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?

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.  

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? 

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. 

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 :)

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.

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. 

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. 

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. 

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/

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. 

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. 

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. 

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. 

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. 

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. 

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. 

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!

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. 

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!

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.