"Secret Password" happenings

Last school year, I started out incorporating a secret password to get into class.  This year, I no longer teach on the block, so I am doing new passwords that I never had the time to get to last year!

So it's been neat. In conjunction, I have really been having fun to break away from the monotony.  While sometimes, I just wait for the password, I played around with these two recently.

Last week's was:

Ojalá = I wish (let's hope)

Each day I would ask students different questions in TL that were accesible to their level(s):
   Do you want a million dollars?!
   Do you have 5 bellybuttons?
   Is it Friday yet?!
   Is it June yet?
   Is it hot outside?
   Is it July?

And they would respond with: "Ojalá" (I wish).

It was a lot of fun and later gave me the opportunity to throw Ojalá + past subjunctive in a reading for Spanish 1 that some kids were able to figure out (once they knew "ojalá" was like "I wish"). Cool!!

TPRS year 7 - secret password tweaks

Here's the evolution that I have had in my teaching.

4 years ago, I decided to stand at my door to greet students.

3 years ago, I continued to do this.

2 years ago, I thought it would be great to add in a handshake while greeting students.

1 year ago, I decided to try out a secret password with my students so that they could get in my class. (see post)

This year, I have continued with the secret password, but continue to experiment.

While I think they really helped me have something else to play around with during targeted and non-targeted comprehensible input during class last year, it also just added that extra element of fun.

Nevertheless, the way I did it last year made it a little disjointed.

As I have been reading on Bryce Hedstom's blog, I have found that there are passwords that are almost call and response. Or they are an interaction that kids have to go through before they can enter.

Last week, I tried out, "Of course!" (Claro que sí).

TPRS year 6 reflection

So I'm currently finishing up year 10 of teaching and year 6 of implementing TPRS and CI strategies in my classroom.

Some things that I experimented with in Spanish 1 (my only level this year) were:

1. bumping up the level of embedded readings
2. finding ways to practice 1st and 2nd person forms with actors
3. varying forms of verbs and popping up the grammar about them
4. using phrases/expressions that I haven't used in Spanish 1 yet
5. trying out New Blaine Ray materials and ditching them after semester 1
6. "hanging out" with my students (easy to do with 90 minute blocks and when students want to  talk even a little bit about their lives)

Here's a brief reflection on each.

What's the password?!

So if you walk by my classroom during passing period, you'll most likely see something a little out of the ordinary for the average classroom: a line of students.

In the window to get into my classroom there is a green sign that reads: "Puedes pasar" (You can pass) and "No puedes pasar" (You cannot pass). The latter makes me think of Gandalf talking to the Balrog in the Fellowship of the Ring. Although I am sure he would have said something like, "No pasarás" (You shall not pass.)

Last year, students had to shake my hand to enter and I would say "good morning" or "good afternoon" to them.

This year, I have followed in the footsteps of some foreign language teaching pioneers and I make my students tell me a secret code before they can enter.

The secret code is posted on a small white board in the classroom with the Spanish and English translation.