Taking Credit

I have been a bit sad that my year seems less productive than I wanted it to be.  While I think of this, i have to keep in mind that my post-grad school exhaustion plays a factor in my lack of productivity, but I also have to acknowledge the work that I've done.  Once I give myself credit for the word I've done, I should do that.  Take credit for it.  :)  Here goes:

I re-invented the curriculum for an entire French IV immersion course, consistent with my praxis.  Although this is not by any means the finalized version of my curriculum, this is one of the best courses I've ever taught, I do believe.  This course utilized explicit grammar lessons, philosophical discussion, film analysis, and literature circles, all with the goal of discussing concepts in context.  I also managed to bring 6 students up to speed who were far behind where they should have been after French III.  Yay me!

I've been integrating technology into my courses this current semester by using Edmodo to provide an online discussion forum for my French III course.  We discuss French history.  Unfortunately, most of this takes place in English at this point, but at least we're getting the ideas down.  I've also embraced the usefulness of the textbook as opposed to fighting it for the sake of fighting it.  Another way I've embraced technology has been to start using Evernote.  I'd like to learn more about incorporating it into class for my students, and I hear that some of the teachers and administrators have discussed using it for student portfolios.  I love this idea.  I want to be in on it.

Last, but not least, I've been working on developing an independent study version of my courses because one of my classes has only three students of various abilities and attendance patterns.  In order to meet the needs of each student, they have to be individualized.  One student receives highly structured activities, while the other two are given an list of objectives, and are then allowed to work on their own towards meeting them.  So far my kids are all working well on their own.  I have to work hard to make sure that it doesn't become a tedious routine for them.

That's 50% of the courses I teach right there, where I'm doing something great.

The rest of the time I'm sticking to the old standby.  Basic language instruction peppered with intellectual discussion and conversation about concepts when I can fit them in.

Chin up, Mademoiselle!  You're doing just fine.  Rome wasn't built in a day.

What are your caterpillars and butterflies?

"Il faut bien que je supporte deux ou trois chenilles si je veux connaître les papillons."  says the Flower in the Petit Prince.

Or, translated, "I had better be able to deal with two or three caterpillars if I want to experience butterflies."

So I asked my six seniors to explain to me what their caterpillars and butterflies are.  Here are their responses. 

"I must face all people in order to find the good.  The majority of people that I meet are not worth my time, but others along the way have revealed themselves to be worth it."

"In order to attend my cheerleading competitions, I have to endure many basketball games.  I love the sport of cheerleading, but the basketball games are very long and take time away from homework and practice."

"I really want to have a car, but I am saving my money so I can pay for textbooks in college.  I have to try to gou without a car in order to buy things that important for me later."

"When I broke my toe, I saw how much I missed out.  I love to play basketball and I had to stay and watch all the games and practices.  I was dependent on others and I hate that.  But now that I'm back, I will never take basketball for granted."

"The caterpillars in my life are the English language.  It's not important to learn the language perfectly when I'm learning a new computer programming language." 
--I'm not exactly sure what his papillons are...

Back at it

In two weeks I begin teaching three new classes of French I, French II, and French III Honors. 

My goal for French III Honors is to survey French history from Louis XIV up to Napoleon, and then focus on  WWII. 

Seeing as how I have no formal training on the French Revolution, I've been doing research.

Last weekend was the first weekend after grad school when I really felt like I have my pizzazz back. 

I've missed my pizzazz. 

What's an improv jazz artist with no pizzazz? 

No good, that's what.

Ballad to my students

Dear students.

I love you dearly.

So please don't eat Doritos in my classroom.  They smell terrible.

I love you dearly.

But if you start out another sentence with "Hey Mlle, you know what you should do?!....", I may just give you extra homework.

I love you dearly.

Especially when you are being your hilarious, goofy selves.

Thanks for being you.

Amélie

So I showed my favorite French movie of all times to my French IV film class: Le Fabuleux Déstin d'Amélie Poulain.

I suppose I should have known better.  The group is mostly boys. 

At the end, when Nino and Amélie kiss, they all laughed.  Laughed!  Like "Haw haw haw" laughed!

I suppose I wasn't expecting that reaction, but it tells me that they are definitely uncomfortable with displays of affection.

That's ok.  I'm not bummed that they didn't get it, but it definitely changed the experience of the film. 

For our project we're going to start to do bits of film.  They've written, now they will create. They have to write their own introduction to the film Amélie, then film it, and narrate it themselves.  Should be interesting.  I'm a bit burned out on trying to find out their emotional involvement in the film.  Let them play. 

Advisory

Advisory is a section that I'm supposed to lead twice a week, for 30 minutes.  I have nine students, all varied ages, grades, social groups, backgrounds, everything.  The one thing that they have in common is that they are all quiet, and they are all shy.

Extremely shy.

No one wants to talk.

they are all willing to participate in advisory, for the most part.

But they are terrified to talk out loud.


And I'm stuck.


What do you do with nine shy kids?  Color the whole freaking time?  I am realizing that I have no clue what to do with them.  All of my tricks work with outgoing, social kids willing to participate and take risks.

I feel shut down by these kids because they don't want to talk.  It's 30 minutes devoted to conversation.  What am I supposed to do?


This frustrates me beyond belief.

I hate advisory.

Français IV Devinition: Power

Le pouvoir c'est l'abilité de contrôler, changer, ou faire un différence dans le monde.

Power is the ability to control, change, or make a difference in the world.