[ola] Re: Trust Falls - Help!
- From: Warren Billings <wbillings@xxxxxxxxxxxxxxxxxxxxxxx>
- To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
- Date: Fri, 16 Jan 2015 14:54:06 -0500
Oops!!! I meant to forward that to my professional development team...
sorry!
On Fri, Jan 16, 2015 at 2:53 PM, Warren Billings <
wbillings@xxxxxxxxxxxxxxxxxxxxxxx> wrote:
> Team,
>
> I would like to share the following email correspondence with you to get
> closure on my discouraged feeling yesterday and to communicate my success
> this morning.
>
> Have a great weekend,
> Warren
>
> On Fri, Jan 16, 2015 at 11:13 AM, Darcy Rogers <
> darcy@xxxxxxxxxxxxxxxxxxxxxxxx> wrote:
>
>> Warren, thank you for sharing this! And thank you all for being so
>> supportive and sharing your own struggles as well. This is not meant to be
>> perfect, but a journey. The 'mistakes' that happen along the way are all
>> part of the bigger picture. Perseverance and trying again..and again..and
>> again is what makes the magic finally happen.
>>
>> So excited to hear this! Keep up the sharing and support, this community
>> is amazing!!
>>
>> Abrazos,
>> Darcy
>>
>> On Fri, Jan 16, 2015 at 7:06 AM, Warren Billings <
>> wbillings@xxxxxxxxxxxxxxxxxxxxxxx> wrote:
>>
>>> Good morning!
>>>
>>> Thank you for your kind words and help!
>>>
>>> We nailed it today. It went perfectly. A learner wanted to read the
>>> giving tree at the beginning of class so we did that which was really nice.
>>> Learners took turns reading. They would stop and ask if anyone else wanted
>>> to read which was really sweet and thoughtful. Two learners read. I told
>>> them that we could read if there was zero English, and there was zero
>>> English. That was really successful. We stopped along the way with words of
>>> interest to get vocab words. We took mini brain breaks were we repeated old
>>> vocab that came up on the page or new vocab from the page. It was really
>>> great.
>>>
>>> I then said that I'd like to try confianza again. I had previously
>>> spoken to the boy that was letting his friend fall too far yesterday
>>> afternoon. We lined up in two lines and I went through announcing the
>>> pairs. I then modeled a trust fall with a learner at the end. I said we
>>> have to touch the back of the person, showed the footing and hand position.
>>> I then said distancia a lot and showed with my fingers about two inches
>>> saying short distance.
>>>
>>> Then I modeled a trust fall and the student let me go down the normal
>>> amount, about six inches, which is to be expected. I said it's OK, let's
>>> repeat, and showed with my hands very little distance. We did it again and
>>> did a super small trust fall. It went perfectly. The student knows I trust
>>> him even at the normal limit but I set the expectation for him, me, and
>>> everyone that two inches is the maximum and you have to be touching the
>>> back before you begin.
>>>
>>> We then went through one pair at a time and everyone watched, some
>>> clapped. We said thank you, high fived, and switched. It went well. Doing
>>> it one pair at a time made maximum visibility which creates a safe space.
>>>
>>> After class we didn't debrief mainly because one learner said "That was
>>> really good." and the whole class heard. It was such a positive end note I
>>> didn't want to insert a driving/restraining forces protocol because it
>>> would have felt forced.
>>>
>>> All in all, we are happy, restored, and ready for the weekend!
>>>
>>> Abrazos,
>>> Warren
>>>
>>> On Thu, Jan 15, 2015 at 2:48 PM, Warren Billings <
>>> wbillings@xxxxxxxxxxxxxxxxxxxxxxx> wrote:
>>>
>>>> Thank you! I feel the support all the way over here in New Hampshire.
>>>>
>>>> I bit off more than I could chew. Trust falls turned out to be a very
>>>> difficult activity to do with nineteen people.
>>>>
>>>> I will try the yurt circle first. I've had success with that. Then I
>>>> think I will pair them up and have the pairs form two lines, separate and
>>>> everyone visible. We'll do mini (small) trust falls one at a time, maybe
>>>> teach how to say three inches, etc. Just once each way so that there is a
>>>> positive feeling.
>>>>
>>>> I realize that I should use another activity to build trust before
>>>> trying this again. Something we can be successful with. We do need to try
>>>> it one more time to restore the trust that was lost today though. We'll
>>>> debrief it tomorrow. I'll share the debrief protocol with you all tomorrow.
>>>>
>>>> Thank you!!!
>>>>
>>>> On Thu, Jan 15, 2015 at 1:58 PM, Cathy Bird <mcwathbird@xxxxxxxxxxx>
>>>> wrote:
>>>>
>>>>> I had a similar problem with one of two classes last year. There just
>>>>> wasn't enough trust there to do any trust activities. I was lucky, though,
>>>>> in that when I said no to their suggestion to try in/out trust circle,
>>>>> that
>>>>> seemed to make them want it more. They would beg and I would explain that
>>>>> 'I' didn't trust them. That led to what did I see... and so I modeled some
>>>>> of the untrustworthy behavior in a light way so as not to nail any
>>>>> individual too much.
>>>>>
>>>>> Around that time I started doing evals of OWL skills every few weeks.
>>>>> Students did a self assessment, sometimes providing an example, and then I
>>>>> went over it in a different ink. I used it as a grade and a few of the
>>>>> kids
>>>>> failed the first time; talk about a wake-up call. I would also pull kids
>>>>> aside for a reminder of what they need to be working on when they were
>>>>> reviewing vocab or doing a reading activity.
>>>>>
>>>>> *ORGANIC CLASSROOM - LEARNING SKILLS EVAL *
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> *everyday*
>>>>>
>>>>> *mostly*
>>>>>
>>>>> *sometimes*
>>>>>
>>>>> *mostly *
>>>>>
>>>>> *every day*
>>>>>
>>>>> Silent or in mostly English
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Lots of French and/or sounds
>>>>>
>>>>> Indifferent
>>>>>
>>>>> "whatever"
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Supportive
>>>>>
>>>>> "you can do it"
>>>>>
>>>>> Reluctant to get involved in circle or pair activity.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Active Drawing. Miming. Acting. Engaged.
>>>>>
>>>>> Checked out when meaning is unclear.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Infer meaning. until proven differently.
>>>>>
>>>>> Give up when communication is difficult
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Circumlocute: use what you know to say what you don't.
>>>>>
>>>>> Afraid of trying or afraid of failing.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Taking risks and failing fabulously.
>>>>>
>>>>> Concerned with self and with getting/doing what you want. Side convos.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Concerned about the group and doing what the group needs.
>>>>>
>>>>> Laughing at peers or mocking their efforts.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Laughing at self and at humor of the group.
>>>>>
>>>>> Disregard for speaker. Not listening to others.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Respectful and attentive. Good listener.
>>>>>
>>>>>
>>>>> There were three of my ten students who really needed to open up in
>>>>> order to be trusted. One was your typical, unpredictable, impulsive boy
>>>>> who
>>>>> thought everything was funny. The other two were girls who just didn't
>>>>> trust anyone outside of their clique.
>>>>>
>>>>> Warren, you are doing great things and are *so* good at reflection.
>>>>> Once this disappointment wears off, envision what you want to see more of
>>>>> from this class and don't be shy about using repetition of earlier
>>>>> activities to get there. The Spanish can still move forward, but the
>>>>> circle
>>>>> activities that we do are scaffolded in a way that students have to earn
>>>>> the privilege.
>>>>>
>>>>> Cathy Bird
>>>>> 1354 S. Pearl St.
>>>>> Denver, CO 80210
>>>>> e: mcwathbird@xxxxxxxxxxx
>>>>> c: 303.995.3425
>>>>>
>>>>>
>>>>> ------------------------------
>>>>> Date: Thu, 15 Jan 2015 13:20:00 -0500
>>>>> Subject: [ola] Re: Trust Falls - Help!
>>>>> From: heidihewitt13@xxxxxxxxx
>>>>> To: ola@xxxxxxxxxxxxx
>>>>>
>>>>>
>>>>> Hi,
>>>>>
>>>>> I had a hard time getting my students back into the swing of things
>>>>> after break and they were really not being good about paying
>>>>> attention/staying in Spanish.
>>>>>
>>>>> I broke out the writing the ESPANOL on the board and erasing a letter
>>>>> when English was spoken rule. It quieted them down REMARKABLY. I recommend
>>>>> this if the problem is English. Talking about how you're going to suffer
>>>>> if
>>>>> others speak English and emphasizing the phrases of "No English" "Attack,"
>>>>> etc. is important. Students yell at each other and then get afraid of
>>>>> being
>>>>> yelled at and keep themselves in Spanish much more readily. Then it's not
>>>>> me yelling at them, it's them against each other.
>>>>>
>>>>> As far as the trust fall, I haven't done it. I think this might be a
>>>>> tough activity for them to do even in English. A different setting might
>>>>> help. I only really remember doing this as part of a ropes course and we
>>>>> were outside.
>>>>>
>>>>> On Thu, Jan 15, 2015 at 1:10 PM, Martin Kathryn <kmartin@xxxxxxxxxxxxx
>>>>> > wrote:
>>>>>
>>>>> I have to chime in—this year has been much more challenging than
>>>>> last year with the use of English in class and lack of participation.
>>>>> Anything you all have to suggest would be greatly appreciated!
>>>>>
>>>>>
>>>>>
>>>>> *From:* ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] *On
>>>>> Behalf Of *Shahla Brown
>>>>> *Sent:* Thursday, January 15, 2015 9:56 AM
>>>>> *To:* ola@xxxxxxxxxxxxx
>>>>> *Subject:* [ola] Re: Trust Falls - Help!
>>>>>
>>>>>
>>>>>
>>>>> It is so great to know that others continually deal with students who
>>>>> are unengaged or constantly distracted.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> On Thu, Jan 15, 2015 at 11:45 AM, Jody Soberon <
>>>>> jodyso@xxxxxxxxxxxxxxxxxxx> wrote:
>>>>>
>>>>> Hi,
>>>>>
>>>>>
>>>>>
>>>>> I am so looking forward to responses on this. I haven't even dared to
>>>>> do this yet, though I probably could have success with my Span 2 classes
>>>>> that are pretty much on board with immersion. But my Span 1 classes have
>>>>> so
>>>>> many issues similar to what Warren describes about English, being off
>>>>> task,
>>>>> playing on their phones, uninvolved, non-participatory, chatting in
>>>>> English
>>>>> in circle, not following instructions etc.
>>>>>
>>>>>
>>>>>
>>>>> Thank you!
>>>>>
>>>>>
>>>>>
>>>>> On Thu, Jan 15, 2015 at 8:11 AM, Warren Billings <
>>>>> wbillings@xxxxxxxxxxxxxxxxxxxxxxx> wrote:
>>>>>
>>>>> Good morning!
>>>>>
>>>>>
>>>>>
>>>>> I just did trust falls with my first period class and honestly it
>>>>> failed and I am discouraged by this.
>>>>>
>>>>>
>>>>>
>>>>> QUESTION: Does anyone have tips on how to make trust falls successful?
>>>>> I think I just brought the class backwards in their trust for each other.
>>>>> Again, I am discouraged and frankly upset by this. Give me some basic
>>>>> advice on how to make it work!
>>>>>
>>>>>
>>>>>
>>>>> There is a split of half the class that works super hard and does well
>>>>> and the other half of the class talks in English, doesn't have notebooks,
>>>>> plays on phones, wants to eat their breakfast, is late, absent often, etc.
>>>>> I've been talking to them and to their parents but the issues are
>>>>> continuing to come up. I maintain those high expectations in class but
>>>>> they
>>>>> are still exhibiting this behavior even though I have created a safe
>>>>> environment where it is easier to simply participate than to be off task.
>>>>>
>>>>>
>>>>>
>>>>> They just had a writing performance assessment and those that aren't
>>>>> working just had a reality check - lots of 1.0's (equivalent to D or F).
>>>>> They are performing at NM with incomplete sentences. It was a true
>>>>> assessment though because all the ones that I expected to pass did pass.
>>>>>
>>>>>
>>>>>
>>>>> I am planning on doing a critique session of exemplar work later but
>>>>> wanted to first establish that community of people that trust each other
>>>>> when they need help.
>>>>>
>>>>>
>>>>>
>>>>> Today I did trust falls to fortify the feeling of community before we
>>>>> start critiquing tomorrow. Here is the process that I went through:
>>>>>
>>>>> 1. Hook: sing the song we just learned
>>>>>
>>>>> 2. Modeling: I modeled a trust fall (with one of the struggling
>>>>> students) saying in L2 Ready? Yes! Trust!
>>>>>
>>>>> 3. Pairing Activity: Sneakers inside the circle, boots outside
>>>>>
>>>>> 4. I wrote the key words on the board: ready? yes! trust!
>>>>>
>>>>> 5. Modeling: I asked one pair to perform the trust fall and had
>>>>> everyone watch.
>>>>>
>>>>> 6. I then counted down from three and asked everyone to fall onto
>>>>> their partners.
>>>>>
>>>>> 7. They said thank you and gave their partner a high five and switched
>>>>> to do it again.
>>>>>
>>>>> 8. I asked if trust was important in class and said that trust was
>>>>> like saying help
>>>>>
>>>>> 9. I wrote trust = help on the whiteboard and we drew pictures of
>>>>> people needing trust and people needing help.
>>>>>
>>>>> 10. We then drew pictures of people helping the drawings on the
>>>>> whiteboard.
>>>>>
>>>>> 11. We then shared some sentences as a group
>>>>>
>>>>> 12. We then wrote five sentences about help and trust.
>>>>>
>>>>>
>>>>>
>>>>> The trust falls were a fail because one boy let another boy fall and I
>>>>> didn't do anything because I thought it was an accident. I will talk to
>>>>> them tomorrow. Lots of people doing the shuffle step when they fell back.
>>>>> They were too clumped up with room to hide and misbehave. I should have
>>>>> stopped, made space, then had those two boys do it again in front of
>>>>> everyone.
>>>>>
>>>>>
>>>>>
>>>>> Tomorrow I am doing it again. We need to have success here. Today was
>>>>> not successful. I know that this is only one step in our journey of
>>>>> establishing a positive community. Everything we do in class either builds
>>>>> or takes away from that community.
>>>>>
>>>>>
>>>>>
>>>>> QUESTION: Does anyone have tips on how to make trust falls successful?
>>>>> I think I just brought the class backwards in their trust for each other.
>>>>> Again, I am discouraged and frankly upset by this. Give me some basic
>>>>> advice on how to make it work!
>>>>>
>>>>>
>>>>>
>>>>> Un abrazo,
>>>>>
>>>>> Warren
>>>>>
>>>>>
>>>>>
>>>>> --
>>>>>
>>>>> Warren Billings
>>>>>
>>>>> Spanish Teacher
>>>>>
>>>>> Pittsfield Middle High School
>>>>>
>>>>> Pittsfield, NH
>>>>>
>>>>> Telephone: (603) 435-6701 x4226
>>>>>
>>>>> Visit our Website! http://pittsfieldspanish.weebly.com/
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>
>>>>
>>>>
>>>> --
>>>> Warren Billings
>>>> Spanish Teacher
>>>> Pittsfield Middle High School
>>>> Pittsfield, NH
>>>> Telephone: (603) 435-6701 x4226
>>>> Visit our Website! http://pittsfieldspanish.weebly.com/
>>>>
>>>
>>>
>>>
>>> --
>>> Warren Billings
>>> Spanish Teacher
>>> Pittsfield Middle High School
>>> Pittsfield, NH
>>> Telephone: (603) 435-6701 x4226
>>> Visit our Website! http://pittsfieldspanish.weebly.com/
>>>
>>
>>
>>
>> --
>> *Darcy Rogers*
>> Organic World Language (OWL)
>> Phone: 541.601.4509
>> Fax: 541.776.4099
>> Website: www.organicworldlanguage.com
>> Facebook: tinyurl.com/organic-language-facebook
>>
>>
>>
>
>
> --
> Warren Billings
> Spanish Teacher
> Pittsfield Middle High School
> Pittsfield, NH
> Telephone: (603) 435-6701 x4226
> Visit our Website! http://pittsfieldspanish.weebly.com/
>
--
Warren Billings
Spanish Teacher
Pittsfield Middle High School
Pittsfield, NH
Telephone: (603) 435-6701 x4226
Visit our Website! http://pittsfieldspanish.weebly.com/
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