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  • Site Categories
    • Comprehensible Input
    • ESOL >
      • ESOL Quick links
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    • PBP/Stepping Into CI >
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Listen First

6/21/2022

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A note: Please use these practices with the best intentions. Students can see through us when we lie or foster practices that do not include compassion. If we aren't coming from a good place we (at best) foster a distant relationship with students and (at worst) cause trauma and harm to our students.

I have long been on a journey towards a compassionate classroom and while I do my best to always answer with compassion I don't know that's it is a journey without an end. Each year, each month, week, and day provide new opportunities for me to re-establish compassionate norms and choose compassion for myself, my colleagues, and my students. To be clear, answering with compassion (much like gentle parenting) is not without boundaries or consequences, but it works with natural consequences and clear understanding of boundaries. 

There are a lot of posts on these topics, but I want to highlight a few:
  • Bob Patrick's post on community in the classroom
  • My reflection on Bob's No Fail Classroom
  • The blog: The Inclusive Latin Classroom
Today I want to touch on a practice I've been subconsciously cultivating the past few years: Listen First. It sounds simple, but I think there is a push in the teacher/student relationship (especially with all that we have to do) to skip this step and move on to the action piece of whatever situation arises. Ultimately, however, I think this sets us and our students up for failure. 

I've been watching a lot of gentle parenting TikToks after they started showing up on my FYP and I quickly realised how in line they were with my own thinking. My parents did a form of this when I was a child, but it didn't have a name and it wasn't as popular as it is now. One thing that stood out to me is something I've been as vocal as I can be about since earning my Special Education degree. Behaviour is an attempt at communication. When students behave in certain ways they are trying to tell us what they need and they are using coping mechanisms that they've learned work through the various situations in their lives. Note: I am NOT trying to dig at any single person who is a teacher or parent. Once we understand that concept, we realise that in order to do anything, we must understand the need that is being communicated. 

The longer I teach the more I realise that listening is always the first step with students. I have a policy that if a student is in crisis and needs me, I will do my best to help them as I can. This does put added pressure on me, but it also doesn't put me in a place where I have to fix everything. Here are some general examples of what this might look like. This is not exhaustive and not every option fits every instance
  • A student is having a panic attack
    • I share a grounding technique I use
    • I allow them time to calm down in a safe space
    • I have a deal with a neighbour teacher that students can go in there (they often have a quieter room) to calm down
  • A student hasn't eaten all day
    • I have a drawer of snacks that I offer. They include applesauce, seaweed chips, and protein bars (or whatever I have extra of at home)
  • A student is having an awful day for (insert reason)
    • "handle with care"
    • grab a stuffie for comfort
    • get extended time on an assignment
    • be allowed to actively listen but not vocally participate for the day
  • A student has a tantrum in class (yes, it happens at high school too)
    • We step outside to cool down
    • I ask unrelated questions to refocus the student
    • The student and I come up with a plan to refocus and meet the basic needs and requirements for the day
When we listen first, we can learn the unmet need and respond appropriately. Here are some questions I either consider myself or I ask students directly when listening first. N.B. Always make sure your students know that (1) you are imperfect and do the best you can (2) are coming from a compassionate place, and (3) are a mandatory reporter and that you have to report some things. If you do need to report something, please please please tell the student who experienced it before you report it so they aren't caught off guard.​
  1. Basic Needs
    1. Have you eaten today?
    2. How much sleep did you get?
    3. Have you been outside today?
    4. How is your anxiety today?
    5. Do you have what you need for class? (if the answer is no.... provide the supply with no judgement or shame)
  2. (if a student is reacting towards me in a highly negative way) Have I offended or hurt you? I would like to correct that.
  3. What are you feeling right now?
    1. Physically
    2. Emotionally
  4. Why do you think that? What has led you to this conclusion? (take the response without judgement)
  5. If you could have one thing right now what would it be?
  6. Do you have a friend or trusted adult you can speak to? 
  7. Would you like to go to the counselor?
  8. What do you need from me right now?
    1. N.B. Sometimes students will ask for a hug. If you are not comfortable with that, offer an alternative.
  9. Regarding a specific incident (even if they don't want to tell you what happened, you can find out how close in time and space this happened)
    1. Did this happen just now? Earlier today? This week?
    2. Did this happen in my classroom? 
    3. Is this happening digitally?
    4. Do you want me to call/email your parent/guardian/Assistant principal/counselor/etc. 
    5. How can I support you?
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In Search of Beloved Community: Resources

6/23/2021

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Suburani: part 1

3/24/2021

2 Comments

 
Trigger Warning: This post has mentions of r*p*, s**c*d*, sl*v*ry, and r*c*sm. While vowels are not included here, they are in the text for clarity. 

Introduction

Firstly, I teach in a program that is untextbooked. While we regularly reference textbooks and look at resources for ideas and supports, we do not use a textbook in our classes. This has been the case for many years. Secondly, I got a copy of this textbook because it seemed very promising and I'd heard reports of the amount of work and research that went into it and that it was multicultural and made progress in terms of equity. I was very excited to have it as a resource and potentially use it where appropriate.

I am breaking this review into parts. I was planning on writing one review, but as I looked through the chapters, it became clear that this was not possible. So, I will link subsequent and previous reviews as I go, but here is what I'm planning:
  1. Review 1 (this one): Chapters 1-9 artwork and culture
  2. Review 2: Chapters 10-16 artwork and culture
  3. Review 3: Chapters 1-16 Latin text
  4. Review 4: Chapters 1-16 Accessibility

I will not be reviewing the grammar pieces, nor will I be reviewing the teaching philosophy, methods, or strategies provided because (a) that is not my point in these reviews and (b) I am still waiting for a textbook built on Comprehensible Input and Second Language Acquisition Research. 

Lastly, while my writing is my own, a number of things that have been shared here were voiced to me by friends and trusted colleagues. Credit is given always, but is only named where appropriate. I could not write these posts without their valued input and discussions they had with me. Where I can I am providing links to online discussions (nothing from private groups, only from public Twitter feeds) and references as I am able. Please bear in mind that I am not perfect and am a full time teacher who is also in grad school, so if I miss something or did not reference something, please put it in the comments and I will get to it as soon as I can.

Lastly, in the interest of copyright, I am not going to be posting pictures of what I see. I will do my best to describe the issues.  

Opening Pages + Chapter 1

  1. Cover Page - I must admit how disappointed I was when I first saw the cover of this text. What disappointed me was the fact that while multicultural in some ways, there were not darker toned people on the cover (despite Julia being named in Chapter 3) and those who were not white looked dirtier than those who did look white. What I mean by this is that those with darker skin tones are inconsistently painted and, if it is shadows, it is very unclear. This is a consistent issue throughout the book as I looked.

    Another issue present on the cover, and throughout the book, is the possible use of celebrity likenesses. This was discussed at some length on Twitter and you can read that thread here. In addition to those mentioned, I've also spotted Sir Patrick Stuart and Natalie Portman. I am not an expert in using a person's likeness in a textbook, but I know that, for me, it takes away from the story. When I started glancing through this, before a friend and colleague pointed out this thread to me, I recognised faces enough that it actually detracted from me reading any stories. It felt off. Another concern is the legality of it, if this is what has been done. Again, I'm not an expert, but if it were my likeness, I would not be okay with it.
  2. The Population of the City of Rome - I don't know if it was the intent of the writer, but multiculturalism is described as people born in Rome and people born outside of Rome. Further they say that "it is hard to know how multicultural the city would have felt to a modern observer," and later, "this suggests, perhaps, that it was not considered particularly important to them" in reference to where people were from (Hands Up Education, 2020). There are a few issues with this. Firstly, there is a lot of evidence to talk about multiculturalism in, at bare minimum, the Roman empire (which much of the book focuses on). While I understand they are talking about the city of Rome, considering they are talking about multiculturalism and spend a lot of time on Rome as an empire, it would stand to reason that some writing on this would be appropriate here. They mention the merging and presence of a variety of religions, so there is evidence. The argument that where people are from "must not have been important" is, in my opinion, inaccurate and ignores research on proto-racism. While looking at things through a modern lens is important, it is also important to understand the ancient lens to, especially when discussing multiculturalism, so I find it incredibly lacking that this isn't discussed here or anywhere. There is plenty of research on these things. For reference, consider looking at my thesis on proto-racism and its use in both Caesar and Pliny's work along with proto-racism in artwork and its comparison to contemporary racism. Regarding multiculturalism in the empire, one might consider reading about the Beachy Head Lady and the Ivory Bangle Lady, both of whom were found in England. There is also a lot of writing and evidence on Roman relationships with the Egyptians, the Aethiopians, the Carthiginians, and the Garamantes. Lastly on this matter, there are many stories about invasions into the city (some of which the book itself discusses later). The suggestion that Rome would not be seen as multicultural, in reality, plays on a common misconception (whether through ignorance or active hate) that African peoples did not travel, did not have socioeconomic relations with Europe, and were not part of the ancient world.
  3. Women at Work - The textbook explains a "lack of evidence" that women worked outside the home because "many women must have been occupied with having and raising children and domestic work, such as making clothes" (Hands Up Education, 2020). The wording of this is poor, at best. It echoes assumptions made about women with or without evidence and puts the burden of society's opinions on the woman. Regarding a lack of evidence, again, this is simply not true. We have letters and texts written by women, as two friends and colleagues reminded me during discussion, that show the lives of women. What is even more disturbing about this brief cultural window (it covers less than half a page) is that it ignores that research being done currently about women and their role in the ancient world as writers and creators.
  4. Rome in 64 AD - This page focuses on Nero and the "benevolence" and "generosity" he displayed. It discusses how he was a patron of the arts and how those of lower socioeconomic status appreciated him and his work. It goes on to discuss his reforms which benefitted the "common people" and how that upset the wealthy. It does also mention that there was "another side to Nero's character, and he did not cope well with the power available to an emperor" (Hands Up Education, 2020). I want to be clear that I am not saying we need to talk about all the evil things Nero did, but surely we can discuss him without painting over his reign with rose coloured glasses. What is more upsetting to me about this page is that it sets a precedent for how Suburani discusses the Romans and their empire vs. others like the Gauls. Rome can seemingly do no wrong.

Chapter 2 and 3

  1. Romulus and Remus​ - This page on Romulus and Remus describes the twins' conception as follows: "However, Rhea Silvia was visited by the god Mars (or so the story goes) and later gave birth to twin sons" (Hands Up Education, 2020).  If this story is pertinent to the textbook, then so is Rhea Silvia and her role in things. This sets a precedent for how the treatment of women is discussed. Much like the previous section on women.... they are overlooked and made to seem unimportant. 
  2. Julia - Julia is a character who appears in Chapters  3 and 4. I am not sure if she reappears after chapter 9, but I will find out in my Part 2 review. Since I am not looking at the Latin text in this portion, I will save any of that discussion for later, but I find four things very concerning about this character. The first is that she is, as far as I can tell so far, the only named POC who is not a lighter skin tone. Colorism is a real thing and is dangerous. Representation matters. Julia is named, thankfully, but her name is my second issue. Why does she have a Roman name? Perhaps this isn't the biggest issue, but when paired with her obviously European hair style it is more concerning. We know that Africans traveled through Europe and existed alongside Romans. Couldn't she have been an African girl living in Rome? Again, the Ivory Bangle Lady and the Beachy Head Lady prove that these things happened, so why does she have to be a European Roman (if that's what she is?). Lastly, she has no lines. She doesn't speak. She doesn't do anything in the story that is explicitly stated except greet Sabina and exist as her friend. At best, this is a missed opportunity for representation. At worst, it is a trope. 
  3. Charioteers - The text is inconsistent of its use of slave vs. enslaved person and I've heard much discussion on when one should use each or when each serves a text or point best... what concerns me more is the language about enslaved peoples in this and subsequent pages. I've heard the argument that "at least Suburani doesn't push the happy slave trope" or that Suburani doesn't push the "friendly enslaver idea", but that's just what happens in these culture sections. On this page, it is mentioned that  "A charioteer who started out as a slave could even win enough money to buy his freedom" directly after mentioning the celebrity status of athletes and gladiators (Hands Up Education, 2020). Is the idea then that these people were "lucky"?
  4. Three Phases of Ruling - I'm just going to flat out say it here. This page doesn't just gloss over the rape of Lucretia, it flat out doesn't even mention it... OR HER. Instead, the revolution is started by a group of wealthy Romans who were "angry at the behavior of... Tarquin the Proud" (Hands Up Education, 2020, pg. 54). As I said before, if this story is important to the textbook, then tell the story. Women should be allowed to exist. Women should be allowed their autonomy and, according to Livy, Lucretia takes her autonomy back. Why must we ignore that? (this last bit is a criticism for all textbooks I've seen that do discuss Lucretia. After the rape, she dies at her own hand, by her own choice, and demands her father and husband avenge her death. Why can we not say it? Why can we not give her the credit she is due.

Chapters 4-5

  1. Christianity - This passage of culture was difficult to read and pinpoint what made us all uncomfortable (us all meaning in this case three female Classicists of different religious and academic specialties). While the passage is "fine", it does imply that the Christians are the first group of monotheistic people the Romans come across. This is just false. Firstly the Romans had encounters and experiences with the Jewish people in Judaea. Further, there is evidence of Romans, Greeks, Egyptians, etc. who dedicate their lives to a single deity. The idea of one deity being more important was not new. I don't understand why the text treats Christians this way. After discussing this with a scholar of ancient Christianity, again, while there is nothing out rightly wrong about this passage, it is, at best, misleading. No dates are given, but the storyline seems to be about the time of Claudius, which is well before Christianity is an established religion separate from its parent, Judaism. Artificially separating the two religions too early is problematic in terms of accuracy and in terms of Christianity's history of anti-Semitism and supercessionism.
  2. Vesta - Vesta and her priestesses get a small 1/3 of the page below a grammar note. As a woman, this makes me sad.... What frustrates me and angers me is the way these women, who were incredibly important to the city, are talked about. The language implies that the girls chose to become priestesses, choosing to devote 30 years of life to the priesthood at the age of 6, and puts the entire burden of "chastity" on these women: "if she was caught breaking her vow of chastity, she would be punished by being buried alive" (Hands Up Education, 2020, pg. 58). Again, Suburani glosses over the assault of women. 
  3. Sacrifice - Meanwhile... an entire paragraph is given to the requirement of "consent" in animal sacrifices. From a feminist standpoint I have nothing to say except, "wait... really?" and from an animal rights stand point I really wish they'd explained how the "nod" was gotten from the animals. 
  4. Deucalian and Pyrrha - I love the flood story. I love all the iterations of the flood story across cultures. I am glad to see that discussed here.... but.... the flood story does not appear in the Christian Bible. It appears in the Tanakh or, if you want to use English, the Jewish Bible. This erasure of Jewish existence, history, and culture is anti-Semitic.
  5. Rome Under Attack! - This page's language goes back to what I was talking about earlier as setting up Rome as "doing no wrong". The Gauls are here described in very violent terms. One sentence is given to what the Romans did after and is referred to as the "mighty empire". No one is doubting the violence in the sacking of Rome, but why is no attention given to, and in fact Rome is praised, the genocide the Romans enacted on the Gauls?

Chapters 6-7

  1. Servititum - This page does not have a formal title, so I am giving it the title of the chapter. Those of us who read this section were mostly confused as to why some things were included. For example, the section on slave or servant is confusing. But, something worth mentioning is the quote on Sub-Saharan Africa: "slave traders also brought slaves from outside the Roman world, for example from Sub-Saharan Africa..." (Hands Up Education, 2020, pg. 92). We know (in fact there are articles and books on it) that the Romans had interactions with and regularly traded with Sub-Saharan Africa. They engaged in wars with each other. We know that the Romans went to Lake Chad.... Why is this being ignored? There are also issues with section 5 on this page "Choosing slavery". If there are no other choices, it isn't a choice.
  2. Manumission - This goes back to the previous discussion on the friendly slave/master trope. The way this is worded furthers that. It should be noted that there is a sentence saying that we don't know how, in the example given, the enslaved person felt. This feels more as an aside rather than part of the actual point. 
  3. Londinium - In line with the way the Gauls are described, in this cultural passage, one is led to believe that without the Romans, the Celts lived a horrid life. The Celts were living well before the Romans and the Romans did not save the Celts from themselves. The Romans were not "kind colonisers" (can those even exist?). Yes, some Celts welcomed the Romans, but those who did not are not lesser for it. Later in the chapter, in the section on Food, similar language is employed. The section focuses on the things Romans brought to Britain and how lucky people are for having those things. 
  4. Romans Invading - This section focuses solely on the Roman invasion of Britain (but includes a quote from Caesar after his invasion in Turkey). Again, while the Gauls were described with violent language, the Romans are described in a matter of fact kind of way. The final paragraph describes how the Romans ultimately conquered Britain, describing the native Celts as "waiting" on the Romans to leave and having the Romans "persevere". This is problematic language, at best.

Chapters 8-9

  1. Britannia - Again the trope of "kind colonisers" makes an appearance. While nothing on its own is out right in this manner, the entire page lends itself to this trope.
  2. Druids - This page relies on proto-racist descriptions of the Druids as barbaric, cannibalistic, crazed, strange, superstitious, etc. One of the quotes relied on from Tacitus speaks about the Druids as if they were the only ones who used the blood of their enemies and engaged in fortune telling using entrails. While the description specifies human entrails, there are also rumours about Roman emperors doing similar things, but I have never seen that given much credence in a textbook. Caesar is presented here as almost as if he were a "friend" to the Druids by describing their educational system and beliefs about the afterlife. To be clear, Caesar did not see the Druids as his equals or as friends. Again, I recommend looking at proto-racism. 
  3. Boudicca - Despite having an entire chapter about Boudicca, she has not been mentioned at all in the culture sections up to this point, including one that discussed how various British tribes reacted to the Romans.
  4. Chain of Command - The British did not pass down land the way the Romans did and Boudicca was a queen in her own right. The text does not discuss this except in passing with all focus put on the Romans. While in previous stories mention of rape and assault have been erase or glossed over, in this passage it is described as a violation. Boudicca and her daughters get less than one sentence in this entire section.
  5. Women and War - It is true Cassius Dio gives an example of Boudicca's speech to her troops. In fact, I've read it with students. It is great writing and an excellent speech. Why, however, does Suburani choose to focus the discussion of the speech on her physical description only? The section of Tacitus' description of the battle focuses on perceived arrogance of the British. Having read this speech, there is SO much more that gives a better picture of the bravery and fighting tactics of the Iceni. Similarly in the Latin, which I know I said would be in another post, but it applies here, Boudicca's only line is the same sentence from the Chain of Command section, "milites Romani me et filia violaverunt" (Hands Up Education, 2020, pg. 136) while the Romans get multiple lines describing their struggles in the battle against the Iceni. Cassius Dio's speech, while in Greek, gives a fuller view of the Iceni and would have been a great place to discuss the kind of warfare the Iceni practiced and would have allowed a fuller view into the Iceni and their values.
  6. Vercingetorix - Again, while Boudicca is the focus of the chapter, she has less than one sentence in any and all of the culture sections. While I haven't read all of the Latin yet, considering this is a first year text... will there be enough context to make her human? Will she be given the same respect the Vercingetorix was as someone who "tried to fix the problems with the armies of Gaul"?  
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Being an Activist while Teaching

2/15/2021

1 Comment

 
This post has been ruminating in my mind for years. In some way, I've been an activist for many years and, unlike what you may see in articles, on TV, or from friends, activism is not a one way road, a single path, or a set of steps and actions everyone must take. Activism changes with the seasons, the causes, and each person and... it can change FOR each person. I am an example of that. There is, additionally, no one authority on how to be an activist and, I would challenge, that if someone suggests that to you... you push back. 

In my time as a teacher, an adult, and an activist, I have written letters, made phone calls, sent emails, and faxes. I have also attended marches, protests, participated in boycotts, supported organisations/individuals/causes financially, served in leadership for change, and, where need be, been blunt in my relationships and interactions. In my early years teaching, I hand wrote a 7-page letter to my governor. His response, as you see in my post update, the response was less than adequate.  

My intention with this post is to explore many ways of being an activist, via my own experiences, and those of others. There are some things on this list that I do not do. The reasons I do not may be varied and many. I am neurodiverse and have chronic conditions that limit what I am able to physically and mentally do. Despite what some say, these are adequate reasons to say no to an action item. I am a teacher with limited salary. I cannot always give financially. My point is this: there are MANY ways to be a good activist. Find ways that work for you. 
  1. Join a group - There are many groups on social media as well as more traditional groups that you can join to get updates, find action items, and join in a conversation. Personally, I am a member of a few groups on Facebook, follow them on social media, etc. Join a group that is good for you and be open to changing that group. For example, I was a member of a national group for activism for years, but have found that recently its purpose has changed enough that it doesn't work for me anymore. 
  2. Join Resist-bot - This is a great feature on Facebook messenger that automatically sets up for you and sends emails and faxes to your state and national reps. It also can now share various causes with you, if you want, and other action items. 
  3. Educate Yourself - I have a whole page on social justice resources (it's always growing) as well as another on special education/disability education. If you aren't doing your own research and continuing your own education, that is step number 1 in my opinion. Also.... always give credit to where you get ideas, research, and inspiration. 
  4. Attend a sit in - This is a form of protest, but I count it differently because, when I am injured, cannot walk, etc. this is a protest I can participate in. A few years ago a member of my local board was discovered to be openly racist and comments were made by them in a way associated with their position. A group of activists I was part of staged a series of sit ins at the board meetings where we sat in silence, held signs of protest, and demanded the board take action. Eventually they did and this member was sanctioned as much as was allowed. 
  5. Attend a protest or march - Another form of protest. I have attended one march and, while I wish I could have attended more, I was not physically able to do so. It hurt me greatly when, after I was unable to walk safely in a march, groups and people I had protested with before said that those not marching were not doing what they could. So... let me be clear. This is NOT a required step to be an activist. It does not make you a bad activist, a performative activist, etc. if you cannot attend a march/protest. 
  6. Change your classroom. This is a post in and of itself and perhaps I will make posts and ask others to write posts about it.... but everything about what we do can and should change - right down to our pedagogy. Everything we do needs to be reconsidered... so let's start with a top three list: tardies (check out Christopher Emdin's work on this), inclusion of flexible seating and fidget toys, and homework. Again, I will begin a series of posts on these things. 
  7. Follow and engage with social media: You don't have to join a group to be active on social media where it counts. I recommend starting with an inventory of your social media. How many women do you follow? How many BIPOC do you follow? How many members of the LGBTQIA+ community do you follow? What causes do you follow? AND how often do you engage with them? I have a page dedicated to social justice social media accounts to follow and many of them include action items, research, and more. 
  8. Donate to a cause, group, or individual: I cannot afford to do this often, but I do it when I can. Sometimes it is a flat out donation, sometimes it is in the form of items needed, and sometimes through my purchases. For example, we have six animals at home and whenever we shop for their needs, we donate cans of food or money to feed a pet programs. It isn't much, but it is what we can afford to do when caring for our own family. But, let me be clear. You do not have to financially support anyone if you cannot afford to do so. It doesn't make you a bad activist. 
  9. Purchase from and/or support small and local business: I am not perfect at this. There are things I need that cannot be found locally or by small business (and sometimes I cannot afford). When I can, I purchase from small businesses and locally. When I cannot afford to purchase... I support. Check out the business on social media like TikTok and Instagram. I shared small businesses' products I love on Instagram and like and comment on TikTok videos. This is an important step for them as it increases their likelihood of being seen. 
  10. Write a letter. As I previously mentioned, I've done this before. Statistically representatives are more likely to notice a hand written letter than an email, fax, or typed letter (but that doesn't disqualify them as great ways to contact and engage with your reps), but they require time, stamps, and stationery (which I am ALWAYS happy to recommend :) ). While I mentioned the disappointing response I got from my governor after my letter, it is, to this day, the most responsive response I've gotten. When I've sent emails or faxes, I often get a form response in email saying that my matter is "being looked into". When I call, I get told my call is put on a list. If you have the time, ability, and desire, consider hand writing a letter. 
There are other ways to be an activist as well. I've listed 10 that I feel have been most productive or received a better response. Other ways to be an activist include: speaking at meetings, engaging in a boycott of goods and businesses, doing active research, and making statements via clothing, pins, etc. 

I have engaged in all of these. I have spoken at a board meeting and, while it was important for me, did not enact any change that I was hoping for. I regularly boycott goods and businesses. Again, my business isn't enough to upend the system, but it is important for me and those I interact with. I am currently engaging in research on pedagogy and special/disability education and I regularly support causes via clothing and pins. These are steps that are important for me. They are also activism. 

So, here's my call to action. If you want to be an activist. If you want to "do your part" (as they say), find a way that works for you and the cause you want to support. Go for it. It will make a difference even if in a small circle of people. 

Lastly... what other ways of activism can we add to this list? 
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Black History Month 2021

1/27/2021

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It is no secret that I create our team's Black History Month lessons. Incorporating black history into my lessons is something I strive for year round, but honouring it during February is equally important right now as well. You can see where I've discussed this matter before: here. I wanted to share what I've done this year because it is different than what I've done in the past, incorporates brand new material, includes history you may not be aware of, and considers how we do this during the time of Covid. I hope you enjoy. 
Disclaimer: These materials were created using free and fair use resources and are not for sale, but are available as I have shared them below. I have credited everyone I can in the Resources portion of this post. Additionally, you may find some errors in my writing. Please let me know by emailing me. Unless otherwise specified all video, audio, and stories are written by me. 

Considerations

This year's theme was ancient connections to Africa. I wanted to look at history and include things many students may not learn in their history courses or, potentially, ever. 

I also wanted to make sure this was accessible for my students. I am teaching concurrently in person and digitally, so I needed a resource that would work for both and I also wanted to encourage exploration. I've also included a section at the bottom of this post about how I adapted it for my vision student. 

So, I decided to make digital/bitmoji classrooms for each lesson. They are made for students to explore as a group or on their own, whichever the teacher decides and they are made to, hopefully, inspire questions and thoughts about why we only hear one side of the story and see how our world connects to ancient Africa. 

Below I've detailed each week. I am in the process of making some, so this post will be updated as I do that. What you will find in each is a brief introduction, a list of materials included and what to click on to access them, and then a link to the digital classroom. 
​
If you decide to use these lessons with your students, please give credit to mater monstrorum or Miriam Patrick. Additionally, let me know how it goes :)

Week 01 - Carthago

Another not so secret secret is that I love Carthage.  So, it should come as no surprise that we started here. The question was, how do I fit so much awesome into one day?!? Carthage is a good starting place because it is something that many students learn about in Latin or in their world history classes. I also felt comfortable starting here as I am familiar with Carthage and the other topics were all relatively new. 

Resources Included:
  1. Click on the map to see a Google Maps image of Carthage today. 
  2. Click on the window to go to a crossword puzzle that goes over the included story. 
  3. Click on the image of Hannibal to be taken to a Fakebook profile for Hannibal. 
  4. Click on the quote to be taken to a blooket game that goes over the vocabulary for the story.
  5. Click on the bookshelf to see the story itself!
  6. Click on the plants to see fast facts about Carthage
  7. Click on the rug to be taken to Google's Arts and Culture presentation on modern day Tunisia.
Link to Classroom on Carthage

Week 02 - The Ivory Bangle Lady

CW: mention of wh*t* s*pr*m*c*sts

While searching for notable people from Africa that appear in Roman history, an article on the archeological find of the Ivory Bangle Lady came up. Up until this point (AKA January 2021), I had never heard of her, seen anything about her on the various Latin groups I'm in, etc. Her story, while incomplete, is fascinating and turns what has long been the Classic line about the Classical world on its head - so much so that wh*t* s*pr*m*c*sts are incredibly angered by this find and its importance in the ancient Roman world.

Resources Included:
  1. Click on the banner to see fast facts about the Ivory Bangle Lady and African culture in Roman Britain.
  2. Click on the bone on the chalkboard to be taken to the inscription the Ivory Bangle Lady was found with. 
  3. Click on the plant to be taken to this week's vocabulary game. 
  4. Click on the open book to see this week's story.
  5. Click on the window to see a map of Yorkshire. 
  6. Click on the rug to learn about the Ancient site where this lady was found. 
  7. Click on the paintbrush in the chalkboard to be taken to this week's discussion. 
Link to the Classroom on the Ivory Bangle Lady

Week 03 - The Garamantes

I chose the Garamantes because I wanted to find a group that had power and an empire that riveled Rome that may be unknown to many. Enter: The Garamantes. They are mentioned a few times in Roman literature: Pliny the Elder and Livy both mention them briefly. Lucan also mentioned them. Their empire lasted about as long as Rome's did and fell in the same century. The Garamantes maintained relationships with (if tumultuous) Rome, Aethiopia (enemies), and Carthage. 

Resources Included:
  1. Click on the snow flakes to see fast facts about the Garamantes.
  2. Click on the bookshelf to see this week's story (it's a song!)
  3. Click on the poster to be taken to the comprehension game for this story.
  4. Click on the snow globe to see a Google Maps image of Lake Chad. 
  5. Click on the mug to see Google's Art and Culture presentation on modern day Libya. 
  6. Click on the fireplace to see this week's discussion board.
  7. Click on the chair to hear a reading of the song in Latin. 
  8. Click on the rug to play this week's vocabulary game. 
Link to the Classroom on the Garamantes

Week 04 - The Beachy Head Lady

Another amazing archeological find, the Beachy Head Lady (found in Essex, England) was a Sub-Saharan African woman about whom little is known. What has been discovered is that her body/bones were in very good and well kept condition, suggesting a comfortable life in some aspects. She provides context to the ancient world of Africa that is often missing from the world of Classics.

Resources include:
  1. Click on the paper at the top right of the chalkboard to play a game comparing the Beachy Head Lady to the Ivory Bangle Lady.
  2. Click on the large white paper with Ms. Patrick's face to see fast facts.
  3. Click on the clock to see a jigsaw puzzle (may or may not work depending on account limits).
  4. click on the top bookshelf to see the story.
  5. Click on the bottom bookshelf to play some comprehension games. 
  6. Click on the computer desk to play a vocabulary game.
  7. Click on the globe to see where the Beachy Head Lady was found. 
Link to the classroom on the Beachy Head Lady

Accommodations for Vision Students

This year we have vision students in our Latin I program. Some of our students are in person and some are digital, so we've worked out ways we'll get these materials to our students. Here are some accommodations I made:
  1. Record all stories as audio. Some are provided in the links, others were sent to the students
  2. Provide copies of the story as a .doc/.docx (for braille readers) and embossed in braille. 
  3. Use gimkit or blooket for games to provide accessibility.
  4. Turn other games and activities into word documents
  5. Take oral input from the student and the teacher enters into the discussion for them. 
  6. Provide writing alternatives to drawing (if applicable)
  7. Provide written picture descriptions for images used. 

Resources used:

A Broad Abroad (2013). Ancient Carthage, resort towns, foreign investment & media: The first few days in Tunisia. Retrieved from: https://abroadabroadtravel.com/2013/01/15/ancient-carthage-resort-towns-foreign-investment-media-the-first-few-days-in-tunisia/

Aleksangel. Big comfy armchair. Retrieved from: 
https://www.canstockphoto.com/big-leather-armchair-vector-illustration-48772565.html​

BBC (2014). Centuries old beachy head lady's face revealed. Retrieved from: https://www.bbc.com/news/uk-england-sussex-25962183

Leach, S., Eckardt, H., Chenery, C., Muldner, D., & Lewis, M. (2009). A lady of York: Migration, ethnicity, and identity in Roman Britain. Retrieved from: https://www.academia.edu/230134/A_Lady_of_York_migration_ethnicity

Millenial Boss. (2019). 17 inspirational quotes to motivate you to achieve your goals. Retrieved from: https://millennialboss.com/inspirational-quotes-to-motivate-you-to-achieve-your-goals/

Pinterest. Mosaic with hunting scenes: Garmantes. Retrieved from: 
https://www.pinterest.com/pin/300474606373887849/

Otus (2021). Retrieved from: https://otus.com/

Quain, J. M.D. (1854). A series of anatomical plates bone plate. Retrieved from: 
https://en.wikipedia.org/wiki/Jones_Quain#/media/File:A_Series_of_Anatomical_Plates_Bones_Plate_24.jpg

Susannp4. Retrieved from: https://pixabay.com/illustrations/window-wooden-windows-open-1202902/

Washington, J. (2018). Did you know Hannibal was black? retrieved from: https://urbanintellectuals.com/know-hannibal-carthage-black/

Wikipedia (2010). Book3. Retrieved from: 
https://en.wikipedia.org/wiki/File:Book3.svg​

Yorkshire Museums and Gallery Trust (2021). Ivory Bangle Lady. Retrieved from: https://www.yorkshiremuseum.org.uk/collections/collections-highlights/ivory-bangle-lady/
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On the importance of language

9/5/2020

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Content Warning: this post talks about slavery and human trafficking and the language with which these things are discussed. There is also mention of rape.
There's an important post on FB making the rounds again about how when we change the language we use to talk about slavery the very nature of the conversation changes and the way we naturally respond to these conversations changes. I cannot duplicate the post here (nor should as someone else did amazing work, but I will try and link it later), but I will provide a similar example to the ones they gave. 
original: John and his wife Mary were not remarkably wealthy. They lived on a small farm with their two children, three slaves, and one horse. Having come into a recent inheritance, John went to the market and purchased a new slave to help Mary with the housework. 
Updated: John and his wife Mary were not remarkably wealthy. They live on a small farm with their two children, a horse, and three people they had human trafficked and enslaved. Having come into a recent inheritance,  John went to the market and human trafficked a person and enslaved them to do housework. 
If your reaction to the above (or to the post) is anything similar to things like:
  • well this is an exaggeration
  • this feels dramatic
  • but aren't master and slave the right words

This post is for you. 

Story time

I recently engaged in a conversation with two people and the Latin terms dominus and servus came up. As we began to speak in English I used the words enslaver and enslaved person respectively. The question came up, "but couldn't we just use master and slave". I discussed that we should be speaking about history and its reality. There is no such thing as a nice "master" or a nice coloniser. 

 Further, I posit that master isn't an appropriate word anyways. In every other situation that I can think of, master is used as someone who is greatly skilled (e.g. a master baker or a master chef). If we go back even further, master is related to the Latin magister/magistra. If we look at magister ​in Lewis and Short we find it associated with leadership, teaching, advising, etc. I would argue that our use of this word as a "synonym" for someone who engages in human trafficking and enslavement is a bastardisation of the original word and meaning. Does that change, however, that the word master is now used in such a way? No. It does, in my mind, however, help explain why people feel okay with using "master" but that enslaver is an exaggeration. 

Rationale​

The realisation I came to in the conversation was that (and I can only speak for Americans) have been trained that master and slave are acceptable terms to talk about the horrors of slavery while still seeming "positive". We have been trained to completely disconnect ourselves from the actual horrors of human trafficking by using these terms. Generally speaking master isn't even related to human trafficking (and it wasn't used in this way until the mid 14th century in regards to serfs and women and subsequently the trans Atlantic slave trade). It is a term that tries to make human trafficking "okay". It makes white people feel better about the atrocities being carried out directly in front of them. 

Further, "slave" is an active term the way teacher, mother, and doctor are. It is something we "are" and a position we are "active" in. People are enslaved. They are kidnapped. They are stolen from their homes and forced against their will. This is not an active position or job. It is not an identity. It is a forced term, again, to make people in power and authority feel better about the atrocities they commit or are being committed in front of them. 

Examples​

  1. Alexander Hamilton - Yes, I'm choosing him in part because of the recently available musical on Disney+. Alexander Hamilton did not enslave people in his own household. However, he was not an abolitionist and was an active participant in human trafficking and enslavement. He bought enslaved peoples for family members and ran operations for a company that kidnapped people and forced them to come to the stolen land of what we now call the US. 
  2. Thomas Jefferson - I know that this is an oldie when it comes to references like this, but it bears repeating. We learn about his "mistresses" when we should be learning about the enslaved women he raped.
  3. Caecilius - I'm including him by name because we know he was a real man who lived in Pompeii. Caecilius, as per CLC's own discussion of him, engaged directly in human trafficking. He is the main character of the book.  By the end of the book students often have become attached to him and his son, Quintus, who is the main character of subsequent books. Both were enslavers. Both engaged in human trafficking. 

​Call to Action

So here's what we do as people and as teachers. 
  1. Change our language immediately. Stop using terms that have made white people comfortable with violent and atrocious history. Use human trafficker, enslaver, kidnapper. Use enslaved person. (There may be other appropriate terms as well. Leave them in the comments below)
  2. Reframe history. Stop putting the "good" over the bad. Our forefathers fought for their freedom while simultaneously depriving people of theirs and committing genocide. Stop talking about the atrocities against Indigenous/First Nations peoples as history and address them for the past AND present. Stop talking about racism as thought it's long gone. Stop erasing the experience of BIPOC students. 
  3. Participate. I don't want to get too far off my topic here (and I've ranted on Twitter repeatedly about this), but I am so tired of "activists" shouting from the roofs for changing but refusing to actually do the work. We MUST do the work, on every level. As people we need to do the work within ourselves. As teachers we need to do the work in our classrooms. As professionals we need to engage and do the work to change our textbooks and professional organisations. Firing off tweets and writing blog posts is one step. There is so much more.
There is more we can do, but I am going to stop here and direct you to my page on action steps for social justice for that. There are far more important voices than mine when it comes to those kinds of steps and I want to give them focus and credit. I will, however, continue to speak out and take action as a teacher and white woman who has benefited from privilege, particularly today of being educated in a system that prioritises my comfort over actual history. 

Resources

Please note these are not in APA formatting at this time. I plan to update this later.
  1. Glossa A Third Way - Lewis and Short Dictionary Online
  2. https://www.womenshealthmag.com/life/a33023827/was-hamilton-a-slave-owner/
  3. https://www.cambridgescp.com/sites/www.cambridgescp.com/files/legacy_root_files/singles/webbook/s01/s01.html
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On the use of the puzzle piece - Autism

8/6/2020

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Comic by Doodle Beth
If you see me around this year, you'll notice that I now have water bottles with stickers. It is a way for me to express myself and make drinking water more interesting. One sticker I am very happy to have is the rainbow infinity symbol. If you teach at my school, you'll also notice that I have a lanyard with the same symbol. I have this symbol to represent neurodiversity and, in particular, as an ally for those autistic individuals I teach, know, and encounter. If you are thinking, "but doesn't the puzzle piece already represent that?" You wouldn't be alone. However, the more that #actuallyautistic voices are raised, lifted, and heard, the more obvious it becomes that this symbol is not the one to use. Doodle Beth's work, shared above, is a great point of view on this topic and I've shared some more links below that go into much more detail than I will here, but here are some points that we allistic individuals (especially teachers) need to be aware of. 
  1. The use of the colour blue signifies a misunderstanding that autism affects males more than females. What is really the case is that autism in females is far less researched and understood. Most studies have involved males specifically. The ways autism presents itself in these studies often exclude females. 
  2. The puzzle piece often represents something that is missing, or confusing, or a problem for solving. It shows that one may consider an autistic individual/individual with autism as incomplete or lesser. 
  3. Originally, it can be argued, the puzzle piece was meant not to show incompleteness, but to show what people didn't understand about autism. As the symbol became more widely used, its understood and stated meaning has shifted. 
  4. The puzzle piece often represents the idea that autism is a "childhood illness" that one may "grow out of". This is not the case. 
  5. There are some autistic individuals/individuals with autism who like the puzzle piece and either identify with it or have reclaimed it for themselves. 
  6. The puzzle piece is an image and symbol often employed by the group Autism Speaks, which is widely regarded as an inappropriate group when looking to truly understand autism and support the #actuallyautistic community and may be considered a hate group. 
So, long story short, it isn't clear cut. From conversations I've seen and things I've read, the puzzle piece is, at best, outdated. It is also not my symbol, as an allistic, to use. So, I will not use it. I did, however, reach out to a community I am part of and friends I know who are #actuallyautistic and asked how I can show that I am an ally. The rainbow infinity symbol was proposed. When it comes to words, symbols, etc. that are used to identify or discuss communities and individuals, those of us who are not part of it have no say in how those things are used. It is up to each individual and the community to make those decisions. So, I defer to and listen to their voices. I am still learning. If you use the puzzle piece and you are not #actuallyautistic, it is time to look deeper, listen, and learn. 

Further Reading and Resources

Learn from Autistics
Autistic and Unapologetic
The Art of Autism
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New Resource to Gather Vocies

7/8/2020

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During our Comprehensible, Compelling, and Caring conference, Chris B was presenting and we decided to start a padlet of voices for Latin teacher. Check it out and add to it if you can!
Padlet of Voices
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Comprehensible Input and Social Justice (6)

6/29/2020

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This is the final piece of this 6 part series. If you haven't, please go and read parts 1-5 first. They are on the first five principles of the Comprehension Hypothesis: Acquisition and Learning, the Natural Order Hypothesis, the monitor principle, the input hypothesis, the affective filter, and their role in social justice in the classroom. 
Acquisition and Learning
The natural order hypothesis
The monitor principle
The input hypothesis
the affective filter

The Compelling Hypothesis

Ideally we all want our students to be interested in what we are saying, but just like we all have different tastes in foods, books, and music, so will the reaction vary as to how our students react to us. For a long time, teachers have relied on the idea of "motivation" as to how well students react to information. I hear a lot of times that "if students were just motivated.... X would happen", but that's not how things work. While "compelling" is not  necessarily required to acquire language (simply put), it is required for fully successful SLA (Krashen, 2011; Patrick, 2019). When input is compelling, there is not need for "motivation" because one is so drawn in that they "forget" they are actually acquiring language and enter what Krashen (2011) calls a state of flow (Krashen, 2011). You don't have to want to improve, it will just happen because you find the material so compelling; the resulting progress may even be completely unexpected (Krashen, 2011). Patrick (2019) notes the immediate connection between this hypothesis and the affective filter, "choice may be one way of lowering the affective filter and inviting students into the understandable input that we have planned for them - if our planning has taken [student choices] into consideration" (Patrick, 2019, p. 42). This is why I said yesterday that the compelling input and affective filter principles are the most important, in my opinion, when it comes to being a teacher who truly understands and employs CI principles. Everything we do must be run through a CI filter. Every decision we make must be comprehensible, allow natural order, avoid the monitor until they are ready, provide input, lower the affective filter, and be compelling. 

If that list overwhelmed you, I get it. It can be a lot and no one is perfect. We adjust. In the next two sections, I am going to reflect myself on the questions I posed yesterday and then show how I might consider the 6 principles of CI when looking at a topic often covered in Latin classes. I hope you can see how this principle and all 6, when fully understood and applied, provide a classroom where students are valued and respected for who they are and included as people who belong in the classroom with me. 

Before I do. Thank you for coming with me on this journey. While my daily blogging pauses here for now, the conversation isn't over. I would love to consider a follow up post (or a few) addressing any specifics, questions, or ideas we share in our community. There has already been great discussion on various social medias about this. I'd like to see more. 

Reflection - Discussion

  1. Are my students welcome in my room or do they belong in this classroom? I say this to parents every parent night. You students are not welcome in my room. They belong in this classroom. Using "welcome" in this context means, "you are in my space. I'm happy you are here, but you must abide by my roles and expectations". "Belong" in this context means, "Hello! This is a space we share together. You belong here as the person you are, no strings attached."
  2. What do I do to marry my area of expertise and interest with the passions of the students who are in, or want to be in my room? For me, this is an ongoing conversation with my students. I want to know what things they like, what they don't like, what is helpful, and what isn't... and why. What I often find is that if I tweak something slightly, the compelling factor is increased. Regarding content, please see the next section for some detail. 
  3. What do I do to highlight and lift up voices of indigenous people, black people, people of colour in texts/discussions/history/culture/etc? Everything I possibly can. Here's the thing. Representation MATTERS. How can we expect anything to be compelling or comprehensible if students never see themselves in our classroom? Our culture, our textbooks, resources, etc. are already geared to serve white norms. We have to work to change that. So, every chance we get, we lift up BIPOC voices. We put posters up, choose artwork we share consciously. We stop whitewashing stories and point out when our books do it. We do everything we possibly can.  
  4. How do I talk about slavery, colonialism, imperialism, and racism in my classroom? We start by listening. Do some reading and look into the real history of things. We change our languages. Latin teachers.... STOP, if you are, saying that servus means servant. It means slave. STOP saying that slaves might be "treated well" or that slave owners were "kind". STOP using the word dominus or domina to refer to you as their teacher. Instead, call the Romans colonisers. Call them murderers, kidnappers, etc. Same thing when it comes to the English, the Spanish, the Americans etc. Clarify that while people like the Irish, Scottish, Germans, etc. were persecuted for things like language, religion, and culture, they were NOT persecuted for their skin colour. Do the reading and research and clear up your own misconceptions of history and don't perpetuate the system. 
  5. What supports to I regularly use to support learners of all types in my room? In my classroom, I use a visual schedule, provide audio readings of texts, provide stuffed animals and fidget toys, allow the use of languages other than English for many types of work, allow students to draw, write, act, build, etc., make things in large print, with unique fonts, and colours, as needed, provide multiple versions of a test that employ various types of organisation (boxes or tables for those who need them), fonts, text size, etc., and work to allow things like small group instruction or small group testing wherever I can. I don't think this list is exhaustive, and I hope it isn't, but I also know I'm not perfect. I can and continue to try to do better. 
  6. Can my students see themselves in every aspect of what we do (the content, the context, the means, the physical space, etc)? I hope so, but I am going to keep trying. In my classroom, I have posters from Teaching Tolerance that include BIPOC, LGBTQIA+, immigrant, and other voices. When I choose artwork, I try to vary it up and include artwork that looks like my students. I provide options for seating, engaging, input, and expression. If you'd like more, take a look at this presentation. Am I perfect? No. Am I going to stop trying? No. 
  7. Do I run every decision I make for my students through the CI test (if you will)? Is it comprehensible, caring, and compelling (credit to Rachel Ash for the three Cs)? See below. 
  8. Do I know why a student does poorly on an activity/assessment? What am I doing to support them towards their goals? Yes and No. If I don't know why a student did poorly, I am going to ask and accept their answer, whatever it is. Then we will come up with a plan. It may require more instruction/input. It may require a new format or more time. Whatever it is, we'll work it out together.   
  9. Am I providing multiple means of engagement, representation, and expression (UDL)? As often as I can. Engagement is how students work with the material, representation is how the material is presented, and expression is how students show progress (put very simply). See my previous post for more. 
  10. and... How do I know?I work to build trust first through reality pedagogy and, if needed, employ a cogen. As we work to build this community together, the conversations start to happen and students feel comfortable telling me. 

A quick work through

Let's look at a common topic taught in Latin classes, and one I previously discussed: the house and home. Here are some quick suggestions for how I consider the three CCCs of CI and the six principles. This is not exhaustive. Please, if you'd like, reach out and let's talk more!
  1. Comprehensible - I consider what words are already acquired, what words are needed, and what words they've asked for. I ensure that I truly understand the context of each word so that I can provide real comprehensible input that is appropriate and anti-racist. We engage in discussion of the Romans, current events, and our own lives. I provide multiple ways of understanding these words: drawing, definitions, derivatives, and others. We look at a variety of homes in a variety of contexts: ancient and modern.
  2. Natural Order - If students do poorly on an activity or assessment, I reassess, regularly. I am always looking at what students are showing me. If a student has never greeted me in Latin before and starts... you best believe I'm taking a grade! I try to judge student work on their own progress rather than against others. I try not to shame students for asking the same question repeatedly. This is hard for me, but it is something I am working on. 
  3. Monitor - If they haven't asked for it, I don't need to explain it. I don't correct them if they choose to communicate with me. If I don't understand, I ask for clarification.
  4. Input - My job is providing input. They will give output when they are ready. I can provide some scripted things to students who need them, but I try to never force output if they aren't ready. Some things you can provide that allow students to communicate in their own time: ASL, gestures, choices, yes and no questions, communication cards
  5. Affective Filter - I always ask myself: who is represented in these stories, this vocabulary, these images? When I share student work, am I only sharing white imagery? Am I being equitable when I talk about the "house" or am I only showing wealthy houses, talking about slave owners in Rome, etc. And... how do I talk about those from lower socioeconomic status and the places they call home? 
  6. Compelling - What do students want to talk about? If they want to talk about themselves, we may look at examples of Roman houses, but then we'll design or share our own. If they want to talk about socioeconomic status in Rome, we'll do it. I can teach the same vocab, the same culture, the same history in ways that are accurate and​ compelling.  

References

Krashen, S. (2011). The compelling (not just interesting) input hypothesis. The English Connection (KOTESOL), 15, (3). Retrieved from: 
​
http://sdkrashen.com/content/articles/the_compelling_(not_just_interesting)_input_hyothesis.pdf

Patrick, R. (2019). Comprehensible Input and Krashen's theory. 
Journal of Classics Teaching, 20(39), 37-44. doi:10.1017/S2058631019000060
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Comprehensible Input and Social Justice (5)

6/28/2020

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This is part 5 in a 6 part series. If you haven't, please go and read parts 1-4 first. They are on the first four principles of the Comprehension Hypothesis: Acquisition and Learning, the Natural Order Hypothesis, the monitor principle, the input hypothesis, and their role in social justice in the classroom. 
Learning and Acquisition
The Natural order hypothesis
The monitor principle
The input hypothesis

The Affective Filter

Krashen (1983) really describes this well, "Performers with certain types of motivation, usually, but not always 'integrative' and with good self-images do better in second language acquisition" (Krashen, 1983, p. 38). Patrick (2019) goes on to say that without this principle, would create an environment with no link between the students and the teacher (Patrick, 2019). 

This principle gets to the heart of every other principle. Without fully understanding the affective filter and the effect it has on our students, nothing else matters. Our affective filters are "made up of... motivation and lethargy, self-esteem and self-doubt, confidence and anxiety, calm and stress" (Patrick, 2019, p. 42). The lower the filter, the more open one is to receiving input and, thus, acquiring language (Krashen, 1983). 

A lot of the argument against Comprehensible Input as an inherently more equitable set of principles than others does not take fully into account, particularly, how this principle affects all the other principles. Scattered throughout each of my posts are examples of how a whole and true understanding of the Comprehension Hypothesis requires an anti-racist, multicultural, and restorative approach to teaching and working with students. If you aren't applying this daily, hourly, moment by moment to your work, you are not providing comprehensible input and you are missing a major piece to understanding this work and its importance. Further, if you are, there is still and always will be work to do. I don't say this to call anyone a bad person or to say that anyone shouldn't do this work. I say this to say, "this IS the work." Full stop.

Tomorrow's post is on the last principle, the Compelling Input Hypothesis. It is, in my opinion, the second most important piece for CI, after this one. To quote my father (yes, the one who wrote one of the articles I keep referencing), "You have to love the kids more than the content". For the practical part of today, I want to give some reflective questions that I will, hopefully, provide some discussion of tomorrow. I'd love to see your thoughts on these questions. 

Reflection Questions

  1. Are my students welcome in my room or do they belong in this classroom?
  2. What do I do to marry my area of expertise and interest with the passions of the students who are in, or want to be in my room?
  3. What do I do to highlight and lift up voices of indigenous people, black people, people of colour in texts/discussions/history/culture/etc?
  4. How do I talk about slavery, colonialism, imperialism, and racism in my classroom?
  5. What supports to I regularly use to support learners of all types in my room?
  6. Can my students see themselves in every aspect of what we do (the content, the context, the means, the physical space, etc)?
  7. Do I run every decision I make for my students through the CI test (if you will)? Is it comprehensible, caring, and compelling (credit to Rachel Ash for the three Cs)?
  8. Do I know why a student does poorly on an activity/assessment? What am I doing to support them towards their goals?
  9. Am I providing multiple means of engagement, representation, and expression (UDL)?
  10. and... How do I know?

References

Krashen, S. (1983). The Natural Approach: Language Acquisition in the Classroom. Alemany Press.

​Patrick, R. (2019). Comprehensible Input and Krashen's theory. 
Journal of Classics Teaching, 20(39), 37-44. doi:10.1017/S2058631019000060
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