The Proto-Racist Voice in Caesar and Pliny the Elder

Published by: The University of Florida
Abstract: ​Many scholars posit that ancient authors did not have a racist bias because they did not discriminate based solely on race or skin color. This paper examines two prominent Roman authors, Caesar and Pliny the Elder, using Isaac’s definition of protoracism: basing discrimination and discriminatory language in geography and climate, rather than skin color. The paper utilizes history that predates these authors’ works to provide a comprehensive understanding of Caesar’s and Pliny the Elder’s work including Greek Art, Greek philosophical treatises, and ancient African history. This paper also compares ancient world proto-racism to examples of contemporary racism to demonstrate the differences between the two. The paper concludes that there are both overt and subtle examples of language that demonstrate proto-racist worldviews. 

Free Voluntary Reading and Comprehensible Input

Published by: Cambridge University Press
Journal: The Journal of Classics Teaching
Abstract: ​Three and a half years into my journey of using Comprehensible Input and leaving the textbook behind, I started doing research on Free Voluntary Reading. As a child, I had greatly enjoyed reading and it was something my students had a hard time grasping. Similarly, my own brother nearly stopped reading all together when his school adopted the Accelerated Reader program, which assigns points for reading and testing on books. His love for reading was later reignited when, as a family, we started reading the Harry Potter series. I want my own students to have a similar experience and enjoy reading.

​The Effects of Comprehensible Input on Second Language Acquisition for Special Education Students

Research focus: The research focus of this current study seeks to consider how comprehensible input, when administered in a small group setting, can positively affect special education students’ abilities to write and speak in the target language. The questions of this action research are:
1. Will the implementation of collaborative writing with general and special education students increase the quantity of Latin words within a Latin free write as measured by a rubric over a 6-8 week period?
2. Will the implementation of intensive reading supports increase the quantity of times special education students speak Latin in class as measured by a rubric over a 6-8 week period as compared to general education students?

Feature in: 14 Classroom Management Examples that Really Work

This website reached out to me on Instagram regarding a re-hash of an idea I've used for years: the "parking lot", "teacher mailbox", etc. 

I've tried lots of ways to do this in the past, including use of a digital format with mixed success, but the student feedback has been clear: having a way to communicate privately is good. Sure, there is email, Remind, etc. and students will continue to utilise those, but this provides a unique, fun, and in the moment way for them to share a message with me: old school notes. 

I ordered the mailbox from Amazon (linked here) and used a sentence strip from the Dollar Tree to make the sign. I laminated it and attached magnets to the back of each to allow it to stick to my bookshelf. Lastly, I added a small key lock (not pictured) to keep letters secure until I can get them.