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LO MEJOR DE 2017

December 29, 2017 By Personal thoughts and beliefs of E.B.Shrager - do not represent those of any past or current employer.

 

 

Our most popular video last year was the five versions of “Feliz Cumpleaños” – teachers  play it to acknowledge their students’ birthdays and half birthdays if they were born in the summer!

https://minutebyminutespanish.com/wp-content/uploads/2016/07/5-Ways-to-Sing-Spanish-Happy-Birthday-trim.mp4

Purchase song here!

Custom Twist:

Although 20% of the sales of this song goes to TpT, the remaining 80% go to the Venezuelan singer currently living in Colombia.

To help him and his sister still in Venezuela, he will customize your song with a name for $12.00.  We need three weeks to make it.  Just send me an email with the name to minutebyminutespanish@gmail.com and when the song is ready we will post it as a custom purchase for you.  No need to pay anything until the song is ready.  It will have three versions in it.

Here is an example.

https://minutebyminutespanish.com/wp-content/uploads/2017/12/CUSTOM-CUMPLERYAN-trimmed.mp4

Order your custom here.

Meanwhile, we have added versions that include “Profesora” “Maestra” and “Maestro” that are also $5.00 each.

2018 Prediction:

We predict that next year’s most popular will be either the football song  “Súper Juego” or the song about hoping for a snow day,”Ojalá Que Nieve”

https://minutebyminutespanish.com/wp-content/uploads/2017/12/86-super-juego-trimmed.mp4

El Súper Juego

https://minutebyminutespanish.com/wp-content/uploads/2017/12/59-Nieve-trimmed.mp4

 Ojalá Que Nieve

The Most  Popular Spanish Resources on TpT in 2017:

[inlinkz_linkup id=757827 mode=1]

Filed Under: Uncategorized

Thanks for Visiting For the Minute by Minute Spanish!
Thanks for Visiting For the Minute by Minute Spanish!

Why is it so hard to get students’ attention?

December 5, 2017 By Personal thoughts and beliefs of E.B.Shrager - do not represent those of any past or current employer.

Even if you stand on your head or spit coins they won’t listen. Why are there so many responses to this new teacher’s question about getting students’ attention?

A new Spanish teacher posted recently, “What are your best classroom attention getters. Particularly for High School. My freshman still have not learned that talking when I am isn’t acceptable. Nothing I have tried has really worked.”

My first response is to take charge and when you start an activity, explicitly tell students that the “fast finishers” will do X and not talk to one another.  Give them the options that they can do and be explicit up front so that it is impersonal.  If you start redirecting them at the end – it makes it personal and open to negotiation.  This is smart classroom management that comes with experience.  But what if that isn’t enough?

There were close to 100 responses to the above query,  featuring hand claps, sayings, call-and-answer responses, whistles, teen buzz, points-off-behavior-grade and the silent treatment.

What is going on here?  Clearly there is a bigger problem here encompassing two issues:

1.You must eliminate that part of you that gives them permission to talk over you.

2. Rather than trying to get them to be quiet, pique their interest with highly engaging transitions that vary from activity to activity.

 

Step One: Get Your Head in the Game

No teacher wants to admit this but it is true. When a class acts this way, the students are actually bullying the teacher.

I have learned a lot from my dogs. There is always an alpha dog. When we try to interfere and not let the alpha dog take charge, the other dogs are not grateful; rather they are confused and act worse until the alpha dog returns and re-establishes the pecking order.

Be the alpha in your classroom!
Like my beloved pets, students need the alpha to take charge, else they will all jockey to be the one talking the most and in charge. They need you to assert your alpha position.

Children need to know who is in charge and will act out if the teacher does not lead.

In my most still, reflective moments, I have to admit that when a student has more power in my classroom than I do, it is because a little part of my psyche agrees with the student that I don’t have to be respected.

I can blame that on my family legacy of beating us as kids, and most times I have vanquished it.

Sometimes it crops up when:

  • I am stressed with a life event.
  • When there is a really bad combination of students who should never be scheduled together, and I am powerless to make changes because Spanish just isn’t perceived to be that important.
  • When for whatever reason I will have unwanted consequences if my admin finds I am struggling.

I have a friend who let students talk over and walk over her because she is a French teacher and needs her enrollment. Turns out, only when she took charge did she retain her enrollment. You need to fearlessly address what part of you gives them permission to have more power in the classroom and deal with it.

You need to talk to yourself and tell yourself: “I am the adult in charge.

I will be obeyed.

I will not let children take away from those who are here to learn.

When students whine, it is not a moral judgment about me, but more about their own teenage angst. I will not feed their whining and let it grow by responding to it.

I deserve respect and if I don’t get it, that child will be removed for the rest of the period. My other students deserve respect.

There is zero tolerance for talking over me; it undermines my authority and I DO NOT DESERVE IT AND WILL NOT TOLERATE IT.”

Believe this and walk into that room with the steel eye and erect posture that demands respect. period.  Oh and every time you ask for their attention you must be 100% prepared with the next task. No looking for the handouts, or realizing that you have to fumble on the computer to find the video, nada.  You must get their attention and move on – otherwise you will loose them.  I use a daily tech guide and a clicker so that from any part of the room we move on to the next activity with seamless transitions.

Here is a video of what my lesson looks like as I teach weather.

 

Step Two: Vary your transitions and take them to the next level with musical videos.

Rather than trying to get them to be quiet, capture their interest with transitional videos that pique their interest and make them tell the others to shush so they can figure out what is next.  At this point, with three months under our belts, my students catch a hint of a video and they start to do the task it requires or else they listen to the airhorn or the vamos a jugar video to see which one applies to the class.  Rather than telling them to be quiet so that they can write down the homework, they hear the song and start pulling out their agendas and looking for the handouts while singing the song.

Here is a previous blog showing how they work.

Beyond Chants in the World Language Classroom: 3 Steps to Move from Advanced to Master Teacher

Filed Under: Classroom Management, Daily Songs Improve Classroom Structure, Difficult Class, Improve Class Behavior, New Teacher, Out-of-Control Class, Regain Control of Class, Take Charge of That Class

Thanks for Visiting For the Minute by Minute Spanish!
Thanks for Visiting For the Minute by Minute Spanish!

Immigration 2017 Video – You and Your Students Can Help Two Venezuelan Families.

July 31, 2017 By Personal thoughts and beliefs of E.B.Shrager - do not represent those of any past or current employer.

 

Let’s help these two Venezuelan families – one who stays in Venezuela and one who had to leave Venezuela.

Watch their videos and share these lessons with your students and friends.

Purchase song here.
Purchase Venezuelan National Anthem Activities Packet here.

Teach your students that immigration is not something that just happens at the Mexican border, or in the movies Sweet 15 and Bajo la Misma Luna.

Please purchase this video to help this young family.
Teach your students about the Venezuelans struggling during their current economic war.

Daniel is currently scrambling to feed his family and to stay in an apartment he shares with another family. Your purchase of his song directly helps him to feed his family – most days they have one meal of bean soup. Rice is a special treat a couple of times a week.

 

As a teacher, Daniel’s story horrifies me. One year he is teaching music, living with his family in their apartment, praying for a miracle that he and his wife can have children, the next moment, the Venezuelan economy forces his school to close and he can’t find work. He started making music and selling it over the internet when his prayers were answered and his wife became pregnant.

 

But in the summer of 2016, even with dollars, they couldn’t find food for his wife and the doctor told them that the pregnancy was not thriving and in danger of the baby dying.   Daniel moved his wife to live with relatives in Colombia, as her mother was born there and thus is entitled to citizenship. Daniel prepared to join his wife and immigrate to Bogota, leaving his supportive extended family and taking his mother with him.

 

That decision had so many unexpected consequences because when their bus crashed after they crossed the border and were near their destination, his mother’s skull injuries needed to be fixed in surgery to save her life. In a new country, on tourist visas, without medical care, all of the money intended to support them during the transition was used up in medical care and Daniel incurred debt just to keep his mother alive.

 

When asked why he brought his mother with him, he explained that he lived in a family apartment in Venezuela. He and his wife had one bedroom, his sister and her husband and two daughters shared another bedroom, his single sister and mother another bedroom. When there was so little food available for them to eat, his mother would make sure her children and grandchildren would eat and she spent days in her room crying from hunger. She also needed daily medicine that was no longer available. So it made sense she could help the young family with the baby and have the medical help and food that she couldn’t find in Venezuela.

 

Prior to his leaving in September of 2016, Daniel would tell me of all the funerals he attended. Because of the economic crises, his diabetic uncle could no longer find insulin to purchase and died. His relatives with heart conditions and high blood pressure, died because they couldn’t find medicine that here in the United States we take for granted. The other people who provide music and graphics and videos all reported the same thing – so many middle aged people dying young because of the lack of medicine available in Venezuela at the time.

 

Daniel could not work until he had the paperwork and legal status.  Even when he finally had all of the paperwork and went to the government office to file it, he was at first denied, and then was met outside by a friend of the  government employee offering to help him get his papers approved – for extra money.  Even when he believes he has the correct amount of money, there are people taking advantage of the many desperate Venezuelans immigrants flooding Colombia.

Even renting an apartment with another family was almost impossible until his paperwork was cleared.  He kept producing songs for our transition videos but Daniel’s family  had to leave their first apartment because the other family didn’t pay their half.

Daniel is willing to work at just about anything.  In addition to teaching and producing music, he can drive a truck, work any kind of construction, cook in a restaurant, sell.  But the reality is that he doesn’t have any lifelong connections in his new country. He is very devout and his new church is supportive – but limited in the face of so many newcomers.

There is more food and medical supplies available in Colombia, but jobs are just as scarce as they were in Venezuela.  We can’t change what is going on in Venezuela, nor can we help everyone to have what we easily take for granted here.

 Current Event for Students 

 

 

current events venezuela22 from ellen shrager on Vimeo.

 

Current Events in Venezuela 2019

How can you make today’s Venezuelan Crises concrete for Spanish students?

Price of Food and Wages

Students predict how many hours they would have to work if they lived in Venezuela and received minimum wage.

Students predict prices for a typical household of five’s necessities.  They can do this for three dates, January 31st, February 6th, and February 13th.

Wages and food prices in Venezuela in 2019
Current Events in Venezuela 2019

 

Price of Education

Students read prices written in words and write the numerals on a work sheet and calculate from bolivares to dollars.  Students discuss the implications when they do the same for the father’s wages.

 

Agua en Venezuela

Students read the difficulty that Cristina has to bring a water bottle to school.  Free download.

Download this free activity to help your students understand the struggle with water in Zulia, Venezuela

All net proceeds go to three Venezuelan families. Help support their education and keep them well-fed and with medicines when they need them.

Once a year I send them used clothing from my family and colleagues at school.

 

If you are interested in Venezuela, you may like this song about immigrating to Colombia.

You may also be interested in the Venezuelan National Anthem Video and booklet.

Click here to help them.

Wages and food prices in Venezuela in 2019

My instagram postings are below – follow me here.


January 2019 Update:

Daniel took a course to become a truck driver – when he completed the course he could not pass the physical because he was diagnosed with hepatitis B.  Discouraged he left Bogotá and moved to the country to help a friend of the family reclaim a small greenhouse and farm in the mountains.  They have built sewage and water system and are repairing the damaged cottage. He works in the fields for others for cash and improve the land for housing.   He is making it – covering his basic needs – until someone is sick and then he needs help getting medical care as they are not covered.

Meanwhile his sister is struggling in Venezuela – food is hypervalued compared to wages.  This is what $50 could buy last week.  Her husband makes less than $10 per month working full time.  It covers enough for a family of six but no room for shampoo or diapers or laundry detergent. In prior weeks it would have.They get water twice a week in their home taps, last week they went six days without it.

update 2019

Filed Under: Uncategorized

Thanks for Visiting For the Minute by Minute Spanish!
Thanks for Visiting For the Minute by Minute Spanish!

Restorative Summer – Three Steps for 90% Target Language and 100% CI in the New School Year

June 17, 2017 By Personal thoughts and beliefs of E.B.Shrager - do not represent those of any past or current employer.

By June 15th, Facebook is popping with teachers planning on how to reach 90%TL with their level one classes.
By June 15th, Facebook is popping with teachers planning on how to reach 90%TL with their level one classes.

I wish taxpayers who begrudge our summer break could see all of the June posts popping up on Facebook  as World Language Teachers research and plan for the new school year.

Many posts ask how to make a level one class 100% comprehensible so that both teachers and students can stay in the target language.

I’ve always addressed this in pieces but it’s time to put it all three steps together as teachers recharge and envision the way they want their classes to run.

Incorporate these three steps and you will have your 90% Target Language class  . . . and superior classroom management.

  1. Make a daily tech guide – it can be in PPT, ActiveInspire, Classflow, SmartNotebook, GoogleSlides, whatever works for you.

Create a slide for each activity and use a remote presentation device or remote mouse so you can click through the slides from any spot in the room, say near the students who go off task most frequently.  Click here to download the first day and see videos of the first week to give you an idea.

Spanish First Day

ESL First Day

French First Day

Mandarin here.

My book describes it in more detail. 

Other bundles are also Spanish Lessons here..

French Lessons here.

2. Use transition videos before each slide to keep the students on task and in the target language.

See them here.   Spanish available here.

English here.

French here.

German here.

Italian here.

Latin here.

Mandarin here.

3. Use direct instruction to teach students 50 survival phrases set to music.  Include the matching posters and desk reference sheet – focusing on the student – to – student slides so that they know how to talk to one another in the target language.

 

See them here.  Available here.

French here.

Mandarin here.

 

Filed Under: 90% Target Language Class, Classroom Management, Comprehensible Input, Reflective Teacher, Transition Videos, Visual Comprehensible Input Tagged With: 100% comprehensible input, 90% target language, Chinese, ci, French, German, Italian, Latin, Mandarin, OWL, Spanish, Spanish classroom management, Spanish music, Spanish song, Spanish Survival Vocabulary, Spanish Teacher, Spanish video, staying in the target language, tprs, transition videos, transitions, visual and musical comprehensible input, visual comprehensible input

Thanks for Visiting For the Minute by Minute Spanish!
Thanks for Visiting For the Minute by Minute Spanish!

Beyond Chants in the World Language Classroom: 3 Steps to Move from Advanced to Master Teacher

June 17, 2017 By Personal thoughts and beliefs of E.B.Shrager - do not represent those of any past or current employer.

Stimulate more sense beyond chants in the World Language Classroom with transition videos.
Go to the next level of classroom management past chants with transition videos – you and your students will be glad you did!

 

 

Congratulations.  Regardless of the actual number of years teaching, you are an advanced teacher if you use chants and claps for transitions to manage your classroom.

Are you ready to go to the next level?

Here are the three steps to follow to move from being an advanced classroom manager to a master classroom manager.

Three Steps:

1. Make a slide for each activity in today’s lesson — make it appealing and useful.  (for more ideas, read  The World Language Daily Tech Guide)

2. Insert one of my brief 50+ transition videos before the slide and train your students to watch the video in Spanish. Soon they are imitating the voice over or else singing the song. Do this every day and when you are observed by your administrators they will note your seamless transitions.  You will notice that the students stay in the target language and that the expressions in the videos just fall from your students’ mouths appropriately in other scenarios!  Even my level one students are spontaneously contributing these expressions at appropriate times!

3. Buy a remote presentation device or wireless mouse and click to the next slide from any part of the room so you can stand close to students who struggle to behave.

 

Here are the basic 21 videos for transitions:

 

More Transitions:

Kahoot

Quizlet

Sacar las Computadoras

Click here for another thirty videos!

 

Filed Under: Uncategorized Tagged With: 100% comprehensible input, 90% target language, Chinese, ci, French, German, Italian, Latin, Mandarin, Spanish, Spanish song, Spanish Teacher, Spanish video, Spansih Survival Vocabulary, staying in the target language, transitions

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