RE-IMAGINED CLASSROOM
1. PICTURES
(source: http://www.dailyjournal.net/2016/10/03/information_exchange/)
1. Entrance: I feel it is a small, yet, powerful reminder that the students are entering a foreign language class and that they will now be immersed in and speaking German. I feel that I will establish this idea in my classroom that as soon as the students cross the threshold of the door, it will be 99% German.
RE-IMAGINED CLASSROOM:
I still feel that the door is something that needs to be a powerful reminder about the class and that the moment one crosses the threshold, it is German speaking time. However, I think it is also important for the students to not only feel like they are entering "my classroom", but theirs as well. I feel it would be cool to add a word that they feel represents them to the door (in German of course), and that way they will feel like they are coming into an environment that they contribute to.
2. Partner/ Group Discussions: The important thing to notice in this picture is that all of the desks have two chairs. I imagine having two students or maybe even three to four sitting in groups because when learning a foreign language, it is crucial to constantly interact and work with other students in the class.
(source: https://www.pinterest.com/pin/56013589094818673/)
RE-IMAGINED CLASSROOM:
I still feel it is crucial for the students to interact with each other and when learning a foreign language, it is so helpful to speak with one another. Something that I would add that I didn't think about before: assign the students partners that they could potentially benefit the most from. It isn't always best to just randomly pair two people. I would also need to make the classroom wheelchair accessible, that means possibly rethinking the distance I space the desks, how much room is available on the sides, etc.
3. Language Immersion: I feel that part of language immersion is literally to have aspects of the language on the walls of the classroom so that the children are surrounded by it. My future classroom will have walls with words and phrases very similar to this one.
(source: https://www.pinterest.com/pin/493988652850320790/)
RE-IMAGINED CLASSROOM:
I still plan on filling my walls with words, posters, etc. I think I need to be careful, however, about only having posters displaying a typical "white" German speaker, since there are millions of people who live in Germany today who are Chinese, Vietnemese, Nigerian, Ghanaian, Romanian, Bulgarian, Phillipino, Turkish, Syrian, Afghani, etc. I need to make it apparent that German is not just a "white" person language, but rather a language for all that people from all backgrounds speak.
4. Culture Immersion:
It is not only important to have the students surrounded by the language, but also the culture. Therefore I will implement different maps, pictures of food, bands, buildings, etc. so that they will get a real sense of what life is like in Germany.
(source: https://www.pinterest.com/pin/280278776779992121/)
Re-Imagined Classroom-
I still feel that it is very necessary for students to get a taste of the culture, but much like the last number, I also need to make it apparent that Germany is a smorgasbord of cultures. An example of this is for students who maybe like Rap music. Germany is notorious for up and coming rappers because so many of the words rhyme. One of them is a Turk who has been in Germany since childhood. Many students would be fascinated by things such as these and I need to make sure they are aware of them.
5. Routine: It is important for the students to begin most days in the same way, because when one gets used to routine, stress levels go down and this makes for a much better environment to learn a foreign language. This picture doesn't quite do it justice, but I will have a calendar and weather setup similar to this one shown, and at the start of every class one or two students will present 1.date and 2. how the weather is. I do this in my German 102 class right now and it works great.
(source: https://californiagermans.com/2012/07/02/albert-einstein-academies-a-german-english-immersion-charter-school-in-san-diego/)
RE-IMAGINED CLASSROOM:
I still am a big fan of routine because it's proven to help relax students. However, I need to emphasize that I would also important days for people of different cultures in these calendar/ weather presentations. For instance, if it is the 5th of May, the students would explain that today is the 5th of May and it is a very important day for Mexico because.... This would help them greatly to expand their vocabulary, while also being mindful of other regions and cultures and the days that are special to them.
2. CLASSROOM SURROUNDING
The classroom has many flags, decorations, words, sentences, etc. on the walls to make the students feel totally immersed in the language and culture. The desks are organized in such a way that group discussions, interviews, activities, etc. will be convenient and effective. I prefer that the desks are in groups of 2 or 3 for these activities, with my desk being in the front corner of the room. The students will have access to chromebooks provided by the school (I have seen this in multiple foreign language classrooms) as well as books, maps to further improve their German learning experience. The students will use the chromebooks when needing access to dictionaries, online quizzes, games such as quizlet, etc.
RE-IMAGINED CLASSROOM:
I would also make sure to include side tables that give the students all of the resources that they need to be successful during various activities and also for various projects. I want all of the students to feel like they have all of the tools they need for success. I will also be sure to assign homework and other tasks that I know students from all of the various backgrounds can complete so nobody is left out or feels inferior.
3. STUDENTS OF THE CLASSROOM- BACKGROUNDS, INTERESTS, BEHAVIOR IN CLASS
I imagine having students from various backgrounds, cultures, etc. In my experience of observing high school classes as well as teaching intro classes at BYU, I am imagining several students from Spanish and perhaps even Chinese or Korean speaking backgrounds as well, since I could very well be teaching in an area outside of Utah. The nice thing about most students in high school who take a foreign language is that they pick that particular language because it interests them in some way. They will also have interests in all things from outdoors, electronics, sushi, and traveling to math, cooking, social media and politics. There is really no limit to the things that will interest them, but language is something that I feel unites us all and can generate a lot of interest when students invest in it. The students behavior will probably reflect that of an average high-schooler. I imagine that I will be able to keep their attention and utilize several activities that will help keep the majority of the students on task. Surely there will be students who require special help and attention every now and then, but the group activities are also geared towards these students because the students all work collectively to learn new concepts and principles and apply them with each other.
RE-IMAGINED CLASSROOM: I just need to emphasize that I will need to really get to know my students, perhaps with a first-day survey, so I know who speaks more than one language, where they are from, what they like to do, etc. Students respond to teachers much better when they realize and know that the teacher cares about them individually and is willing to adjust whatever needs be to give each and every one of them the same opportunity for success.
4. POLICIES- RULES, DISCIPLINE PLAN, HOMEWORK POLICIES
I imagine to have similar classroom policies to the ones that I currently have right now. Rules will definitely entail- participation, only speak in German unless the language arrow is pointed to English, no cell phones out unless specified for quizlet or other group games, and all homework will be turned in on the assigned day and will lose 10% every following day. The discipline plan will be organized into minor, middles, or majors and punishment will be given accordingly. Examples of minors would be phone out, teasing, talking out of turn, etc. These will be handled by me. Middles include cheating, lying, and other similar offenses and will be initially handled by me and then given to administration if it becomes chronic. Majors include fighting, theft, vandalism, bullying, etc. and will be referred immediately to the administration. I don't imagine problems ever getting worse than Minors, but it is still good to be prepared. As previously stated, all homework will be turned in on the assigned day and will usually consist of vocabulary lists, take home sheets, and presentations. Anything turned in or done late will be a 10% deduction for every day after the due date.
RE-IMAGINED CLASSROOM:I will do my best to minimize homework that requires internet or other things that some of the students may not have access to. I will also be more than willing to adjust my policy on a case by case basis, depending on the student and his/ her background.
5. TYPICAL LESSON
In beginning German, it is extremely common to spend a lot of time on adjective endings and articles because they have a large part of German grammar overall and also require a decent learning curve. This is an important topic that requires a lot of time and dedication not only on my part, but also the students. This will be done effectively by drawing pictures on several cards. These cards will have pictures on one side, and the word on the other. For instance, one side has a picture of a dog, the other side says "der Hund". The students will then use this cards in groups and take turns picking out a card and saying, "Ich bin der Vogel" or I am the bird, then picking another card and saying "Ich liebe den Hund" or I love the dog. This requires the students to think about the verb being used and how that changes the ending of the article or adjective. Then they say "Ich gebe dem Hund die Lampe" or I am giving the dog the lamp. This requires them to use the 3 main cases in German and to think about the correct article being used. The main thing that the students will learn is to think about subject, direct object, indirect object, since these change articles and sentences. This is probably one of the more difficult concepts for students to learn, but I have already found that this game is extremely helpful for them and will improve their German exponentially.
RE-IMAGINED CLASSROOM:
I feel it is important to incorporate as many things as I can that the students feel they relate to. As previously stated, if I know I have students who enjoy rap music, I will have them practice creating extremely short raps (because of their experience) and see if they can find words that rhyme, and also as a whole can make sense. Or when doing the article lessons, implementing words that students from different backgrounds may appreciate more, such as types of food, customs, etc.
6. WORK AS A TEACHER IN THIS LESSON:
I will introduce the game and make sure that they have all of the tools needed- cards, article charts, etc. and then I will proceed to let the students carry on their own games. That is one of the best ways to learn a foreign language, simply using it and applying it with classmates or friends and helping each other as you go. I will go from group to group and make sure they are grasping the concept. I will also sometimes give them examples and either say correct or incorrect articles and see if they catch it. Usually they do and then they will explain to me why the examples I used were false.
RE-IMAGINED CLASSROOM: I still feel this is the same method I will use because it shows all of the students, especially those who may be struggling for any reason, that I am there to help them and that I won't just give them work to do and then sit at my desk for the duration of the activity. I will be involved and supportive.
7. STUDENTS ACTIONS:
The students are getting engaged in the game because it is like solving a puzzle and once they understand it, you can immediately see the "aha!" light in their eyes. They are talking and laughing and enjoying the game and paying close attention as their classmates in their respective groups say the sentences/ articles and check to see that everyone is enjoying it. English will come out every now and then I'm sure but that is why I move from group to group pretty regularly to make sure they are staying in the target language. I feel that it is easiest for students to learn foreign languages in low stress, fun environments where they can notice themselves expressing themselves in the target language.
RE-IMAGINED CLASSROOM:
I still agree with everything that I stated before. I think I will just make extra sure that students who speak English as a second language are enjoying the lessons and getting just as much from them as the students who only speak English. Fortunately, once a person learns a second language, it's much easier for them to learn other languages. Their brains have adapted and know how to learn a 3rd or 4th language so they usually excel.
8. ASSESSING STUDENTS LEARNING AND ACHIEVEMENTS:
This is one of the more rewarding parts to me. I will eventually bring the game to an end once I have determined that the majority of the students understand the concepts fairly well. I will then spontaneously call on different groups and introduce similar, yet somewhat more complex sentences on the board. The groups will then work together and the first one to show me the right articles will win points during this end portion of the game. I will continue this several times, and then I will have the students take about 10 minutes to complete a few sample sentences on worksheets that I will give them. I will then take these sheets and find the articles/ cases that are most often missed and review them. This will most likely be done at the beginning of next class where I will have put together a quizlet or some other type of interactive game that helps me see how well the concepts have stuck. It is truly impressive to see how fast students can grasp these difficult concepts when games and activities such as these are implemented.
RE-IMAGINED CLASSROOM:
I still think these types of activities are extremely effective and use them regularly in the German classes I have taught thus far. When using Quizlet or other resources to test their knowledge, I will make sure it is anonymous to prevent any embarrassment. I will know who the students are, but they won't know who the other one is. I will also be more than willing to adjust the lesson and activities if I have students who are extremely self-conscious about messing up on sentences or examples in front of the class.
RE-IMAGINED CLASSROOM REFLECTION:
From my original ideas, there wasn't really anything that I noticed that was oppressive as far as the activity or idea went. What was oppressive, was the fact that I didn't consider how it would need to be adjusted for certain people from certain demographics. This class helped me realize that not all of my students are going to be from similar backgrounds as me, think like me, and enjoy the same things as me. Some of them will require extra resources, others extra attention. This class also made me realize how there are so many little things that contribute to oppression that most of us do everyday. We view them as little things, but when we put them all together, they become overall a big thing. My biggest takeaway was to be mindful and an ally to all victims of oppression and stop oppression by including whatever activities, assignments, conversations, lessons, etc. that make the students realize that 1) oppression is real and 2) we are much more alike than we are different. We all want to feel a sense of belonging. I hope that my future classroom is a place that does just that and this class really opened my eyes.
(source: http://www.dailyjournal.net/2016/10/03/information_exchange/)
1. Entrance: I feel it is a small, yet, powerful reminder that the students are entering a foreign language class and that they will now be immersed in and speaking German. I feel that I will establish this idea in my classroom that as soon as the students cross the threshold of the door, it will be 99% German.
RE-IMAGINED CLASSROOM:
I still feel that the door is something that needs to be a powerful reminder about the class and that the moment one crosses the threshold, it is German speaking time. However, I think it is also important for the students to not only feel like they are entering "my classroom", but theirs as well. I feel it would be cool to add a word that they feel represents them to the door (in German of course), and that way they will feel like they are coming into an environment that they contribute to.
2. Partner/ Group Discussions: The important thing to notice in this picture is that all of the desks have two chairs. I imagine having two students or maybe even three to four sitting in groups because when learning a foreign language, it is crucial to constantly interact and work with other students in the class.
(source: https://www.pinterest.com/pin/56013589094818673/)
RE-IMAGINED CLASSROOM:
I still feel it is crucial for the students to interact with each other and when learning a foreign language, it is so helpful to speak with one another. Something that I would add that I didn't think about before: assign the students partners that they could potentially benefit the most from. It isn't always best to just randomly pair two people. I would also need to make the classroom wheelchair accessible, that means possibly rethinking the distance I space the desks, how much room is available on the sides, etc.
3. Language Immersion: I feel that part of language immersion is literally to have aspects of the language on the walls of the classroom so that the children are surrounded by it. My future classroom will have walls with words and phrases very similar to this one.
(source: https://www.pinterest.com/pin/493988652850320790/)
RE-IMAGINED CLASSROOM:
I still plan on filling my walls with words, posters, etc. I think I need to be careful, however, about only having posters displaying a typical "white" German speaker, since there are millions of people who live in Germany today who are Chinese, Vietnemese, Nigerian, Ghanaian, Romanian, Bulgarian, Phillipino, Turkish, Syrian, Afghani, etc. I need to make it apparent that German is not just a "white" person language, but rather a language for all that people from all backgrounds speak.
4. Culture Immersion:
It is not only important to have the students surrounded by the language, but also the culture. Therefore I will implement different maps, pictures of food, bands, buildings, etc. so that they will get a real sense of what life is like in Germany.
(source: https://www.pinterest.com/pin/280278776779992121/)
Re-Imagined Classroom-
I still feel that it is very necessary for students to get a taste of the culture, but much like the last number, I also need to make it apparent that Germany is a smorgasbord of cultures. An example of this is for students who maybe like Rap music. Germany is notorious for up and coming rappers because so many of the words rhyme. One of them is a Turk who has been in Germany since childhood. Many students would be fascinated by things such as these and I need to make sure they are aware of them.
5. Routine: It is important for the students to begin most days in the same way, because when one gets used to routine, stress levels go down and this makes for a much better environment to learn a foreign language. This picture doesn't quite do it justice, but I will have a calendar and weather setup similar to this one shown, and at the start of every class one or two students will present 1.date and 2. how the weather is. I do this in my German 102 class right now and it works great.
(source: https://californiagermans.com/2012/07/02/albert-einstein-academies-a-german-english-immersion-charter-school-in-san-diego/)
RE-IMAGINED CLASSROOM:
I still am a big fan of routine because it's proven to help relax students. However, I need to emphasize that I would also important days for people of different cultures in these calendar/ weather presentations. For instance, if it is the 5th of May, the students would explain that today is the 5th of May and it is a very important day for Mexico because.... This would help them greatly to expand their vocabulary, while also being mindful of other regions and cultures and the days that are special to them.
2. CLASSROOM SURROUNDING
The classroom has many flags, decorations, words, sentences, etc. on the walls to make the students feel totally immersed in the language and culture. The desks are organized in such a way that group discussions, interviews, activities, etc. will be convenient and effective. I prefer that the desks are in groups of 2 or 3 for these activities, with my desk being in the front corner of the room. The students will have access to chromebooks provided by the school (I have seen this in multiple foreign language classrooms) as well as books, maps to further improve their German learning experience. The students will use the chromebooks when needing access to dictionaries, online quizzes, games such as quizlet, etc.
RE-IMAGINED CLASSROOM:
I would also make sure to include side tables that give the students all of the resources that they need to be successful during various activities and also for various projects. I want all of the students to feel like they have all of the tools they need for success. I will also be sure to assign homework and other tasks that I know students from all of the various backgrounds can complete so nobody is left out or feels inferior.
3. STUDENTS OF THE CLASSROOM- BACKGROUNDS, INTERESTS, BEHAVIOR IN CLASS
I imagine having students from various backgrounds, cultures, etc. In my experience of observing high school classes as well as teaching intro classes at BYU, I am imagining several students from Spanish and perhaps even Chinese or Korean speaking backgrounds as well, since I could very well be teaching in an area outside of Utah. The nice thing about most students in high school who take a foreign language is that they pick that particular language because it interests them in some way. They will also have interests in all things from outdoors, electronics, sushi, and traveling to math, cooking, social media and politics. There is really no limit to the things that will interest them, but language is something that I feel unites us all and can generate a lot of interest when students invest in it. The students behavior will probably reflect that of an average high-schooler. I imagine that I will be able to keep their attention and utilize several activities that will help keep the majority of the students on task. Surely there will be students who require special help and attention every now and then, but the group activities are also geared towards these students because the students all work collectively to learn new concepts and principles and apply them with each other.
RE-IMAGINED CLASSROOM: I just need to emphasize that I will need to really get to know my students, perhaps with a first-day survey, so I know who speaks more than one language, where they are from, what they like to do, etc. Students respond to teachers much better when they realize and know that the teacher cares about them individually and is willing to adjust whatever needs be to give each and every one of them the same opportunity for success.
4. POLICIES- RULES, DISCIPLINE PLAN, HOMEWORK POLICIES
I imagine to have similar classroom policies to the ones that I currently have right now. Rules will definitely entail- participation, only speak in German unless the language arrow is pointed to English, no cell phones out unless specified for quizlet or other group games, and all homework will be turned in on the assigned day and will lose 10% every following day. The discipline plan will be organized into minor, middles, or majors and punishment will be given accordingly. Examples of minors would be phone out, teasing, talking out of turn, etc. These will be handled by me. Middles include cheating, lying, and other similar offenses and will be initially handled by me and then given to administration if it becomes chronic. Majors include fighting, theft, vandalism, bullying, etc. and will be referred immediately to the administration. I don't imagine problems ever getting worse than Minors, but it is still good to be prepared. As previously stated, all homework will be turned in on the assigned day and will usually consist of vocabulary lists, take home sheets, and presentations. Anything turned in or done late will be a 10% deduction for every day after the due date.
RE-IMAGINED CLASSROOM:I will do my best to minimize homework that requires internet or other things that some of the students may not have access to. I will also be more than willing to adjust my policy on a case by case basis, depending on the student and his/ her background.
5. TYPICAL LESSON
In beginning German, it is extremely common to spend a lot of time on adjective endings and articles because they have a large part of German grammar overall and also require a decent learning curve. This is an important topic that requires a lot of time and dedication not only on my part, but also the students. This will be done effectively by drawing pictures on several cards. These cards will have pictures on one side, and the word on the other. For instance, one side has a picture of a dog, the other side says "der Hund". The students will then use this cards in groups and take turns picking out a card and saying, "Ich bin der Vogel" or I am the bird, then picking another card and saying "Ich liebe den Hund" or I love the dog. This requires the students to think about the verb being used and how that changes the ending of the article or adjective. Then they say "Ich gebe dem Hund die Lampe" or I am giving the dog the lamp. This requires them to use the 3 main cases in German and to think about the correct article being used. The main thing that the students will learn is to think about subject, direct object, indirect object, since these change articles and sentences. This is probably one of the more difficult concepts for students to learn, but I have already found that this game is extremely helpful for them and will improve their German exponentially.
RE-IMAGINED CLASSROOM:
I feel it is important to incorporate as many things as I can that the students feel they relate to. As previously stated, if I know I have students who enjoy rap music, I will have them practice creating extremely short raps (because of their experience) and see if they can find words that rhyme, and also as a whole can make sense. Or when doing the article lessons, implementing words that students from different backgrounds may appreciate more, such as types of food, customs, etc.
6. WORK AS A TEACHER IN THIS LESSON:
I will introduce the game and make sure that they have all of the tools needed- cards, article charts, etc. and then I will proceed to let the students carry on their own games. That is one of the best ways to learn a foreign language, simply using it and applying it with classmates or friends and helping each other as you go. I will go from group to group and make sure they are grasping the concept. I will also sometimes give them examples and either say correct or incorrect articles and see if they catch it. Usually they do and then they will explain to me why the examples I used were false.
RE-IMAGINED CLASSROOM: I still feel this is the same method I will use because it shows all of the students, especially those who may be struggling for any reason, that I am there to help them and that I won't just give them work to do and then sit at my desk for the duration of the activity. I will be involved and supportive.
7. STUDENTS ACTIONS:
The students are getting engaged in the game because it is like solving a puzzle and once they understand it, you can immediately see the "aha!" light in their eyes. They are talking and laughing and enjoying the game and paying close attention as their classmates in their respective groups say the sentences/ articles and check to see that everyone is enjoying it. English will come out every now and then I'm sure but that is why I move from group to group pretty regularly to make sure they are staying in the target language. I feel that it is easiest for students to learn foreign languages in low stress, fun environments where they can notice themselves expressing themselves in the target language.
RE-IMAGINED CLASSROOM:
I still agree with everything that I stated before. I think I will just make extra sure that students who speak English as a second language are enjoying the lessons and getting just as much from them as the students who only speak English. Fortunately, once a person learns a second language, it's much easier for them to learn other languages. Their brains have adapted and know how to learn a 3rd or 4th language so they usually excel.
8. ASSESSING STUDENTS LEARNING AND ACHIEVEMENTS:
This is one of the more rewarding parts to me. I will eventually bring the game to an end once I have determined that the majority of the students understand the concepts fairly well. I will then spontaneously call on different groups and introduce similar, yet somewhat more complex sentences on the board. The groups will then work together and the first one to show me the right articles will win points during this end portion of the game. I will continue this several times, and then I will have the students take about 10 minutes to complete a few sample sentences on worksheets that I will give them. I will then take these sheets and find the articles/ cases that are most often missed and review them. This will most likely be done at the beginning of next class where I will have put together a quizlet or some other type of interactive game that helps me see how well the concepts have stuck. It is truly impressive to see how fast students can grasp these difficult concepts when games and activities such as these are implemented.
RE-IMAGINED CLASSROOM:
I still think these types of activities are extremely effective and use them regularly in the German classes I have taught thus far. When using Quizlet or other resources to test their knowledge, I will make sure it is anonymous to prevent any embarrassment. I will know who the students are, but they won't know who the other one is. I will also be more than willing to adjust the lesson and activities if I have students who are extremely self-conscious about messing up on sentences or examples in front of the class.
RE-IMAGINED CLASSROOM REFLECTION:
From my original ideas, there wasn't really anything that I noticed that was oppressive as far as the activity or idea went. What was oppressive, was the fact that I didn't consider how it would need to be adjusted for certain people from certain demographics. This class helped me realize that not all of my students are going to be from similar backgrounds as me, think like me, and enjoy the same things as me. Some of them will require extra resources, others extra attention. This class also made me realize how there are so many little things that contribute to oppression that most of us do everyday. We view them as little things, but when we put them all together, they become overall a big thing. My biggest takeaway was to be mindful and an ally to all victims of oppression and stop oppression by including whatever activities, assignments, conversations, lessons, etc. that make the students realize that 1) oppression is real and 2) we are much more alike than we are different. We all want to feel a sense of belonging. I hope that my future classroom is a place that does just that and this class really opened my eyes.
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