33:27.329 --> 00:33:29.809 allowed to have in your class before you actually 00:33:29.809 --> 00:33:31.990 need an extra person in the room. And I think 00:33:31.990 --> 00:33:34.730 I was that they violated that. They did not. 00:33:34.750 --> 00:33:37.029 But I didn't have any of this severely differently 00:33:37.029 --> 00:33:39.289 abled children in there. But I had enough of 00:33:39.289 --> 00:33:43.069 the ADHD, learning disability, all those types 00:33:43.069 --> 00:33:45.869 of kids in there where I had like sometimes two 00:33:45.869 --> 00:33:48.710 thirds of my class would be that. And normally, 00:33:48.769 --> 00:33:51.490 if it was a regular ed class, they would have 00:33:51.490 --> 00:33:54.130 had a. an assistant in there to help them through 00:33:54.130 --> 00:33:56.809 i never got one of those but i love those beauty 00:33:56.809 --> 00:33:59.450 of this that's the beauty of the class i'm teaching 00:33:59.450 --> 00:34:02.950 is i always have at least one ta so that's lovely 00:34:02.950 --> 00:34:06.349 but yeah like um like you were saying i had um 00:34:06.349 --> 00:34:11.639 some children with autism whose verbal communication 00:34:11.639 --> 00:34:15.019 was severely limited. I had one young, one young 00:34:15.019 --> 00:34:19.019 lady for two semesters who has cerebral policy 00:34:19.019 --> 00:34:22.219 is in a wheelchair and she was using the retinal 00:34:22.219 --> 00:34:25.800 scanner device, much like that tapping device 00:34:25.800 --> 00:34:28.699 you were describing to communicate in English. 00:34:29.099 --> 00:34:34.119 And we had yes, no cards. And so I would give 00:34:34.119 --> 00:34:40.769 her yes, no, either, or choices in German. And 00:34:40.769 --> 00:34:44.170 she was demonstrating that, yes, in fact, she 00:34:44.170 --> 00:34:47.750 was understanding the language and she was acquiring 00:34:47.750 --> 00:34:50.750 the language because her responses were completely 00:34:50.750 --> 00:34:55.449 appropriate. I have the sweetest boy this semester 00:34:55.449 --> 00:35:00.130 who is in, we call it cross cat. So it's the 00:35:00.130 --> 00:35:04.969 kids that have multiple disabilities, cross categorical 00:35:04.969 --> 00:35:09.489 disabilities. So it's the most severely. impacted 00:35:09.489 --> 00:35:12.489 students are in those rooms. And that's the room 00:35:12.489 --> 00:35:16.989 he's in. And he's the one who's learning and 00:35:16.989 --> 00:35:20.909 retaining the most language, which is astounding. 00:35:21.010 --> 00:35:24.269 The third week of class, because every day we 00:35:24.269 --> 00:35:32.030 do today is, yesterday was, and tomorrow will 00:35:32.030 --> 00:35:35.420 be. And that's how we do the days of the week 00:35:35.420 --> 00:35:37.639 in my German one and German two class. That's 00:35:37.639 --> 00:35:42.639 how I do the same here. He comes in the third 00:35:42.639 --> 00:35:47.619 week of class and he says to me, Mrs. Frau Hendrick, 00:35:47.739 --> 00:35:54.119 happy Tuesday. And I said, what? And he said, 00:35:54.159 --> 00:35:58.300 happy Tuesday. And I said, well, happy Tuesday 00:35:58.300 --> 00:36:02.409 to you, too. because his brain was acquiring 00:36:02.409 --> 00:36:06.710 the language and picked up the pattern that in 00:36:06.710 --> 00:36:09.969 german every day of the week except for wednesday 00:36:09.969 --> 00:36:14.710 ends with tag tag yeah and he didn't know the 00:36:14.710 --> 00:36:17.429 first part of tuesday but he knew that it was 00:36:17.429 --> 00:36:21.190 going to end in talk and that to me was a hundred 00:36:21.190 --> 00:36:27.650 percent acquisition and a hundred percent of 00:36:27.650 --> 00:36:31.690 building that mental map that bill van patten 00:36:31.690 --> 00:36:36.269 talks about right and now he comes in and he 00:36:36.269 --> 00:36:40.869 says to me today hoyta is tuesday is dean's tag 00:36:40.869 --> 00:36:45.309 morgan tomorrow is and you know meanwhile he's 00:36:45.309 --> 00:36:48.150 stimming and doing you know doing all of his 00:36:48.150 --> 00:36:52.369 autism things which are astounding to watch but 00:36:57.269 --> 00:37:01.730 amazing. And I think the funniest thing is one 00:37:01.730 --> 00:37:04.989 of the kids in there who's on the higher end 00:37:04.989 --> 00:37:09.489 ability -wise was kind

of not really paying attention 00:37:09.489 --> 00:37:16.869 a lot. And now he is actually paying more attention 00:37:16.869 --> 00:37:23.050 because he couldn't do what this other kid could 00:37:23.050 --> 00:37:26.110 do. And he wanted to do what this other kid was 00:37:26.110 --> 00:37:29.429 able to do because he clearly knew that this 00:37:29.429 --> 00:37:31.690 other kid had more difficulties than he did. 00:37:32.809 --> 00:37:36.449 So it's kind of funny. And, you know, I don't 00:37:36.449 --> 00:37:39.530 think and you're proving it that we don't give 00:37:39.530 --> 00:37:44.690 credit to what the kids can actually do. Yeah. 00:37:45.369 --> 00:37:48.989 um and i it this isn't just for kids with disabilities 00:37:48.989 --> 00:37:52.610 it's all kids a lot like i remember one time 00:37:52.610 --> 00:37:56.190 um you know i was trying to teach i need to teach 00:37:56.190 --> 00:37:59.050 a bigger citizenship lesson to this child this 00:37:59.050 --> 00:38:03.070 child did not respect you know anything and so 00:38:03.070 --> 00:38:06.690 and my assistant princess um that's not our job 00:38:07.360 --> 00:38:09.079 And I'm thinking, that's more important than 00:38:09.079 --> 00:38:10.940 the subject I teach, is to teach them how to 00:38:10.940 --> 00:38:13.739 be good citizens. And he goes, they're just children. 00:38:13.800 --> 00:38:16.760 And I'm like, we don't give them credit enough 00:38:16.760 --> 00:38:20.780 for what goes on. And I can remember when I was 00:38:20.780 --> 00:38:23.340 a kid and the things that I was thinking about 00:38:23.340 --> 00:38:27.550 at those different ages and stages. It's just 00:38:27.550 --> 00:38:29.449 the credit that they were giving was not the 00:38:29.449 --> 00:38:33.210 same as, oh, they're just children. No, they 00:38:33.210 --> 00:38:37.090 have thoughts and ideas and solutions to problems. 00:38:37.369 --> 00:38:41.750 And they can do things well beyond what we put 00:38:41.750 --> 00:38:45.489 upon them for their age. And so with the special 00:38:45.489 --> 00:38:49.360 needs kids, it's amazing. He is. He's doing exactly 00:38:49.360 --> 00:38:52.300 what Bill Van Patten talks about. He's making 00:38:52.300 --> 00:38:55.039 that map in his head and it's coming in in pieces. 00:38:55.159 --> 00:38:57.960 But you know what? Apple Maps came in in pieces. 00:38:58.059 --> 00:39:00.500 It was a disaster when it started. You know, 00:39:00.519 --> 00:39:02.360 it used to have people drive right off bridges 00:39:02.360 --> 00:39:05.699 because the street would just stop right at the 00:39:05.699 --> 00:39:08.719 end. But you know what? It takes time and we 00:39:08.719 --> 00:39:11.199 develop and eventually it's going to get there. 00:39:11.500 --> 00:39:14.750 They learned English. or whatever their first 00:39:14.750 --> 00:39:17.690 language is, they can learn a second language 00:39:17.690 --> 00:39:20.710 given the opportunity and the time. And I think 00:39:20.710 --> 00:39:25.090 what you're doing is absolutely amazing. And 00:39:25.090 --> 00:39:29.570 it should actually be incorporated into more 00:39:29.570 --> 00:39:34.269 schools. It shouldn't just be. It's such a great 00:39:34.269 --> 00:39:37.489 thing. And it gives those kids a sense of accomplishment. 00:39:38.300 --> 00:39:40.840 as well and as you told me a lot of these kids 00:39:40.840 --> 00:39:43.239 are going to be in the service industry when 00:39:43.239 --> 00:39:46.880 they graduate and you know what we regardless 00:39:46.880 --> 00:39:50.039 of what people think right now we are still a 00:39:50.039 --> 00:39:55.539 multilingual nation and people Light up when 00:39:55.539 --> 00:39:58.139 you can speak in their own language, even if 00:39:58.139 --> 00:40:01.639 it's just the basics, saying hello or goodbye 00:40:01.639 --> 00:40:06.019 or nice to meet you or my name is. Just those 00:40:06.019 --> 00:40:08.860 things tell that person that, number one, you 00:40:08.860 --> 00:40:11.280 respect them, you respect where they come from, 00:40:11.320 --> 00:40:14.679 and you are welcoming them to whatever they're 00:40:14.679 --> 00:40:18.159 doing. And I think that's so important. And I 00:40:18.159 --> 00:40:22.860 love this. Absolutely, absolutely love this idea. 00:40:23.690 --> 00:40:27.650 It's amazing. And they're teaching me. They are 00:40:27.650 --> 00:40:32.110 really pushing me to be a better teacher and 00:40:32.110 --> 00:40:37.530 pushing me to think outside the box and to think 00:40:37.530 --> 00:40:44.130 beyond my normal thought process in a classroom. 00:40:44.829 --> 00:40:48.170 They're pushing me to be more creative, but they're 00:40:48.170 --> 00:40:51.639 also reminding me of things because they... Many 00:40:51.639 --> 00:40:55.019 of these kids don't have the same type of filter 00:40:55.019 --> 00:40:59.579 that other teenagers have. Wait, teenagers have 00:40:59.579 --> 00:41:02.760 filters? Well, you know, when they want them. 00:41:04.380 --> 00:41:08.619 um so like last semester i had a boy whose mom 00:41:08.619 --> 00:41:10.860 brought him in during the open house which we 00:41:10.860 --> 00:41:13.539 did the week before school started and she's 00:41:13.539 --> 00:41:16.400 like oh i don't know how this is going to go 00:41:16.400 --> 00:41:21.599 because he really is very resistant to new things 00:41:21.599 --> 00:41:24.699 and different things and i just don't know how 00:41:24.699 --> 00:41:27.599 this is going to go and i just smiled and i said 00:41:27.599 --> 00:41:29.889 you know We're going to make the best of it. 00:41:29.969 --> 00:41:31.969 We're going to see how it goes. He's going to 00:41:31.969 --> 00:41:34.909 have fun. I promise you, I'm going to make him 00:41:34.909 --> 00:41:38.809 feel safe and secure in this classroom. It's 00:41:38.809 --> 00:41:42.550 going to be okay. And for the first, I don't 00:41:42.550 --> 00:41:46.110 know how many weeks, he literally sat sideways

00:41:46.110 --> 00:41:52.449 and would glance at me and mostly looked at the 00:41:52.449 --> 00:41:56.530 back of the room. And the first time that I asked 00:41:56.530 --> 00:42:02.789 him to try to say something in German, he scrunched 00:42:02.789 --> 00:42:07.110 down and kind of hid. And I heard him say really 00:42:07.110 --> 00:42:11.690 quietly, German is scary. German is scary. I 00:42:11.690 --> 00:42:15.269 don't want to. This is scary. And I thought to 00:42:15.269 --> 00:42:20.230 myself, how many? How many of our students have 00:42:20.230 --> 00:42:24.650 sat in our classrooms and said, math is scary. 00:42:24.909 --> 00:42:29.469 Science is scary. Spanish is scary. English is 00:42:29.469 --> 00:42:34.610 scary. In their head, but not out loud. How many 00:42:34.610 --> 00:42:38.690 of them think that almost daily? But we don't 00:42:38.690 --> 00:42:41.030 know because their filters, see, they do have 00:42:41.030 --> 00:42:44.550 filters, keep that inside. And it comes out as. 00:42:45.239 --> 00:42:48.280 The kid who's always sleeping or the kid who's 00:42:48.280 --> 00:42:53.599 always, you know, resistant or resentful or upset 00:42:53.599 --> 00:42:57.059 or angry or whatever. The kid who's always talking 00:42:57.059 --> 00:43:00.659 to their friend. Is it that they're just scared? 00:43:01.340 --> 00:43:05.039 Yeah. You know, so that really kind of makes 00:43:05.039 --> 00:43:07.820 you rethink a whole lot when you're working with 00:43:07.820 --> 00:43:11.800 these kids. And as you said earlier to me, I 00:43:11.800 --> 00:43:14.199 don't remember if you said it right now with 00:43:14.199 --> 00:43:16.679 us or when we were talking beforehand, but you 00:43:16.679 --> 00:43:20.280 had to really focus on the basic skills of CI, 00:43:20.440 --> 00:43:24.460 which we need to do in all of our classes. You 00:43:24.460 --> 00:43:26.679 can take what they're teaching you that you have 00:43:26.679 --> 00:43:29.260 to go slower and you have to be more animated 00:43:29.260 --> 00:43:32.320 and you have to. point more often and do those 00:43:32.320 --> 00:43:35.219 kinds of things. Those are just good teaching 00:43:35.219 --> 00:43:38.159 skills that you can bring back to your regular 00:43:38.159 --> 00:43:42.400 classroom because we forget that. I always forget 00:43:42.400 --> 00:43:45.739 I taught level three for a while and I haven't 00:43:45.739 --> 00:43:48.159 taught level one for quite a while. It's been 00:43:48.159 --> 00:43:50.559 a few years. So when I'm teaching level one now, 00:43:50.619 --> 00:43:53.480 the kids say I speak too fast because I'm not 00:43:53.480 --> 00:43:57.159 used to it. Always the beginning of the year, 00:43:57.260 --> 00:43:59.800 always I would speak no matter what level faster 00:43:59.800 --> 00:44:02.400 because I would be speaking at the level I ended 00:44:02.400 --> 00:44:07.119 last year at and forgot to slow down again. And 00:44:07.119 --> 00:44:10.340 you don't really realize. And when you think 00:44:10.340 --> 00:44:12.059 you're going slow, you're like, if I say this 00:44:12.059 --> 00:44:14.440 any slower, I'm going to go bored. And you're 00:44:14.440 --> 00:44:16.800 like, the other kids are like, you aren't saying 00:44:16.800 --> 00:44:21.400 it slow enough. You know, it really does make 00:44:21.400 --> 00:44:24.420 a difference. And that's why I always say, I 00:44:24.420 --> 00:44:27.940 mean, CI, anybody can teach it, you know, with 00:44:27.940 --> 00:44:31.380 CI. But I've always said that it must be really, 00:44:31.420 --> 00:44:35.280 really hard for native speakers to teach their 00:44:35.280 --> 00:44:39.019 own language through CI. Because I don't know 00:44:39.019 --> 00:44:42.260 if I could go in English and go, there is one, 00:44:42.360 --> 00:44:49.599 two, a one, two, boy, one, two, his one, two, 00:44:49.719 --> 00:44:55.519 name, one, two, is one, two. Freddie, you know, 00:44:55.559 --> 00:44:58.699 we have to go really slow. That would drive me 00:44:58.699 --> 00:45:02.159 crazy. It's easier in a language that is not 00:45:02.159 --> 00:45:06.300 my first language. I agree. If it were English. 00:45:06.380 --> 00:45:09.480 Oh, my gosh. I don't know if I could keep my 00:45:09.480 --> 00:45:12.900 sanity. I really don't because it's so slow. 00:45:12.940 --> 00:45:16.429 And I always make jokes because. In Spanish, 00:45:16.550 --> 00:45:18.610 everybody thinks they speak fast. They really 00:45:18.610 --> 00:45:20.949 don't speak any faster than English. It's just 00:45:20.949 --> 00:45:22.829 the way that they put the words together. English 00:45:22.829 --> 00:45:26.429 and German put microseconds between each word. 00:45:26.550 --> 00:45:29.989 We don't slur words together as much. Where Spanish, 00:45:30.269 --> 00:45:33.710 they slur the words together and they only stop 00:45:33.710 --> 00:45:36.269 and put a space between a word when they need 00:45:36.269 --> 00:45:39.329 to breathe. That's what they do. So a lot of 00:45:39.329 --> 00:45:41.489 words come out as one word when really they're 00:45:41.489 --> 00:45:43.530 like four words strung together. And we always 00:45:43.530 --> 00:45:45.909 made a joke that Cubans rarely need to breathe 00:45:45.909 --> 00:45:48.650 because Cubans are the fastest of all speakers. 00:45:48.829 --> 00:45:52.010 They speak so fast, they leave out letters. And 00:45:52.010 --> 00:45:54.469 when I taught native speakers, my Mexican kids 00:45:54.469 --> 00:45:56.750 would say, they're not allowed to read anymore 00:45:56.750 --> 00:45:59.570 because we've got the book in front of us and 00:45:59.570 --> 00:46:02.409 they read it like 0 .4 seconds, the whole page. 00:46:02.570 --> 00:46:05.250 And we're still on the first paragraph. because 00:46:05.250 --> 00:46:07.670 we just can't keep up with their speed because 00:46:07.670 --> 00:46:10.619 they read so fast. So I just couldn't imagine 00:46:10.619 --> 00:46:14.440 a Cuban teacher

trying to slow it down and actually 00:46:14.440 --> 00:46:17.840 pronouncing every letter because they aspirate, 00:46:17.840 --> 00:46:21.380 you know, S's and R's. They leave them out completely. 00:46:21.800 --> 00:46:25.159 And in Germanic languages, it's still done, but 00:46:25.159 --> 00:46:28.079 to a lesser extent. And we do have that micro 00:46:28.079 --> 00:46:32.039 pause between every word. We don't slur our words 00:46:32.039 --> 00:46:34.960 together. And French is even worse. They write 00:46:34.960 --> 00:46:37.000 it with the slurs in there. They write the slurs 00:46:37.000 --> 00:46:39.599 right in. They leave out vowels. in their writing 00:46:39.599 --> 00:46:42.179 so they're not there spanish keeps all the vowels 00:46:42.179 --> 00:46:44.079 in there in their writing but they'll slur them 00:46:44.079 --> 00:46:47.300 in the in the speech like an example that kids 00:46:47.300 --> 00:46:50.780 always talk about mijo and mija that's two words 00:46:50.780 --> 00:46:54.260 in spanish but because the first word and the 00:46:54.260 --> 00:46:57.559 second word both one ends and one starts the 00:46:57.559 --> 00:47:00.139 same sound they get squished together as one 00:47:00.139 --> 00:47:05.199 sound it's really me hija and me hijo but the 00:47:05.199 --> 00:47:08.650 me and the e all switched together as one sound 00:47:08.650 --> 00:47:12.369 so they think it's much faster but i just think 00:47:12.369 --> 00:47:15.530 those are some basic skills that that class is 00:47:15.530 --> 00:47:19.750 teaching you that you can bring back right it's 00:47:19.750 --> 00:47:24.809 reminding me of what like you said good solid 00:47:24.809 --> 00:47:30.030 teaching is and it's because you have to go that 00:47:30.030 --> 00:47:35.469 slow you have to um repeat that many times you 00:47:35.469 --> 00:47:39.570 have to have the repetition built in or there's 00:47:39.570 --> 00:47:43.869 no growth um and you know that it's what they 00:47:43.869 --> 00:47:47.750 need and so you have to give it and it has re 00:47:47.750 --> 00:47:51.630 you know it has kind of influenced my other classes 00:47:51.630 --> 00:47:56.369 i am um i notice without thinking about it, I 00:47:56.369 --> 00:48:00.929 am slowing down and I am doing more of the repetition 00:48:00.929 --> 00:48:04.170 and things of that nature with my other classes 00:48:04.170 --> 00:48:07.349 as well. But they're just more fun too, because 00:48:07.349 --> 00:48:11.809 when, you know, they, they like fun and silly 00:48:11.809 --> 00:48:16.489 things. And some of my, I teach in a, in a lower 00:48:16.489 --> 00:48:19.550 income school. And so sometimes those kids have 00:48:19.550 --> 00:48:23.469 had to grow up way too fast and have a hard time. 00:48:24.539 --> 00:48:29.480 being kids and being silly. But these kids don't. 00:48:29.480 --> 00:48:32.780 These kids love being silly and having fun and 00:48:32.780 --> 00:48:35.099 brain breaks. They love them. They'll do any

00:48:35.099 --> 00:48:38.800 brain break I want. That is, especially with 00:48:38.800 --> 00:48:42.639 high school, I have to take two or three weeks 00:48:42.639 --> 00:48:44.880 just to get them comfortable enough class to 00:48:44.880 --> 00:48:48.760 do some of the goofy stuff that we do. And so 00:48:48.760 --> 00:48:51.469 it's really... nice when you go into a class 00:48:51.469 --> 00:48:53.389 with special needs kids they'll always do the 00:48:53.389 --> 00:48:55.309 goofy stuff they don't have those inhibitions 00:48:55.309 --> 00:48:58.389 that high school kids do and i had to like front 00:48:58.389 --> 00:49:01.670 load my kids so like before before i got them 00:49:01.670 --> 00:49:03.750 in the semester so the last couple of weeks of 00:49:03.750 --> 00:49:06.599 the previous semester, I'm emailing, I'm a weird 00:49:06.599 --> 00:49:08.599 teacher. I'm letting you know, we're going to 00:49:08.599 --> 00:49:11.019 do some crazy things in here and I'm going to 00:49:11.019 --> 00:49:13.420 expect you to do them. I need you to scream when 00:49:13.420 --> 00:49:15.679 we sing and we're going to do a lot of weird 00:49:15.679 --> 00:49:17.320 things. It's going to make you feel uncomfortable. 00:49:17.780 --> 00:49:20.019 I said, but all of us are doing them together. 00:49:20.199 --> 00:49:22.099 We're all going to look like fools together. 00:49:22.519 --> 00:49:26.059 You know, if I can do it at 54, you can do it 00:49:26.059 --> 00:49:29.599 at 15. You know, the first rule of being a teacher 00:49:29.599 --> 00:49:31.960 is leave your dignity at the door. You know, 00:49:31.960 --> 00:49:35.190 all those kinds of things. And it took a couple 00:49:35.190 --> 00:49:37.429 of weeks. But my kids like you are weird. You 00:49:37.429 --> 00:49:40.030 really are. And I'm like, I warned you. It wasn't 00:49:40.030 --> 00:49:43.949 like it's a surprise. I told you we come into 00:49:43.949 --> 00:49:47.269 class and now I got my kids doing a lot of the 00:49:47.269 --> 00:49:49.570 crazy things. You know, we stand when we sing. 00:49:49.769 --> 00:49:52.349 They have to sing loud and proud or I deduct 00:49:52.349 --> 00:49:54.809 points. I got to I go if I'm not hearing complaints 00:49:54.809 --> 00:49:57.190 from the next teacher, you're not doing it right. 00:49:57.869 --> 00:50:00.829 You know, and I go and I sing and I just like 00:50:00.829 --> 00:50:05.179 them, I break my. uh like my voice crack i make 00:50:05.179 --> 00:50:07.300 my voice crack so it sounds just like them hitting 00:50:07.300 --> 00:50:10.019 puberty i'm like believe me you i know you can't 00:50:10.019 --> 00:50:13.219 sing as good as i can i am like the most horrible 00:50:13.219 --> 00:50:17.000 singer ever so it's you know but we have a lot 00:50:17.000 --> 00:50:18.980 of fun and when you can when you can break down 00:50:18.980 --> 00:50:23.119 those barriers it does make class easier and 00:50:23.119 --> 00:50:26.159 it also helps them acquire language because one 00:50:26.159 --> 00:50:29.019 of the barriers i know with my german was self 00:50:29.019 --> 00:50:31.079 -consciousness you don't have the confidence 00:50:31.079 --> 00:50:34.019 and my german teacher in college was amazing 00:50:34.019 --> 00:50:39.329 absolutely amazing but What she did that hindered 00:50:39.329 --> 00:50:42.849 all of us from speaking is we never finished 00:50:42.849 --> 00:50:46.329 a sentence without her interrupting us to fix 00:50:46.329 --> 00:50:49.730 the ending on the verb or fix the adjective ending 00:50:49.730 --> 00:50:52.429 or rephrase our verb. So none of us wanted to 00:50:52.429 --> 00:50:56.480 speak because we couldn't get anything out. edgewise 00:50:56.480 --> 00:51:01.119 because she always would correct us but she always 00:51:01.119 --> 00:51:03.820 spoke in german the whole class even in german 00:51:03.820 --> 00:51:07.519 one in in college and so we all learned to understand 00:51:07.519 --> 00:51:10.280 and then read and she put when i took german 00:51:10.280 --> 00:51:13.260 literature classes a lot of it was in the old 00:51:13.260 --> 00:51:16.300 high German and old low German. And so we'd have 00:51:16.300 --> 00:51:18.579 to read it in that language. Then she translated 00:51:18.579 --> 00:51:21.940 to modern German. So we learned a heck of a lot. 00:51:22.159 --> 00:51:25.179 But the speaking part, we had no confidence. 00:51:25.380 --> 00:51:28.519 And she wasn't trying to embarrass us or anything. 00:51:28.599 --> 00:51:31.420 It's just traditional teaching is don't let them 00:51:31.420 --> 00:51:34.059 make a mistake. fix the mistake right away so 00:51:34.059 --> 00:51:36.500 they don't repeat it but we kept repeating the 00:51:36.500 --> 00:51:38.280 mistakes anyway because they weren't getting 00:51:38.280 --> 00:51:42.400 acquired into our brains so um well language 00:51:42.400 --> 00:51:45.239 is developmental and part of that developmental 00:51:45.239 --> 00:51:49.519 step in german is adjective endings and articles 00:51:49.519 --> 00:51:53.780 and how those change and all of that and verb 00:51:53.780 --> 00:51:57.260 endings you know i mean english is so lazy when 00:51:57.260 --> 00:52:00.179 it comes to verb endings that in any language 00:52:00.989 --> 00:52:03.670 It's a struggle to get them to understand, oh, 00:52:03.730 --> 00:52:07.769 the verb changes every time. Yeah. I mean, they 00:52:07.769 --> 00:52:09.730 always say the Germans always told me that if 00:52:09.730 --> 00:52:14.550 you take away all the rules from German, you're 00:52:14.550 --> 00:52:19.650 left with English. And that's pretty true because 00:52:19.650 --> 00:52:22.210 we took away all the rules. We simplified. And 00:52:22.210 --> 00:52:25.369 English is still hard for a lot of people because 00:52:25.369 --> 00:52:27.510 of all the different languages that make up English. 00:52:29.099 --> 00:52:31.420 And German is just very logical and everything 00:52:31.420 -->

00:52:34.480 that it does. But like in Spanish, we have we 00:52:34.480 --> 00:52:37.219 I use a lot of teachers still, especially their 00:52:37.219 --> 00:52:39.639 textbook. If we have to know the stem changes, 00:52:39.639 --> 00:52:43.820 just like in German. And if they they don't usually 00:52:43.820 --> 00:52:47.800 stem change in first person in Spanish. So the 00:52:47.800 --> 00:52:50.469 kids will still say like. It's supposed to be 00:52:50.469 --> 00:52:53.510 Tengo, but they'll say Tieno because you add 00:52:53.510 --> 00:52:57.789 an O to the end to make it I. And the rest of 00:52:57.789 --> 00:53:02.409 the verbs are Tiene and, you know, Tienen. So 00:53:02.409 --> 00:53:04.869 they do this and then they harp on it, make an 00:53:04.869 --> 00:53:07.590 error. But then a native speaker said to me once, 00:53:07.630 --> 00:53:10.469 he goes, our children make that same mistake. 00:53:10.750 --> 00:53:13.670 They learn to add the O to the end of a verb 00:53:13.670 --> 00:53:17.150 to make it mean I, and they overgeneralize it 00:53:17.150 --> 00:53:20.639 to all the verbs. And they have to get to that 00:53:20.639 --> 00:53:23.099 step before they can get to the irregularity 00:53:23.099 --> 00:53:27.099 of the verb. And so I stopped harping on it. 00:53:27.119 --> 00:53:29.760 And I tell my fellow teachers, stop harping. 00:53:29.780 --> 00:53:31.860 That's actually a good thing. It's showing they're 00:53:31.860 --> 00:53:34.119 acquiring the language and they're assimilating 00:53:34.119 --> 00:53:36.480 that roadmap of their brain of how the language 00:53:36.480 --> 00:53:39.079 works. And we don't want to stunt that growth 00:53:39.079 --> 00:53:42.579 because they need to go there to get to the irregularity 00:53:42.579 --> 00:53:46.110 of that verb eventually. And without that. you 00:53:46.110 --> 00:53:48.269 know step in there you've got it's a step it's 00:53:48.269 --> 00:53:50.809 a bridge without it there they can't make that 00:53:50.809 --> 00:53:54.909 jump from this and go straight to the irregularity 00:53:54.909 --> 00:53:56.690 of the verb they've got to go through that step 00:53:56.690 --> 00:53:59.849 just like there's no american anybody who learned 00:53:59.849 --> 00:54:04.349 english never ever ever went straight from i 00:54:04.349 --> 00:54:07.309 go to the bathroom to i went to the bathroom 00:54:07.820 --> 00:54:11.500 They always had to go goad in between. And one 00:54:11.500 --> 00:54:13.380 thing I love about Bill Patton, what he said, 00:54:13.500 --> 00:54:16.980 and it makes so much sense. He says, everybody 00:54:16.980 --> 00:54:20.599 who acquires a language, the same language, whether 00:54:20.599 --> 00:54:23.119 it's their first language, their second or their 00:54:23.119 --> 00:54:27.250 15th. They all go through the same stages. So 00:54:27.250 --> 00:54:30.869 every English acquirer has made that mistake 00:54:30.869 --> 00:54:34.469 to go goad before they said went. He says the

00:54:34.469 --> 00:54:37.409 only difference between if it's your first language 00:54:37.409 --> 00:54:41.070 or your 15th is how long you stay in those stages. 00:54:41.429 --> 00:54:43.730 Because if you come from a language that has 00:54:43.730 --> 00:54:46.829 verb conjugations where English does not, you 00:54:46.829 --> 00:54:50.139 understand that a little bit better. than someone 00:54:50.139 --> 00:54:53.440 from English who doesn't have them does. So a 00:54:53.440 --> 00:54:55.940 German learning French is easier because they 00:54:55.940 --> 00:54:58.880 go, oh, we do it this way. So do the French. 00:54:59.980 --> 00:55:02.980 English goes, we don't do it this way. And so 00:55:02.980 --> 00:55:06.139 any language that has conjugations in it makes 00:55:06.139 --> 00:55:08.079 it a little bit harder. So we stay a little bit 00:55:08.079 --> 00:55:11.480 longer in that phase where a German to French 00:55:11.480 --> 00:55:15.500 or a Spanish to German would be in that conjugation 00:55:15.500 --> 00:55:18.079 phase shorter because they already understand 00:55:18.079 --> 00:55:20.280 the concept of it. It's something they already 00:55:20.280 --> 00:55:24.679 have in their language already. Yeah, yeah. And 00:55:24.679 --> 00:55:28.260 I love, I think it was Bill Van Patten that has 00:55:28.260 --> 00:55:33.840 the you. um, shaped curve where, you know, if, 00:55:33.980 --> 00:55:36.599 when you first learn it, you're up at the top 00:55:36.599 --> 00:55:39.599 of the U and you do it right because you're really 00:55:39.599 --> 00:55:42.599 paying attention and you're trying to do it right 00:55:42.599 --> 00:55:44.699 because you just learned it and you really want 00:55:44.699 --> 00:55:47.400 to do it right. But then as you get more confident, 00:55:47.460 --> 00:55:49.820 you kind of fall down into that bottom of the 00:55:49.820 --> 00:55:53.630 U. And you're making all these mistakes and I 00:55:53.630 --> 00:55:58.250 goad and I sawed and all of that. But then you 00:55:58.250 --> 00:56:00.989 start coming back up the other side of that you 00:56:00.989 --> 00:56:04.530 as you're acquiring that skill and you're acquiring 00:56:04.530 --> 00:56:08.070 that chunk of language until you get back to 00:56:08.070 --> 00:56:11.550 the top of the you where you're doing it right 00:56:11.550 --> 00:56:15.710 the majority of the time. And for me as a teacher, 00:56:15.750 --> 00:56:19.429 understanding that, which nobody had taught me 00:56:19.429 --> 00:56:22.449 in class, college. When I took my methods course, 00:56:22.550 --> 00:56:24.789 nobody taught me about second language acquisition. 00:56:25.329 --> 00:56:27.909 And it makes no sense to me why nobody thought 00:56:27.909 --> 00:56:29.650 that was something that I might need to know. 00:56:29.989 --> 00:56:34.929 But as a teacher, when I watch my students understand 00:56:34.929 --> 00:56:37.769 something and be able to do it and then fall 00:56:37.769 --> 00:56:41.730 into

that abyss, I don't have to say to myself 00:56:41.730 --> 00:56:45.659 anymore, what did I do wrong? yeah why didn't 00:56:45.659 --> 00:56:48.860 they learn it i did something wrong i've taught 00:56:48.860 --> 00:56:52.519 that so many times they should know that i can 00:56:52.519 --> 00:56:57.139 with some confidence continue giving them that 00:56:57.139 --> 00:57:01.139 input and hopefully in the course that they're 00:57:01.139 --> 00:57:04.780 with me they come back up that you and they come 00:57:04.780 --> 00:57:07.139 to the other side of that you or at least they're 00:57:07.139 --> 00:57:11.059 making progress back up the other side of that 00:57:11.059 --> 00:57:15.119 you shaped abyss because that's you know i've 00:57:15.119 --> 00:57:18.460 i've started working with teachers um in my district 00:57:18.460 --> 00:57:22.679 doing some training in ci um and that's like 00:57:22.679 --> 00:57:25.659 when i introduced that concept that you shaped 00:57:25.659 --> 00:57:29.730 concept there's inevitably a handful of teachers 00:57:29.730 --> 00:57:32.730 in the group that are like are you serious is 00:57:32.730 --> 00:57:36.949 that right and i'm like yeah it's right this 00:57:36.949 --> 00:57:40.949 is proven like data there it's there it's been 00:57:40.949 --> 00:57:43.150 there we just have to understand it and they're 00:57:43.150 --> 00:57:47.010 like so when my level ones go and the teachers 00:57:47.010 --> 00:57:49.110 like what why didn't you teach them anything 00:57:49.110 --> 00:57:52.590 it's not my fault and i'm like no it's not your 00:57:52.590 --> 00:57:56.210 fault no you know and it's something I'll tell 00:57:56.210 --> 00:57:58.090 you one thing that helped me become a better 00:57:58.090 --> 00:58:00.889 CI teacher or a language teacher in general. 00:58:01.090 --> 00:58:04.710 I don't have kids. So I wasn't exposed to seeing 00:58:04.710 --> 00:58:08.650 how the language developed firsthand. But with 00:58:08.650 --> 00:58:13.030 my niece and my nephew, I saw it. I used to harp 00:58:13.030 --> 00:58:16.329 on way back when, in the beginning years of CI 00:58:16.329 --> 00:58:20.570 even, when my kids would forget the verb. Especially 00:58:20.570 --> 00:58:22.949 the verb is. They would forget it, leave it out. 00:58:23.070 --> 00:58:27.039 And I'm like, okay. There are very few languages 00:58:27.039 --> 00:58:29.000 that can do what Spanish can do. You can have 00:58:29.000 --> 00:58:32.900 a one word sentence in Spanish and you can't 00:58:32.900 --> 00:58:34.960 in any most languages. I know you can't because 00:58:34.960 --> 00:58:37.159 you need at least a subject and a verb. But the 00:58:37.159 --> 00:58:39.880 subject and a verb are mixed together in Spanish. 00:58:40.000 --> 00:58:41.920 We don't have to write the subject. It's built 00:58:41.920 --> 00:58:44.380 into the verb. So you can have a one sentence, 00:58:44.440 --> 00:58:47.179 a one word sentence, but it has to be the dang 00:58:47.179

--> 00:58:50.099 verb. You can't leave that one out. So when they 00:58:50.099 --> 00:58:54.980 would start doing that and go, she pretty. Boy. 00:58:55.829 --> 00:58:59.070 Tall. I like it. You need the verb. You got to 00:58:59.070 --> 00:59:01.289 have the verb. You can't take a sentence without 00:59:01.289 --> 00:59:03.769 a verb. And then I watched my niece and nephew. 00:59:04.110 --> 00:59:06.989 They do that. You just like you said, they started 00:59:06.989 --> 00:59:09.010 right in the beginning. And as a baby, they they 00:59:09.010 --> 00:59:12.070 would use the is. But then it would drop out 00:59:12.070 --> 00:59:15.349 and leave out and they would come back. And then 00:59:15.349 --> 00:59:19.010 Bill Van Patten. I mean, I I didn't learn about 00:59:19.010 --> 00:59:23.670 Bill Van Patten until late 2000s. So is Stephen 00:59:23.670 --> 00:59:26.130 Krashen. So Stephen Krashen, you know, said this 00:59:26.130 --> 00:59:27.849 was going to happen. And then Bill Manhattan 00:59:27.849 --> 00:59:31.949 said, the reason why that happens is, especially 00:59:31.949 --> 00:59:36.539 with the verb is, it has no meaning. There is 00:59:36.539 --> 00:59:39.059 no meaning. What does is look like? There's no 00:59:39.059 --> 00:59:42.780 meaning to it. It's an abstract verb, so it's 00:59:42.780 --> 00:59:46.440 not necessary for communication. In fact, the 00:59:46.440 --> 00:59:50.639 Semitic languages, Arabic, Hebrew, Maltese, they 00:59:50.639 --> 00:59:53.599 don't even have a verb for is. They leave it 00:59:53.599 --> 00:59:56.039 out completely. It doesn't even exist because 00:59:56.039 --> 00:59:59.659 it doesn't hold any meaning. She says any verb 00:59:59.659 --> 01:00:02.920 that doesn't hold meaning drops out before it 01:00:02.920 --> 01:00:06.219 comes back in. And so that ding, ding, ding, 01:00:06.360 --> 01:00:09.139 ding, ding. So learning about second language 01:00:09.139 --> 01:00:12.539 acquisition and then seeing it firsthand in my 01:00:12.539 --> 01:00:16.059 or secondhand in my niece and nephew really helped 01:00:16.059 --> 01:00:18.199 me understand what my kids are going through 01:00:18.199 --> 01:00:24.400 in class a lot better. I agree. We are natural 01:00:24.400 --> 01:00:27.480 language teachers as humans. And then we go to 01:00:27.480 --> 01:00:29.539 college to become a language teacher and they 01:00:29.539 --> 01:00:32.889 beat that out of us. But really being a mother 01:00:32.889 --> 01:00:35.909 or a father to a kid when you've taught them 01:00:35.909 --> 01:00:38.349 their first language, that's what we're supposed 01:00:38.349 --> 01:00:40.969 to be doing in our classrooms. That works. And 01:00:40.969 --> 01:00:43.610 we know that works because it's worked hundreds 01:00:43.610 --> 01:00:46.289 of thousands of times over hundreds of thousands 01:00:46.289 --> 01:00:52.230 of years. Yes, absolutely. Yep. Well, we're just 01:00:52.230 --> 01:00:55.150 about our end of our time. So thank you so much. 01:00:55.389 --> 01:00:57.449 It's been so interesting talking about you. If 01:00:57.449 --> 01:00:59.329 people want to connect with you, how can they 01:00:59.329 --> 01:01:04.050 connect with you? Well, I am in the major Facebook 01:01:04.050 --> 01:01:09.969 groups. And I mean, I'm happy to offer my email. 01:01:10.829 --> 01:01:14.090 I'm on Instagram. What's your Instagram handle? 01:01:14.150 --> 01:01:16.110 I'll put that up there for everybody. Oh, gosh, 01:01:16.269 --> 01:01:18.309 that's a good question. I don't do as much on 01:01:18.309 --> 01:01:22.889 Instagram. But I do check Instagram. I definitely 01:01:22.889 --> 01:01:26.210 check Instagram because that's where my children 01:01:26.210 --> 01:01:30.710 post things. So I have to be adept enough there. 01:01:33.010 --> 01:01:39.150 Let's see. Where do I, oh, it's there. It's Lynn 01:01:39.150 --> 01:01:41.630 Redinger Hendrick is the name that it's under, 01:01:41.690 --> 01:01:48.150 but it's L -M -H girls. Okay. So let me put that 01:01:48.150 --> 01:01:50.730 up there. See if that comes up right when I put 01:01:50.730 --> 01:01:56.369 it up there. Yep. That is right. Awesome. So 01:01:56.369 --> 01:01:58.690 I thank you so much for speaking with us today. 01:01:59.010 --> 01:02:00.909 And I always forget this, so I've got to mention 01:02:00.909 --> 01:02:04.079 it before I forget. If you liked what you saw, 01:02:04.159 --> 01:02:07.800 please like and subscribe so that we can get 01:02:07.800 --> 01:02:11.239 this out to more teachers. If you enjoyed this, 01:02:11.280 --> 01:02:12.780 share it with some other teacher who can learn 01:02:12.780 --> 01:02:17.059 from it as well. Senorita Thornton put in here, 01:02:17.219 --> 01:02:20.860 thank you for the kind presentation. You're absolutely 01:02:20.860 --> 01:02:24.719 welcome, Senorita Thornton. We're glad you are 01:02:24.719 --> 01:02:28.239 joining us today. So thank you so much. If you're 01:02:28.239 --> 01:02:30.409 watching this on the replay, Feel free to put 01:02:30.409 --> 01:02:32.889 your questions in the comments. I will pass them 01:02:32.889 --> 01:02:35.630 along to Lynn so that she can answer them for 01:02:35.630 --> 01:02:40.030 you. We have our next, I got to see when our 01:02:40.030 --> 01:02:44.230 next one is, our next CI Stories. Let me see 01:02:44.230 --> 01:02:46.690 my calendar here. Bear with me while I take a 01:02:46.690 --> 01:02:58.190 look. Is Gregory? Schwab on the 24th of April 01:02:58.190 --> 01:03:01.750 is our next one. Five o 'clock Pacific, 8 p .m. 01:03:01.829 --> 01:03:06.130 Eastern. So that'll be our next one. You can 01:03:06.130 --> 01:03:09.510 catch us live on Tuesdays, 5 p .m. Pacific, 8 01:03:09.510 --> 01:03:12.809 p .m. Eastern. And I hope to see all of you next 01:03:12.809 --> 01:03:15.030 time. Thank you so much for being with us, Lynn, 01:03:15.070 --> 01:03:18.909 today. Thank you. Have a good night. You as well.