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Subject: FLTEACH Digest - 3 Oct 2014 to 4 Oct 2014 (#2014-277)

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FLTEACH Digest - 3 Oct 2014 to 4 Oct 2014 (#2014-277)

Table of contents:

1.     Valer- Val

o    Re: Valer- Val (10/04)
From: anna massae <amassae@HOTMAIL.COM>

2.     Plan out the whole year? (WAS: How many hours do you work outside of your contract hours?)

o    Re: Plan out the whole year? (WAS: How many hours do you work outside of your contract hours?) (10/03)
From: Joseph Persico <josephpersico@GMAIL.COM>

3.     Argentina embassy warning

o    Re: Argentina embassy warning (10/03)
From: Joseph Persico <josephpersico@GMAIL.COM>

4.     Google voice typing

o    Re: Google voice typing (10/04)
From: Alli Flowers <alli@ALLIBAMA.NET>

5.     Relatives

o    Re: Relatives (10/04)
From: Barbara Haller <provence9@GMAIL.COM>

o    Re: Relatives (10/04)
From: Rebeca Nieves <rebeca_nieves@HOTMAIL.COM>

6.     FLTEACH Digest - 2 Oct 2014 to 3 Oct 2014 (#2014-276)

o    Re: FLTEACH Digest - 2 Oct 2014 to 3 Oct 2014 (#2014-276) (10/04)
From: John Moran <mastcove@MYFAIRPOINT.NET>

7.     How do you teach high frequency questions?

o    How do you teach high frequency questions? (10/04)
From: Rebeca Nieves <rebeca_nieves@HOTMAIL.COM>

o    Re: How do you teach high frequency questions? (10/04)
From: Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG>

o    Re: How do you teach high frequency questions? (10/04)
From: Candice LeDoyen <candy@LEDOYENLAND.COM>

o    Re: How do you teach high frequency questions? (10/04)
From: Nathan Lutz <lutzn@KENTPLACE.ORG>

o    Re: How do you teach high frequency questions? (10/04)
From: Abigail bacon <abigailbacon@ROWLANDHALL.ORG>

o    Re: How do you teach high frequency questions? (10/04)
From: "Rekow, Leah" <leah.rekow@NWCIOWA.EDU>

o    Re: How do you teach high frequency questions? (10/04)
From: Brad-Marcy Riegg <bradriegg@GMAIL.COM>

o    Re: How do you teach high frequency questions? (10/04)
From: Angel Benito <angelo.benito@GMAIL.COM>

o    Re: How do you teach high frequency questions? (10/04)
From: liselotte hammond <lotti.hammond@GMAIL.COM>

8.     FLTEACH] How many hours do you work outside of your contract hours?

o    Re: FLTEACH] How many hours do you work outside of your contract hours? (10/04)
From: Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG>

o    Re: FLTEACH] How many hours do you work outside of your contract hours? (10/04)
From: Donna Peacher-Hall <fraudrph@GMAIL.COM>

9.     Teaching

o    Teaching (10/04)
From: Carolyn Rubenstein <crubenstein@CBHS.ORG>

o    Re: Teaching (10/04)
From: jaxdrac@COMCAST.NET

o    Re: Teaching (10/04)
From: Joseph Persico <josephpersico@GMAIL.COM>

o    Re: Teaching (10/04)
From: Wesley Groleau <wgroleau@GMAIL.COM>

10.   FLTEACH] How many hours do you work outside of your contract hours? Not exactly politically correct. But then, when am I?

o    Re: FLTEACH] How many hours do you work outside of your contract hours? Not exactly politically correct. But then, when am I? (10/04)
From: jaxdrac@COMCAST.NET

11.   Story maps for AP Spanish literature

o    Story maps for AP Spanish literature (10/04)
From: Bianca Elliott <belliott17@YAHOO.COM>

 

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Date:    Sat, 4 Oct 2014 04:55:22 +0000

From:    anna massae <amassae@HOTMAIL.COM>

Subject: Re: Valer- Val

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I have a story about DISHeS P TV V to teach affirmative irreg. commands. I just can't come with an example using VAL.

Vale a pena, ( to be worth), Vale $10, etc. I agree with Maria. It is not a command.

I was hoping that someone will know at least one. :)  I really could not come up with one.

Thanks for the responses.

Ana

 

> Date: Fri, 3 Oct 2014 15:49:45 -0400

> From: maureen.conroy@MVSCHOOL.COM

> Subject: Re: [FLTEACH] Valer

> To: FLTEACH@LISTSERV.BUFFALO.EDU

>

> Your question made me think of a song I have used to teach affirmative

> commands.  It's to the tune of Mary Had a Little Lamb: Di, he, haz, ve,

> pon, sal, se.  ten, val ven, ten, val, ven.  Di, he, haz, ve, pon, sal, se.

> Ten, val, ven.  I had to explain that he and val were seldom (if ever) used

> as commands, but it was a cute song, so... I have a new version of the song

> now: Di, haz, pon, ve, sal, se, ten; sal, se, ten, sal, se, ten.  Di, haz,

> pon, ve, sal, se, ten, y venir es ven.

> Maureen

>

> On Fri, Oct 3, 2014 at 12:34 PM, Mara Esteban <maria.estru@gmail.com>

> wrote:

>

> > Anna, the verb "valer" means to cost... do you have an exercise where you

> > have to give commands with that verb?? could you copy the instructions of

> > the exercise?

> > The example that come to my mind is: vale la pena = it is worth it... but

> > it is not a command....

> > You can also use it to say how clothes fit you: la falda no me vale (the

> > skirt doesn't fit me), and again, it is not a command...

> > sorry I couldn't help more

> > Maria

> >

> > On Thu, Oct 2, 2014 at 7:49 PM, anna massae <amassae@hotmail.com> wrote:

> >

> > > Help please.

> > > Can you me give some examples of using the verb valer- Affirmative

> > > informal command.

> > > Gracias de antemano.

> > >

> > >

> > > -----

> > > For all FLTEACH information see: http://web.cortland.edu/flteach/

> > >

> >

> >

> >

> > --

> > ----

> > Mara

> >

> > -----

> > For all FLTEACH information see: http://web.cortland.edu/flteach/

> >

>

>

>

> --

> Maureen Conroy

> Middle School Spanish Teacher

> The Miami Valley School

> maureen.conroy@mvschool.com

> 937-434-4444 ext. 177

>

> --

> The Miami Valley School is the Dayton area's educational leader for grades

> pre-K through 12.

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

                                         

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Fri, 3 Oct 2014 23:27:05 -0700

From:    Joseph Persico <josephpersico@GMAIL.COM>

Subject: Re: Plan out the whole year? (WAS: How many hours do you work outside of your contract hours?)

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Thank you to everyone who responded.

 

Joseph

 

On Thu, Oct 2, 2014 at 6:25 PM, Lauren Schryver <lschryver@castilleja.org>

wrote:

 

> Hi Joseph.

> 

> RE what it means to plan out the year: I take the academic calendar for the

> year and do Backwards Planning (  la Grant Wiggins), thinking about what I

> want the learning outcomes to be by the end of the year. I then plan out

> what I need to do each semester, then each quarter, then each month, then

> each week. I pay attention to crunch times for students (I've been at my

> current school for 20 years so I know them well) as well as crunch times

> for teachers, and I try to balance group assessments, individual ones, oral

> vs written, etc. I build in BUFFER time so that I can take a little longer

> on something if needed or for those times when Admin emails us to tell us

> they've changed the schedule a certain date and I will lose my class. ;(

> 

> Not everyone does this; I just find it helpful for me. That way, I can

> spend more time on lesson and assessment design (my favorites) and I don't

> end the year trying to rush to squeeze in some major function or

> grammatical concept.

> 

> lauren

> 

> Lauren Schryver,

> Chair, World Languages

> French Teacher

> Castilleja School

> "Women Learning, Women Leading"

> Tel. (650) 470-7809

> 

> On Thu, Oct 2, 2014 at 4:25 PM, Joseph Persico <josephpersico@gmail.com>

> wrote:

> 

> > Hello,

> >

> > I have heard that teachers do this (I am a new teacher at the high school

> > level), but what does it mean to say: " I plan out the whole year every

> > August and that is a HUGE time-saver for me during the school year."

> >

> > I assume it doesn't just mean: :"I am going to get through 6 units of the

> > book." But what else does it refer to?

> >

> > Saludos,

> > Joseph

> > www.facebook.com/CaliforniaSpanish

> >

> >

> >

> > On Thu, Oct 2, 2014 at 3:30 PM, Lauren Schryver <

> lschryver@castilleja.org>

> > wrote:

> >

> > > To answer your question about whether the hours decrease the longer you

> > > teach, the issue for me is depends rather on when I am teaching a new

> > > course, new level, or using a new textbook. Those are the years when my

> > > hours outside the classroom really shoot up. The good news is that it

> > gets

> > > easier each subsequent year (unless we are always having to switch

> levels

> > > or textbooks) as we build a library of materials.

> > >

> > > We just need to keep finding ways to protect ourselves and create more

> > > balance. I plan out the whole year every August and that is a HUGE

> > > time-saver for me during the school year. Of course I make mid-course

> > > corrections when necessary, but they tend to be very slight.

> > >

> > > I learned early on not to schedule big assessments the same week that I

> > > need to write comment cards. (In my school, as in a number of them, we

> > > don't just give grades; we have to write length and detailed comments

> for

> > > each student). And I try to balance major assessments in my different

> > > levels, so I'm not collecting huge assessments from everyone at the

> same

> > > time.

> > >

> > > I use TA's (in a HS, these are often Jrs or Srs who help out in lower

> > level

> > > classes) who can help a couple of periods a week and save me a LOT of

> > time,

> > > as well.

> > >

> > > So, being organized and being creative can help! I also remind myself

> > that,

> > > in spite of all the extra hours, I am much happier doing this than

> > sitting

> > > at a desk all day. (This is what works for ME.)

> > >

> > > Lauren

> > >

> > > Lauren Schryver,

> > > Chair, World Languages

> > > French Teacher

> > > Castilleja School

> > > "Women Learning, Women Leading"

> > > Tel. (650) 470-7809

> > >

> > > On Thu, Oct 2, 2014 at 2:32 PM, Sharp, Jennifer <JSharp@umasd.org>

> > wrote:

> > >

> > > > When my kids were in elementary school I got a sitter from Care.com

> who

> > > > woke them up, got them breakfast, finished up any last minute

> homework

> > > and

> > > > got them on the bus. When I had multiple children in care, it cost

> > about

> > > > the same as the before school program. Once my older child was on the

> > bus

> > > > at 6:30 AM, it was more expensive, but worth it not to have to rush

> > > around

> > > > and struggle to make it to work on time.

> > > >

> > > > On 10/2/14 3:03 PM, "Sra Gomez" <c203gomez@GMAIL.COM> wrote:

> > > >

> > > > >How did you get your kids off to school? I would love to get to

> school

> > > > >early but it's the before school dropoff that kills me. My kids

> start

> > at

> > > > >8.30 and my day starts at 7.30. I have to leave the little one at 7,

> > the

> > > > >older ones at the before school program at 7.30 and I barely make it

> > to

> > > > >work on time. I haven't found anyone to take my kids because they

> wake

> > > up

> > > > >at 7.30 for school and it's too hard to give them two more kids.

> > > > >

> > > > >On Thu, Oct 2, 2014 at 9:40 AM, Paul Conley <pconley@cox.net>

> wrote:

> > > > >

> > > > >> I retired in 2003, long before the advent of NCLB and Common Core

> > > > >> Standards.  Because I was a single parent of two, I vowed to be

> home

> > > as

> > > > >> much as possible.  I arrived at school at 6:00 a.m., and left at

> > 3:00

> > > > >>p.m.

> > > > >> The only time I worked at home was when chapter tests needed to be

> > > > >>graded.

> > > > >> Given that scenario, I worked an additional 10-12 hours a week.

> > > > >>

> > > > >>

> > > > >>

> > > > >>

> > > > >> >

> > > > >> > On October 1, 2014, at 9:36PM, Sheri wrote:

> > > > >> >

> > > > >> > Ok then my next question is for those of you who've been

> teaching

> > > for

> > > > >>20

> > > > >> years or more. Have you always worked 50-60 hours per week or have

> > the

> > > > >> hours increased on more recent years?

> > > > >>

> > > > >> -----

> > > > >> For all FLTEACH information see: http://web.cortland.edu/flteach/

> > > > >>

> > > > >

> > > > >

> > > > >

> > > > >--

> > > > >Sra. Gómez

> > > > >

> > > > >-----

> > > > >For all FLTEACH information see: http://web.cortland.edu/flteach/

> > > >

> > > > -----

> > > > For all FLTEACH information see: http://web.cortland.edu/flteach/

> > > >

> > >

> > > -----

> > > For all FLTEACH information see: http://web.cortland.edu/flteach/

> > >

> >

> > -----

> > For all FLTEACH information see: http://web.cortland.edu/flteach/

> >

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

 

-----

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Date:    Fri, 3 Oct 2014 23:38:51 -0700

From:    Joseph Persico <josephpersico@GMAIL.COM>

Subject: Re: Argentina embassy warning

MIME-Version: 1.0

Content-Type: text/plain; charset=UTF-8

 

I don't know exactly what the term refers to. My first thought was that

people have been known to be robbed (or worse) when returning to their

place of residency at night. It is reported in the news that, in

well-to-do-housing tracts in Zona Norte--where there aren't usually many

passers-by--people are kidnapped, driven to an ATM, forced to withdraw

money, and then let go in a desolate region of the city or Greater Buenos

Aires.

 

It is scary and sad to think about.

 

Joseph

 

On Fri, Oct 3, 2014 at 7:03 AM, CAROL ROSS STACY <crjs@icloud.com> wrote:

 

> Express kidnappings:  probably (possibly) what is also called a "secuestro

> flash"  in which somebody is picked up on the street (a pseudo-taxi,

> often), you drive around the area while you are relieved of your cash,

> watch, jewelry, and they ten minutes later you are let out at approximately

> the same place that you were picked up.  You are not harmed, but there is a

> robbery.

> 

> And if I'm wrong, please let me/us know. 

> 

> Carol

> crjs@mac.com

> 

> El 03 oct 2014 a las 08:47, Merle Albers <malbers@BELLSOUTH.NET> escribió:

> 

>  But, what are express kidnappings?

>> 

>> -----Original Message-----

>> From: Joseph Persico

>> Sent: Thursday, October 02, 2014 8:15 PM

>> To: FLTEACH@LISTSERV.BUFFALO.EDU

>> Subject: Re: [FLTEACH] Argentina embassy warning

>> 

>> Hello,

>> 

>> I lived in Argentina for many years and received those warning messages

>> 2-3

>> times a year from the embassy. The latest one referenced in the Herald is

>> very similar to others I received in the past--though I don't recall

>> having

>> seen express kidnappings mentioned.

>> 

>> You can sign up to receive these messages from the embassy. Write to

>> American Citizen Services at BuenosAires-ACS@state.gov.

>> 

>> Of course you should be careful if you take a group of students there, but

>> I think would do it without too much worry. If you have any questions

>> about

>> the city or things to keep in mind, I'd be happy to try and answer them

>> for

>> you off-list.

>> 

>> Saludos,

>> Joseph

>> 

>> 

>> On Thu, Oct 2, 2014 at 5:08 PM, Chris Roberts <cdr9@zips.uakron.edu    >

>> wrote:

>> 

>>        > Good evening everybody,

>>        >

>>        > Would this recent US embassy warning change any of your minds

>> about

>>        > considering group travel to Argentina?

>>        > http://www.buenosairesherald.com/article/171069/us-embassy-

>> in-buenos-aires-issues-warning-message-for-us-citizens

>>        >

>>        > I studied abroad there, love that country and I am currently

>> planning a

>>        > trip to Buenos Aires with students in the summer of 2016 and I'm

>> not sure

>>        > how this should make me feel.

>>        >

>>        > Thanks!

>>        >

>>        > Chris Roberts

>>        >

>>        > Sent from my iPhone

>>        > -----

>>        > For all FLTEACH information see: http://web.cortland.edu/

>> flteach/

>>        >

>> 

>> -----

>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>> 

>> 

>> ---

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>> protection is active.

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>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>> 

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

 

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Date:    Sat, 4 Oct 2014 06:52:08 -0500

From:    Alli Flowers <alli@ALLIBAMA.NET>

Subject: Re: Google voice typing

MIME-Version: 1.0

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Not only that, but they all learn your speech, so even if your speech isnt perfect, it will eventually type the correct thing even with your incorrect pronunciation.

 

Alli



On Oct 3, 2014, at 8:58 PM, Wesley Groleau <wgroleau@GMAIL.COM> wrote:

 

> I use Dictation on my Mac to test my pronunciation.  One risk, though, is that most such programs use context to resolve sounds that arent quite clear.  So if you use the wrong form of a noun or verb and your pronunciation is also a little off, the program might actually put in the right form. 

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

 

-----

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Date:    Sat, 4 Oct 2014 10:43:59 -0400

From:    Barbara Haller <provence9@GMAIL.COM>

Subject: Re: Relatives

MIME-Version: 1.0

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I believe that they call cousins sobrinos in Guatemala

 

On Thursday, October 2, 2014, Kristen Petrovich <KPetrovi@rhmail.org> wrote:

 

> My Peruvian husband refers to his cousins' children as sobrinos and they

> call him tio. Is this common in other Spanish-speaking countries as well?

> Thanks!

> Kristen in SC

> 

> On 10/2/14, 8:00 PM, "0000007facfea7dd-dmarc-request@LISTSERV.BUFFALO.EDU

> <javascript:;>"

> <0000007facfea7dd-dmarc-request@LISTSERV.BUFFALO.EDU <javascript:;>>

> wrote:

> 

> >I use first cousin "primo hermano" second cousin "primo segundo" however

> >we don't say it to people if they are hermano or segundo, we just call

> >each other primos.

> >My mother had cousins and they were very close in age with me, on top of

> >that they lived next door to me, so we were just cousins we never

> >referred to each other as second cousins

> >Laura

> >

> >

> >Sent from my iPhone

> >

> >> On Oct 2, 2014, at 2:17 PM, Rekow, Leah <leah.rekow@NWCIOWA.EDU

> <javascript:;>> wrote:

> >>

> >> First cousin is technically primo hermano/prima hermana.  In my

> >>experience, people may just call their first cousins hermanos,

> >>especially if they live close and the families are together a lot.

> >>Beyond that, there's probably a word, but I've only heard primos.  Like

> >>in English, I don't think many people bother to differentiate or really

> >>understand the difference.  This would be a really good opportunity to

> >>talk about the role of the extended family in Hispanic culture!

> >> Leah Rekow

> >> Spencer, IA

> >> ________________________________________

> >> From: Foreign Language Teaching Forum <FLTEACH@LISTSERV.BUFFALO.EDU

> <javascript:;>> on

> >>behalf of Judy Frumkin <judyfrumkin@GMAIL.COM <javascript:;>>

> >> Sent: Thursday, October 02, 2014 12:05 PM

> >> To: FLTEACH@LISTSERV.BUFFALO.EDU <javascript:;>

> >> Subject: [FLTEACH] Relatives

> >>

> >> I was asked how to say first cousin, second cousin, etc. in Spanish. I

> >>could guess but I'd rather know for real.

> >> ¡Gracias!

> >> Judy Frumkin

> >> Baltimore, MD

> >>

> >> Sent from my iPad

> >> -----

> >> For all FLTEACH information see: http://web.cortland.edu/flteach/

> >>

> >> -----

> >> For all FLTEACH information see: http://web.cortland.edu/flteach/

> >

> >-----

> >For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

 

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Date:    Sat, 4 Oct 2014 11:04:13 -0400

From:    John Moran <mastcove@MYFAIRPOINT.NET>

Subject: Re: FLTEACH Digest - 2 Oct 2014 to 3 Oct 2014 (#2014-276)

MIME-Version: 1.0

Content-Type: text/plain; charset="utf-8"

 

When I was growing up we had a cousin who was as old as our aunts and uncles. We called him "Cousin" Roland. I am from French Canadian background. Do not know if that makes a difference!

 

My husband, on the other hand, grew up in an Irish family (grandfather came from Ireland). He called all his aunts and uncles by their first name. All his cousins did. They knew their relationships but they called his Uncle Tom...."Tom" when addressing or talking about him! Quite a cultural shock for me!

 

Claudette Moran

 

 -----------------------------

 

Date:    Fri, 3 Oct 2014 04:58:48 -0400

From:    liz and ricky <lizandricky@GMAIL.COM>

Subject: Re: Relatives

 

I'm Irish- American and that's how things work in my family. My cousins and

I are the same age and our children are as well. They call me auntie and I

refer to them as nieces/ nephews. relationship wise they're the same as my

brother's kids.

 

I also refer to my father's cousin's as aunt/uncle and their kids are

"cousins". Their kids are also "nieces and nephews". I've never really

thought about it until now.

 

Do we (Americans or is it an Irish thing?) really use the technical terms

for second cousin one removed etc.? Does the use of those terms depend on

the closeness of the relationship? What else would I call my father's

cousin besides "aunt"? She's the same generation as my father so it

wouldn't be polite to call her by her first name.

 

-----

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Date:    Sat, 4 Oct 2014 11:39:35 -0400

From:    Rebeca Nieves <rebeca_nieves@HOTMAIL.COM>

Subject: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset="iso-8859-1"

 

Hello everyone,

 

My elementary school students are full of questions during class: can I go to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can I drink water? and so forth. I want to teach them to ask those questions in Spanish. I heard about language chunks but I've never done it. Any suggestions on how to do language chunks and/or teach basic questions to second graders?

 

Thank you!

Rebeca Nieves

                                                                               

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Date:    Sat, 4 Oct 2014 11:56:17 -0400

From:    Rebeca Nieves <rebeca_nieves@HOTMAIL.COM>

Subject: Re: Relatives

MIME-Version: 1.0

Content-Type: text/plain; charset="Windows-1252"

 

I have to agree with Laura when she talked about first and second cousins. As far as I am aware and I have experienced first cousins are prim@s herman@s and second cousins are prim@s segund@s. In my family second and first cousins are referred to as prim@s. Only when you want to be extra specific of the relationship, which is not common, you may identify what kind them as prim@s herman@s or "prim@s segund@s."                                     

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Date:    Sat, 4 Oct 2014 12:12:48 -0400

From:    Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG>

Subject: Re: FLTEACH] How many hours do you work outside of your contract hours?

MIME-Version: 1.0

Content-Type: text/plain; charset=UTF-8

 

Bunny,

I don't think that those who "require so much of so few" actually see it

that way. They truly believe that we work 7 hours a day for 9 months of the

year. Even our own administrators think that.

A past higher-up in our school said at a meeting that he expected X, X and

X on top of the other normal things we did (which he did not acknowledge)

and when someone asked how we were going to be able to do all that he said,

"Well, you will have to use your free period; you know, it really is not

supposed to be 'free'." I think I could feel the collective blood pressure

of the room rise. By the way, we have a 7-period day; full time at our

school is 6 classes a day.

They really think they are giving us things that we should easily be able

to do in all our free time. We need to justify our "big" salaries (usually

less than half what the mandators of these tasks are making).

I don't know what the structure is in Tennessee, but our school still has

IEP's and SMAPs and all the other factors that the public school teachers

do (except attending union meetings). We have eliminated some of the

programs that the administrators had to take care of such as free and

reduced lunches, and a few others that were particular to our school, but

anything that teachers are responsible for is still a part of the program.

Now, I am happy to know what challenges my students are facing and what

their needs are, so I am not complaining about the SMAPs and IEP's, but I

guess the overall answer to your questions is: NO, those in charge/the

public in general/politicians and overseers are not ever satisfied. The

only way that would happen is to have teachers with magical powers to make

brilliant scholars out of every student, and who would teach for free.

Well, I take that back, then there would be religious objections to the

magical powers part. Never mind.

Lori

 

2014-10-03 13:44 GMT-04:00 Carolyn Rubenstein <crubenstein@cbhs.org>:

 

> I teach in a private boys' school, and we do not have any IEPs to do.  I

> have never done an IEP, not even when I taught for 7 years in a public

> school.  What amazes me is how much work is expected from a single human

> being in a public school!  Is anyone ever satisfied?  What I mean is this:

> how can a single teacher be expected to teach with passion when he/she has

> so many auxiliary duties to perform at the same time?  How important can

> education be in the United States under some of the circumstances of our

> teachers cited over the years on FL Teach?   How long do teachers really

> last in the classroom?  And in what other country would the people in

> charge require so much of so few?

> 

> Bunny Rubenstein

> Prov678267@aol.com

> French Teacher

> Memphis, TN

> 

> 

> -----Original Message-----

> From: Foreign Language Teaching Forum [mailto:FLTEACH@LISTSERV.BUFFALO.EDU]

> On Behalf Of Jeanne Freeman

> Sent: Thursday, October 02, 2014 6:53 AM

> To: FLTEACH@LISTSERV.BUFFALO.EDU

> Subject: Re: FLTEACH] How many hours do you work outside of your contract

> hours?

> 

> I spent 7 hours and 45 minutes documenting 14 IEP's to be in compliance

> with new reporting demands. This will happen every 4 weeks because of how

> my building communicates student progress. This is new.

> 

> ----- Original Message -----

> From: "Vivian Watts" <watts.vickie@GMAIL.COM>

> To: FLTEACH@LISTSERV.BUFFALO.EDU

> Sent: Thursday, October 2, 2014 5:21:57 AM

> Subject: Re: [FLTEACH] FLTEACH] How many hours do you work outside of your

> contract hours?

> 

> Increased because of more paperwork.

> 

> On October 1, 2014, at 9:36PM, Sheri wrote:

> 

> Ok then my next question is for those of you who've been teaching for 20

> years or more. Have you always worked 50-60 hours per week or have the

> hours increased on more recent years?

> 

> Sent from my iPhone

> 

> > On Oct 1, 2014, at 5:59 PM, Brigitte Storey <berlin_51@COMCAST.NET>

> wrote:

> >

> > A few years ago there was a slew of teacher bashing letters to the

> editor in our local paper. So I actually sat down and added up all of the

> extra hours I spent and it more than covered the time we get off in the

> summer. So, yes, it is not uncommon to spend the extra hours you spend each

> week. I have 6 preps, 5 on any given day. I easily spend an extra 10 to 15

> hours each week. No way around it.

> > Brigitte Storey

> >

> > -----

> > For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 



--

Profesora de español

Colegio Central Catholic

Toledo, OH USA

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 12:23:03 -0400

From:    Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset=UTF-8

 

I only have high school, but I gave them a list at the beginning of the

year with blanks at the bottom for when things come up that they want to

ask that I did not anticipate. I don't really teach it. If they want it;

they ask in Spanish.

 

2014-10-04 11:39 GMT-04:00 Rebeca Nieves <rebeca_nieves@hotmail.com>:

 

> 

> 

> 

> 

> 

> 

> Hello everyone,

> 

> My elementary school students are full of questions during class: can I go

> to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can

> I drink water? and so forth. I want to teach them to ask those questions in

> Spanish. I heard about language chunks but I've never done it. Any

> suggestions on how to do language chunks and/or teach basic questions to

> second graders?

> 

> Thank you!

> Rebeca Nieves

> 

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 



--

Profesora de español

Colegio Central Catholic

Toledo, OH USA

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 12:40:17 -0400

From:    Candice LeDoyen <candy@LEDOYENLAND.COM>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset=us-ascii

 

Rebecca, use visual supports. Buy Ellen Shrager's book on Amazon to get your students to 90% in the target language.

 

Sent from my iPhone

 

> On Oct 4, 2014, at 11:39 AM, Rebeca Nieves <rebeca_nieves@HOTMAIL.COM> wrote:

>

>

>

>

>

>

>

> Hello everyone,

>

> My elementary school students are full of questions during class: can I go to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can I drink water? and so forth. I want to teach them to ask those questions in Spanish. I heard about language chunks but I've never done it. Any suggestions on how to do language chunks and/or teach basic questions to second graders?

>

> Thank you!

> Rebeca Nieves

>

>                                                  

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 12:46:17 -0400

From:    Nathan Lutz <lutzn@KENTPLACE.ORG>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset=utf-8

 

I have all those high frequency expressions posted for my students to refer to when needed. (Side note: they use them all the time!).  I use Lori Langer de Ramirez' "Passwords Parfaits" (other languages exist, too, at miscositas.com) as mini-posters because they have pictures to aid in the meaning for each of the high frequency expressions I wish to display.

 

Instead of just going over the expressions, how about telling a story to your students? The story could be about a new student who doesn't know the ways of your school. A diligent student can help him out by explaining the protocol for asking for things in Spanish class.

 

If you want to teach the expressions in functional chunks, how about grouping them by structure? Put all the "Puedo..." Questions together, etc.

                                               

Nathan Lutz

Primary School French Teacher

 

Kent Place School

42 Norwood Avenue

Summit, NJ 07902-0308

TEL (908) 273-0900, ext. 371

FAX (908) 273-0393

www.kentplace.org




Where Girls Learn to Lead.

 

Confidentiality Warning: This message and any attachments are intended only for the use of the intended recipient(s), are confidential and may be privileged. If you are not the intended recipient, you are hereby notified that any review, retention, retransmission, conversion to hard copy, copying, circulation, disclosure or other use of this message and any attachments is strictly prohibited. If you are not the intended recipient, please notify the sender immediately by return e-mail, and delete this message and any attachments from your system. Thank you.

 

« Information confidentielle : Le présent message, ainsi que tout fichier qui y est joint, est envoyé   l’intention exclusive de son ou de ses destinataires; il est de nature confidentielle et peut constituer une information privilégiée. Nous avertissons toute personne autre que le destinataire prévu que tout examen, rétention, réacheminement, impression, copie, distribution, divulgation ou autre utilisation de ce message et de tout fichier qui y est joint est strictement interdit. Si vous n’êtes pas le destinataire prévu, veuillez en aviser immédiatement l’expéditeur par retour de courriel et supprimer ce message et tout document joint de votre système. Merci. »

 

Sent from my iPhone

 

> On Oct 4, 2014, at 12:23 PM, Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG> wrote:

>

> I only have high school, but I gave them a list at the beginning of the

> year with blanks at the bottom for when things come up that they want to

> ask that I did not anticipate. I don't really teach it. If they want it;

> they ask in Spanish.

>

> 2014-10-04 11:39 GMT-04:00 Rebeca Nieves <rebeca_nieves@hotmail.com>:

>

>>

>>

>>

>>

>>

>>

>> Hello everyone,

>>

>> My elementary school students are full of questions during class: can I go

>> to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can

>> I drink water? and so forth. I want to teach them to ask those questions in

>> Spanish. I heard about language chunks but I've never done it. Any

>> suggestions on how to do language chunks and/or teach basic questions to

>> second graders?

>>

>> Thank you!

>> Rebeca Nieves

>>

>>

>> -----

>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>>

>

>

>

> --

> Profesora de español

> Colegio Central Catholic

> Toledo, OH USA

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 10:15:56 -0700

From:    Donna Peacher-Hall <fraudrph@GMAIL.COM>

Subject: Re: FLTEACH] How many hours do you work outside of your contract hours?

MIME-Version: 1.0

Content-Type: text/plain; charset=utf-8

 

44 year professional teacher - public and private. One more year and I think I'll retire. I have done extra duties in ever imaginable situation. As a wise person once said: "What I do for Love".

 

Donna Peacher-Hall

Pasadena, CA

High Point Academy's Last French Teacher

 

Sent from iMadame

 

> On Oct 4, 2014, at 9:12 AM, Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG> wrote:

>

> Bunny,

> I don't think that those who "require so much of so few" actually see it

> that way. They truly believe that we work 7 hours a day for 9 months of the

> year. Even our own administrators think that.

> A past higher-up in our school said at a meeting that he expected X, X and

> X on top of the other normal things we did (which he did not acknowledge)

> and when someone asked how we were going to be able to do all that he said,

> "Well, you will have to use your free period; you know, it really is not

> supposed to be 'free'." I think I could feel the collective blood pressure

> of the room rise. By the way, we have a 7-period day; full time at our

> school is 6 classes a day.

> They really think they are giving us things that we should easily be able

> to do in all our free time. We need to justify our "big" salaries (usually

> less than half what the mandators of these tasks are making).

> I don't know what the structure is in Tennessee, but our school still has

> IEP's and SMAPs and all the other factors that the public school teachers

> do (except attending union meetings). We have eliminated some of the

> programs that the administrators had to take care of such as free and

> reduced lunches, and a few others that were particular to our school, but

> anything that teachers are responsible for is still a part of the program.

> Now, I am happy to know what challenges my students are facing and what

> their needs are, so I am not complaining about the SMAPs and IEP's, but I

> guess the overall answer to your questions is: NO, those in charge/the

> public in general/politicians and overseers are not ever satisfied. The

> only way that would happen is to have teachers with magical powers to make

> brilliant scholars out of every student, and who would teach for free.

> Well, I take that back, then there would be religious objections to the

> magical powers part. Never mind.

> Lori

>

> 2014-10-03 13:44 GMT-04:00 Carolyn Rubenstein <crubenstein@cbhs.org>:

>

>> I teach in a private boys' school, and we do not have any IEPs to do.  I

>> have never done an IEP, not even when I taught for 7 years in a public

>> school.  What amazes me is how much work is expected from a single human

>> being in a public school!  Is anyone ever satisfied?  What I mean is this:

>> how can a single teacher be expected to teach with passion when he/she has

>> so many auxiliary duties to perform at the same time?  How important can

>> education be in the United States under some of the circumstances of our

>> teachers cited over the years on FL Teach?   How long do teachers really

>> last in the classroom?  And in what other country would the people in

>> charge require so much of so few?

>>

>> Bunny Rubenstein

>> Prov678267@aol.com

>> French Teacher

>> Memphis, TN

>>

>>

>> -----Original Message-----

>> From: Foreign Language Teaching Forum [mailto:FLTEACH@LISTSERV.BUFFALO.EDU]

>> On Behalf Of Jeanne Freeman

>> Sent: Thursday, October 02, 2014 6:53 AM

>> To: FLTEACH@LISTSERV.BUFFALO.EDU

>> Subject: Re: FLTEACH] How many hours do you work outside of your contract

>> hours?

>>

>> I spent 7 hours and 45 minutes documenting 14 IEP's to be in compliance

>> with new reporting demands. This will happen every 4 weeks because of how

>> my building communicates student progress. This is new.

>>

>> ----- Original Message -----

>> From: "Vivian Watts" <watts.vickie@GMAIL.COM>

>> To: FLTEACH@LISTSERV.BUFFALO.EDU

>> Sent: Thursday, October 2, 2014 5:21:57 AM

>> Subject: Re: [FLTEACH] FLTEACH] How many hours do you work outside of your

>> contract hours?

>>

>> Increased because of more paperwork.

>>

>> On October 1, 2014, at 9:36PM, Sheri wrote:

>>

>> Ok then my next question is for those of you who've been teaching for 20

>> years or more. Have you always worked 50-60 hours per week or have the

>> hours increased on more recent years?

>>

>> Sent from my iPhone

>>

>>>> On Oct 1, 2014, at 5:59 PM, Brigitte Storey <berlin_51@COMCAST.NET>

>>> wrote:

>>>

>>> A few years ago there was a slew of teacher bashing letters to the

>> editor in our local paper. So I actually sat down and added up all of the

>> extra hours I spent and it more than covered the time we get off in the

>> summer. So, yes, it is not uncommon to spend the extra hours you spend each

>> week. I have 6 preps, 5 on any given day. I easily spend an extra 10 to 15

>> hours each week. No way around it.

>>> Brigitte Storey

>>>

>>> -----

>>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>>

>> -----

>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>>

>> -----

>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>>

>> -----

>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>>

>> -----

>> For all FLTEACH information see: http://web.cortland.edu/flteach/

>

>

>

> --

> Profesora de español

> Colegio Central Catholic

> Toledo, OH USA

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 16:46:19 +0000

From:    Carolyn Rubenstein <crubenstein@CBHS.ORG>

Subject: Teaching

MIME-Version: 1.0

Content-Type: text/plain; charset="us-ascii"

 

Why is it that we teachers have not gone on strike?  I teach in a private school where we teachers have two planning periods per day.  One of those periods can be used to sub for a fellow teacher, in which case we still have another free period.  Most of us are asked to prefect for about 20 minutes after lunch, which I don't mind because it is nice to interact with some of the boys.  That interaction still leaves our prep time alone.  I am blessed to teach at my school, even if I do have all the levels of French.

 

Sent from my iPhone

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 11:38:49 -0600

From:    Abigail bacon <abigailbacon@ROWLANDHALL.ORG>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset=utf-8

 

I teach elementary Spanish too!!! Great to hear from a fellow elem. teacher.

 

Those questions are not questions we teach explicitly at my school. Instead, we have them posted around the room. I have a bulletin board "No se olviden pedir ayuda" with a variety of questions listed: cómo se dice ___ en español; ayúdame por favor; no comprendo; repite por favor; como se escribe. And they all have the English captioned so the students can use the questions confidently. I introduce that bbrd. at the start of the year and periodically throughout.

I have bathroom passes (niños and niñas) next to the question ¿puedo ir al baño? with a picture of a toilet. If a student asks to use the bathroom in English I either act confused and say "No comprendo, ¿en español por favor?" (Higher achiever/risk taker) or I encourage them to repeat after me in Spanish while showing them the sign (lower achiever/nervous nelly/anxious learner).

 

I teach 3rd through 5th. In 1st and 2nd, we simplify the questions and options.

 

Buena suerte,

Abby Bacon

 

Sent from my iPhone

 

> On Oct 4, 2014, at 9:39 AM, Rebeca Nieves <rebeca_nieves@HOTMAIL.COM> wrote:

>

>

>

>

>

>

>

> Hello everyone,

>

> My elementary school students are full of questions during class: can I go to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can I drink water? and so forth. I want to teach them to ask those questions in Spanish. I heard about language chunks but I've never done it. Any suggestions on how to do language chunks and/or teach basic questions to second graders?

>

> Thank you!

> Rebeca Nieves

>

>                                                  

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 18:49:09 +0000

From:    "Rekow, Leah" <leah.rekow@NWCIOWA.EDU>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset="iso-8859-1"

 

If you have your own classroom, you can put up illustrated posters with the questions.  Teacherspayteachers.com has some nice ones, or see if high school teachers in your district have any.  Maybe try having a question of the week.  For example: This week, anybody asking to go to the bathroom has to ask it in Spanish.  Next week, it's "Can you help me?" and "Can I go to the bathroom?" in Spanish etc.  If not, the list idea is great. Leah Rekow ________________________________________ From: Foreign Language Teaching Forum <FLTEACH@LISTSERV.BUFFALO.EDU> on behalf of Rebeca Nieves <rebeca_nieves@HOTMAIL.COM> Sent: Saturday, October 04, 2014 10:39 AM To: FLTEACH@LISTSERV.BUFFALO.EDU Subject: [FLTEACH] How do you teach high frequency questions? Hello everyone, My elementary school students are full of questions during class: can I go to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can I drink water? and so forth. I want to teach them to ask those questions in Spanish. I heard about language chunks but I've never done it. Any suggestions on how to do language chunks and/or teach basic questions to second graders? Thank you! Rebeca Nieves ----- For all FLTEACH information see: http://web.cortland.edu/flteach/

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 12:04:53 -0700

From:    Brad-Marcy Riegg <bradriegg@GMAIL.COM>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset=UTF-8

 

I usually spend about 10 min. at the beginning of each class having

conversation time, just asking questions off of a list of increasingly

difficult high-freq. questions. As the year progresses, we move further and

further down the list to the most difficult/least common questions (but

still high frequency.

 

On Sat, Oct 4, 2014 at 9:23 AM, Lori Szymanski <

lszymanski@centralcatholic.org> wrote:

 

> I only have high school, but I gave them a list at the beginning of the

> year with blanks at the bottom for when things come up that they want to

> ask that I did not anticipate. I don't really teach it. If they want it;

> they ask in Spanish.

> 

> 2014-10-04 11:39 GMT-04:00 Rebeca Nieves <rebeca_nieves@hotmail.com>:

> 

> >

> >

> >

> >

> >

> >

> > Hello everyone,

> >

> > My elementary school students are full of questions during class: can I

> go

> > to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty,

> can

> > I drink water? and so forth. I want to teach them to ask those questions

> in

> > Spanish. I heard about language chunks but I've never done it. Any

> > suggestions on how to do language chunks and/or teach basic questions to

> > second graders?

> >

> > Thank you!

> > Rebeca Nieves

> >

> >

> > -----

> > For all FLTEACH information see: http://web.cortland.edu/flteach/

> >

> 

> 

> 

> --

> Profesora de español

> Colegio Central Catholic

> Toledo, OH USA

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 19:36:07 +0000

From:    jaxdrac@COMCAST.NET

Subject: Re: FLTEACH] How many hours do you work outside of your contract hours? Not exactly politically correct. But then, when am I?

MIME-Version: 1.0

Content-Type: text/plain; charset=utf-8

 

Example: I solo coach the Academic Decathlon team, which this year involves involves working with math ranging from general math to differential calculus, social studies surrounding the theme of energy,environment and energy economy,science dealing with energy conversion (including elements from both chemistry end physics), teaching the equivalent of an entire literature course, music theory and the recognition of music selections ranging from the 13th-20th centuries, an Art appreciation course, the writing and memorization of a prepared speech and preparation for an impromptu speech, the writing of an essay and the prepapration of an academic resume as they rpepare for the interview part of the competition. I take a team to state level competition every year, but I get no extra pay for it- it was determined about five or six years ago that another teacher was more deserving of the $450/year they were paying me for this because he was coordinating the APEX program(the previous use of which I have words for which I will save for after I retire or at least for year 30 when they can't retaliate against me by hurting my daughter ). I am about to fire up my school laptop so I can work on some grades for my regular classroom students because I flippin refuse to work on that stuff from my home computer.

Plus even schoolwork is MUCH more interesting to me than the college football that currently has me widowed from my television because my husband loves it:) I have quit counting how many hours I work outside of the contracted number because here in Georgia we have no rights to actively bargain for any contractual rights that mean anything anyway. I feel like the dadgum contract is a joke, anyway. They really need to remove the word Contract from it and repace it with the word Terms. Basically it says that when we sign it we are getting what they are going to pay us because that is what the gummint allows and that they can tell us to do whatever they want us to do and we have to do it or they can fire us for insubordination. But Oh, Katie bar the door if we miss one of their precious deadlines because we are inconveniencing someone else! What about if I had to go to the restroom. Oh, but wait, nowhere in my "contract does it say "you may pee" (or whatever the legalese equialent thereof would be). Seriously, the way our contract reads every mintue of the day, including the 25.4 minutes allotted for lunch, should be involved in directly working with students, planning lessons, contacting parents, researching new teaching methods, collaborating with other teachers or consulting with administrators to make the school a better place. Now, my boss is reasonable and he just realizes that humans are humans and the words look good on paper and as long as the children are safe, fed and educated to the best of our ability and the test scores don't go down we are all good. Thank God for reasonable human beings!

----- Original Message -----

 

From: "Lori Szymanski" <lszymanski@CENTRALCATHOLIC.ORG>

To: FLTEACH@LISTSERV.BUFFALO.EDU

Sent: Saturday, October 4, 2014 12:12:48 PM

Subject: Re: [FLTEACH] FLTEACH] How many hours do you work outside of your contract hours?

 

Bunny,

I don't think that those who "require so much of so few" actually see it

that way. They truly believe that we work 7 hours a day for 9 months of the

year. Even our own administrators think that.

A past higher-up in our school said at a meeting that he expected X, X and

X on top of the other normal things we did (which he did not acknowledge)

and when someone asked how we were going to be able to do all that he said,

"Well, you will have to use your free period; you know, it really is not

supposed to be 'free'." I think I could feel the collective blood pressure

of the room rise. By the way, we have a 7-period day; full time at our

school is 6 classes a day.

They really think they are giving us things that we should easily be able

to do in all our free time. We need to justify our "big" salaries (usually

less than half what the mandators of these tasks are making).

I don't know what the structure is in Tennessee, but our school still has

IEP's and SMAPs and all the other factors that the public school teachers

do (except attending union meetings). We have eliminated some of the

programs that the administrators had to take care of such as free and

reduced lunches, and a few others that were particular to our school, but

anything that teachers are responsible for is still a part of the program.

Now, I am happy to know what challenges my students are facing and what

their needs are, so I am not complaining about the SMAPs and IEP's, but I

guess the overall answer to your questions is: NO, those in charge/the

public in general/politicians and overseers are not ever satisfied. The

only way that would happen is to have teachers with magical powers to make

brilliant scholars out of every student, and who would teach for free.

Well, I take that back, then there would be religious objections to the

magical powers part. Never mind.

Lori

 

2014-10-03 13:44 GMT-04:00 Carolyn Rubenstein <crubenstein@cbhs.org>:

 

> I teach in a private boys' school, and we do not have any IEPs to do. I

> have never done an IEP, not even when I taught for 7 years in a public

> school. What amazes me is how much work is expected from a single human

> being in a public school! Is anyone ever satisfied? What I mean is this:

> how can a single teacher be expected to teach with passion when he/she has

> so many auxiliary duties to perform at the same time? How important can

> education be in the United States under some of the circumstances of our

> teachers cited over the years on FL Teach? How long do teachers really

> last in the classroom? And in what other country would the people in

> charge require so much of so few?

>

> Bunny Rubenstein

> Prov678267@aol.com

> French Teacher

> Memphis, TN

>

>

> -----Original Message-----

> From: Foreign Language Teaching Forum [mailto:FLTEACH@LISTSERV.BUFFALO.EDU]

> On Behalf Of Jeanne Freeman

> Sent: Thursday, October 02, 2014 6:53 AM

> To: FLTEACH@LISTSERV.BUFFALO.EDU

> Subject: Re: FLTEACH] How many hours do you work outside of your contract

> hours?

>

> I spent 7 hours and 45 minutes documenting 14 IEP's to be in compliance

> with new reporting demands. This will happen every 4 weeks because of how

> my building communicates student progress. This is new.

>

> ----- Original Message -----

> From: "Vivian Watts" <watts.vickie@GMAIL.COM>

> To: FLTEACH@LISTSERV.BUFFALO.EDU

> Sent: Thursday, October 2, 2014 5:21:57 AM

> Subject: Re: [FLTEACH] FLTEACH] How many hours do you work outside of your

> contract hours?

>

> Increased because of more paperwork.

>

> On October 1, 2014, at 9:36PM, Sheri wrote:

>

> Ok then my next question is for those of you who've been teaching for 20

> years or more. Have you always worked 50-60 hours per week or have the

> hours increased on more recent years?

>

> Sent from my iPhone

>

> > On Oct 1, 2014, at 5:59 PM, Brigitte Storey <berlin_51@COMCAST.NET>

> wrote:

> >

> > A few years ago there was a slew of teacher bashing letters to the

> editor in our local paper. So I actually sat down and added up all of the

> extra hours I spent and it more than covered the time we get off in the

> summer. So, yes, it is not uncommon to spend the extra hours you spend each

> week. I have 6 preps, 5 on any given day. I easily spend an extra 10 to 15

> hours each week. No way around it.

> > Brigitte Storey

> >

> > -----

> > For all FLTEACH information see: http://web.cortland.edu/flteach/

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

>

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

>



--

Profesora de español

Colegio Central Catholic

Toledo, OH USA

 

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Date:    Sat, 4 Oct 2014 19:41:05 +0000

From:    jaxdrac@COMCAST.NET

Subject: Re: Teaching

MIME-Version: 1.0

Content-Type: text/plain; charset=utf-8

Content-Transfer-Encoding: 7bit

 

In my state it is illegal for teachers to strike, Bunny. Union activity is illegal here. That's why, my dear.

 

----- Original Message -----

 

From: "Carolyn Rubenstein" <crubenstein@CBHS.ORG>

To: FLTEACH@LISTSERV.BUFFALO.EDU

Sent: Saturday, October 4, 2014 12:46:19 PM

Subject: [FLTEACH] Teaching

 

Why is it that we teachers have not gone on strike? I teach in a private school where we teachers have two planning periods per day. One of those periods can be used to sub for a fellow teacher, in which case we still have another free period. Most of us are asked to prefect for about 20 minutes after lunch, which I don't mind because it is nice to interact with some of the boys. That interaction still leaves our prep time alone. I am blessed to teach at my school, even if I do have all the levels of French.

 

Sent from my iPhone

-----

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Date:    Sat, 4 Oct 2014 13:41:30 -0600

From:    Angel Benito <angelo.benito@GMAIL.COM>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset=UTF-8

 

There is a video in Spanish for the bathroom question:

 

http://www.senorwooly.com/video/puedo-ir-al-bano

On Oct 4, 2014 1:18 PM, "Rekow, Leah" <leah.rekow@nwciowa.edu> wrote:

 

> If you have your own classroom, you can put up illustrated posters with

> the questions.  Teacherspayteachers.com has some nice ones, or see if high

> school teachers in your district have any.  Maybe try having a question of

> the week.  For example: This week, anybody asking to go to the bathroom has

> to ask it in Spanish.  Next week, it's "Can you help me?" and "Can I go to

> the bathroom?" in Spanish etc.  If not, the list idea is great.

> Leah Rekow

> ________________________________________

> From: Foreign Language Teaching Forum <FLTEACH@LISTSERV.BUFFALO.EDU> on

> behalf of Rebeca Nieves <rebeca_nieves@HOTMAIL.COM>

> Sent: Saturday, October 04, 2014 10:39 AM

> To: FLTEACH@LISTSERV.BUFFALO.EDU

> Subject: [FLTEACH] How do you teach high frequency questions?

> 

> Hello everyone,

> 

> My elementary school students are full of questions during class: can I go

> to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can

> I drink water? and so forth. I want to teach them to ask those questions in

> Spanish. I heard about language chunks but I've never done it. Any

> suggestions on how to do language chunks and/or teach basic questions to

> second graders?

> 

> Thank you!

> Rebeca Nieves

> 

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

 

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For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 12:53:29 -0700

From:    Joseph Persico <josephpersico@GMAIL.COM>

Subject: Re: Teaching

MIME-Version: 1.0

Content-Type: text/plain; charset=UTF-8

 

Amen to the idea of striking! However, it would have to be done in

conjunction with a proper publicity campaign that educates the public with

regard to teacher responsibilities and pressures. Otherwise, half the

general populace will likely cry communism.

 

Saludos,

Joseph

www.facebook.com/CaliforniaSpanish

 

On Sat, Oct 4, 2014 at 9:46 AM, Carolyn Rubenstein <crubenstein@cbhs.org>

wrote:

 

> Why is it that we teachers have not gone on strike?  I teach in a private

> school where we teachers have two planning periods per day.  One of those

> periods can be used to sub for a fellow teacher, in which case we still

> have another free period.  Most of us are asked to prefect for about 20

> minutes after lunch, which I don't mind because it is nice to interact with

> some of the boys.  That interaction still leaves our prep time alone.  I am

> blessed to teach at my school, even if I do have all the levels of French.

> 

> Sent from my iPhone

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 17:18:09 -0400

From:    Wesley Groleau <wgroleau@GMAIL.COM>

Subject: Re: Teaching

MIME-Version: 1.0

Content-Type: text/plain; charset=us-ascii

Content-Transfer-Encoding: 7bit

 

On Oct 4, 2014, at 3:53 PM, Joseph Persico <josephpersico@GMAIL.COM> wrote:

> Amen to the idea of striking! However, it would have to be done in

> conjunction with a proper publicity campaign that educates the public with

> regard to teacher responsibilities and pressures. Otherwise, half the

> general populace will likely cry communism.

 

They will anyway.

 

-----

For all FLTEACH information see: http://web.cortland.edu/flteach/

 

Date:    Sat, 4 Oct 2014 17:57:25 -0400

From:    liselotte hammond <lotti.hammond@GMAIL.COM>

Subject: Re: How do you teach high frequency questions?

MIME-Version: 1.0

Content-Type: text/plain; charset=UTF-8

 

This is another link for free downloads of high frequency questions:

http://tprstorytelling.com/free/free-downloads/

 

click on "classroom phrases poster" - it is a pdf, all questions are

supported with images that clarify the meaning.

 

On Sat, Oct 4, 2014 at 3:41 PM, Angel Benito <angelo.benito@gmail.com>

wrote:

 

> There is a video in Spanish for the bathroom question:

> 

> http://www.senorwooly.com/video/puedo-ir-al-bano

> On Oct 4, 2014 1:18 PM, "Rekow, Leah" <leah.rekow@nwciowa.edu> wrote:

> 

> > If you have your own classroom, you can put up illustrated posters with

> > the questions.  Teacherspayteachers.com has some nice ones, or see if

> high

> > school teachers in your district have any.  Maybe try having a question

> of

> > the week.  For example: This week, anybody asking to go to the bathroom

> has

> > to ask it in Spanish.  Next week, it's "Can you help me?" and "Can I go

> to

> > the bathroom?" in Spanish etc.  If not, the list idea is great.

> > Leah Rekow

> > ________________________________________

> > From: Foreign Language Teaching Forum <FLTEACH@LISTSERV.BUFFALO.EDU> on

> > behalf of Rebeca Nieves <rebeca_nieves@HOTMAIL.COM>

> > Sent: Saturday, October 04, 2014 10:39 AM

> > To: FLTEACH@LISTSERV.BUFFALO.EDU

> > Subject: [FLTEACH] How do you teach high frequency questions?

> >

> > Hello everyone,

> >

> > My elementary school students are full of questions during class: can I

> go

> > to the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty,

> can

> > I drink water? and so forth. I want to teach them to ask those questions

> in

> > Spanish. I heard about language chunks but I've never done it. Any

> > suggestions on how to do language chunks and/or teach basic questions to

> > second graders?

> >

> > Thank you!

> > Rebeca Nieves

> >

> >

> > -----

> > For all FLTEACH information see: http://web.cortland.edu/flteach/

> >

> > -----

> > For all FLTEACH information see: http://web.cortland.edu/flteach/

> >

> 

> -----

> For all FLTEACH information see: http://web.cortland.edu/flteach/

> 

 

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Date:    Sat, 4 Oct 2014 16:56:28 -0500

From:    Bianca Elliott <belliott17@YAHOO.COM>

Subject: Story maps for AP Spanish literature

MIME-Version: 1.0

Content-Type: text/plain; charset=utf-8

 

Hi. I have the honor to "start" an AP Spanish Literature and Culture course next year.  I am attending to the requirements but have a question or request.  In the spirit of cross-curriculum instruction,  I wonder if there are story maps available for the literature covered in this course.  The English teachers are helping me with stories they know from translation but that does not cover many of the works.  Does this make sense? Are there such materials?  I have not seen any in either listserv.   Gracias antemano Bianca Elliott, PhD Treat a man as he appears to be, and you make him worse. But treat a man as if he were what he potentially could be, and you make him what he should be. ~Johann Wolfgang von Goethe

 

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