The Big Picture

     Over the last couple of weeks, my mind has been ruminating on next year. I'm trying to figure out which step to take next, how to proceed, and which goal to tackle first. Thankfully, I think I have found my answer for which to area to grapple before moving onto the next thing.

     Since I've been looking into and trying to figure out what CI and TPRS are, I've stumbled upon Tea With BVP! I've realized the immensity of second language acquisition in general and all the information and research I could study. I am a bit of a research fiend, so this is right up my alley. I appreciate theory, ideas, and research backing up my teaching practice. If you fall into a similar vein, then Bill VanPatten will provide an opportunity for you to mull over the marriage between your teaching and current research.

     Today, I listened to the 4th episode, I'm going back to the beginning to listen to everything up until the most recent broadcast. After listening to it, I began to realize my next step in "overhauling" my Latin classes: the "Big Picture."

      As Bill talks about in the episode, proficiency-based grades allow students the opportunity to be graded upon the progress of their path to proficiency (if I am synthesizing things well). Plus, one of the callers into the show mentioned that it is great for students to know what is expected of them by their teachers. My thoughts from the past few weeks started to click into place. I'm reminded the importance of making our expectations clear to our students.

         I've been wanting to get better at CI and TPRS, and I have a loooong way to go before I feel confident about my abilities. I realized that this is not the answer for my Latin classes.  And, CI/TPRS are the way in which I guide my students along their proficiency, not the end result. For some reason, it took a little while for this cog to click into place. If anything, my outcomes, expectations, and hopes for my students are similar to the "roots" of the acquisition process, if I'm making an accurate analogy. Someone please correct me, if I am making some bad or wrong connections - I am no expert, but thinking through this as I learn more. So, I need to address the bigger picture of what I see them doing with the language as they advance.

     Now, I do have some "can-do" statements which drive my class now. I will need to rework them since they were formed with grammar-translation and spoken Latin practices in mind. I know that a lot of Latin teachers say the end goal of their classes is for their students to read, comprehend, and understand Latin in real time. But, I'm wondering about what happens when that is not possible, since:

• Some students will take longer on their acquisition and proficiency path
• Some students will leave high school and not continue their Latin studies
• Some students will attend universities that do not use proficiency based standards and grading

I'm sure there are other concerns and questions, but these are the ones which come to my mind immediately.


     In the end, I'm realizing that if I am to overhaul my class, I have to start with the big picture/the outcomes of their acquisition. In doing so, I can then infuse CI and TPRS into how I will present and get students to fulfill these "can-do" statements. Even today someone started a great conversation about this on Teaching Latin for Acquisition (the Facebook group)!

     Does anyone have recommendations on where to look? Does anyone have some experience in this quest? I haven't started deeply investigating, but any guidance would be appreciated! Did you agree with my analysis of what should be my main focus as I start to overhaul my class?

Time

I have been thinking about this post for quite some time (pun intended...although it wasn't the original intent...). These are some reminders I need to keep in mind as I move forward.

Memento tempus - Remember time
Lately, I've grow as a Latinist, teacher, and hopeful CI practitioner (although that designation either sounds too ostentatious or clunky). Many of the blogs in the right side bar have excellent articles about how to implement and grow a Latin program through various means. Through this blog I hope to chronicle some of my journey through overhauling my Latin classes and even my mindset, in regards to teaching.

All these goals take time. A lot of time. All the times. In fact, I tend to push myself very hard, expect "results" quickly, and then become overwhelmed that I am failing or not doing as well as I had hoped. Thanks to Jason, of this insightful blog and Quomodo Dicitur?, I have started to reestablish my goals. If you are interested in continuing your growth and scholarship of Latin, I encourage you to read this collection of blog posts about the #LatinReadingChallenge which Jason explains. He reminded me of the importance to practice daily and persevere. So, I am reading through LLPSI: Familia Romana and I'm trying my best to write tweets in Latin (join in the conversation if you want, @magisterbaus, on Twitter). The biggest realization I have had is that I need to try. Otherwise, fear wins out, I continue to doubt and question myself, and then I stall. This starts the cycle all over again and I get back to the same place: doing nothing.

If you are in a similar place or have been before, how have you dealt with difficult times? How are you finding success? Or how have you? I'm interesting in reading more about developing good habits, and I have seen the confidence that it can build in me. I have been using Habitica (a checklist and habit tracker mixed with an RPG) everyday for the last five to six months! It has helped me to develop habits and to curtail others. From my experience, increasing accountability helps empower your motivation.

Memento alios - Remember others
This amazing blog post reminded me of something very important! A lot of my efforts have, in the past, been for selfish reasons. I have recently felt an immense re-invigoration of my desire to teach, learn, and grow in Latin because of my desire to, not only better myself as a Latinist and person, but to become better for my students and others. Since this mindset shift, I have not stopped trying to improve. I need to remember as I continue on this journey. As an 84 year old mentor told me in high school, "You are never going to be happy until you are helping others with your gifts and talents."

Memento discipulos - Remember your students
Thanks to Jason Talley, I was reminded to add this. As with CI and with the great contributors at The Inclusive Latin Classroom, which is the provider of the previous blog link, I have made sure the last few weeks to keep my students as the reason for improving. All that I am doing now and hoping to plan, practice, and prepare over this summer I am doing for my students. This is only my second year as a teacher, so learning this lesson early will definitely pay off in the long run (although I am sure it will be extremely trying as I learn how best to do this). I want to provide the best that I can for my students. Out of all I do, I hope I can leave them with a lasting impression of a teacher who wholeheartedly cares for them and wants the best for them. Plus, if they are the focus of all my efforts as a teacher and they are able to contribute to that conversation, I don't see myself straying too far. If it isn't helpful for them, I need to take time to consider how best to provide acquisition.

Memento te inter amicos versari - Remember you are among friends
I'm so very thankful for the SALVI Biduum I attended. Thank you, Nancy - you have been an amazing inspiration, even though only having a couple phone conversations and meeting over the Biduum! I appreciate all the support from the Facebook group Teaching Latin for Acquisition. I am also thankful for those of you who are communicating with my, most certainly, error stricken Latin tweets. All these people have been willing to meet me where I am and help me to grow. From the advice, resources, blog posts, and support, I have realized that the Latin community need not be persnickety like I presumed it would be. I know that I make plenty of errors and mistakes in my Latin and in my life. I am earnestly trying. I am wanting to grow. So, I  appreciate anyone who has been willing to overlook an error of mine and grant me the benefit of the doubt. Or, better yet, I am indebted to you if you choose to help build me up through those errors. I hope to do the same in the future for many others. That's how I try to approach my teaching. I try my best to never get down on a student or anyone else and to build them up instead.

All these things are good reminders for me. I, by no means, have all the answers. Though I hope that I have been helpful as well, if this is timely for you. Let me know your thoughts and opinions. Do you have any other "memento-s" to add? Have I not given something enough justice? Is there any other aspect that would be helpful for others to know which has been successful for you?

Comprehensible Input - Information

When I first heard the phrase "comprehensible input," I spent a great deal of time investigating. I heard about it from Nancy Llewellyn, the 2016 NILA Conference (Nebraska International Languages Association), and at the Biduum Angelopolitanum. After several recommendations, I went to Indwelling Language, the website by Justin Slocum Bailey. I would have saved myself a lot of time had I started there. Since then I have found many other blogs, people, and groups who have quite helpful. If you are interested in any of the theory, practices, materials, and/or resources, this a great first start: LIMEN - a Latin teaching portal.

Also, I have now added links to the side of my blog. Each of these websites provides many resources, activities, stories, and testimonies. Above all, they arm you with many different outlets and helpful hints about what comprehensible input is and what it looks like in the classroom.

• Indwelling Language - as mentioned above, this was my first exposure to what comprehensible input is. I appreciate the explanations he gives and the great enthusiasm he has. Also, he contributes to the Quomodo Dicitur? podcast. It's great, give it a listen!

• Magister P - he has some incredible resources, ideas about curriculum and curriculum mapping, and his criticisms of modern assessments have often left me wondering about how to become a better assessor of my students. Look into his stuff, you won't be disappointed!

• Todally Comprehensible Latin - I greatly appreciate Keith's CI Reading Strategies. He gives great explanations and he also provides some good examples so you can see how things may work in your class.

• The Inclusive Latin Classroom - I have recently been looking into their blog (a collaboration of many "CI" Latin teachers) and I appreciate their years of experience and insight about how best to make Latin accessible to each and every student.

• John Piazza - he has some incredibly helpful tips, resources, and beginning of the year information. This summer I will be doing a lot of planning, and I appreciate looking at some of his examples!

• Latin Tool Box - she has a wealth of resources and links. She has also written an awesome novella of which I am highly fond! Plus, she leads some Latin speaking hang outs on Saturday mornings, definitely look at the amazing plethora of help she has to offer.

• Ben Slavic - for some great beginner guides and resources, check out Ben's website. He also has some more theory heavy information (I like reading into some of the research), so if you are a research nerd like I am, definitely look at his wealth of experience and expertise.

• Pomegranate Beginnings - I have been looking at their blog only recently. They have some great information about what they have done and what they have found successful. Again, I read their novella recently, and I am so inspired by their work.

• Martina Bex - I have really only looked into a couple activities that she has, but she would be a wealth of information and knowledge for Spanish teachers. What I have looked at, I really do appreciate!

A Principio

A Principio Humili - From a Humble Beginning

This blog gives me an opportunity to write my thoughts and experiences of teaching Latin.   

For the last two years, I have been teaching. Last year, I began as a K-8 teacher at a small Catholic elementary school in Lincoln, NE. With three weeks to spare before college graduation, I accepted the job. I studied classical languages, classics, and religious studies in college, but I did not receive any formal training in education. I examined different approaches to teaching Latin, but it still baffled me before the school year began.

As a student at UNL, I studied Latin through the Grammar-Translation method. I thought this was incredible and helpful experience in college. Plus, I developed fruitful relationships with the professors in my degree field. Through my college experience, I did not have any exposure to spoken or living Latin. All my conversations were about Latin, not in Latin. So, during that first year, I applied some of the practices I learned at UNL, but they all flopped! Plus, the students weren't very interested and they did not understand most of the time.

Then, last year about this time, I accepted another teaching position at the high school level. They hired me with the idea that I would teach Latin immersively, in a similar way to their Spanish program. This lead to some personal questions I had to face. Do I even believe in spoken Latin? How can I do it, even if I am not a big fan of doing so? Who speaks Latin nowadays? What approach do I take? Having been an opponent and scoffer of spoken Latin, I didn't know how to proceed.

So again, last summer, I investigated teaching methodologies. I found Lingua Latina: Per Se Illustrata. This is the text book we use at the high school. In addition, I found some good resources on incorporating spoken Latin into the class. As this year started, I noticed some tension building in how to proceed with spoken Latin and I didn't know how.

Then, a God moment occurred! I went to an evening presentation in mid-September. While there I spoke with the Bishop of Lincoln about how the Latin program had been going. He mentioned Nancy Llwellelyn and her prowess  for speaking and teaching Latin. In my heart, I knew immediately that I needed to contact her. After talking to her on the phone, I knew I was headed in the right direction. I then signed up for Biduum Angelopolitanum, in the middle of October, through SALVI.

That experience was quite difficult, but I was glad to have gone on the trip. It has inspired me for the rest of the year. Also, I have been trying to incorporate more CI and activities that are compelling for my students.

This school year, I have gone from zero exposure to spoken Latin to having gone on a two-day Latin immersion program. I have gone from a vocal opponent of spoken Latin to speaking Latin to myself at times. I have gone from never using Latin in the classroom to using it as much as I can in the classroom. I have gone from Grammar-Translation to trying my best to work towards CI and TPRS.  I have been trying my best to improve. At the end of next month, I will be attending the Biduum Minnesotanum. I plan on going on the Rusticatio Tironum this summer.

I plan on growing this summer, planning for this next year, and trying my best to include all my students in the learning of Latin. This blog is here to document that journey. Plus, I hope to help others who may be on a similar path or who will be but haven't found the path yet.

About Me

Hey everyone! Thanks for stopping by the blog. I am a nerd, teacher, reader, cook, and fledgling writer and runner. I’m currently teaching Latin, History, Humane Letters, and Drama at Ozark Catholic Academy in Northwest Arkansas.

I'm blogging and sharing ideas about teaching Latin. I hope you find something meaningful or helpful. Over the last few years, I have been "living" Latin in my classroom.