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Title: Essay: The Joys of Transitioning from College to Middle School Teaching
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From https://eidolon.pub/my-kind-of-circus-4729e9f8d5d7
Heather Galante has written a beautiful essay about her first four years of teaching middle school Latin following earning her PhD. She writes, "Although I may have initially felt that academia and middle school teaching were disparate and disconnected parts of my story, I now see that they are harmonious. On one end, the experience of teaching middle school has brought out the best Latinist in me. I am learning how to harness the excitement of middle school students and their willingness to explore, and for the first time in a long time, I find myself asking questions and taking risks. How can my teaching be more inclusive? What can I learn about the non-elite and how can I represent that in the classroom? How can I take this lesson out of the textbook/classroom/SMARTboard?
"...At the same time, the longer I teach, the more I am able to recognize and tap into the gifts of my PhD. Some are obvious, and others less so. When I want to give more context for the theme of a chapter in our textbook, I know how to go about doing the research. Much of the information out there for middle grades is watered down, and I have found that my students want the “real stuff,” whether that involves throwing up an adapted passage from Pliny to enlighten their study of ancient medicine or synthesizing a series of articles on wild animals and hunting. Many of my 8th graders, and a good number of 6th and 7th graders, reject oversimplified stories as “cute.” They know the world can be a tough place, and they are willing and ready to engage with the less savory aspects of Roman culture."
Read the full essay at https://eidolon.pub/my-kind-of-circus-4729e9f8d5d7
Source: EIDOLON
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Title: Culturally Responsive Teaching in Spanish Class
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From https://www.secondaryspanishspace.com
Catharyn Crane writes, "A few years ago, a teacher friend of mine told me something like, 'All that cultural stuff doesn't really matter because I view each of my students as individuals anyway.' This rubbed me the wrong way. At the time I couldn't articulate why. Now I know it frustrated me because we teachers need to do much, much more than just treat each student as an individual. I need to go above and beyond for my students who society has marginalized and continues to underserve. Education can be a great equalizer. But if I don't do everything in my power to actually help my most vulnerable students succeed, they won't. The cards are stacked against them in so many ways. It is my job as their teacher to engage their unique interests, provide extra support (and different types of support too), to value their culture (and them), and to make them feel heard, seen, and felt."
Read her full blog post for ideas around what culturally responsive teaching can look like in practice: https://www.secondaryspanishspace.com/2018/12/culturally-responsive-teaching-in.html
Source: Secondary Spanish Space
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Title: Traditional Spanish Games for Kids
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From https://www.spanishplayground.net
Here is a collection of links to descriptions of different traditional children's games in the Spanish-speaking world: https://www.spanishplayground.net/traditional-spanish-games-kids/
Source: Spanish Playground
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Title: Host a Teacher from Spain in Your Kentucky School
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Visiting Teachers from Spain is one of two international programs developed by the Kentucky Department of Education with education authorities from another country to provide world language services to students and school districts in the Commonwealth.
Visiting Teachers from Spain enables local school districts in Kentucky to hire highly qualified, licensed, native Spanish-speaking educators to teach at elementary, middle and high schools. The visiting international teachers have a minimum of three years’ experience in bilingual or multicultural education and most have master’s degrees. All are rigorously pre-screened, are open to new methodologies and have a strong interest in international education.
Visiting teachers make a one to three-year commitment to teach in Kentucky, provided that the school district agrees to hire them. Participating districts employ these teachers in accordance with state regulations and policies and pay them according to their experience and certification level.
Read the full article at https://www.kentuckyteacher.org/subjects/global-competency-world-languages/2018/12/providing-high-quality-spanish-teachers-to-kentucky-schools-2/
More information about Kentucky's Visiting International Teacher Program is available at https://education.ky.gov/curriculum/conpro/Worldlang/Pages/Partners.aspx
Learn more about Spain's Visiting Teachers in the USA and Canada Program at http://www.educacionyfp.gob.es/eeuu/en_US/convocatorias-programas/convocatorias-eeuu/ppvv
Source: Kentucky Teacher
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Title: Resources for Learning about and Celebrating Three Kings Traditions in the Spanish-Speaking World
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Next Sunday, many in the Spanish-speaking world will celebrate Epiphany, or Three Kings Day. Learn more about this tradition and find helpful resources in this blog post: https://spanishmama.com/carta-a-los-reyes-magos-free/
Source: Spanish Mama
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Title: Literacy Tips for Students with Interrupted or Limited Formal Education
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From http://larryferlazzo.edublogs.org
In this guest post, Luis Javier Pentón Herrera shares tips for teaching literacy to students with interrupted or limited formal education. Read the full blog post for explanations of the importance of being patient, using repetition, using literacy and L1 classes for support if available, and not rushing.
Read the full post at http://larryferlazzo.edublogs.org/2018/12/25/guest-post-4-practical-tips-for-teaching-literacy-to-immigrant-slife-els/
Source: Larry Ferlazzo's Websites of the Day
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Title: Station Ideas
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Here is an extensive list of ideas and links to fuller descriptions and supporting resources for over 20 learning stations or centers in a proficiency-oriented language class: https://martinabex.com/2018/12/12/20-stations-for-proficiency-oriented-language-classes/
Source: The Comprehensible Classroom
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Title: Developing a Unit around News Articles
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From https://marishawkins.wordpress.com
Maris Hawkins describes how she developed a unit around news articles for her Spanish III class in this post: https://marishawkins.wordpress.com/2018/12/11/how-to-develop-a-unit-around-news-articles/
Source: Maris Hawkins
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Title: Podcasts on Teaching Heritage Learners
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Episode 83 of the We Teach Languages podcasts features Maria Carreira of the National Heritage Language Resource Center talking about some of the ways teachers can implement research-based practices with heritage language learners. Access it at https://weteachlang.com/2018/12/14/ep-83-with-maria-carreira/
Episode 84 features interviews with several teachers who all work with heritage learners in different contexts. First, Chris Cashman talks about what has worked for him in his secondary heritage language classes and how his OPI (oral proficiency interview) training has proved valuable. Then, Maria Manni, Felix Burgos, and Shannon Hahn tell about the challenges and opportunities they face in their contexts. Finally, Kim Potowski, professor and director of a university heritage language program, answers a few frequently asked questions posed by Florencia Henshaw during an online Q&A. Access this episode at https://weteachlang.com/2018/12/21/ep-84-heritage-language/
Source: We Teach Languages
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Title: Part 2: Classroom Management – Redirecting without Escalating
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From http://larryferlazzo.edublogs.org
Last May (http://caslsintercom.uoregon.edu/content/25149) we noted Part 1 of Phillip Taylor's 3-part series on classroom management with challenging students.
In Part 2, Taylor talks about the next step, "circling back." He writes, "Once the student has shown that they have no intention of complying with our first redirection, we circle back. This simply means we engage the same process as before, but we shift the tone a bit. We still express concern, but we need to lay down the law a little, also. There ARE expectations in here, and we expect all students to be engaged and working. We also provide a warning of what kind of action we will need to take to address the misbehavior if it continues."
Read all of Part 2 at http://larryferlazzo.edublogs.org/2018/12/19/guest-post-classroom-management-redirecting-without-escalating-circling-back-part-two/
Source: Larry Ferlazzo's Websites of the Day
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