TPRS year 5 - Preferred Activity Time (PAT) continued...

I posted about this awhile back (see post), but I wanted to point out something I find interesting.

I used to do games every week probably twice or so.  I thought by Wednesday and by Friday we deserved a game.

I have found that with PAT, the fact that they have earned the game is so much more empowering to them.  It also helps during those blocks for them to remember how valuable their attention is (of course we still do brain breaks because I am not a slave-driver).

But notice this graphic to the left.  I have noticed that even with the reward of 1:00 per 15 minutes on task time and giving bonuses for people doing their jobs, we are still getting over 8:00 in some of the classes, which is really awesome for them.

They are constantly being complimented on doing their jobs and hearing that positive encouragement.  This has created an environment where the classroom is charged with excitement as they are walking into my classroom (as I shake their hand and say, "Buenos días".)

The classes that get that 8:00 or more minutes are doing beyond what I could ever ask and that magical fusion creates a class where we can learn so much more that PAT (and more of it) is the best reward to give them, because they are using class time so effectively.

I just wanted to brag about my students.  This is definitely an improvement on PAT since last year. I'm glad it's improving.

If you wanted to see how my board looks, here's another pic.  This is after a class period.  Then I add up the little bonuses (and subtract the negative 5 seconds (each tally) when I lose eye-contact).  The total is circled so I could add it to the spreadsheet.

It might be a little messy, but it has been working for me so far. The numbers are crossed out since I was adding them.  I also make a point to let them know why they are getting those bonuses.

If you don't use PAT in your classroom but find your class could be managed better, consider making the change!  I'm glad I have.

TPRS year 5 - Preferred Activity Time (revised)

Last year, I dabbled in what is called PAT (Preferred Activity Time).  See previous posts about it:

1. PAT - first try
2. PAT - explanation
3. PAT - Cut Throat
4. PAT - Caramba

This year, while I found that many of my students looked forward to PAT, it wasn't quite where I wanted it yet.  After all, the purpose of PAT is classroom management and I don't know how well I really managed my classroom last year.

Here's what I started doing this year...

1. I have changed the multiplier due to bonuses that every 15 minutes in Spanish equals 1 minute of PAT (for 90 minute classes, this adds up).

2. I have really started giving out more jobs to the students in class this year:

• Scribe (with official class notebook)
• passer out of nametags / collector of nametags
• someone to yell at me when I use too much English
• people to pass out papers before quizzes
• someone to decide on options so we can move on
• official PAT watch keeper who yells something when we get to 15 minute mark and class cheers (so I can write it on the board)

These generate bonuses.  When class runs smoothly and I don't have to do a million things extra and can focus on teaching, we accomplish more and it gives students a purpose in class, which I want them to have since they are important!  

So the bonuses range from 15 seconds to 30 seconds extra for students remembering.  This definitely encourages the class because they are already seeing me praise the people for doing their jobs, but also letting them know that's helping the entire class.

I also give bonuses for when students are positive about something in class.  When I ask them to stand or sit and they are just "blah", I give them a PAT bonus for the effort.

Since today I started allowing someone else to time the Spanish spoken, I don't pause the timer when I lose eyes, but I told the class I would just mark in their PAT box on the board and each mark represents 5 seconds they lose (they never will go negative for PAT since they always have plenty of bonuses).  But the idea is to hold them accountable to their eye-contact and attention.

So far with the PAT and positive atmosphere in class (since I am trying to be really encouraging with PAT), I think my classes are really working hard and enjoying coming to Spanish!  I hope we can keep this energy and enthusiasm up!

Día 110 - student participation

So I've been failing my students!  It's not like I am giving out F's.... but I am failing them because I haven't been cracking the whip on my expectations for class.  I'm too much of a push-over.

Some of the kids in youth group at church were talking about a teacher they had this year who was really strict but they didn't talk about her in a negative light.  They said, "She's strict, but we learn a lot in there."  It seems as though there is a positive association in their minds when the teacher is strict but actually can teach them as opposed to a really strict teacher who just sits there and lectures them about non-class material (like a former teacher a this school).  Oops!

I've always been laid back as a teacher for the most part but as I've been told by parents of children, the best thing is consistency.  When parents raise children, they must be consistent in their rules.  I realize that students don't always have the easiest time in life.  I try to be firm but kind.  But I still have students who find it appropriate to put their heads down on their desks in my class.  Then of course, they're going to fall asleep.  I mean, the posture can't be doing much for the brain.

It probably helps that I've been reading through Ben Slavic's TPRS in a Year this weekend in an attempt to get out of this funk I've been finding myself in as a TPRS teacher.  I find that students don't seem to be interested in the stories like they used to be.

The problem is most likely a result of many factors.  But one of those factors is that students most likely don't feel like they have to pay attention.  If they aren't paying attention from the beginning of class and I don't say anything, they think they'll get away with it.  I usually encourage students to sit up straight, but there are days where I don't say anything and I just let them get away with it without talking to them.

So today in one of my classes I had students who weren't giving me eye contact and they weren't trying from their posture.  I stopped and explained that they needed to sit up straight and give me their eyes.  They resisted and groaned and I waited patiently with a smile.  Once I had it, I continued.  During the class it happened again . I apologized and said, "I realize I have been failing you this year by not making sure you are sitting up straight and paying attention.  I will continue teaching when I have you sitting up straight and your eyes on me."   Once I had it, I continued.  It took a little bit out of the class' story today but it will only make things easier in the long run.  I only wish I would have started the year with being better about this.