We've gotten a lot of emails the past few days regarding our own curriculum night (which was Monday!) that has elicited some thought from me as well as other teachers here. What should we be telling our parents? What is it that they want from us on that night?
If curriculum night is to be used to build trust and good relationships between us and the parents of our students, then perhaps we should consider/reconsider how we approach things.
Why do you do what you do?
I hear this a lot - at curriculum night, at schedule pick up, at elective fairs, etc.
* I do what I do because I believe everyone has a right to experience a language and make connections and I believe everyone has a right to a positive experience in another language.
How is my child going to learn in this class?
I teach using a method called Comprehensible Input. My goal is to make acquisition of Latin possible for all kinds of learners.
- Every student has a right to experience being in a second (or third or fourth) language
- Students only make progress acquiring ability in any language when they receive regular and constant understandable messages in the target language
- Language acquisition according to the latest brain research, happens unconsciously.
- I have an obligation to help students (and myself) stay focused on these principles of acquisition, namely, receiving understandable messages in Latin.
To this end, we do a variety of activities in the classroom that incorporate many ways of learning as well as the national standards for foreign languages.
- Speaking, Writing, Reading, and Listening activities
- Activities that involve physical movement
- Hand signs to allow students to communicate their needs
- A safety net, posted above board, to help students verbalise what they need
- A word wall including vocabulary we commonly use as well as the 50 Most Important Verbs that support Latin in any time period
- Culture research based on the National Latin Exam syllabus
How does grading work?
This year, rather than overwhelm parents with percentages, dates, and lists, I'm discussing how I assess:
* I will collect a variety of assignments during each unit. Students will have at least one (more likely two to three) opportunities to resubmit each assignment if they are unhappy with their grade and, when we do a similar assignment, show progress in proficiency. Students who would like to re-take tests may do so after attending at least one tutoring session
* E.G. - Today I collected a dictation from Latin II and III; we will do two more dictations this unit. Students may choose to submit either or both of these other two to get a better grade if it shows an improvement in proficiency in Latin.
What is the Daily Engagement Assessment?
This is an essential way for me to determine whether students understand what I say and also to show proficiency in listening and reading skills. You can read the requirements in this post. I keep my own notes daily and also ask students to self assess themselves weekly.
* The DEA grade is based off a student's ability to demonstrate that they understand what is being said to them. I measure this using a list of requirements. I watch students every day for verbal responses, hand signals, and other physical movements that show proficiency.
* E.G. - Latin I just completed a "Classroom Unit" where I commanded them to do various actions every day. If I said, "surge et lucernas extingue", I would expect the student to stand up and turn off the lights.
What is expected of my child each night? (AKA, is there homework?)
I have not given homework since my first day teaching, with an occasional exception. The longer I teach, the more I am convinced that homework has little to no place in my classroom. I do provide study materials for those interested and multiple copies of readings (in paper and online) and I do expect students to do some review on their own. I will only test, however, the things I am sure we have gone over enough times in class (not at home) to warrant a test.
* We should have time to complete most, if not all, of our work in class. That being said, I expect students to review/read/play Quia every night:
* Latin I - 10 minutes; Latin II - 10-15 minutes; Latin III/IV - 15-20 minutes
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This year, I've gotten rid of the PowerPoint, lists for parents, and forms, and taken these questions (plus a few nuts and bolts) and put them on a handout (thanks to my department head for sending it out). Parents and I can just talk, rather than a lecture with furious note taking.
My hope is that by answering questions this way, and as simply as possible, parents will get what they need and also understand that I do care about their students and their students' success.
What is your curriculum night like? How do you handle all the information in such a short amount of time?
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