Random snapshots of my whiteboard

I started taking photos of the things I wrote on my whiteboard as a student teacher – it would normally be names of students who needed rewarding or punishment on the school’s computer system, and since I wasn’t in my own room I would have to take a record with me to type up in the staffroom.

A bit later I started taking the occasional snap of things I’d done in lessons I quite liked, or wanted to use again, or needed a record of the vocab I had given one class so that I could use it again with another.

Most of the time, I don’t spend a lot of time writing stuff on the board, because my handwriting isn’t very good, especially if I’m going quickly, and because it’s almost always easier and quicker for me to put my 60WPM typing into practice and make a quick powerpoint slide. Standard advice for new teachers is also not to turn your back on a class for longer than necessary as they might kick off when you’re not looking. Judging by mess in my classroom at the end of most days, there is still a fair bit of chucking stuff around the room going on when I am not looking.

Here’s a random selection:

Snapshots of my whiteboard

Introducing forming the past tense to Y8 in context of sport. We attempt to drip feed past tense phrases in lexically throughout all they learn, but we focus on getting them to understand better early in Y8.

Fiddly extra bits is not a technical grammar term, that would be “complement” or “predicate” but I’m not confident enough that those are correct. I’m also focussing on the AU part of jouer AU foot as students often omit this, and those who have learned German first pronounce it wrong. I have countered this with two little classroom games: “I say JOUER, you say AU! Jouer (AU) Jouer (AU)” and “How do we pronounce this? Yes that’s right, as in AU my goodness I can’t believe you’re still getting this wrong!!”

Snapshots of my whiteboard

Don’t know why I took this. Dictionary exercise to stage into better L4 sentences with opinions and reasons. J’aime le fruit parce que c’est sucré. I tell them they need CORN for Level 4 – connectives, opinions, reasons, negatives. Je n’aime pas les croissants parce qu’ils sont dégoûants ticks three of those criteria off straight away.

NB every time I have done this lesson there have been students who have confused the word they are looking up and come up with transpiration, so now I make sure I disambiguate sweet and sweat before we start. There are still some who don’t listen.

Snapshots of my whiteboard

Sport again, but with able Y9 so we add a variety of adverbs of frequency to try and get more sophisticated writing.

“Avec les extra-terrestres” – with aliens – is part of a little bit of fun I’m having trying to motivate boys with weird extra bits of vocab. Happily it works with girls too! The criteria say they have to use connectives, nothing about whether it has to be true. Indeed “It doesn’t have to be true, it just has to be French” is a bit of a mantra of mine. Last year in “describe your ideal house” we added “un bassin de requins” into the things we might have there (a shark pond). This year for sports I’m including avec les extra-terrestres and avec mon ami imaginaire.

We've been doing some maths in tutor time based on numbers in the news this morning

This was turning facts from the morning news bulletin in the car on the commute to school into a numeracy activity for my tutor group.

NB, “how old will you be in 2033?” was a less tricky question than I had envisaged. “Um, sir, we’ll be 33, of course.”

Going to try school subject Cluedo on Y7 in my penultimate lesson this term. #mfltwitterati

This was the first time I tried Cluedo, a speaking activity I got from Dom’s MFL.

It worked really well, so I do it now with all classes that will be quiet enough to let me explain the instructions. It can easily be adapted to use a wholly target language approach. In this case, students love the opportunity to say nasty or nice things about other teachers, although I do stress that we are doing a GRAMMAR exercise about FRENCH and it should not be assumed that they are writing truthful accounts of other real people in school.

On teaching practice, the German textbook Echo 3 got students to compare teachers using comparatives and superlatives. After a gale of laughter and some dictionary use I went over to find “Herr S ist der schwitzigste Lehrer” – Mr S is the sweatiest teacher. Can’t fault the German language skill, and if the task is motivating, go with it!

The Cluedo task above was used several ways in the same lesson – I usually play the game once – this takes 10-15 minutes as a whole class activity – and follow it up with “write two sentences based on this frame.” If students have already done a lot of writing, the extension might be to play the game in groups on tables as further speaking activity. Then, often, we will look at ways to extend the same sentence even further. The task above eventually resulted in this poster, which I still think I should frame and stick to my door:

Hmm mm.

One final thing on Cluedo – there was at least one student last year whose writing was improved by a whole level simply because he memorised a past tense sentence generated by an activity like this, and regurgitated it in his writing test. Brilliant. If some can do that, then it’s worth continuing with the activity.

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Teaching through the medium of paper planes

A blogpost on compelling starters suggests getting kids to make paper planes with three facts from the last lesson on it.

Making paper planes is definitely an activity that is very popular with students. One of my own strong memories of school was my last ever geography lesson, which coincided with the last lesson that teacher would teach, as she was retiring. By the end of the lesson, we were in two teams hiding behind desk fortresses throwing planes at each other. And our retiring teaching was flinging them with the best of us.

I have used them to teach past tense in French – and have been really chuffed with answers to the question “what does paper planes have to do with the past tense?” “because we THREW them not THROW them.” The activity came from a “diverse ways of teaching new language” session on PGCE and leads the children through a target language sequence, with overblown gestures so they get what activities to do:

Je prends une feuille de papier >> J’ai pris une feuille de papier
Je signe mon nom >> J’ai signé mon nom
Je dessine une maison >> J’ai dessiné une maison
Je plie un avion >> J’ai plié un avion
Je lance mon avion >> J’ai lancé mon avion
Je ramasse un avion >> J’ai ramassé un avion

This was less than perfectly successful. My students do not have enough of a culture of target language, so activities out of the blue lead to vocal complaining. Also, unbelievably, not all students know how to make a paper plane. (“If you don’t know how, I’m not going to teach you. Make a paper ball instead.”) But the biggest problem using this as a starter is that it winds them up something chronic and it is then very hard to calm them down sufficiently that you can even talk to them, let alone task them with something constructive.

Despite the difficulties I repeated the activity with three different classes and by the end I had a killer top tip for using paper planes.

Since I had heard reports that the planes were leaving my classroom and then getting students into trouble elsewhere in school, the last instruction related to planes that I gave was “throw the planes at me.” (Met with incredulity. Seriously sir? Are you sure? And we’re not going to get in trouble?”)

The reason for doing this is this: one, they are itching to do it anyway, so you might as well give them an excuse. But two, it means all the planes end up at your end of the room and out of their hands, all the better for moving on to the next activity.