Wasn’t it Einstein who defined insanity as “doing the same thing over and over again and expecting different results”? On Friday my twitter feed lit up with news that the UK government had “announced the creation of a national language centre and nine schools that will lead language hubs in a drive to improve the teaching of Spanish, French and German”… sounds great doesn’t it? And they are throwing £4.8 million at the initiative over the next four years, with the aim of “raising standards of teaching in languages”… all very positive so far, right? In addition, it seemed this was an evidence based proposal coming from “recommendations made in the Teaching Schools Council’s Modern Foreign Language Pedagogy Review led by headteacher and linguist Ian Bauckham.” I was genuinely feeling very optimistic and excited about this… until I clicked the link that is.

Let me be clear, I am not from the UK, I have never taught in the UK and I do not live in the UK. So why am I bothering to write this blog? Well, I work in an international school with many British teachers, parents and students. I have a large group of teacher friends who are British and my girlfriend is also British. I am also completing a Doctor of Education programme at the University of Bath in the UK and there is a strong likelihood I will teach in the UK at some stage in the future so their language education policies are important to me. From numerous conversations with Britons of all ages, it seems languages are taught, for the most part, in a very similar to way to how I was taught and how many teachers continue to teach.

In the Modern Foreign Language Pedagogy Review that underpinned this big announcement, there is a distinct focus on continuing down the road of old school grammar and vocabulary teaching. Yet there is also references to students becoming demotivated and disinterested. Let’s just put this straight out there and say it clearly: these two concepts are closely linked. In my 11 years of teaching, I have chatted to hundreds of students and parents, and they say the same thing my classmates and I said 20 years ago when you ask them about their language class… it’s boring! It is just fill in the blanks, vocabulary lists, worksheets, grammar tables and stilted, forced “talk to your partner” conversations about ‘Pierre from Paris who likes baguettes’. Yes, there are some students who like learning this way but the vast majority are bored stiff and only keep going with the language as they perceive it as useful or their parents tell them it will be useful one day. The sad thing is that it does not have to be this way.

I was one of these textbook, grammar table and vocabulary list teachers too but then I discovered teaching with “Comprehensible Input” (CI). It is a well established theory of language acquisition, coined by Dr Stephen Krashen. Dr Krashen’s work does not feature in the appendix of the Modern Foreign Language Pedagogy Review, and the word “comprehensible” is not present anywhere in the 27 page document. Yes, like everything in the world, it has its critics but those critics are certainly not my students, or the students of the thousands of CI teachers (and growing rapidly) around the world. This is not just some passing ‘fad’ or ‘method’. More and more teachers are converting to CI teaching as they see the incredible achievement and fluency it fosters but more importantly, their students now love their classes and their teachers love teaching them.

I can already see some language teachers who are unfamiliar with this shaking their heads and saying “that would never work”… but it does. While the research around TPRS is still limited, it is growing. Karen Lichtman’s overview of all the current TPRS research shows that students achieve very highly when compared to traditional methods. In fact, 87 of 88 of my students mentioned "stories" as one of three things that helped them learn most in their end of year feedback surveys last year.

​More importantly though, for me at least, is that both students and teachers find it to be highly motivating. My own doctoral research with the University of Bath focusses on this ‘motivational pull’ of teaching and learning languages with TPRS and the data is overwhelming: Students love learning with TPRS. As Stephen Kaufman of LingQ pointed out so aptly in his tweet “Unfortunately too few language teachers recognize that the role of the teacher is not to teach the language, but to motivate the learner to learn the language.” We all need to remember this. If you focus on the motivation, the students will do the learning and acquiring themselves. TPRS gives you a tool that will motivate your learners and they will come to class in eager anticipation. As one student said in my research study about learning through stories:

TPRS is just one piece of the CI jigsaw. There are loads of other ways to get the vast amounts of comprehensible input, that students need, in to the class like Movietalk, one word images, picture talk, star of the week etc but the aforementioned principles stay the same.. and you’ve got to admit, it makes sense, right? We are all language learners, we have learnt and are fluent in at least one language already so we know we can do it. But how did we ‘acquire’ that language as we certainly didn’t learn it? Well, we listened and were read to for about two whole years before we ever felt ready to start to say some of those words. We certainly didn’t start off learning about adverbs, conjunctions and the irregular verbs in the passé compose before we could even speak and read the language. Or if our parents did start us off learning that way, I’m not sure how much love or motivation I’d have for the language (or for them!) today!
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Yes, it is great that the UK Government recognize the importance of language learning and I applaud their consultation approach. However, I also implore the Minister for Education and the authors of the Modern Foreign Language Pedagogy Review to do their research. Go and read about CI and TPRS. Talk to teachers and students who are using it. Be ready for some enthusiastic and motivated responses. If we keep teaching languages in the same boring way we will have the same problems with uptake and retention for years to come. The frustrating thing is that we have the one subject that we can literally teach, talk and read about anything we want as long as it is the target language. We have the scope to be the most loved and interesting subject in the school. Any language teacher can do this by embracing ‘Comprehensible Input’ teaching approaches and working to make the input we give, “compelling” to our students’ ears and eyes. 

So that I’m not accused of sitting on the fence… for me, motivation is the holy grail in education. It is the key to not only our students’ success but also to our own satisfaction as teachers. In this presentation at a recent all-staff meeting at The International School of Lausanne, I started by asking teachers to share ‘things that frustrate them’ about their students. Asking a question like this right at the end of a semester, with many tired faces in the audience, certainly didn’t take long to generate a rich variety of responses; not handing in work on time, arriving late and unprepared, not participating in class, constant low level chatter, using phones in class… I am sure most of us can relate to many of these issues that are common place in schools the world over.  Next, I asked for the opposite; times when you felt you really loved your job, when everything was going well in the classroom. Thankfully, this also did not take long to produce a variance of answers; students all contributing, insightful questions, assignments that ‘wowed’ the teacher, students really enjoying their learning. I would argue that the bridge that fills the gap between these two phenomena is “motivation”.

When our students are motivated, they participate, they arrive on time, they hand in quality work, they ask great questions and produce thought-provoking, insightful, knowledgeable answers, they smile, they laugh, they want to improve, they want to learn.

What does this do to us as teachers? Quite simply, it makes us feel great. We feel good at our jobs, we feel like our kids are progressing, we feel like we chose the right career, we feel like we are making a difference, we feel motivated.

But how do we achieve motivated learners in our classes? Are there any ‘quick fixes’ for motivation we can apply straight away? Thank you to @MathsTweetcher for this question and the inspiration behind this blog.

The good news is that yes, there are things we can all do, with very little time and effort, to increase motivation right away amongst our learners. According to Ryan and Deci’s (2000) Self-Determination Theory (SDT), intrinsic motivation (which involves engaging in tasks out of pure joy and interest) is increased when we meet the basic psychological needs of autonomy, relatedness and competence. SDT, which originated in psychology, has already been extensively researched and tested across a variety of domains including medicine, coaching and education, and is widely considered and accepted as a robust method to augment motivation. Autonomy is related to choice, self-direction, and student ownership of learning; relatedness refers to a sense of belonging, support, inclusion and relationships while competence is concerned with students’ perceptions about their capacity to achieve success.

This 2006 study, for example, looked at the motivational pull of videogames and found that playing videogames clearly met the 3 needs of SDT and henceforth, why so many people are so motivated to keep playing them. Players have complete autonomy in where and what they do in any given game; there is a strong sense of relatedness as gamers have an immediate connection to a community where they can share their passion; and gamers feel a great element of competence while playing as they pass from one level to the next.

As part of my Doctorate in Education at the University of Bath, I also put SDT to the test in my own context, engaging in this qualitative research study with a group of Year 10 students (aged 15-16) about their experiences of learning languages through storytelling. Teaching Proficiency through Reading and Storytelling (TPRS) is a method of language teaching that, I found, consistently generated lots of positive responses on feedback forms and seemed to really engage the kids. In the study, according to the students themselves, TPRS visibly met the SDT needs of autonomy, relatedness and competence and this in turn meant it was a highly motivating approach to language learning. They reported believing they could “steer the learning” and “effect what would happen next” which led them to feel “more involved and more in control” of their learning (Autonomy). In addition, they felt the stories “helped them to understand everything better” and “really improved their speaking” (Competence). Finally, they reported that stories were “very extroverted” meaning “everybody will feel included” and “everybody gets to participate”, which made them “less scary” as “you don’t get judged” because “everyone was doing it as a group” (Relatedness).

​Building self-determined, motivated learners does indeed take time but by applying SDT’s 3 needs to our lesson plans immediately, this can give us some ‘quick fixes’ to motivation as Jason asked about. Take a look at your upcoming lesson plans and ask yourself if you think the activities meet the needs of autonomy, competence and relatedness. Simply thinking about these needs as we plan can lead to more motivated behaviours:

Autonomy: Can I adapt the activity to allow students more choice or self-direction? You can still set the task but by allowing them different ways to show their learning and fulfil the objectives, you are heightening their level of autonomy and creativity, and you are on your way to a more motivated class.
Relatedness: Can I re-plan this so students have a greater sense of belonging and togetherness? Perhaps students can attempt a task in pairs rather than individually? Can students or (you as the teacher) share a personal anecdote connected to the lesson? Maybe there is an opportunity for you as their teacher to ‘get among them’ and do the task with them? All this improves relationships and leads towards more ‘relatedness’ in the class.
Competence: Is the activity going to help students feel like they can ‘do’ it? Is there a way to modify the activity so students can show off what they’ve just learned to each other? Another very simple way to augment students’ feelings of competence is just to recognize, highlight and share something good you see in the class, something that demonstrates understanding of the concepts. By explicitly highlighting successes and learning, students feel like they ‘are getting it’, they feel more competent.
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Yes, building self-determined, highly motivated learners, can be a challenge but by making small adjustments to our lesson planning using SDT and creating an ‘ARC’ (Autonomy, Relatedness, Competence) in our classes we can at least help students to enjoy and engage in the lesson more, even if the content or subject matter is not of particular interest to them. If we want engaged, smiling, inquiring students who are achieving their potential and learning, its time we concentrated more on ‘motivating’ and less on ‘laminating’.  

​Please share your comments and whether you have any activities you feel already have students on an upwards ‘ARC’ towards motivation. 

This was the general gist of a recent sit down I had with a school administrator when my grade distribution for the first semester looked very different from most other teachers. In my current school we use the International Baccalaureate (IB) grading levels, going from 7 as the highest grade to 1 at the lowest end. The administration noticed that my 'graph', as well as a few other teachers, looked quite different from 'the norm'. The vast majority of my 75-80 students were achieving a 6 or 7 with only a small number in the middle with a 3, 4 or 5 and no-one underneath that. To be fair to my school, the administration was not 'giving out' to me but rather they wanted to check in and understand why this was the case and find out whether my students were being adequately challenged. 

I had never really looked or thought about my 'graphical distribution' of grades before. If the students achieve what is set out against the IB grading criteria, they then merit the high grades right?... but his question about 'are they all being adequately challenged' did make me stop and think. I went back and looked through some of the assessments I had set (presentations, story retells, writing out a story, reading comprehensions etc) and for each level I really do think these are challenging assignments. The "problem" (if that's what we can call it) is that the students are almost all really highly motivated, are engaged for 95-100% of the class time, only speak and listen to Spanish during every minute of every class and are all in a comprehensible input environment where we always seek 100% comprehension from each and every student before moving on.

I don't think it is 'me' in particular, but rather the comprehensible input methods I teach, which they have grown to love and cherish: storytelling, acting out parts of the book, movietalks, special person interviews etc. Is it so bad or so wrong that they are acquiring so much language so quickly that they are almost all acing every assessment they get? Is it not our goal to try and have highly motivated students as we know that will lead to achievement of their potential? Is it really my job to now go and set harder tests and evaluations so they don't all do so well, thus putting a lower number on some kids heads and demotivating them after all we have done to get this far together? I really hope not.

However, it does beg the question about maintaining sufficient challenge for each and every student. Of course, like in any class in the world, some students are faster processors than others, some need more repetitions of the structures and some don't. But I firmly believe in the Comprehensible Input mantra of 100% comprehension from all. Does this mean some students are bored? They never look bored. They never say they are bored in any feedback surveys. Quite the contrary in fact. So what is the problem if we are all learning, and learning so fast? What is the problem if they are all acquiring so much language that they ace all the assessments?

​There is a cultural aspect to this too let's not forget. An 80% test score in an American school can mean a very different achievement level to an 80% score in a French or British school. The research is quite clear though, putting numbers on students heads, particularly low ones, demotivates much more than it motivates to improve. So why do we keep doing it? Why not just do away with grades altogether and just have comment only feedback for the first few years of secondary school (say up to age 15 or something). Is that really so radical? 

As other language teachers around the world, I really would love to hear your comments on this. How do you maintain motivation whilst still having sufficient challenge for the high achievers? Do your comprehensible input methods also result in a 'skewed grade distribution' and if so... does that not just mean that what we are doing is actually working?

And most importantly, should we not be celebrating the 'skewed' graph rather than trying to reset it?

'Movietalk' is a popular method for language teachers to increase the amount of 'comprehensible input' in their classrooms through interesting little videos with lots of repetitions of new structures or vocabulary. Martina Bex gives a great overview of the method here. I too like to use it as a way to allow my students to hear multiple repetitions of language structures I want them to acquire, or ones I feel like they have not yet mastered. 

My only issue with Movietalk was that until recently I felt like it was hard to 'circle' (asking the class and having them repeat the target structures) without it coming across as tedious or boring. For example, one of my favourite videos to use in December is this Justino 2015 advertisement for the 'Lotería de Navidad' in Spain. If I wanted students to acquire 'estaba trabajando', lets say, then I would pause the video a lot and keep asking questions about where and how he was working but half the time I felt like the students were looking at me like "Yes, we know he works in a factory, we have said this like 20 times and​ we have just seen it in the video... why do you keep asking us?"

​Know that feeling anyone?

So now, what I try to do is make the video I am using much more interactive and more like a 'Movieaction' than a 'Movietalk'. I still do all the same steps as a normal Movietalk with lots of pauses and checks for understanding but I will also have a student become the character in the video and get him or her up in front of the class asking questions about what we have just seen in the video. This seems to hold their attention much better and it doesn't seem as 'repetitive' if I am asking this person about all the things we have just seen.

Remember, the key is to try to keep what we do 'compelling' wherever possible so I also use this character to bring in other characters from our recent story. I start with something like "pero clase, Justino tiene un secreto" and then it will turn out that Justino (our character in the video) "estaba trabajando" with 'Lady Gaga' or whoever else from our recent story. Not only does this little twist to the video seem to have them hanging on every word waiting for what happens next it also gives you the chance to do some 'formative assessment' and see if those structures you did 2 months ago are still there. Can they remember the old story? Can they use those structures we worked on 2 months ago? If they struggle then we go back over it all again. It really is amazing to see how linking to previous stories re-energizes the whole class again. 

The final piece to the 'Moveaction' jigsaw is like so many of the other comprehensible input teaching approaches... slow down, take your time and get them out of their seats. I will have students use their whiteboards to write down new vocabulary from the video, then get up and swap them around or they will write 3 key parts of the video (using the target structures) with their partner, or draw a key scene from the video. The important part is putting the 'action' in 'Movieaction', having them get up, swap phrases, tell each other etc.

When you do these and you walk around and see just how many students have chosen to write or draw your new 'secret detail' with links back to your old story, it is remarkable. These random, silly, stupid, arbitrary little links and details are in fact, the keys to success and the ones they remember and want to talk about no matter how funny or interesting the actual video is. 

​I know, I know… as a ‘comprehensible input’ (CI) teacher, I shouldn’t ever really be teaching ‘verbs’ but bear with me. Like most other self-proclaimed CI teachers, I spend most of time focusing on giving students lots of understandable input through stories, personalized questioning, ‘special person’ interviews among lots of other strategies. However, after a few weeks doing this I often get a couple of questions and requests from students about the other forms of the verbs that we haven’t done yet. After hearing various verbs and language structures in context and using them in stories, a certain number of students will always want to see the whole verb written down so they can make connections and patterns to other structures they want to use. Once a few of these requests come in, I usually pick one entire verb that we have been using in the stories and ‘teach’ it through this activity.

​Here’s how it would work. Let’s say we have been doing a story about food and restaurants using the verb ‘pedir’ to order. First, I will break students into teams and see if any team can write all versions of the verb ‘pedir’ in the past. They’ll usually get the ones from the story immediately and I might have to show them the other forms. Once we have all 6 subjects of the verb in the past tense they have 20 minutes to go and write a mini restaurant sketch using all 6 parts of the verb. This is where I love the atmosphere the stories create because they always come up with weird, wacky and wild sketches. It is a really great way for them to see that ‘pediste’ (you ordered) for example and ‘pidió’ (he/she ordered) are different and used for different people. I’ve found that many Anglophone students struggle with this as in English it is just ‘ordered’ for everyone. 

The sketches really get them thinking in groups about how to include all parts of the verb and how to make it interesting. They then act it out in front of the class showing off the drama skills they have picked up in our stories.

If you want to make it even more fun, you can give a time limit of say 2 minutes for the acting of the sketch. Then have them all come back up and act it out again but each version they do, you cut the time limit in half. By the end they only have 15 seconds and will end up only saying the absolute key phrases in the sketch but which will undoubtedly contain ‘pedir’ in the past tense.
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Zero worksheets, zero filling in the blanks, zero ‘rote learning’, zero confusion about which parts of verb apply to who through so many repetitions of a tough verb to learn, so many smiles, so much fun and so much acquisition.

During the summer, when reading ‘Creating cultures of thinking’ by Ron Ritchart, I came across ‘Individual Feedback Sessions’. In the book the teacher claimed that these sessions really helped him to foster long-term, meaningful relationships with his students that had a hugely positive impact on their achievement outcomes and also meant he never had Year 13 (equivalent to Grade 12 or the students in their final year of High School) work to mark at the weekends. Obviously, I want my students to achieve their potential and I also know that the research is pretty robust about the importance of building strong bonds and relationships in the classroom… but ‘no marking at the weekend?’, now that really made me sit up and listen.
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In their final two years at our school, our Year 12 and 13’s are preparing for the International Baccalaureate final exams as part of the IB Diploma Programme. For Spanish B (language acquisition) this means they have approximately 12-15 different ‘text types’ that they must be familiar with as any can come up in the exam. In total, between the written assignment, and the written exam paper, their ability to write effectively in Spanish counts for 45-50% of their final mark. Whether I agree with that weighting or not, these are the confines, within which I teach. We would all love to just teach for the love of learning and not have final exams to worry about or prepare students for but that is simply not the reality for the vast majority of High School teachers. We have a responsibility to the students to prepare them for these final examinations whether we like it or not. Nonetheless, I am a strong believer in never allowing the ‘exam’ to dictate our classroom. I trust that if we get them motivated and loving the language, then achieving their own unique potential will come naturally and it will not feel like all we do is practice for examinations… but this is another blog post in itself!

Until this year, my Year 12 or 13’s would usually write a different text types every 2 weeks. I would take them home and read them, and then provide them feedback using Geoff Petty’s ‘Medals and Missions’ format. Before they handed in their work, they were required to fill out a ‘proforma’ which is essentially a self-evaluation that includes my two specific goals from the previous task. I always felt this system worked really well, the students said it was very beneficial and I saw a real difference in their writing over time. The proforma with my two goals gave them concrete objectives to work on, the self-evaluation made them accountable for following guidelines and the ‘medals and missions’ clearly highlighted things they did well and areas for improvement. However, the ‘proforma’ was often forgotten or left until last and only done in a rush on the day it was due. In addition, sometimes they clearly hadn’t read my objectives from the previous piece until it was too late, which was, of course, frustrating for me as the teacher given that I felt like I was spending a lot of time marking their work and writing their objectives, medals and missions.
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In step ‘Individual Feedback Sessions’ (IFS) to the rescue. First and foremost, before you ask, yes they do take time and yes it would be a challenge to do in a very big class but after a month of using them, I’m convinced the time investment is worth it. Students still complete a ‘proforma’ but instead of handing this in with their written work, they bring it with them to their IFS along with a printed copy of their text type. The schedule for each student’s IFS is negotiated with the teacher in advance in order to find a time that works for everyone. No longer can there ever be any confusion about deadline dates and submission times for their work as it is always due during their IFS, which is at the same time on the same day every second week. As Spanish B texts are generally 400-600 words, my sessions with students are typically 10-15 minutes in length and take place during free periods if possible, or alternatively during break or after school. 

​The biggest change for me with this system is that I can already see a strong relationship and bond beginning to grow with individual students as you sit with them one-on-one and chat. In addition, it seems having to sit down beside the teacher and discuss their work increases their accountability too. They always have their text printed and proforma in hand as they know if they show up without it, then I have nothing to mark. I’ve also noted that my two specific objectives are being met more frequently, probably because they know I will be beside them reading their text and will immediately know if they haven’t done them.

There are some further, notable, spin-off advantages to this too. First of all, I never have any Year 12 or 13 work home with me in the evening any longer, it is all done there and then with the student beside me. In addition, the students themselves write their Medals and Missions while I sit next to them after we’ve discussed their work. Finally, and for me this is actually a huge benefit, they are getting 15 minutes of chatting in Spanish with the teacher one-on-one, which is also boosting their oral fluency and confidence. By the time those dreaded oral exams roll round they will be very comfortable and used to talking to me in Spanish.
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If you have very big classes, you could do them with pairs of students but if possible I thoroughly recommend the time investment as in the long-term, it will be this strong relationship with the student that makes the difference.   

A unique part of the conference is how it is divided into ‘strands’ based on the presenters and topics being put forward. As I was presenting my research on the motivational pull of teaching languages through storytelling, I was placed in the ‘role of language’ strand. Other strands included, ‘internationalising education’, ‘learning, teaching and pedagogy’, and ‘researching international education’ among others. This set-up allowed for rich and nuanced discussion with ‘like minded’, yet very different, people coming at the theme from various perspectives. Our ‘role of language’ strand included, for example, presentations from primary, secondary and third level, and encompassed issues ranging from ‘home language’ policy and support in schools, to innovative approaches to teaching, to how language can be used as a scapegoat for ability, to the intriguing Dutch bilingual education system. Truly fascinating, insightful and thought-provoking.

I learnt so much in just three days and I am thoroughly looking forward to sharing some of the ideas with our language department and administration at ISL but two things really stood out for me. Firstly, as language teachers we are lucky that we have one of the only subjects in the school where students can literally do inquiry based learning into anything as long as it is in the target language. We have endless freedom and autonomy and we need to tap into this and allow students to lead their learning through inquiry that compels and interests them, inquiry makes them want to speak about it rather than being forced to. ​

Secondly, borrowing from Terry Haywood whose addressed closed the conference, just as we update the systems on our phone so they can cope and work better, we must update the systems in our schools and language departments to meet the needs of the students, as it must be the students’ learning and interests that are always at the heart of our decisions. We are so lucky and fortunate to have multilingual students in our classes who speak a host of diverse languages at home, but are we really doing enough to nurture their home language and help them to maintain that local connection to their culture and language? The research tells us that a rich and deep understanding of the ‘home language’ aids cognitive and emotional development across the subjects but I fear our 'English-first' driven ‘international school world’ may be sadly transforming multilingual mastery into monolingual mediocrity. ​

Learning about Spanish food, tapas, traditions and all of the other amazing culinary aspects of Spanish life is part of most standard Spanish courses around the world, so how can we, as teachers, bring it to life for the students?

​Well to begin with, we need a TPRS story of course! In our 'Foods and Culinary Traditions' unit I first started with a story about a man who wanted to eat 27 different tapas so he could become the 'Best Tapas eater in the World'. We circled the verb 'pedir' in various forms in the past as this can be a tough one, whilst also bringing in lots of new food and drink vocabulary.

​The last day of term was arguably the best though... we had a 'Pinchos Competition'. Pinchos or Pintxos (In Basque) are smaller portions than tapas, and traditionally can be eaten in 2-3 mouthfuls. After a presentation and discussion on the the pinchos tradition, students had to invent their own pinchos and enter them in our 'Españoland Annual Pinchos Extravaganza'! I supplied the bread and the sticks and the students had to bring 3-4 ingredients to make the pinchos. They had 20 minutes to complete them and they also had to write a little sign explaining the ingredients and why they chose them. They were encouraged to link it to their own culture somehow. 

Well actually, 'Less' is more in all teaching across all areas of education if this thought-provoking blog about the Finnish education system is anything to go by. That blog post, which inspired me to finally get back on my own blog writing (apologies for the delay!), possesses a bizarre amount of links to my own professional life. Just this week I presented a Skype seminar to a group of Finnish language teachers in the Lappeenranta district on TPRS and active learning strategies. Then, when I opened our weekly school bulletin today, our principal had given us a link to the aforementioned blog on the education system in Finland that spoke exactly to a theme I was thinking of blogging about... and, ​if that wasn't enough, I also have a big poster in my classroom that says "L.E.S.S. is More" - a kind of classroom mantra I took from Grant Boulanger last year that stands for:

• Listen to understand
• Enjoy the present moment
• Show me that you get it
• Show me when you don't

So with all that in mind, I think the Gods (whoever they are!) were telling me to write a blog again.

Why is this year's class not getting it? Why am I going so much slower than last year?
These were two questions swimming around my head for the past few weeks relating to my new Year 8 class (total beginners of Spanish, aged 11-12). Yes, maybe I had been comparing them to last year's class of high flyers... Yes, perhaps they were slightly more 'high maintenance' than last year's class... but really the difference was more down to me, my teaching and my desire, like many other teachers, to always do more! I was trying to go too fast. I was attempting to do more when I should've been doing L.E.S.S!

A key mantra for Comprehensible Input (CI) and TPRS (Teaching Proficiency through Reading and Storytelling) teachers, like myself, is slow down and repeat it again. I realised I had forgotten this. I was putting too many new vocabulary into my stories, I was over complicating them, I wasn't repeating the core structures enough and I was doing the unthinkable for us TPRS teachers... I was concentrating on their minor grammar errors rather than their communication, I was thinking "I need to do some verb tables" rather than I need to 'turn the tables' or remove the tables completely and just get them enjoying a story at their level that they understand, not a bit, but 100%. Really all I needed to do was slow down. Less is more. 

We should be concentrating on ensuring the students are completely confident with those basic structures of the language before we go on and flood them with new vocabulary. If they can't say 'I have, it is, there are, he went' yet with total fluency and automation, why are we hellbent on pushing more and more lists of low frequency words like 'flowerpot' or 'wardrobe' on them? If you find yourself thinking the way I was, remember to just slow down and repeat again. Students at this level need complete mastery of those basic structures in the language to communicate, they need repetitions over and over again so it is automatic, they need a fun, engaging, compelling, simple, story to keep them excited. They can learn the word for lampshade or picture frame or disillusionment from the internet.

The TPRS novels have completely revolutionized my teaching. In the past 3 years I have used a wide variety of these readers with diverse student groups, levels and ages. While of course, the actual story line, plot and themes appeal differently to each individual student depending on their own personal interests, the idea of reading a whole novel entirely in Spanish and actually understanding what is going on, is hugely motivational across the board. 

My students are all very familiar with my mantra "Leer es poder" (reading is 'power' or​ reading is 'being able', a play on words and sounds), so much so that when I say "Leer es..." the whole class will shout "PODER" back at me.

Personally I believe that part of our role as language teachers is to instill a love for reading. Teaching skills as well as content is widely recognised as part of our profession and reading is a skill. A skill that moves our students so far forward with their language learning, and with the TPRS books making this skill 'compelling', it motivates students to keep turning pages and keep acquiring more language.

In terms of reviewing a novel, I am not a big fan of the standard content testing so I have tried a few activities like 'the yellow brick road' and 'freeze frame' from Martina Bex among others. This time round I decided to make it more student-centered hopefully meaning higher engagement and less work for me! Win win!

The students really enjoyed all aspects of this and I am very happy that they know this novel inside out now. I prefer to always have the students do the work wherever possible and these fit nicely into that approach. One possible nice extension activity would be to ask the students to make up a completely new scene in a totally different context with the phrase they have on their card. Give them some time to prepare it and either act it out or record it.

As always I would welcome your comments and shares. Please let me know if you have done anything different as I am always keen to learn and try new ideas.