Going through my overflowing inbox, I discovered an email from Kenny’s Classroom with information about the Unfair Game. If you follow the link, you will be find details on how to access free instructions and an editable template. The reason I am sharing this with you is because I have tried this several times with little success and now I realise why.
The secret is the whacky prize pool. I had no idea just how important this is until I reflected upon why the Unfair Game went so spectacularly badly with a previous year 8 class. I set the students up in teams who then had to compete for points. Unfortunately this over competitive cohort totally burned me so badly I moved the powerpoint to a folder on my hard drive, with no intention of ever opening it again. Now after reading these instructions, I can see where I went wrong…..
Students love the unexpected! What teenager wouldn’t get a kick out of quirky prizes!! Have a look at these suggestions:
Genius isn’t it? This would work with all levels; from junior primary to secondary! It just might be the perfect activity for an end of term activity full of sneaky repetitions, a relief day or just because!!
No matter what the age of your students, call and response are awesome for getting the whole class to stop and listen!
They work like this: the teacher says a word or phrase and upon hearing it the class choruses a response and then magically look towards the teacher ready for an instruction. With brand new classes, I don’t introduce a call and response until all other behaviour management systems are working smoothly. Until then, I use the 1, 2, 3 song (taught in lesson 1) and sing until all students are singing with me.
The first call and response I usually introduce is the following:
When saying it, I pause between lines to make sure all students are keeping up with the instructions. If it is noisy, I will go through it once to get everyone attention and then repeat it. With very young learners, I modify the instructions by removing the word ‘angkat’ so that it becomes: satu tangan, dua tangan, tepuk tangan.
Here are a few more that can be introduced to students in preparation for upcoming stories or for review. My all time favourite that has worked so, so well with all year levels is this one:
I absolutely love this call and response. It is short and effective. When first introducing this one, I explain that the echo must be exactly the same as the original. If I say it slowly, it must be echoed slowly, if sang, the echo must also be sung etc. It is also incredibly helpful during lessons. If someone puts up the stop sign for karena, all that is required for me to say karena three times and with automaticity. The student inevitably echos, ” because, because, because” with a giant smile on their face!
This is similar to karena, except that before saying but, but, but, students stand up and each time they choral echo ‘but’, they slap their bottom, right, left, right. Students absolutely love this one and it certainly has a lot going for it however I have only done this one with students (and families) I knew very well.
That is all I can think of that have been successful and I am currently investigating new ones that could be used with upcoming topics as bonus repetitions of target structures. Here are a few that I might have some potential!
Thanks to the discussion of Facebook, here are a few more!
I have just finished my first week of teaching Indonesian at my new site. Yes, that’s right, I’ve moved again, and it was the best decision I ever made. After resigning from DECD SA and on the advice of several good friends, I applied for and won a job in Sydney! It has been refreshing working with staff who have my back!!
The main attraction of this job (other than being in NSW), was the potential of being a dedicated TCI/TPRS junior primary teacher. I absolutely love working with JP students – their motivation and engagement is off the chart and consequently their progress is insane. They don’t get hung up on making mistakes, and they give everything and anything a go. It is so rewarding beginning with students usually start with no Indonesian and yet by semester two, our lessons can be 95% in Indonesian!
As always, I have started with Jim Tripp’s “Pleased to Meet You” story. It’s the perfect story to start with – regardless of age – for laying the foundation for future lessons being 95% in Indonesian.
I also love TPR (Total Physical Response) as both a means for keeping students moving and for acquiring verbs. Our first lesson this week introduced berjalan kaki (walk), stop and duduk (sit). Offering young students’ frequent opportunities to move is the secret to increased focus. It sounds like an oxymoron but frequent brain breaks effectively manage wriggles. TPR is a brilliant brain break as not only does it get students up and moving, but also introduces students to structures that will eventually occur in stories e.g. pelan/cepat (slow/fast), berdansa (dance), menyanyi (sing), berlari (run). TPR is a win:win!
Another aspect I introduced last week into my first lesson is calling the roll with Class Dojo. Assessment wise, the data is incredibly helpful for students who are regularly absent from lessons (MiniLit, MultiLit, extra curricula), but it also has another major advantage. It provides me with regular opportunities to target “Apa kabar?” (how are you?) which is usually the first question my students are asked when greeted by Indonesian friends and colleagues. I begin with the basics; firstly baik-baik saja (fine), then lumayan (ok) & finally kurang baik (not so good). These three structures are incredibly versatile and thus are excellent foundation structures.
I strongly believe that we should choose early structures wisely. Look for ones that are easy to say (consider the difference between pronouncing paham and mengerti for early learners), ones that provide a base upon which future structures/ grammar popups can be based e.g. senang sekali (word order) and for intercultural understanding opportunities e.g. kurang baik (less than good). I love ‘lumayan’ (so-so) as it is amazingly versatile. Not only is it useful for explaining how you’re feeling, but is also can be used with adjectives e.g. lumayan besar (sort of big).
Thus, once the basics have been acquired, the roll is the perfect way to introduce other feeling structures that will come up in future stories e.g. lapar (hungry), haus (thirsty), panas (hot), dingin (cold), ngantuk (sleepy) etc.
With JP classes, the aim of the roll is purely acquiring a wide variety of structures, however with MP & UP classes, the aim changes to building automaticity. This is done through adding challenge by timing classes. This starts with classes each lesson trying to beat their own class high score before introducing a whole school challenge to see which class can call the roll the fastest. Can you see the structures needed for this? Brilliant hey?
I really hope that even though my posts will now come from a JP perspective, you will gain ideas regardless. Maybe, in reverse, you will see ways in which what I write about could be adapted into meeting the needs of your cohort. In actual fact, all language learners have the same needs regardless of their age!
I’ve had fun this term experimenting with hand clapping with my junior primary classes. As my JP lessons almost always involve TPR (Total Physical Response), I am constantly looking out for new ideas to do this. TPR in my JP lessons usually centres around walking, swiming, dancing and hopping. While it only takes a few minutes, it is a great way to get young learners up and moving while listening to target language input. Where possible, I add structures from the current story; this term students vomited a lot from Catharina’s ular story!
I am constantly on the look out for new ideas to help keep TPR novel. While scrolling through my photos recently, I rediscovered my audio recording of a fun warm up/ice breaker called tepuk tangan pramuka shared by Indonesian international students at Flinders Uni in 2019. I found a YouTube clip to help me master it so I could demonstrate it to my classes.
I prefer this clip because it includes three variations of the tepuk tangan pramuka rhythm which, once my students had mastered, helped them suggest some other variations. That too was fun. They had so many ideas including single fingers, fists, back of hands (ouch) and fingers on palms.
To take advantage of its success, I next searched YouTube for other clapping ideas. This video has several great ones.
The first, tepuk semangat, I didn’t feel was right for my students but the following two have been perfect. There are several others that appeared to have potential too, e.g. tepuk koboi, but unfortunately include rifle shooting gestures. The tepuk ikan has greater potential but I think I would repeat ‘berenang’ rather than use the language ‘kenyang’; a Balinese word I typically avoid as it has the potential to cause embarrassment!
Instead, I think the following language would be fun:
The first one I introduced was the tepuk hoi, which is the second one on the above clip (fast forward to :27). This was an instant success and has become a successful call and response option.
The tepuk jempol (follows straight after tepuk hoi) was the second one I tried and it too has been popular. I particularly like how much slower it is.
The third and final tepuk tangan I taught the classes this year was the tepuk nyamuk. This one is just great fun!! Fast forward to :41 for tepuk nyamuk. Be warned though, the students in the clip below are shouting, which might be off putting.
On this clip, I also like the ting tong jus (1:30), tepuk jam dinding, (:52) and tepuk coca cola (1:03). The only thing with these is that they are one line short, so I’d tweak them to maintain the pattern. eg Ting Tong Jus clap, clap, clap ting, ting, clap, clap, clap tong, tong clap, clap, clap ting, tong, clap, clap, clap ting, tong jus
While there are hundreds of variations, those that use either familiar vocabulary or incude onomatopoeia are the ones I find the most suitable. Brain breaks work best when only acquired language or quirky sounds are used eg tepuk nyamuk using the sound a mosquito makes when buzzing around your head. These clapping rhythms have been incredibly popular with my JP classes and I’ve had many students tell they enjoyed also teaching them to their younger siblings and parents!!
Do you also find term 10 incredibly challenging as a specialist teacher? For the past two terms, Gimkit has saved my sanity. By week 10, students are just so tired, most can do nothing beyond collapsing on a chair which is why online games work so well at this time. For the rest of the term, I believe their value is limited and a poor use of precious lesson time. Also, I have found, in saving them purely for week 10, their appeal snowballs leading to increased engagement and motivation at a time of the year when both are rare.
At my current site, students in term 1 constantly begged for Kahoot. I have to admit (eek – sorry), I am not a Kahoot fan. While I have used it a lot in the past, there are much better games available now that do not rely on students being the fastest to touch the correct answer. This can be highly disengaging and demotivating for struggling students. My goto online game now for students in week 10 is hands down Gimkit. For a specialist teacher though, you will probably need a subscription to play this with all classes, but if you were going to invest in just one game, this one is well worth it and will not break the bank.
I introduced classes to Gimkit last term in week 10. They had begged for Kahoot, so I prepared both a Kahoot and a Gimkit game based on the language from their class created text. I then made a deal with them. They had to play a game of each but could choose which one they’d play first. Naturally they grumbled when it came time to play the Gimkit game and afterwards when I asked which they prepared, most loyally elected Kahoot. However this term, right from the start, even before I had mentioned my plans for week 10, they were begging for Gimkit! Students before, during and after school came up to me begging for it!! When I suggested also playing Kahoot, they scoffed!
I recommend when using Gimkit for the first time, start with the classic mode where students compete independently. This gives them the opportunity to explore the way the game works and introduce them to some game features, particularly upgrade/sabotage options in the shop.
Depending on the age of the class, for middle primary, I recommend trying next the Humans V Zombies where students are randomly assigned to the team Humans or the team Zombies and them work together to outlast the opposition. My older classes also enjoyed this mode but it was not their first choice!
For upper primary and secondary classes, their first choice is the Trust No-one mode. As this is based on ‘Among Us’ (yet more appropriate), it was very popular. It can invite very loud discussions throughout the game with chatty classes and insisting on silence for the follow up game works well too. My major gripe about Trust No-one is that students can misuse the voting aspect to target less popular students. If this is also a problem with your students, I recommend a discussion before playing another round.
A huge plus for Gimkit over Kahoot is that Kahoot rewards the fastest students and everyone is answering the same question at the same time increasing the chances of cheating and invalidating the data collected; with Gimkit, each student works at their own pace and the questions appear randomly with answers rarely in the same order from student to student.
However, the downside of this means that struggling readers do not gain any benefit at all if working independently with Gimkit. If there is just one struggling student, it helps to sit alongside them to read the questions. Otherwise, pairing students up may work. This also means that Gimkit is unsuitable for preliterate learners. Sad face (Edit :See Postscript # 2 below for an update to this observation) .
I highly recommend keeping questions simple at this time of the year. I prefer simply to ask the meaning of structures used during the term and try to include one ridiculous answer to make them smile!!
Senora Ana and I were chatting yesterday about Gimkit & Charlala and it suddenly occured to me that I forgot to mention this important hack. At least one student per class will inevitably accidently sign out of the game mid way through. All they need to do when this happens is to press the refresh key once and they will be returned immediately right back where they left off!
POSTSCRIPT # 2
I’ve learned (Terima kasih banyak to Pak Tim) that there is an option within Gimkit for questions to be read to players. Unfortunately, if you leave the pronunciation to Gimkit, the Indonesian pronunciation is so inaccurate, it is mostly incomprehensible.
Here are the instructions for turning on the read to me option:
2. Open the cog.
3. Switch on read to me.
Rather than leave the pronunciation to Gimkit, an easy option when creating questions, is to record the audio for each question word and then it will play automatically for each player. Thus as Pak Tim recommends, players requiring audio will need to play with headphones.
To add audio to your questions, click edit ,add audio and then save:
It has just occurred to me that I have only posted about how Kursi Luar Biasa works in middle primary and upper primary classes. I also use it successfully with very young students in a much simpler format. I initially began incorporating it into my younger classes for several reasons and they are threefold: to introduce the concept of a special chair for a special person, to introduce the language ‘kursi’ + ‘luar biasa’ and as a sneaky yet compelling way to review target structures! The exclamation ‘luar biasa’ (awesome) is such a positive one that it is beaut that students are provided with the opportunity to hear it repetitively in their first year of school. It is also useful that the word for a common item of classroom furniture (kursi/chair) is introduced at this point too. Having a Kursi Luar Biasa also provides me with a designated ‘teachers helper’ in my classroom. As most junior primary teachers incorporate student jobs into their class routines and due to the fact that each class’s procedure & system differ, it is considerably easier for me to have my own system specifically for the Indonesian classroom.
Who wants to sit in the awesome chair?
I choose the student using my paddle pop sticks using the language, “Siapa mau duduk di Kursi Luar Biasa?” following it with a comprehension check; “Bahasa Inggris? Siapa mau duduk di Kursi Luar Biasa?” and then after a student correctly translates, reply with, “Ya!! Bagus!! John pandai. Satu poin John! Who wants to sit in the awesome chair?” I repeat the English for my reception students to ensure they hear the translation clearly. I then dramatically choose a stick. I also check that the letters KLB are not written on the stick yet (this is my record system to ensure everyone gets a go) and if all is good, I make eye contact with the student and ask, “Susie mau duduk di Kursi Luar Biasa?” Naturally ‘Susie’ will nod yes and I will restate, “Susie mau duduk di Kursi Luar Biasa!” I do not circle this with reception (prep) students because of the disappointment factor, I just repeat the sentence several times as I write KLB on ‘Susie’s’ stick before returning it to the container. At this age, young’uns are still learning to understand turn taking and I strongly believe in the importance of ‘social skills pop-ups’! When I get comments along the lines of “I haven’t had a turn.”, I answer this by asking the entire class in English, “Who hasn’t had a turn yet?”, emphasising the word yet. The beauty of this question with very young students is that they either can’t remember if they actually have had a go yet or even more likely, want to sit in the chair again so much so that they pretend they haven’t sat in it yet, and also raise their hand! This gives me the opportunity to show the student who blurted out in English that they are not the only one who hasn’t had a go YET, and then reassure everyone that there are still plenty of weeks left in the year and everyone will get at least one opportunity. I do it in English; both to keep it short and snappy (pop-up) but also because I strongly believe in the importance of developing social skills and the necessity for this snowballs with each yearly student intake of reception students.
The Awesome Chair: Boy or girl, Good or ok? Are you clever at running fast?
Once Susie is sitting in the Kursi Luar Biasa, I ask her a few questions based on the language structures their class has been focusing on. At the beginning of the year, the questions are simply “Susie baik baik saja atau Susie kurang baik?” & “Susie perempuan atau Susie laki laki?” With each answer (verbal &/or non verbal) I restate the answer in full. “Ya, Susie perempuan. Susie bukan laki laki.” I usually only ask 3 questions as that is as long as young students can focus. I like the final question to be quirky and incorporate the target structure. Sentences that have been successful include; “Susie mau makan hamburger?” (while holding up a huge hamburger cushion) or “Susie pandai berlari cepat?” (this awesome idea comes from Anne MacKelvie, however I highly recommend waiting till term 4 to introduce it so that you only have to race against a student for a limited number of weeks!! It’s highly compelling stuff for the students but eats into my energy reserves!) If ‘Susie’ says yes, I then wave the class back saying ‘Geser, geser’ (scoot, scoot) to create a running track along the front of the room. I gesture dramatically with my arms to ‘Susie’ saying “Ayo!” (Come here). I then turn to ‘Susie’ and say, “Bu Cathy menghitung satu, dua, tiga. Bu Cathy berkata ‘tiga’, Susie berlari cepat ke kursi/Johnny.” (a nearby end point). I begin to count very slowly but for the first few counts, I change ‘tiga’ to a silly word. eg Satu, dua, hamburger!, satu dua Trent! Each time the student takes off I smile at them and cheekily say to them ‘nakal!’ I then count properly and pretend to run fast theatrically allowing the student to beat me. I then exclaim to the class, “Susie berlari cepat! Susie pandai berlari. Susie pandai berlari cepat.” Meanwhile ‘Susie’ is glowing with her success and struts proudly back to the Kursi Luar Biasa!
Once seated back in the Kursi Luar Biasa, ‘Susie’ takes on the role of ‘Teachers Helper’ and is my first goto person if I need help. This could be taking a message somewhere, collecting something, accompanying a student to buddy class/ the office or if we are playing a game, is automatically chosen to both demo a new game and be the first person to play!
Your Kursi Luar Biasa can be as fancy or as plain as suits you and your teaching situation. I prefer to lay my Batak weaving over a comfy chair as I do not use the Kursi Luar Biasa chair in every lesson with older classes. Sometimes, there is not enough time or it just needs to have a break to prevent it getting tired & stale. The beauty for me of using an Indonesian ‘sarong’ is that it can be whipped off quickly and is then easy enough to throw back on when you have a year 7 class sandwiched between two junior primary classes! This system is also very practical for mobile teachers as a sarong weighs very little in the ‘cart’. Without doubt, the most impressive Kursi Luar Biasa chair I have ever seen is Ibu Anne’s. How gorgeous is it!! Her students absolutely love it. See the link below for the post I ‘stole’ (borrowed) the photo from!!
Have you tried Kursi Luar Biasa with your students? If you have or you just want to ask a question about this post, please write it in the comments below. All your questions and comments are greatly appreciated; not just from me but from everyone who reads this!
‘Pleased To Meet You’ is without a doubt the best story (I believe) to use as a springboard into TCI/TRPS. In my first year of using TPRS, I used the version below of Jim’s brilliant story with all year levels; R (prep) – year 7. A huge thank you to Jim Tripp for his kind and generous permission allowing me to share it with you. The beauty of this story is its simplicity, quirkiness and economic use of language.
The outline in this post is a blend of a unit of work that Ibu Sharon and I created in 2017 for conference presentations and my own classroom practise. It is designed for preliterate students however can equally be used successfully with all other junior primary year levels. I now teach these lessons with both the straight reception (prep) classes and the composite R/1’s. Thus the year ones in these composite classes work with this story twice and I’m guessing you’ll be astonished to hear that I have not ever had a student comment about this!
If you are starting out on your CI journey and your JP students are also unfamiliar with CI, this outline can also see used successfully with all JP levels as not only does this story introduce structures vital for story telling & co-creating stories but it also is a gentle and engaging way to introduce your students to the language and expectations useful in a CI classroom.
The target vocabulary in the junior primary story version includes the following three structures: nama saya, siapa nama, berkata (My name is, What’s your name, said)
The following are also in the story: di (at), dari (from), Astaga! (OMG!), autograph & pingsan (faints) but instead of pre-teaching these, I personally prefer to say the words in both languages (Indonesian first followed immediately with the English translation) & incorporate comprehension checks until I assess they were no longer necessary and then just use Indonesian. With my reception (prep) students I use ‘di’ & ‘Astaga!’ but not ‘dari’ or ‘pingsan’; I use ‘from’ & ‘faints’ instead. We all know our own student cohort best and you will know whether to use the Indonesian, the English or both for these ‘bonus’ words. I can’t stress enough the importance of always minimising unfamiliar vocabulary to avoid student cognitive overload. The only way you can fully understand how stressful this can be for your students is to join a class teaching an unfamiliar language as we did with Blaine Ray at the recent 2019 Australian TCI Conference. Please, please, please keep this in mind when teaching.
To personalise the story, I highly recommend using the name of familiar staff from your school in your story. Changing the celebrity name and the location to suit your current student’s interests will also ensure that the story appeals to your students.
It is also important in all TCI stories that cognates and proper nouns (not common nouns) are used. For example ‘McDonalds’ & ’hamburger’ are easily recognisable cognates whereas ‘rumah makan’ (restaurant) & ‘nasi’ (rice) are not. Cognates & familiar proper nouns are a gift to language learners and teachers. They help us to reduce the cognitive load and facilitate the ‘narrow and deep’ mantra that underpins CI teaching.
One final note regards the intentional lesson structure I use when planning activities in my JP lessons. The younger the students, the more important it is to keep activities short and sweet and for every sitting activity, follow it with an up and moving activity. I call this the up/down/up/down format! Students this age need lots of movement and restricted sitting time!
Here is the JP story version;
Pleased To Meet You by Jim Tripp
Taylor Swift di MacDonald’s.
Pak Taylor di MacDonald’s.
Taylor Swift berkata ‘Halo. Nama saya Taylor Swift. Siapa nama?
Pak Taylor berkata ‘Nama saya Pak Taylor.’
Taylor Swift berkata ‘Pak Taylor? Pak Taylors dari PEPS? Astaga!
Taylor Swift berkata, ‘Autograf?’
Taylor Swift faints
Taylor Swift is at MacDonald’s.
Pak Taylor is at MacDonald’s.
Taylor Swift said ‘Hallo. My name is Taylor Swift. What’s your name?
Pak Taylor said ‘My name is Pak Taylor.’
Taylor Swift said ‘Pak Taylor? Pak Taylor from PEPS? OMG!
Taylor Swift said, ‘Autograph?’
Taylor Swift faints
Junior Primary Lesson Outlines
LESSON 1. Target Structures:
nama saya (my name is)
Welcome:(A huge thank you to Diane Neubauer for her permission to use an adaptation of her wonderful introduction here)
Halo Kelas! Welcome to Indonesian. My name is Bu/Pak (Mrs/Mr)_____. Can you say that?
(Repeat very slowly) ‘Bu/Pak _____ . What do you think Bu/Pak means? Ya! Bu/Pak
means Mrs/Mr and if I was a man/woman, my name would be Pak/Bu ______! Pak/Bu
How do you feel about learning Indonesian?
I think learning Indonesian is cool too.
Some students feel nervous/ worried about learning Indonesian. They think it is
going to be hard. Do any of you feel more like that? Thank you for telling me this.
I’m going to share with you a few things which will help you enjoy learning Indonesian and also help you learn it faster.
Go through the rules briefly: JP – Dengar, Diam, Duduk (Listen, Quiet, sit down)
Do you know any Bahasa Indonesia?
What do you think learning Indonesian will be like?
TCI Activity # 1: Roll
I always begin calling the roll with the statement ‘Ayo mengabsen’.
followed quickly by pop-up English translation; That is Indonesian for let’s call the roll.
I call the roll using class dojo.
Greet each child with a wave & a halo with their name.
Encourage students to reply with Halo Bu Cathy.
TCI Activity # 1: Class Expectations Direct student attention to the 3 monyet poster. Discuss briefly what they are doing? Sitting, listening and being quiet! Explain that the monyet are being very clever and they are reminding you of what you need to do to learn Indonesian. Clarify that when students are doing the right thing they can earn positive class dojo points and when they are not doing the right thing, they will get a negative class dojo point. I then refer to the poster throughout the lesson and give class dojo points to students doing the right thing!
(see TPT for a free copy of this poster – acknowledgement to Annie Beach for her impressive artistry)
TCI Activity # 2: Introduce the target structure ‘Nama saya’
1. Say ‘Nama saya’.
2. Explain ‘Nama saya’ is Indonesian for “My name is…”
3. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!). Notethat ‘listen & repeat’ is strongly discouraged in CI classrooms however I have found that junior primary students thoroughly enjoy it because of the quirky voices. It is a compelling way for them to hear novel repetitions of structures and the more unusual the voices, the more engaged the students become!
4. Provide the gesture.
5. Do one more comprehension check. (what does ‘nama saya’ mean, close your eyes and do the gesture for….)
TCI Activity # 3: Circling ‘- Nama saya’ (Remember to speak SLOWLY)
Here is the script that I used with my 2018 reception classes:
Say ‘Nama saya Bu Cathy’ and point to myself.
What do you think ‘Nama saya Bu Cathy” means?
Ya; ‘Nama saya Bu Cathy” means, “My name is Bu Cathy.”
Hold up a Dora The Explorer (or any soft toy character that is easily recognisable by that age level).
Nama saya Dora.
Ya! Nama saya Dora.”
Comprehension check: Nama saya Dora means My name is Dora!
Is that right? Is her name Dora?
Point to myself:
Nama saya Bu Cathy!
Ya! (thumbs up)
(Pointing to myself) Nama saya Dora?
No!! Nama say Bu Cathy
Nama saya (their teacher?)
Nama saya Jett? (Use a student’s name from the class)
Nama saya Bu Cathy?
Ya!! Nama saya Bu Cathy!
Nama saya Mrs Turley or Nama saya Bu Cathy?
What do you think ya means? That’s right – yes!
Hold up monyet puppet and say:
Halo kelas! (Waving his hand at them) and then:
Nama saya Big Bird??? Monyet shakes his head no.
Nama saya Cookie Monster??? Monyet shakes his head no.
Nama saya Monyet?? Monyet shakes his head yes!
Ya!! Nama saya Monyet! Monyet nods his head yes!
What does ‘Nama saya Monyet’ mean?
Ya!! Nama saya Monyet means, my name is Monyet!
Monyet again asks, Nama saya Jett? (student from the class)
Simultaneously with the class, negate this saying bukan!
Nama saya Monyet!
Nama saya Bu (their class teacher)?
Simultaneously with the class, negate this saying bukan!
What does ‘bukan’ mean? Repeat again shaking head. Ya!! Bukan means no.
Monyet again; ‘Nama saya Monyet’.
Nama saya Monyet or Nama saya Jett?
Ya!! Nama saya Monyet!
Repeat this with other student names from this class and each time, Monyet waves to that student!
Continue circling with other cards/props until you feel students have sufficiently grasped the target language or the students are becoming restless.
TCI Activity # 4: Fun Target structure Repetitions(to get more repetitions of the target structures use games, fun rhythms or songs that do not contain any unfamiliar vocabulary.)
Choose one of the following ‘nama saya’ activities:
1. Clapping: Clap hands twice and then knees twice while simultaneously saying intimate to the clapping; ‘Nama saya Bu/Pak ______,’ then repeating the clapping rhythm for the students to echo you, in time with the rhythm. Continue using students names by going around the circle with the students echoing! In the second round, encourage individual students to say it using their own name with the class & you echoing.
2. Piccadilly Circus – students stand in a circle with one child in the centre holding a soft a ball. They walk/run to someone in the circle and say as they hand over the ball, “Nama saya _____”. The 2 students then swap places & the person with the ball then walks/runs to someone different and says “Nama saya ________”. You can vary this game by asking students to sit down after they have passed off the ball or you can add another different coloured ball and play it with 2 balls. 3. dum dum dah dah – (replace dum, dum, dah, dah with Nama saya)
LESSON 2. Target Structures: Siapa nama? – What is your name?
TCI Activity # 1: Roll (Getting to know the students and familiarising them with how each Indonesian lesson begins)
I always begin calling the roll with the statement ‘Ayo mengabsen’ and again follow this immediately with a pop-up English translation; That is Indonesian for let’s call the roll.
Call the roll using class dojo and as with the previous lesson, greet each child with a wave, a halo and their name while encouraging students to reply with Halo Bu Cathy.
TCI Activity # 2: Review & Expand Student understanding of Class Expectations Review the 3 monyet poster and the benefits of sitting, listening and being quiet in Indonesian lessons!
TCI Lesson Activity # 3 – Nakal/Pandai (Introduce your preferred behaviour management system. Here is a link explaining in more detail how I manage my very successful JP behaviour management system.)
Discuss nakal/pandai and reiterate what is pandai in kelas Bahasa Indonesia and what is nakal di kelas Bahasa Indonesia. Link to tiga monyet and give class dojo points to students being pandai.
Introduce and sing together the following song to reinforce tiga monyet.
satu, satu, duduk, duduk, duduk.
dua, dua, diam, diam, diam.
tiga, tiga, dengar, dengar, dengar.
satu, dua, tiga, duduk, diam, dengar.
Put a stick up on the board next to the pandai poster using blutack and again reinforce diam, dengar, duduk.
TCI Activity # 4:TPR (Total Physical Response)
1. Revise meanings for berdiri, duduk. (stand, sit) &
2. Introduce perempuan/ laki-laki (girl/boy).
3. Explain/translate ‘perempuan’ is Indonesian for “girl” and ‘laki-laki’ is Indonesian for “boy.”
4. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
5. Brainstorm for a gesture for the structures (e.g. girl = hand pretending to puff up hair & boy = stroking beard or drawing a moustache)
6. Do one more comprehension check.
Here’s my script from my 2018 reception classes:
Jett (student name) laki-laki.
Jett laki-laki? Ya Jett laki-laki.
Julie laki-laki? Bukan. Jett laki-laki.
Jett laki-laki atau Julie laki-laki?
Ya Jett laki-laki.
Repeat for a female student. Repeat using SpongeBob. SpongeBob laki-laki atau SpongeBob perempuan? Comprehension check. and move to incorporating laki-laki & perempuan:
Jett perempuan atau Jett laki-laki? Ahh, Jett laki-laki! laki-laki duduk.
Jess laki-laki? Jess perempuan? Ya! Jess perempuan! Jess perempuan duduk!
**Comprehension check often**
TCI Activity # 5: Circling – ‘Siapa Nama?’
From a bag, take out 2 puppets and begin a puppet show:
Bert: Halo kelas!
Bert: Nama saya Mr Banana.
Teacher says: Is that right? No!!
Bert: OK! Nama saya Bert!
Bert: Siapa nama? (to puppet 2 – SpongeBob ). (Comprehension check)
SpongeBob then asks a student sitting at the front, Siapa nama? (comprehension check).
SpongeBob (to Bert): Nama saya Jett (repeating name given by student).
Bert: Bukan!! Bukan Jett.
Bert points to Jett and says ‘Jett’ while nodding head. Points to SpongeBob and shakes his head saying, ‘Bukan Jett’. Points to Jett again and while nodding & waving says, ‘Halo Jett!’
Repeat for several students.
SpongeBob: ‘Nama saya Bu Cathy?’
Teacher: Bukan. Nama SAYA Bu Cathy!!
Bert: Siapa nama (to SpongeBob). (Ramp it up by being theatrical!!)
Teacher: Siapa nama? (to SpongeBob & again to the class)
Encourage class to answer.
Bert & SpongeBob say together: SpongeBob!
SpongeBob: Ya, Nama saya SpongeBob
TCI Activity # 6: Fun Target structure Repetitions
1. Raja Monyet (monkey king).
Students sit in a circle, with
one child in the middle with his/her eyes well covered. Select another student who will be the ‘Raja’ (king) and give them a name, which is familiar to your students. For this story, the ‘Rajas’ name would become Pak Taylor or Taylor Swift! The student in the centre is then invited to choose 3 different students (one at a time) and ask each, “ Siapa nama?”(What is your name?). All students except for the ‘raja’ answer with “Nama saya & their own name”(My name is _______) but the Raja answers with ‘Nama saya Taylor Swift.”(My name is Taylor Swift) With this answer, everyone must swap seats. Teacher can then choose a new ‘Raja’ and a new person to sit in the middle.
2. Last year I wrote a song that uses a very slow ‘skip skip, skip to my Lou‘ tune:
Nama saya Bu Cathy!
3. I also created a new game which is perfect for reps on siapa nama & nama saya with junior primary students:
Students walk together in a circle around the room in the same direction with music playing. When the music stops, each student has to drop to the ground like a rock with their eyes closed and their face facing downwards. ( It is important when explaining how to play this game that students understand that if they are not tucked up like a rock, they can’t be covered with the sarong, so I recommend before playing, ask a student to demo curling up like a ‘rock’ beforehand with their face facing the ground.) I walk with the students while the music is playing and when the music stops, and all the student are curled up like a rock, I cover one student with the sarong. As soon as I ask, “Siapa nama?”, students can sit up and walk over to the student covered by the sarong and stand around him/her without touching the sarong (or student) and answer my question. I restate every answer with ‘Nama saya (suggestion)?’ and if I say the right name, the student under the sarong jumps up! This became one of the most requested games last year!! Over the year, I gradually phased out the music and incorporated TPR language into the game and sometimes, I even covered two students with the sarong!!
TCI Activity # 7: Farewell Song; (Tune: If you’re happy and you know it clap your hands)
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa murid-murid/ anak anak (or simply kelas _______)
Sampai jumpa Bu/Pak_______,
Sampai jumpa, Sampai jumpa, Sampai jumpa
LESSON 3. Target Structures: berkata – said
TCI Activity # 1: Roll
At this stage, I simply say their name and when they answer, I just greet each person with ‘halo (+ name). At this stage of the year, this is purely for me to start attaching names to faces.
TCI Activity # 3: Introduce the target structure ‘berkata’
1. Write ‘berkata’ on the board. (except for reception/prep classes)
2. Explain/translate ‘berkata’ is Indonesian for “say/speaks”
3. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
4. Brainstorm for a gesture for the structure and choose one that replicates the one you personally want or was chosen in a previous class.
5. Do one more comprehension check, (close your eyes and do the gesture for….).
TCI Activity # 3: Circling
Create a powerpoint of characters who have saying that are well known for your student cohort. What worked well for me was adding an animation for the ‘saying’ to delay the text until after you have brainstormed as a class and included heaps of reps of ‘berkata’. If students can’t remember exactly what the character is known to say, I prompt with ridiculous suggestions. e.g. Dory berkata, “Let it go”? And I don’t just say ‘Let it go”….. I sing it theatrically!! Boy, does that get a great response!!
For my junior primary students the following were very successful:
Spongebob berkata ‘Krabby Patty’.
Elsa berkata ‘Let it go.’
Pikachu berkata ‘Pika, pika.’
Bob the Builder berkata ‘Can we fix it? Yes we can!’
Dory berkata ‘Just keep swimming!’
TCI Activity # 4: Target Structure Reps Activity
To get more repetitions of the target structures and provide students with a chance to move around, use games or fun rhythms that only contain familiar vocabulary or cognates. e.g.
Students stand in a circle. Teacher says a sentence from the powerpoint and the students each mime it. Teacher then regards the selection of actions while repeating the sentence over and over before celebrating the students who have demonstrated it creatively and theatrically. Incorporate comprehension checks when necessary.
This activity is excellent for priming students for ‘All the World’s a Stage’ which benefits from OTT actions.
TCI Activity # 5: CI Activity – Tell the Story “Pleased to Meet You’ using puppets/soft toys/actors Using the props that you feel most comfortable with, tell the story, circling & triangle each new detail for which students require repetitions. Remember the most important tip that Blaine shared with us at the conference; add characters not new sentences! Note:With reception aged students, I recommend telling the story and save co-creating for older students.
TCI Activity # 6:CI Activity – All the Worlds a Stage In pairs, students act out the story as it is told to them by the teacher.
Here is how I introduce All The Worlds A Stage to students for the first time:
1. Students stand in a circle. I say the sentences in order, starting at the beginning. Each student mimes that sentence exactly. I acknowledge the students who do a brilliant job of this, encouraging creativity and exaggerated actions.
2. Then I ask students to duduk before explaining that “Cari satu teman dan duduk” means “Find a friend and then sit down’ and that the last two people standing will automatically become partners. (If there is an odd number, either I will offer to be that persons partner of they will be told to join in with a pair and make a group of 3. This depends on the activity. For ATWAS – I invite the student to be my partner.) We practise finding a friend a few times to both review the language and the process.
2. Once the class is sitting down with their friend, I ask the class to watch my demo. I turn to my ‘friend’ and say in English, do you want to be SpongeBob or do you want to be Bu Cathy?” I answer their response with ok! Then I ask my ‘friend’ to do another demo. Again I ask them ‘Do you want to be SpongeBob or Bu Cathy?’ Whatever they answer with, I say sadly and pretend to cry, “Oh, I wanted to be that.” We then discuss as a class what to do when both want to be the same character. I usually model saying to my ‘friend’ you be Bu Cathy this time and I’ll be Bu Cathy next time. OK? The best thing about doing ATWAS twice is the REPETITION!! Score!
3. Partners choose who they will be. I then say in Indonesian, SpongeBob berdiri. SpongeBob duduk. Bu Cathy berdiri. Bu Cathy duduk. (This is largely to double check that there is one of each character in each partnership as well as being the perfect opportunity to sneak in some sneaky TPR).
4. I then say very slowly, sentence by sentence with as many reps as possible & acknowledging awesome acting;
“Bu Cathy berdiri.
Nama perempuan Bu Cathy.
Bu Cathy di MacDonalds.
Bu Cathy duduk.
Nama laki-laki SpongeBob.
SpongeBob di MacDonalds.’
Bu Cathy dan SpongeBob berdiri.
SpongeBob berkata, “Halo! Nama saya SpongeBob” (pause for students to echo).
“Siapa nama?” (pause for students to echo).
Bu Cathy berkata, “Halo Spongebob.
Nama saya Bu Cathy.” (pause for students to echo)
SpongeBob berkata, “Bu Cathy? (pause) Bu Cathy? (pause again) Bu Cathy from Port Elliot Primary School? (pause again).
Bu Cathy berkata, “Ya. Nama saya Bu Cathy.”
SpongeBob berkata, “Astaga! Autgraf!”
Bu Cathy autographs (I encourage students to write on their friends hand with a finger!)
The above is repeated once more from step 2 but before we start, I explain that each pair needs to check if either wants to swap characters. If one person wants to swap, they must swap but if no one wants to swap, they can stay the same!
TCI Lesson Activity # 7 – Nakal/Pandai Menghitung! comprehension check! Count the tally in Indonesian and then if the pandai tally is more than the nakal tally, remove the stick from the board and ask the class, “Siapa nama?” Restate suggestions with ‘Nama saya Jett?” Bukan! I also throw in laki laki & perempuan here to give clues.
eg Nama saya Jett? Bukan. Saya bukan laki laki. Saya perempuan.
Once we have guessed the name of the student on the stick, they can choose an item from the Treasure Box.
Farewell Song; ( Tune: If you’re happy and you know it clap your hands)
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa murid-murid/ anak anak (or simply kelas _______) Go
Sampai jumpa Bu Cathy,
Sampai jumpa, Sampai jumpa, Sampai jumpa
Lesson 3 & Beyond…
This lesson’s main focus is the parallel story. I love to make PowerPoints from my parallel stories using well known characters and then record myself telling the story. This can then be uploaded to YouTube for students to listen to firstly in class and then repeatedly in their own time at home.
Here is an example of one of my adult co-created parallel ‘Pleased To Meet You’ story.
I haven’t uploaded a junior primary one yet. The one I made last year was not successful because I used Ronald MacDonald & sadly in every class there were students who were familiar with an M rated film about an evil clown, so it won’t be used again let alone uploaded!
From this point, I usually base my lessons on TCI activities suitable for preliterate students that are fun ways to get. more repetitions on the parallel story.
I also highly recommend continuing to incorporate TPR to build up a classroom context vocabulary with words such as putar (turn), duduk di kursi (sit in a chair), berjalan kaki (walk), antri (line up), berdansa (dance), stop, melompat (jump) & berlari (run). Restrict this list of words to those that will help you minimise the use of English in the classroom and also words that you know will be necessary for future stories! There is no single list of TPR words because we all teach differently!!
At this level of schooling, open assessment of preliterate students will be based entirely on observation due to students inability to read and write.
Here are a few recommended closed assessment strategies perfect for this age group:
Listen & Draw – Teacher says a sentence from the story, students listen to the sentence and then illustrate the sentence to demonstrate comprehension. While the students are drawing, teacher observes who is drawing and who is not. By asking one of the students who is drawing to translate the sentence into English, provides evidence that the sentence was comprehended successfully while also providing a comprehension check for those who had yet to begin drawing.
Simon says – Teacher says a word (eg duduk) but precedes it with ‘Simon says’ (replace this with Bu/Pak & your name) if the students are to do the action. If the word is said alone, the students do not move.
Note: Traditionally, all students who do the incorrect action are asked to sit or stand out. I try to avoid this if possible and permit the students to continue playing the game. Much more enjoyable for everyone and also ensures all students are participating; thus providing more observation data!
Create a class book – Organise the story so that one sentence is on one page. Print the pages on A3 and distribute randomly to students – if more students than pages, arrange duplicate copies. When the illustrations are completed, reduce them on the photocopier to A4 (you’ll be amazed at how much this improves the illustrations) and then bind.
Optional – laminate each page. Credit Annie Beach & Amy Vanderdeen for this strategy.
For older JP students other assessment tasks could include:
Unjumble words from a sentence taken straight from the story.
Create individual book copies – Use the booklet setting on the photocopier with a sentence from the story on each page. Students illustrate one page at a time while the teacher reads the text out. It becomes very clear very quickly which students have acquired the language. (Students can then take the booklet home to read to parents, siblings and pets!)
If you have any other CI activity ideas that could be added to this unit of work, please add them to the comments below!! All contributions gratefully accepted!
Luh Sriasih shared on the Indonesian Language Teachers in Australia Facebook Group a post about hand clapping rhymes and right down the bottom is a video showing how they are done!! Have a look at them all because there are sure to be ones that you could incorporate into your lessons successfully with your students either as a stop and listen strategy or adapt for sneaky reps of target structures!!
Here is the video:
The cultural aspects of the video are fascinating too. Lots of intercultural understanding opportunities here. Remember the answers don’t have to be right or wrong, it is purely about encouraging suggestions that demonstrate an attempt to respectfully ponder and understand the differences between ourselves and others. The ability to put oneself in another’s shoes and regard other cultures with empathy is vital. Differences exist all around us; even in our classrooms.
Questions could be about:
-is it a private or government school? How can you tell?
-why are the boys sitting towards the front of the class?
-Is there a gender balance?
-is the classroom similar or different to yours? why? how?
-why are the students yelling?
-why are some rhymes more popular than others? How can you tell?
Which ones do you think will work with your students? My favourites are the semangat and the Coca Cola rhymes! I particularly like how they clap it out so quickly!! While we can encourage students to clap this quickly, it is important that the spoken parts are drawn out SLOWLY!
Then in the comments I found another suggestion:
Do you have any hand capping ideas to add to this? Please add to the comments below including the age level you use them with!
I’ll finish up with some that I’ve used many times and with classes 3-7.
This one is one of several taught to us by our wonderful AIYEP visitors! We miss you all!
and finally, this one that I adapted from various sources to incorporate more high frequency vocabulary:
One of my many amazing highlights from iFLT was the opportunity to observe Annabelle Allen teaching Spanish to elementary/primary students. For a variety of reasons, I didn’t observe her until Thursday morning and then just for the 75 minutes before our scheduled coaching cohort session. I am incredibly grateful that Anne insisted I observe Annabelle. Her actual words were: ”OMG, you have to observe Annabelle Allen! She is AMAZING!” Anne was not exaggerating one teensy, tiny bit!
While I was only in her classroom for just over an hour that Thursday, it made a enormous impact on me. I will always remember the feelings of awe as I reluctantly walked out of her room, determined to return again the following day for the entire morning, which I did. Watching Annabelle interacting with her students was transformational. I will attempt in this post to explain how and why her teaching impacted on me so deeply.
As mentioned in my first iFLT post, when coaching, the two main areas of focus are
1. comprehensibility and
2. connecting with students.
In Annabelle’s classroom, the two are so tightly intertwined that at times it became difficult to separate them. The importance she places on building community is phenomenal. It starts the minute they walk through the door and continues until she bids them goodbye with love. Her care and affection for each and every one of her students is demonstrated consistently and genuinely.
Thursday was her 3rd morning with her students and by then she’d had around 5 hours with them. Her 20 students were a mixture of ages, ranging from year 3-5 (Australian year levels) and interestingly included 4 students who were totally new to Spanish and CI methodology. The identity of the 4 newbies was kept secret until the final debrief session and by that time, observers were totally surprised when their names were revealed! Her student group also covered the typical spectrum of student behaviours and it was so touching watching her developing rapport with the students from each end of this continuum.
The room was set up with student chairs in a horseshoe facing a large projector screen. Behind the student’s row of chairs were about 5 rows of larger chairs for the observers.
It was great idea providing observers the opportunity to chat with Annabelle prior to her students arriving during the 20 minute ‘Lab Planning’ session each morning. She happily answered questions about her teaching style and lesson content while setting up for the upcoming lesson. She seemed exhausted yet answered a variety of questions about brain breaks, classroom management and lesson content positively and enthusiastically. Her observers received identical amounts of love and respect as given to her students.
Just before her students arrived, Annabelle requested that all observers be absolutely silent during the lesson to prevent distracting her students. It was incredible watching students so highly engaged and in the flow to the point that they were entirely oblivious of the rows and rows of observers directly behind them. Towards the end of one of her lessons, a person entered noisily and then laughed and clapped loudly along with her students. I was amazed at how this interfered with the flow and focus. It distracted everyone in the room, most noticeably her students. Yet, Annabelle continued teaching, giving no indication at all that this behaviour was disrespectful and disruptive. She is an incredibly kind and generous person.
Amongst the students in her class were 4 boys, all very good friends. They enjoyed sitting together and often distracted each other either with side comments, goofy actions or blurting. It was wonderful watching how she managed them without them even realising they were being targeted. During the first lesson I observed, Annabelle separated the students just as the lesson began by asking all students to stand up and organise themselves into a line according to their shirt colour (from dark to light) and then to sit back down in that new order. The previous day, Anne told me, she asked the class to order themselves in height order. She then told the class to sit down on the chairs in that order. How clever is that to separate students unobtrusively! Then if a couple of more tweaks became necessary, she would ask students to swap seats with someone else; but the clever thing about this is that the class had no idea who was being targeted because she moved both quiet and noisy students equally and the first student moved was never one of the students who needed to be moved! It was genius.
Her behaviour management was a very impressive aspect of her lessons. Considering that she was still getting to know her students and amongst them were students who needed considerably more scaffolding, as well as a couple of irrepressible ones, Annabelle remained positive the entire time. Students were never singled out publicly, instead the class as a whole was reminded with a gentle pointing to the rule being addressed. When an individual student did not respond to the gentle whole class reminders, a subtle whispered conversation in their ear kindly and successfully helped them rein in any unhelpful behaviours.
On the walls were variety of posters that helped with classroom management. The most important one stated clearly her 3 rules:
Respect – you, me, everyone
Spanish, Spanish, Spanish – no English
She referred to these constantly, especially when students blurted in English. I loved how she reminded students that the teacher is the only person who can speak English in Spanish class; everyone else speaks Spanish.
Another useful ‘poster’ on her wall was actually a list of percentages written up on her white board with 100% at the top down to 10% at the bottom. This ties in with both rule number 3 and her point system. In each lesson, students have to work together to reach 200 points and the main way they can earn points is when all students demonstrate 100% participation. If only a couple of students responded to a question, Annabelle pointed to the 30% and reminded them that she only gives points when there is 100% participation!
Other posters included large sheets of important vocabulary to help students stay in Spanish. These posters included one for target structures, one for out-of-bounds yet important vocabulary that had come up in class, a hundred chart, a selection of rejoinders, useful adjectives, circumlocution suggestions, colours and the inevitable question word posters. Up also amongst the posters were 8 individual rejoinder posters. They had a large emoji in the middle and underneath the Spanish phrase to represent it. She also had doubles of these posters on her desk which she handed out to individual students who demonstrated a good understanding of and/or a connection to a phrase. This then became their personal rejoinder poster for holding up whenever they felt it was appropriate during the lesson. Not only did this help build a connection with the student because as soon as they held up the poster, Annabelle looked them in the eye and smiled warmly at them, but it also is an invaluable tool for comprehensibility and SLOW.
Everything that happened in Annabelle’s lessons centred on student relationships and comprehension. Right from the beginning when students first arrive into class. Music was playing in the background while Annabelle greeted them each at the door speaking in either Spanish or English incorporating a mixture of language covered in class and cognates.
I also really love that she shares with students her unicorn obsession. It added a sense of light hearted quirkiness blended tightly together with non judgemental trust. Unicorns were embedded into lessons in a variety of ways. Her ‘happy unicorn sparkles’ are in a large plastic shaker container and brilliantly support student actors kindly as needed. If student actors needed a gentle prod (a reminder to freeze, to offer the actor another opportunity to enact a scenario or to rewind the acting) Annabelle sprinkles the glitter over their head while giving the instruction. (Luckily for Spanish teachers, there are so many cognates to assist with this.) On FridayAnnabelle blamed unicorn pee for changing the colour of her hair! I loved how she also asked one of the very quiet students if that was why her hair was also the same colour as Annabelle’s! Relationships, connections, rapport in spades!
Another important way in which Annabelle developed a close sense of community was the way in which she picked her battles in regards to the ongoing blurting in English by a few of her students. She explained during one of the lesson debrief sessions held after the students had left that day, that she accepted a lot more blurting at the beginning of the school year because the main focus in the beginning is building and consolidating student relationships. Thus at this point, instead of saying anything directly to the students who were blurting, she largely either ignored it and spoke over it or restated it in Spanish. This was then followed by enthusiastically acknowledging a student who responded in Spanish with joy and positive reinforcement! Annabelle had a number of students who were so engaged in the lesson, their enthusiasm to participate constantly resulted in blurting. It was fascinating having an opportunity to watch individual students blurting from an observers perspective. As a teacher, I find blurting frustrating yet was fascinated that Annabelle did not once shut a particular student down by rebuking him for his enthusiastic contributions in English. I could clearly see that this student was literally on the edge of his seat he was so engaged and so desperately wanted to contribute that he didn’t take the time to think about how to say it in Spanish. Later when Annabelle revealed that he was one of the 4 beginner students, it all became clear! Not only was he madly processing Spanish (and doing an amazing job) but he was also grappling with fitting into the established pecking order. The big ‘aha moment’ I got from this is that I need to assess the value of rebuking students in class for disrupting the flow. It now seems to me that a public reproach not only interrupts the language flow, but is also detrimental to student self-esteem and thus destroys the important sense of community being created!
If you ever get the opportunity to observe Annabelle, I highly recommend you jump in with both feet. I guarantee you’ll be inspired by her love and kindness.
Follow Annabelle’s Blog. if you aren’t already doing so!
Today I tried one of the many idea’s I’ve read about on Keith Toda’s blog that I’d really love to share because it was so successful and so engaging.
Firstly I asked the class to ‘cari teman’ (find a partner/friend) and then gave each pair a copy of the current class created story. Here is the class co-created story that I used with the year 3/4 class in the video below:
Anak Nakal di Kelas 3/4 Turley
Kelas 3/4 ke Bahasa Indonesia.
Ada satu laki-laki di kelas 3/4.
Nama laki-laki Bob.
Bu Cathy berkata, “Kelas 3/4 duduk.”
Kelas 3/4 pandai dengar dan duduk.
Bob nakal. Bob tidak duduk. Bob berdansa chicken dance.
Bu Cathy heran.
Bu Cathy berkata, “Astaga!” dan menangis.
Bu Cathy berkata, “Kelas 3/4 ambil kertas dan melipat.”
Kelas 3/4 pandai. Kelas 3/4 duduk dan ambil kertas dan melipat.
Bob tidak ambil kertas dan melipat.
Bob ambil bola dan melempar ke Bu Cathy.
Bu Cathy heran.
Bu Cathy berkata, “Astaga!” dan menangis.
Bu Cathy berkata, “Kelas 3/4 diam dan dengar Bu Cathy.”
Kelas pandai. Kelas diam dan dengar Bu Cathy.
Bob tidak diam. Bob tidak dengar Bu Cathy.
Bob berdiri di kursi dan menyanyi, “Let it Go!”
Bu Cathy heran.
Bu Cathy berkata, “Astaga!” dan menangis.
Bu Turley ke kelas Bahasa Indonesia.
Bu Turley lihat Bu Cathy menangis!
Bu Turley lihat kelas duduk dan diam.
Bu Turley lihat Bob berdiri di kursi dan menyanyi,“Let it Go!”
Bu Turley heran!
Bu Turley berkata, “Astaga! Bob nakal. Ayo Bob!”
Bu Turley ambil noodle.
Bu Turley pukul Bob lima kali!
Kelas menghitung satu, dua, tiga, empat, lima bersama-sama!
With their partner, they read through the story and together agreed on a word that they both felt comfortable doing a sound effect and or an O.T.T. short, 3 second action. I next asked the pairs to ‘duduk di lingkaran’ (sit in a circle) and I went around the circle inviting each pair to tell us the word they had chosen and the action/gesture they had planned to do. This worked out well for several reasons. Firstly it gave me a heads-up on the words I would need to pause after (to allow the pair to do their sound effect/action) and to my amazement, there was only one double up on a word, which actually was not a problem! Just seemed to ramp it up even further!! Secondly it gave me an opportunity to coach the pairs if their sound effect/action was either inappropriate or based on an incorrect understanding of the meaning. The words chosen by this class were Bob, menangis, berdansa, menyanyi, pukul, nakal, Astaga, kelas 3/4 and Bu Cathy; all terrific words.
The variety of sound effects was brilliant. The ‘berdansa’ (dance) pair jumped up and each danced through the circle, one waltzed alone and the other disco danced. The ‘menangis’ (cry) pair jumped up and cried loudly. The ‘duduk’ (sit) pair jumped up and then flopped down crossed legged. The diam (quiet) pair stood up and loudly shushed. The Astaga (OMG) team jumped up with hands on cheeks loudly saying Astaga! The Bu Cathy pair, jumped up together, grabbed my arm and swung me around in a circle This one was hilarious because it was obvious at one point during the retelling of the story that I became quite dizzy!
I began by reading the story out aloud, pausing after each of the selected words to allow time for each pair to jump up and do their sound effect.
It went brilliantly and I can’t recommend this activity enough. It was so much fun and we all just laughed and laughed.
For the first time doing this activity, it worked very well having the students in pairs, because this gave the quieter students a greater level of confidence in performing in front of their peers. With all the classes, this activity was equally popular and I had one class pleading to do it again even though there were just 10 minutes left in the lesson!
Upon reflection, there are several ways in which this could be modified further to both increase it’s value to language learning and also to increase the engagement (is that even possible??). Next time I will give students the option to work in pairs or individually and I will also request that students say their word before doing the sound effect.
This game is a perfect activity for the end of the term when we are all tired and it is also perfect because it requires little more preparation than providing students with a copy of the story.
Here is just a tiny snippet of one of the lessons to give you an idea of how it ran: