Posted in Technology

Seesaw: Initial steps and moving beyond journaling

Seesaw: Initial Steps

Last year, I implemented Seesaw in all my classes.  I traditionally used it for a writing journal and an occasional voice link.  As I play around more in Seesaw this year, I found myself using it more and more.  I also have students who really like to take pictures with it for their journal entries.  Even if the assignment doesn’t require it, I do enjoy the little snapshots of our class.

Yesterday, I presented to my department.  I created a tutorial on how to sign up.  This is a basic explanation with screenshots that describes how to sign up.  In my email, I also detailed how I used it in class.  Here is how I have used it:

1.  Do all of their writing in it!  They can write presentational pieces or interpersonal writing in the comments.  This can be done as an in-class assignment or as homework.
2.  Take a picture and label it with the target language.
3.  Take a video in the target language.
4.  As the teacher, leave a voice comment for a student and have students speak back!
5.  Have students take a screenshot of their work and reflect on it.  (I have even had students take screenshots of their Seesaw work to comment on it- see the pictures below.)
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6.  They can also snap a picture of their notes from class and talk about them.
7.  After talking about the music video, I had students recreate the story in four scenes.  They put the pictures into PicCollage, so they did not have to upload them individually in Seesaw.  Then, they wrote a caption for their pictures in Spanish.  Here are a few results:
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8.  Finally, recently I have seen these awesome #booksnaps on Twitter.  In Book Snaps, you take a snap of your favorite page, add a caption and also maybe some cool stickers or drawings.  This year, I have been struggling with how to keep FVR low key to benefit students and how to hold them somewhat accountable, so they aren’t just staring at the page.  Today, I asked them to just find their favorite part.  These are some of my favorite #booksnaps!  My students did this on Snapchat and uploaded it to Seesaw, but you could have students do this right in Seesaw, too!
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Posted in Journal, Technology

Using Seesaw App in a Foreign Language Class

Using Seesaw App in a FL class

Today, I wanted to explain how I used Seesaw last year, and how I plan to improve it this year.  If you are new to using Seesaw, it is a place for students to store their work.  Students can add a picture, video, link, note, drawing or file.  It also divides your students into classes, so they can see other’s work (if you choose).  Last year, I used it any time that students had to write something.  Most of my students just added a “note.”  Students were able to do so very quickly.  My main goal was to have a place for my blended class to journal.  Having Seesaw was MUCH better than having each student have their own blog.  I had to approve each piece before it posted, so I was able to read briefly through each piece.  It was also really easy to leave comments on their work (as you can see below).

Seesaw App

Students could also leave comments on each other’s work.  I encouraged students to do so from time to time as well.  I had to approve the comments too, which is another great feature.  (Interpersonal writing anyone?!)

I appreciated that Seesaw collected all of their work in one place.  It made it easy for me to check who had done the assignment.  It also helped students reflect on their work.  Below, I have added some quotes from students on their self reflection about how their writing has improved by journaling:

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In addition to writing, I had students record on Vocaroo then add the link to their journal.  This way, they could include more speaking practices into their portfolio.  I had them complete this with partners, and it was easy to add another person to their journal.  (I also had students write poems in tandem for their journals, and they could tag their partner.)

Finally, Seesaw helped me write comments last year.  I easily could access their work, and I could give them specific thoughts about how they were doing.  We write comments very early in the year, and it gave me concrete advice to tell my students.

I was really pleased with how Seesaw worked this past year.  I want to continue to evolve how I use it.  This year, I am going to add a few more goals for my students.

  • I want to record my voice on their journals instead of just typing.  I also want them to respond using the voice recording.  While they will still start by writing, I want them to speak their comments.
  • I would also like to encourage kids to leave voice comments on other posts.
  • I noticed that Seesaw added video in beta.  I want to play around with this option for students to add to their work.
  • I want to try some speed writing that was suggested during last week’s Langbook.  I will give students a set amount of time to just write about any topic that they choose.  I will continue to do so throughout the year, and I want students to compare their work from the beginning of the year to the end of the year.  This will also provide them with concrete examples of how they are improving.

Have you used Seesaw?  I would love for others to share how they use Seesaw in class!

Posted in Journal, Technology

Seesaw App Notes

Earlier this year, I decided that I was going to use the Seesaw App.  It has only been a week, but I am loving it!  I have discovered a few things that will hopefully help you:

  1. It is really easy to sign up.  I used the students’ Google accounts.
  2. If students are just going to write an entry, they can add a note or write it as a file and upload it.  They can also put the item in a Google Doc and then share the link.
  3. The default settings allow all students to see the other students’ work.  Many of my students were excited to comment and “heart” the other students’ work.  Later in the year, I want my students to comment on each other’s work as an assignment.  This is much easier than when I used WordPress.  I have to approve all comments, so that also keeps it safe.
  4. I gave the code to parents at back to school night, and they seemed excited.  Some have even commented on their students’ work!
  5. While students can add a voice note to their work, I wanted them to just add a conversation.  In order to do that, they can use Vocaroo then add a link in their Seesaw account.
  6. Finally, I really like that Seesaw continues to email me if I need to approve something.  many times, it may slip my mind, but I appreciate the reminder email.

Are you using Seesaw this year?  Do you have any tips that you have learned so far?

Posted in Blended Class, Journal, Technology

Journaling and the Seesaw App

Seesaw App and its use in FL classes

Last year, my students were journaling in my blended class.  While I believe that I was able to learn interesting facts about them and it helped with their writing, they were a pain to find and read on WordPress.  They were unpublished, so I had difficulty accessing them.  However, this year, I want to try something different!

This past week at #langchat (a weekly Twitter discussion on Thursday nights), Amy Lenord discussed the new-ish app Seesaw.  I have read a lot about it, and it seems perfect for the foreign language classroom!  Students can create an e-portfolio using this app.  You can add photos, videos or PDFs of their creations.  They can also add voice (up to 5 minutes), drawing and written annotations.  Since I have created a class, it will all go through me, so I won’t have to try to find all of the old blog links.

Parents can also see what their children are doing!  They can add the app and receive notifications when their child has posted something in the journal.  I am really excited about this piece!  Many parents really want to hear their child speaking in the target language.  Many students really do not enjoy speaking a foreign language in front of their parents.  (Aside: I am totally one of those people.  My parents get really excited when I speak in Spanish and will try to push me to do so at ANY OPPORTUNITY even now!)  This way, it is a non invasive way for parents to hear their students speaking.  Parents can only see their own child’s work.  However you can tag multiple students, so if you take a picture from a field trip, you could tag the students, so all parents can see.  Parents can also give feedback to their children.

While I will use it with journaling, it can also be used for retells of stories.  Students could quickly sketch out a picture from a story then retell the story using the annotation piece.  It would also be neat to use with FVR (Free Voluntary Reading).  Students could snap a picture of the cover of what they are reading and explain the story.  I encourage you to check it out!  (A 90 second video is here!)

Posted in beginning of the year

Details Part II: Unit I Spanish I Introductions and Activities

Details Part II Unit I Spanish I Intro and Activities

This is the third post about my preliminary plans for my first unit in Spanish I this year.  You can find the first post including my final objectives for the unit here and the first days here.

My other objective for this section is:

  • Focusing on how to discuss likes and dislikes

For the next day, I plan on working with likes and dislikes.  When students enter, they will read the following infographic.  (Me gusta mucho)  I will then use PearDeck’s polls to have students vote on which ones they like and do not like.  The nice thing is that I can set PearDeck to student paced mode, so students can move at their own pace throughout the questions.  Once we have done this, I can lock their answers and we can view and discuss everyone’s favorites.  After this, we can go through the date and weather as well.

As I plan to start with interpretive reading, I will provide students a practice reading activity with Yahoo Respuestas.  I will give students the print out to read and mark up.  Then students will move around and write on large papers cognates, words that they have learned in the first week and items that people identify that they like from their reading.  Throughout this unit, students will be able to keep a list of important and useful words that they find.  While we will have a list of main words for them to know, they will be able to put together a list of words that would be important to them.  When they are done, they can move around and include any new words that they learned on their list.  Then, we will answer some questions in English about the reading together.  Finally, we will play a game of Kahoot about the reading.  Once the Kahoot is done, we will continue to work with talking about students in the class.

My goal is to have their interpretive reading quiz the following day.  Of course, I will have to determine how the previous day goes.  I will also provide students a study guide.  The study guide will be another Yahoo Respuestas question.  It will be different from the one that they will eventually get on the quiz.  I realize that many teachers like to have unannounced quizzes and they do not like to give as much information up front as I do.  While that may give you a better idea of the level of your students, I like to build up the confidence in my students.  I have many nervous students (and parents), and I want them to feel capable and able to study for their task.  Also as ALL of you have searched for authentic resources before, you know that there is a very slim chance that students can find the same authentic resource that you have.

After the quiz, we will switch it up to practice some listening with these video clips from Zachary Jones.  I love that he uses clipart to help novice students decipher what the words mean in Spanish.  This also allows me to have a full lesson plan based on how long it takes the students.  There are many different video recordings for students.

The following day, we will start Señor Wooly’s Puedo ir al baño as our input in the beginning.  After the weather, I will give students a list of questions including introductions and likes/preferences.  Each student will get one question and practice using quiz-quiz-trade.  They each ask their question then trade questions with their partner and find a new partner.  I will circulate to note which questions are difficult to students to highlight in the next few days.

Once they are done, they can add another entry to their Seesaw journals using these guiding questions:

  • ¿Prefieres octubre o mayo?
  • ¿Prefieres el océano o las montañas?
  • ¿Prefieres el té o el agua?
  • ¿Prefieres la música pop o rock n roll?

I want them to add a picture to their entry and find someone else in the class that prefers some of the same things that they do.

The next day, we will start with a Quizizz about what students have learned about the likes of their classmates based on our talking with cards/circling with balls at the end of each class.  Then, we will do the weather and date.  Students will then go on a linguacafe talk using some guided questions to again reiterate and practice introductions and likes/dislikes.  We will play a quick glob game before reading.  I made this reading about an Argentinian tennis player who is number one in the world for wheelchair tennis.  I included questions about it and a video that we can watch as a class.  I also included a reading about the Argentinian women’s field hockey team with questions and a video to watch.

The following day, we will complete an interpersonal interview.  I will interview each student.  As I am interviewing each student, the other students will be working on Señor Wooly nuggets from Puedo ir al baño.  At the end of class, we will complete a free write for students to brainstorm everything that they have learned.  Once I look at their free writes in addition to their speaking practice, I will determine how to finish practicing before their final writing assignment.  I will be finishing up this week with more ways to focus on writing in addition to focusing on when events occur.

Posted in beginning of the year

Details Part I: Unit I Spanish I Introductions and Activities

 

Details Part I Unit I Introductions and Activities

Earlier this week, I started to plan for my first unit.  I started to collect a variety of resources to complete it next.  I also had to decide what order made sense to tackle the can do statements.  The first few days I will work on “I can introduce myself and I can identify cognates.”  I will also start to work on weaving in “I can talk about my likes.”  You can find my first day of school plans here.

For the second day, I will start by defining what a cognate is then we can review some of the cognates that they brainstormed the previous day.  Then, I will have students visit this website (or you can take screenshots.) At each table group, I will challenge them to find as many cognates as they can while they explore the website.  We will compare the number of cognates that they can find.  After this, we will start the calendar and weather introduction.  We will have a quick brain break where we introduce ourselves asking what is your name then tossing a soft ball to another classmate and asking his/her name.  At the end, we will continue the circling with balls/card talks that students started the day before.  This starts to reinforce the likes/dislikes ideas.

For the third day, we will continue with these ideas.  First, students will set up their Seesaw account.  Then, students will be able to answer the following questions:

¿Prefieres el parque o el café?
¿Prefieres las hamburguesas o la pasta?
¿Prefieres la televisión o la computadora?
¿Prefieres la clase del arte o la clase de ciencias?

I will provide students with the word “prefiero” to add to the beginning of the sentence.  I also want students to add a picture to their post to play around with using Seesaw.  I will again reiterate that these words are all cognates.  After this, we will start the calendar and weather.  Then, we will watch this video that reviews introductory phrases.  It is an awkward video, but I think we can stop it a few times and ask questions- like if we think that the two characters will finally dance together.  Then, we will do a quick round of rock, paper, scissors a la Maestra Loca.  Finally, we will continue to work through the circling with balls.  I will write up a few of the previous class stories for students to read as well.  These are preliminary plans, so I hope that you can take these ideas and modify them for your own use!

Posted in Brillante Viernes

Brillante Viernes: August 11, 2017

Brillante Viernes August 11

Happy happy Friday!  If you are back in school, I hope that you have had a successful back to school week.  We are going up to Volga, West Virginia for our annual summer trip.  I go back to work for a few days early because I have a mentee teacher!! (Squee!  I am so excited to work with our new Chinese teacher!)  This is a little longer Brillante Viernes because I wanted to add some technology updates at the beginning!

  • In the past if you wanted to upload a series of pictures to Seesaw, you had to make a collage.  Not anymore!  You can now add an album!  This is perfect for digital storytelling.  Students can upload all of their pictures then retell the story right in the same entry.
  • Have you seen the new Flipgrid that was unveiled last night?  I keep reading about all of the foreign language teachers that are using it and all of the awesome ideas that they have.  Check it out!

Now onto the blog posts (and more!)

  • I typically don’t listen to a ton of podcasts (I mean with all of my blog reading, I have to sleep SOMETIME!)  But this summer, I have been listening to some on road trips, and I am SO excited for We Teach Languages.  The most recent podcasts have included two amazing WL teachers- Noah Geisel and Lisa Shepard (of Madame’s Musings!)
  • Sara-Elizabeth asks the hard questions… and finds that there is more than one answer about authentic resources.
  • This is a perfect follow-up about language advocacy and other skills that you learn in a FL class.
  • As I continue to make free voluntary reading a part of my class, I really appreciate Mike’s reflections and learn so much from him. He is honest about what works and what doesn’t in his own classes, and I always admire his risk-taking.
  • Finally- I blogged over at Path2Proficiency about how I want to become more of a language advocate this year in and out of my classes.

Finally- here are some of my older (but still useful!) posts:

Posted in Technology

Tips for teaching with technology

Tips for teaching with technology

I am a huge advocate of using technology in any classroom but in particular in the foreign language classroom.  I frequently blog about my blended class, and I have presented twice about technology tools that facilitate my foreign language class.  However, using technology can be daunting, and I keep seeing a lot of questions pop up in various teaching groups about how to teach with technology!  I wanted to offer some tips that I have learned in the past few years.

First, don’t be afraid to tell students to put away their technology!  (I know, I just told you how great technology is- and I am telling you to put it away!)  Just because your school is 1:1 or your students have iPads does NOT mean that they have to always use their computer.  I believe that teachers think that once their students get a computer or iPad that everything MUST be done with technology.  That is not true.  There have been many studies done saying that if a student is just using a computer throughout class to take notes, he or she will likely get distracted easily.  I struggle like many teachers to encourage students to use an online dictionary and not to rely on Google Translate.  Typically, my students blog and do a lot of writing on Seesaw, but many times, I would have them write on paper.  I gave my students a topic, we brainstormed important words as a group on the whiteboard, then I let them look up 5-6 words that they personally wanted to use.  Then, the students put their computers away and wrote.  Also, I make sure that all students put away their technology in the beginning and end of class when I am introducing/reviewing topics.  You are the teacher, and you know when they are using their technology effectively by using the programs below or if they are watching YouTube videos.

In addition, think about the value of working on an assignment individually versus full class.  Will technology ALWAYS make things better or is it nice to just interact with one another in the class?  For example, I am a huge EdPuzzle fan.  It is great for listening to videos, and it allows students to replay sections as many times as they need to really differentiate for each learner.  However, I rarely have students listen to music or watch music videos on EdPuzzle- even though they easily could.  I like this to be a whole class activity- especially watching the music videos.  I enjoy seeing the reactions by students for videos such as Soy Yo or my C Block’s personal favorite .  Same thing goes for Flipgrid.  I am excited to continue to use Flipgrid next year to have students record themselves speaking in Spanish, but many times, my students need to talk to each other face to face.  Just because it can be done with technology doesn’t mean that it always should.

Be choosy about what you use with technology as many pre made materials for teachers are not necessarily made by teachers with the most recent pedagogy in mind.  I have been playing around with Duolingo to learn some Greek.  I have completed the first lesson, and I don’t think that I have learned much.  Luckily, I was in a sorority in college which helped me eke through the alphabet unit (barely)!  In the program, you can hover over each of the words that you have to translate, and it displays the English translation for you!  Then you just type that into the box.  Also, I HAD to do that when as I have been learning Greek because I barely remember any words from the previous units.  Is this really the most effective way to learn a language?

With that being said- let’s get into the great aspects of using technology!  If you are going to use pre-made materials via technology (and I totally suggest it and use it myself!), use pre-made materials from other teachers.  You can typically find these in many programs that I have included below.  To use teacher made materials, do a search on EdPuzzle for MANY teacher edited videos.  You can find videos on any topic that you want to teach!  And you can still edit their questions- so save the ones that you want and change the others.  It is easy and quick!  Or, use Quizizz to search for pre-made questions on a variety of topics or novels in Spanish.  I was able to create Quizizz practices for homework in about 5 minutes max.

Additionally, make sure that you try the program before you assign it to your students.  Although your students may be digital natives and can figure out how to add filters to their snaps that does not mean that they know how to edit a video in EdPuzzle that you assign them as a project.  (I particularly like this article on EdSurge that debunks some of the myths that we have about our students and technology.)  I practiced on Flipgrid before I assigned it to students.  That does not mean that I can troubleshoot everything that happens to them, but I have SOME idea of how it works.  Once you can give students the basics, they can normally trouble shoot on their own.  If not, I like tweeting to ask for help because so many tech companies respond quickly on Twitter.

Finally, find some basic programs that you like to reuse and can be used in multiple ways, so students are used to them.  While I will throw a wild card at them from time to time (like Triventy when we have played too much Kahoot or a fun Goosechase scavenger hunt!), stick with similar programs, so students do not have to worry about the technology side of things too much.  Also, I like these programs because they enhance my lessons.  Technology should make your life easier- don’t use it because it is fancy or flashy.  Below is a brief overview of my go to resources and why they enhance my classroom:

  • Seesaw is an online learning journal for writing/some speaking: students can upload their writing, and then others in the class can leave comments for some nice interpersonal writing.  This is one BIG reason why it is better than traditional paper writing.  Students have an audience (the class) and can practice both interpersonal and presentational writing.  Or students can upload a picture and talk about it.  They can also leave voice comments or listen to my voice comment.  Again, this is a more efficient way to provide feedback than traditional feedback.
  • Flipgrid is a quick and easy way for students to record speaking videos or interviews with their classmates.  It is really fast to record, and it does not require a log-in which I really like.  I am also hoping to connect with other classes this year to have students communicate in this way.  While face to face speaking is a big goal in our class, some students feel more confident speaking to a video instead of each other.  This can support students to feel more comfortable.
  • EdPuzzle allows teachers to embed questions within a video, and as I have mentioned before is great for differentiation of videos.  When we would watch videos as a class and students needed to listen one more time to a certain section, we had to rewatch the whole video, and many students were already done (and bored).  This way, everyone can listen as many times as he or she needs.  Also, it is easy to grade to give feedback.  If you choose a few multiple choice questions, students can get instant feedback.
  • PearDeck allows you to embed various questions/drawing etc into a presentation and is great to jazz up my presentations.  Students can see others responses if we go through a presentation as a class.  I am able to see where everyone is with the material, and it is anonymous for the students.  Again, PearDeck is a great tool for students who typically would not always speak out in class as it allows everyone to participate at the same time instead of having one student give an answer.
  • Finally, ActivelyLearn is great for interpretive reading.  Students submit their answers to questions or polls that I have embedded throughout the document, PDF or website then the class answers are displayed.  Students can resubmit their answers and learn from their errors (instead of waiting for me to go over it).  By inserting the questions throughout the reading, you can also support students who struggle with reading.

With these programs, I encourage you to choose ONE to start.  Think about what you use most in class: reading?  Choose ActivelyLearn!  Videos?  Try out EdPuzzle.  Again, remember while technology is a great support for the classroom, as the teacher, you know and understand what would help your students.

Posted in Brillante Viernes

Brillante Viernes: August 4, 2017

Brillante Viernes (4)

Happy Friday!  I know so many people are starting back to school.  We don’t start until after Labor Day, but I am obviously starting to get ready.  BUT I know as much as I feel like it is AUGUST and I have to get all the things done or they won’t get done for a long time… it is still summer for me!  I want to make the most of it.  I took my son to an amazing art and technology exhibit in DC (see above picture), and I certainly plan more days in the sun before it is up.  As everyone is back in school mode, there have been SO many great posts this week!  Here are my favorites:

  • I am SO glad that Amy is blogging again!  I shared her post on Facebook, Twitter and NOW here!  The most important paragraph is the last one.
  • The seasons of teaching is another valuable post to read.
  • I always admire Sara-Elizabeth’s honesty, and I appreciate the boundaries that she has drawn.  It is so important for us as teachers to realize our limits.
  • I have been loving using Flipgrid recently.  Check out this post for many more ideas that I hadn’t even thought of!

And some more posts of mine from about this same time:

  • Some of the ways that I use the app Seesaw in my classes
  • Over 70 #authres that I have used in class! (Hopefully I will update this soon!)
  • Some reflections from NTPRS
  • How to use Pinterest for teachers (or craft projects!)
Posted in beginning of the year

First Day of School activities (and my goal!)

First day of school plans (and a goal)

Now that August has hit, it seems like everything is falling back into place.  As usual, I have been inspired with a lot of back to school resources by other bloggers, and I have been inspired by taking a shower (as per usual!)  The first day of school we have shortened classes.  Our schedule hasn’t been released yet, but I have tentative plans that I can lengthen or shorten based on our actual schedule.  Here are my ideas so far:

For all of my classes, I plan to be by the door with Spanish music playing in my class.  I also will be able to make sure that they are all in the correct place- especially my freshmen students!  I also always want to reiterate that even though I RARELY orally take attendance especially as the first thing, that is ALWAYS the first thing I do on the first day of school.  I would hate for a student to sit through the majority of my class to find out that they had me for a different block or were supposed to be next door!  I always explain this to them at the beginning of class, and I believe that it goes a long way to establish that I care about them.

For Spanish I, I want to start with the presentation from Creative Language Class.  After that, I will have a few big pieces of paper for them to brainstorm in small groups any words that they already know in Spanish.  This will give them a nice break from listening to me (and all of their other teachers on the first day!)  After this, I will have them make name tags with a few items that they like, so we can start discussing this.  This is based on Ben Slavic’s circling with balls that Scott Benedict also does a good job of explaining.

For Spanish II, I plan on keeping most of my same plan from last year.  I will do the Soy Yo activity along with the play doh activity on Seesaw.  It was a lot of fun, and it sets a good tone for the class.

I will be honest.  Spanish V was a hard one to tackle.  Everyone discusses the early levels because that is what most teachers teach.  In addition, I have taught the majority of my students before, so I didn’t want to do anything too much like an icebreaker either.  Most of these students know each other as well since I will not have any new to our school students.  Finally, it hit me!  I plan on creating a Pear Deck with the following information.  I want to show a picture of me when I was a junior/senior in high school which is their current age.  That always breaks the ice because everyone likes to see old pictures.  I plan on sharing why I started taking Spanish (it was the only foreign language that they would let me take in 7th grade… I really wanted to take Latin!) and why I kept taking it (pretty much, so I could major in Spanish in college, so I could study abroad for a semester in Spain.)  Sometimes, it would seem that we are so different from our students.  While I definitely loved speaking a foreign language, I didn’t keep taking it for the pure love of grammar structures.  Also, I can share that awkward feeling of when your parents try to force you to speak Spanish in any restaurant that they believe has someone else who speaks Spanish in it.

After explaining that, I want to give them the opportunity to anonymously share why they decided to take the course via Pear Deck and what they hope to get out of the class.  Pear Deck is great because I can see why all of the students are taking the class, but their responses are anonymous.  Also, this gives them some think time to start writing in Spanish instead of expecting them to speak right away.  Spanish V is obviously an elective for all students as they could have stopped taking a language a long time ago.  I want to know why they decided to sign up for it when they had a lot of options.  Finally, I plan on giving each student a sticky note to write one goal that they have for the end of the year or something that they want to improve.  I want them to display this on the bulletin board.  This can serve as a reminder why they are in the class throughout the year.  The second day, I want them to craft an introduction to me via Seesaw.  I am interested in learning their proficiency levels of Spanish as many students are coming to me from different classes.  By looking at their writing, I can start crafting ways for them to improve.

Finally, while I have a lot of goals for my school year, I have a BIG one for my first day of school.  Even though this will be my 11th year teaching, I always get really nervous before my first day of school.  I have crazy nightmares (starting in July) where I cannot find my own class.  I also do not sleep well the night before school starts.  My goal this year is to focus on relaxing and looking forward to seeing my students.  I am really excited to teach some of my same students as juniors and seniors that I taught when they were in 8th grade!  I want to focus on my excitement with being able to work with these amazing students again and not worry too much about the details!  Hopefully if I am conscious about it, it will happen for me!  Do you have any first day of school goals?  Plans?  Share away!  I can’t wait to hear them.