Classroom Tips | Fun for Spanish Teachers

TIPS FOR FIRST YEAR SPANISH TEACHERS – PART I

by Carolina | Jul 4, 2020 | Classroom Tips

This year I have been receiving more messages than ever from new Spanish teachers, so dear new Spanish teacher, this post has been written with you in mind. I completely get it! With the current situation and all the uncertainty for the fall, it’s completely normal for any teacher (no matter how long you have been teaching) to feel nervous, but especially for our colleagues who are new to the profession.

I try to put myself in the shoes of a new teacher during COVID times, and I can’t imagine the frustration that some of you might be feeling. Thinking about starting the new school year in a virtual classroom environment makes me feel butterflies in my stomach, but I am also grateful that at least there are digital tools and platforms to support our teaching. I am aware that those tools might not be accessible for every student or teacher, which I can’t wrap my head around because I don’t live in a third world or developing country, yet the inequities of this system are real and more visible during COVID times.

Because I don’t have experience starting the school year in a virtual way, I can only go back to my feelings during my first years of teaching and rely on what has worked for me under “normal conditions” while adapting for what I have learned more recently and giving it my best shot.

Support System

Something that I remember was very valuable as a first time Spanish teacher in the United States was the group of teachers who were supportive and open to be my shoulder to cry on when needed. We were seven Latinas in a very white school system in suburban Boston. They were welcoming and happy to share all their knowledge with me. This was almost 20 years ago, so no Facebook, Instagram, or Twitter were there. I do remember some Yahoo Groups and a website run by a veteran Spanish teacher called “Anacleta’s World Language and Cultural Resources” that I frequently visited to get inspired.

After teaching in that school system for 4 years, the district held a property tax override vote, and guess which program got eliminated first? You guessed right! The Spanish program 🙁 . After that, I moved to a private school and there I was the only PreK-3 Spanish teacher. The school also had a French program for grades 4-6 alongside the Spanish program, so the French and Spanish teachers worked together, and I was kind of on my own. It felt very lonely, and that’s what inspired me to start my blog. I wanted to be able to connect virtually with other teachers who were teaching the same early grade levels as I was. I also contacted other elementary Spanish teachers in my area and hosted monthly meetings to exchange ideas and vent if needed. In the school where I currently teach, I have two colleagues, and we teach the same levels, so it’s nice to have someone to exchange with and learn from for professional growth. Along with this, I belong to a few Facebook groups for Spanish teachers and also am part of a small WhatsApp group with two other Colombian teachers (Profe Valentina and La Profe de Español) where we frequently communicate to share ideas and support each other.

Why am I telling this whole story? Well, just to invite you to find your support system. It could be colleagues in other schools close to you or a teacher who can serve as your mentor in your own school. If you use social media, I recommend identifying a few Facebook groups or teachers on Instagram that you can follow and learn from. I do advise starting with just a few because it might be overwhelming with tons of information and little time to process while navigating a new profession.

Understand in Which Type of Program You Will Be Teaching

Knowing the type of program you will be teaching in will help you think about the short and long term goals for your program. So much depends on the amount of contact time you will have with your students. The program may be FLES* (Foreign Language in Elementary School), FLEX* (Foreign Language Experience), a Content-Based program, or a number of other program types, but just by knowing the type of program will help you identify some of your goals and keep a nice balance between ambitious idealism and being practical within the limitations of the program’s boundaries. Visit this link to understand more about the various different types of programs. And if you need to play a sort of public / stakeholder relations role, knowing the type of program will also help you to educate your administrators, school community, and parents (and nicely but firmly help them temper or gear their expectations for the language acquisition process, pace, etc.). I’ll say it again, knowing what type of program you have will also help you create short and long term goals for your program – for students, for yourselves, and for key players in the wider community in which your work is situated.

*FL should be changed to WL!

Get To Know Your School Community

The first year is hard for any teacher in a new school. You are trying to understand the school community and culture, getting to meet and name the different people in your school, understanding what each acronymous means and so on! The most important people, apart from your students are the custodians and the school administrative staff. They will be the ones who will help you first! Our school secretary sometimes covers our classes when we need to do quick things in school. So keep their names in your head and make sure to thank them with a big “GRACIAS” all the time!

KISS, KISS, KISS= Keep It Simple Sweetie!

If this is the first year for your program, you might have to teach the same units or stories to every grade level while you build up your curriculum. You might need to developmentally adapt the content to make it fit for every grade. You will find yourself creating materials, so keeping it simple is the best way to go. I have found that because the needs of elementary language programs can vary so much, it’s hard to stay with just one “commercial” or “off the shelf” curriculum.

Identify some themes or stories you want to teach and take it from there. You might want to do a cursory internet search and explore what other teachers have shared. Something to take into consideration is making sure the curriculum is not perpetuating stereotypes about Latinos and their different cultures while also making sure that it shows how super diverse the world’s 21 Spanish speaking countries are.

Here are some curriculums shared by other elementary Spanish teachers:

Relationships First!

Something that I really like doing at the beginning of the school year is sharing a short PowerPoint presentation or video about me. I shared where I was born, my likes and dislikes, and I find ways to make connections with students while sharing about me. Students really like knowing something about their teachers and connecting with us as people.

Here are some examples of what I have done in the past to start building relationships:

An idea for the First Day of School (includes a PowerPoint presentation)
A video about me (see below)

I have also used “El estudiante misterioso” with students in second grade and up! Other teachers also do “La estrella del día” – simple activities to help you work on relationships.

Singing to celebrate birthdays is extremely important for some elementary students, especially in the younger grades. If children have summer birthdays, I recommend you do one summer birthday celebration for all the children with summer birthdays early in the school year or, if they would prefer to be special and have a day just to themselves, celebrate half birthdays (just watch out for December vacation …). I like starting each month talking about the calendar to include holidays, special events at school, and birthdays! Luckily this is something that can be done virtually or in the classroom.

There is a part II for this post! There I share about the use of the target language, classroom routines and norms, links to language organizations, and more!

Sending you a lot of love!

You may like these resources available in Teachers Pay Teachers:

TONGUE TWISTERS IN SPANISH

by Carolina | Apr 15, 2019 | classroom routines, Classroom Tips

Tongue twisters are a fun way to help your students get better with their pronunciation in Spanish. It’s also a good way to help them understand that it’s okay to make mistakes. To bring this into class you could do a monthly or weekly trabalenguas challenge using the cards below. This can become part of your routine to use as a warmup or as a way to wrap up your classes. You can group the cards by difficulty level. An alternative to a teacher-led activity is to establish a center in your classroom. Download the free cards, print them and laminate them for durability!

Grab your freebie HERE!

Have fun!

CLASSROOM MANAGEMENT IN AN ELEMENTARY SPANISH CLASS

by Carolina | Sep 3, 2018 | Classroom Tips

Classroom management is definitely a skill that you build with practice. And it’s something that is constantly changing and evolving according to the different personalities of your students and classroom chemistry. What works with one class might not work with another, or what worked one school year might not work the next. I find myself continuously changing and adapting my classroom management strategies.

Writing this post is a reflection exercise for me. In the past, I had assumed that because the homeroom teachers I worked with had been investing time (not spending, or as we might say in a literal translation of Spanish, “wasting”) in going over classroom rules, creating beautiful agreements, their students would automatically come to me ready to engage and learn! How wrong I was! If the homeroom teacher has been investing time in making it a safe learning environment for everyone, I also have to do my part. Children need to see that teachers are all working together, and that we all have the same high expectations for them. Quite often we “special teachers” don’t start teaching on the very first day. What a great opportunity to go into the classrooms and learn the language and procedures homeroom teachers are using with their students.

Let Your Students Know A Little Bit About You

I started day one in my classes with a “Get to know the teacher” activity. I have done it different ways in the past. I have created a picture book about me, PowerPoint presentations, and these last two years I have made videos using PowToon. This is a short version I created to share here. In the presentation I use with my students, I add pictures of my family too. They love it! After watching the short video, we played a simple “cierto” and “falso” game. I also use this as an opportunity to connect with other students by asking simple questions such as ¿quién tiene perros?, ¿a quién le gusta el brócoli? or ¿a quién no le gusta el brócoli?, ¿qué te gusta comer?, and the conversation gets long! Some of my classes have asked to watch it a few times!

By first sharing a little bit about me with my students, I find that it is easier to start working on creating a class with a safe learning environment. I also invest a lot of time in talking about these rules in English, although the signs are in Spanish. I have noticed that starting with English and making sure my students understand and practice the rules will save me from having to use a lot of English later. With elementary students it takes a lot of practice. You kind of have to use the pattern of modeling, talking, and practicing. It is a lot of time at the beginning of the school year, but having the routines and rules well established will allow me to stay in the target language for more time. So far my grades 1-2 students (I haven’t met kinder yet) enter the classroom by greeting me in Spanish, and the grades 3-5 students enter the classroom using “La frase de la semana.”

Keep Your Rules Simple

These are the rules that I have been using for the last couple of years. I wish I could say I came up with them, but they were shared by my two colleagues who have used them in the past. They are simple, concrete, and easy to TPR. We talk about how each of them looks, and we model, practice, and talk again!

Once in the room, we talk about how they transition to their places in class. I started by not assigning spots or chairs in the classroom, but quickly noticed some of my students were having a hard time finding a place, so I decided to assign places in class. I have seen my students about 7 times this school year, and so far we have started every class by pointing at the posters, practicing and reinforcing them. These are the rules that I currently use with my students.

Introduce Other Routines

I also introduce the children to respond to the sound of the chime and teach some of the call and response chants that we will be using through the school year. During the first week, students also get to know our classroom, and the different procedures to use the materials we have in it. My school has a strong Social Emotional Learning (SEL) program and uses a lot of Responsive Classroom techniques, so many classrooms have a “Take a break” space. I call it “El espacio de la reflexión.” Responsive Classroom has a great explanation of this strategy.

I’m a brain break lover, so I definitely make sure to start using them with my students from day one! Elementary students need to move a lot, so this is a “must do” in all my lessons. It’s extremely important to introduce all your routines during the first weeks. Depending on the level, I either end the class with a song, exit ticket, or a simple “chócala” to send my students to line up quietly.

So far everything has been going great! Fingers crossed that it will continue that way. How do you do classroom management in your Spanish class? Please feel free to share in the comments!

Have an awesome school year!

AN IDEA FOR THE FIRST DAYS OF SCHOOL

by Carolina | Aug 3, 2013 | Classroom Tips

I like approaching the first days of school in a very low key manner. We are all getting ready and adjusting to the new routine, and as some suggest, it may take up to 6 weeks for children to finally feel ready for your class. This is especially true as I am an specialist, and I see my students two times during the week. I am not a lucky homeroom teacher who gets to see them everyday! I like to use my first classes to show my students how my class works and what I expect from them, but before I dive into rules and procedures, I introduce myself.

Every year I make a book or presentation where I share with my students a bit about myself, my family, my country of origin, and something fun I did during the summer. I create a short story book and use pictures to illustrate it. I call this book “Todo Sobre Mí.” Students really want to know who their teachers are, and they really appreciate the information you can give them, even telling them my first name, but letting them know that I prefer to be called “Señora Gómez” (however, note that this is not true anymore; this year I am going to make the shift to allowing them to use my first name, just like my students always did in Colombia.)

This is how mine looks!

Would you like to make your own? Grab materials to create yours HERE!

After sharing information about myself, I inform them about what I expect from each of them in my class. I predominantly use the target language for this purpose, but I also speak about 10% of the time in my students’ shared language, as suggested by ACTFL. To convey my expectations clearly, I rely heavily on visuals, simplifying my class guidelines as much as possible. In fact, the expectations I use are as follows:1.Respeto 2. Bondad 4. Español

And of course, I don’t want to end my first class without knowing students’ names and introducing or reviewing “Yo me llamo…”

Depending on the grade level, I use a puppet or a circle game passing a ball. You can learn more about these two activities following this link: First Week of School: Two Songs for Teaching Greetings and Introductions.

¡Buena suerte!