Classroom Jobs #2

Title: Assigning Students Jobs Part 2


Subtitle: Louisa dives into what jobs students can have in the classroom.



Louisa continues her discussion on the various jobs she assigns her students in the classroom. Giving students jobs is an excellent way to keep them engaged and interactive while you are providing comprehensible input!


Key Takeaways:

[:50] Every other Monday, students choose new jobs!

[1:10] Louisa asks the students what jobs they had last week in the target language.

[2:10] These job introductions should go quickly.

[2:55] Louisa breaks down what a typical day looks like with these jobs assigned.

[3:55] Every student can be tasked a job, from papers to pens.

[5:20] None of the students is allowed to have his/her backpack underneath the seats.

[6:20] Louisa is incorporating more visuals in the classroom, now that she has a projector!

[8:15] The Spanish vocabulary that Louisa uses in the classroom can easily be used outside of the classroom.

[9:55] Add jobs into your classes, and see the difference they’ll make!


Mentioned in This Episode:




“Every other Monday we choose new jobs.”


“I want this to go quickly. I don’t want to take the entire class period to do it.”


“I really encourage a classroom of helpful participation.”

Which Conference to Attend?

Title: Fantastic CI Conferences to Attend


Subtitle: Dave discusses the various CI conferences you can attend.



Today’s tip is brought you by Dave! Dave’s CI journey started 2.5 years ago. When he read the material online, he knew there were a number of ways to apply it in the classroom. Not sure where to start, Dave dived head first, and started attending CI conferences around the country. Today, he discusses what he learned when he attended Ben Slavic’s training.


Key Takeaways:

[:30] Who is Dave?

[1:00] Dave learned about CI about 2.5 years ago.

[3:20] Dave discusses Ben Slavic’s conference that he attended.

[5:25] When attending Ben’s event for the first time, he learned a lot of philosophy about CI, but still didn’t quite understand how to apply it in the classroom.

[9:30] If you don’t have the funds to go to various conferences, just attend the one that’s nearest to you.

[12:40] Dave is getting ready to attend a Portland conference.


Mentioned in This Episode:




“Ben Slavic now started a series of intensive trainings, and in his trainings he outlines seven steps of stories.”


“[Ben’s material] is very much all about the students being in a community situation that they feel comfortable with.”


“I’ve seen incredible success in the past year.”

Student Jobs in the CI Classroom

Title: Assigning Students Jobs


Subtitle: When you give students a job to do, it frees up your time as a teacher, too!



Louisa discusses why it’s important that students are assigned jobs while she is teaching in the classroom. There are several different positions Louisa needs filled when a class is in session and she details the process in this week’s episode!


Key Takeaways:

[:45] What kind of students does Louisa have in her classroom?

[1:15] Louisa has 36-38 students seated in groups of 4-5 around the classroom.

[1:35] Louisa has a student assigned as the doorkeeper to keep distractions down to a minimum.

[2:00] One student can also get to be the ‘guest greeter’ for the classroom.

[3:30] So, what does Louisa do with the other students in the room? Well, she has about 20 jobs for them to do!

[5:30] These job ideas, that are from teachers all over the world, Louisa has adopted over time.

[6:45] Louisa has a student that calls on the students. The person who gets called will have to stand and answer the question.

[8:15] After a question has been answered, the class celebrates. This is a great way to keep the students engaged and focused.

[10:40] Louisa does have a ‘word of the day’ to help cover parts of the textbook.

[11:55] Stay tuned next time as Louisa continues this topic!


Mentioned in This Episode:




“The office aide gives a note or a pass to the door monitor, who then brings it to me.”


“The only people that get in [the classroom] are admins or teacher observers.”


“After the teacher greets the students, then she asks them what the day is, to get everybody on the same page.”

How Maylen became Convinced to use CI Techniques

Title: Maylen Loves Comprehensive Input Techniques!


Subtitle: Maylen discusses how she fell in love with CI techniques



Louisa talks with a fellow Spanish-speaking colleague who teaches at a different high school in her district — Maylen! Maylen speaks three different languages, Spanish, English, and French, and at her school, she teaches French to her students. Today, we find out how Maylen discovered CI techniques, and what her educational journey has been like thus far!


Key Takeaways:

[1:30] When was Maylen first introduced to CI methods?

[2:15] Maylen recently attended a CI workshop and it was incredibly engaging!

[2:50] When it comes to the research, Maylen became convinced, when she saw the results by Beniko Mason.

[3:40] Maylen has had pretty limited success with teaching via textbook.

[4:30] Another reason why Maylen likes CI techniques, is because of the reading factor.

[6:00] Maylen recommends you buy books, and develop a unit around the story of that book.

[8:15] How has the CI method changed the way Maylen teaches?

[9:50] Should a teacher wait till next year, to begin incorporating these new CI techniques?

[10:45] Does Maylen open her doors to other teachers so they can watch and learn from her as she teaches? Yes!

[11:25] If you’d like to talk about CI methods, Louisa would be happy to hear from you! Shoot her an email.


Mentioned in This Episode:




“It was very powerful to be introduced not only to the research, but also to see the CI methods in practice.”


“I completely understood how that particular activity and method could really improve the engagement of my students.”


“I was really seeking to stay in the target language more in the classroom.”

Chatting with Carol Gaab

Title: Teach Your Students the Same Words, but Just in a Different Context


Subtitle: Teaching a student more vocabulary doesn’t actually help them learn a new language.



Louisa shares a quick, ten-minute audio clip of Carol Gaab, from Fluency Matters, discussing ways you can teach the same word 100-250 times without the student getting bored. The key here is to introduce the word in a different context each time so that the brain can naturally pick up the usefulness of the word!


Key Takeaways:

[:35] What are some of the challenges today’s teachers face?

[1:35] You can’t really, and consciously, practice a language. Carol explains further.

[2:40] Instead of providing more vocabulary, teachers first need to provide more exposure by mixing up the context of the same basic and simple words.

[3:30] How can you repeat the same word that many times?

[6:00] You can search for videos using your target word to teach the students the same word in different contexts.

[8:20] Carol won’t pick a video that’s more than 30 seconds for a beginner. Commercials tend to be perfect for this example.


Mentioned in This Episode:




“Practice is a conscious thing, and since language isn’t conscious, we can’t practice it.”


“It’s a trick of knowing how you could potentially repeat

Jen's Great Rubric (JGR) as Used in My Classroom

Title: A Breakdown of JGR


Subtitle: Louisa explains why JGR is a game-changer in the classroom.



Louisa discusses how she uses the JGR (Jen’s Great Rubric) in her classroom, and some of the modifications she’s added to it that differ from Ben Slavic’s way of using the JGR. Louisa explains how she breaks down her grading system, and what she does to help her students reach high marks in Interpersonal Communication for the end of the day, each day.


Key Takeaways:

[:35] Let’s talk about JGR, aka Jen’s Great Rubric.

[1:55] Some districts do not allow you to put behavior in academic grade.

[2:00] Louisa has been teaching this way for the last ten years.

[2:45] For the first year, Louisa focuses on interpersonal communication skills.

[3:15] Louisa grades her students on interpersonal communication every ten hours, which comes out to about every two weeks.

[3:50] Interpersonal communication is 40% of the student's’ overall grade in Louisa's classroom. Though, in other places, this can sometimes be 65% of the grade.

[4:30] What does a student need to do in order to get 10/10 points in interpersonal communication?

[8:00] Louisa rewards students who take an ownership role in the classroom, and when they showcase they are understanding the materials.

[8:15] What happens to students who earn less than 7 points?

[11:55] Remember, it is a work in progress. Overall, Louisa is happy with the results.


Mentioned in This Episode:




“This is where the controversy comes in. Some districts do not allow you to put behavior in academic grade.”


“I really like the interpersonal communication skills and I really focus on those in the first year.”


“You can get a zero in interpersonal communications. That’s when the student is absent.”

Dustin Talks about MovieTalk (tm)

Title: Quick Tips on Making Movie Talk Successful.


Subtitle: Dustin shares his favorite movie talk tips!



Louisa was able to catch up with Dustin Williamson, who teaches Spanish and French, and get his take on how he teaches movie talk in the classroom. He shares tips and walks us through what he does before movie talk, during, and after! Don’t forget to check out Dustin’s website for more great tips!


Key Takeaways:

[:40] Dustin loves hosting movie talk in his classroom.

[1:20] Movie talk can be applied at all levels.

[1:40] Oftentimes Dustin will do movie talk just before an upcoming vacation.

[2:20] What does Dustin like to do before movie talk?

[3:30] The video is not always the focus, the target language is.

[5:20] Does Dustin have any examples of what a typical movie talk class looks like?

[7:20] What ties a movie talk together? The post viewing sessions! Dustin explains further.

[9:00] Dustin believes he could do a movie talk all year long and his class will still be successful. It is extremely powerful.


Mentioned in This Episode:




“Move talk, for me, has been extremely successful in all of my classes.”


“One of the things I love about movie talk is that it’s so adaptable to all levels.”


“While doing the movie talk, the video is just a means of communication.”

Kristy Placido and Carrie Toth Talk about Novels

Title: Carrie and Kristy on Reading Engaging Novels


Subtitle: Through engaging novels, students can develop a strong connection towards the culture in their target language.



Carrie Toth and Kristy Placido discuss why they felt the need to write their own novels in order to create engaging content for their students. Both teachers were having a hard time finding novels that their students ‘simply couldn’t put down’. Carrie and Kirsty felt as though if the students developed stronger connections with the target cultures, then they’d have more reasons to use their new language outside of the classroom.


Key Takeaways:

[:30] Why did Carrie and Kristy decide to write a novel?

[2:00] The goal is to make your students forget that they’re reading in another language.

[2:35] Trying to connect your students in new and engaging ways, makes them want to use their new language outside of the classroom.

[3:20] When writing a novel for the classroom, it’s also important to ask the students for feedback.

[4:30] What’s Kristy’s new novel about?

[6:30] Why did Carrie write Vector?

[8:05] How does Carrie use novels in her classroom?

[8:55] Kristy writes four novels a year.


Mentioned in This Episode:



Hasta La Sepultura by Kristy Placido

Vector by Carrie Toth




“I get lost in books, but I didn’t feel that way, and neither did my students, about the books I was finding.”


“I love the idea of a story your students don’t want to put down.”


“The goal, in my mind, is you want to make them forget that they’re reading in another language.”


Planning a Cultural Unit using Comprehensible Input

Title: Unit Plans for CI Teachers


Subtitle: Unit planning can be just as fun as teaching!



How does Louisa plan for a unit or topic for her classroom? The good thing about Louisa's school is that it is flexible, so Louisa is able to play with some very interesting topics to help get her students engaged. Find out how her students learn about the Camino in Spain, in this quick 10-minute episode!


Key Takeaways:

[:30] How does Louisa plan a unit?

[1:10] Louisa’s classroom topics are pretty flexible.

[2:20] But! There’s a method to Louisa’s madness!

[2:30] Louisa breaks down what this year’s semester looks like.

[3:45] Louisa has walked the Camino in Spain every year for the last five years.

[6:00] There are 35 stages in the Camino; each of Louisa’s students are in charge of one of those stages.

[7:50] Louisa tries to keep this topic fresh for the students.

[9:50] After taking Louisa’s class, some students even find themselves going to Spain and walking the Camino!

[10:00] This is an excellent way to introduce the students to the target language culture.


Mentioned in This Episode:




“I have lots of freedom to teach what I want to teach in my classroom during the year.”


“Sometimes it feels like chaos because it’s all over the place, but there really is a method to my madness.”


“The reason why I’m focused on Spain this semester, is because I walk the Camino in Spain every year.”

Craig Sheehy Talks about 90 Minute Block Periods

Title: What the Layout of a 90-Minute Class Looks Like


Subtitle: Craig explains how he designs his classes each week.



Louisa is currently at a Portland teacher conference and sits down with Craig to get an inside view of how he designs his classes during the week. In this quick interview, Craig discusses how he starts and ends his classes, and how he incorporates CI techniques into his teachings.


Key Takeaways:

[:40] What does a regular week look like in Craig’s classroom?

[1:25] Craig’s classroom lasts around 90 minutes.

[1:30] The class begins by establishing meaning for a select number of words.

[2:15] Craig then asks for hand gestures.

[4:15] Craig tries not to embarrass the students when they don’t know how to respond in the target language.

[5:15] Craig tries to use gestures for each new word.

[6:00] Every time you teach a new word, it sends the student back to the basics where they don’t feel confident in their abilities.

[7:15] Craig tries to keep going until the students look bored.

[9:10] You want to get the student to re-read the new words in new and engaging ways.

[10:25] Craig has been a teacher for the last 11 years and he still hasn’t gotten tired of teaching these techniques!


Mentioned in This Episode:




“It’s an 85-90-minute day. So, a lot of time just to get Spanish into the kid’s heads.”


“I start asking for gestures to get the concepts and the sounds into our bodies.”


“Every time you do new vocabulary, it sends them back to the basics.”

Managing a Deskless Classroom

Title: Ways to Manage a Deskless Classroom


Subtitle: How do you keep distracting behavior down to a minimum when there are no desks in the classroom?



Louisa uses this quick 11 minute podcast to discuss how she manages her students in a deskless classroom. Louisa sees about 176 students throughout the day, and it can get tough to manage if you do not have the right systems in place. Listen in to hear Louisa's quick classroom management tips!


Key Takeaways:

[0:40] How do you manage a deskless classroom?

[0:43] Louisa has 176 students throughout the day.

[1:00] How does a deskless classroom work?

[2:30] It's been roughly four years since Louisa hasn't had desks in her classroom.

[2:45] After the fourth week, students are usually past the honeymoon phase.

[4:05] Louisa discusses how she arranges the seats.

[5:20] Everybody has students who are not quite ready for a different style of classroom.

[6:15] Louisa estimates that half of her students did not have a CI class last year. These students take a little more time to get used to how things work.

[8:05] Louisa takes about 30 seconds to welcome parents into the classroom, in Spanish.

[10:35] Tune in next week for Louisa's next tip!


Mentioned in This Episode:




"A deskless classroom works out really well because it's very, very active."


"What I like about not having a desk is that there's no place to hide their hands when they're texting on the phone."


"Most of my students like having no desks and they don't complain about it."

Karen Rowan on Compelling Input

Title: Focus on the Students, Not the Materials


Subtitle: We only need about 500 words to communicate, so focus on teaching those common words first.



Karen Rowan is an author and speaker on TPRS® (Teaching Proficiency through Reading and Storytelling). Karen has been training and coaching teachers on how to efficiently use TPRS® techniques since 1996, and has a lot to share on this week’s episode. Karen’s biggest takeaway is to always focus on your students, and aim to make the material fun and engaging for them. Everybody wins when you and your students are having fun!


Key Takeaways:

[1:20] After teaching CI techniques for a long time, one of the things teachers forget is how hard it was, at first, to learn how to do it.

[2:25] Teachers get excited about the new techniques available, but Karen reminds them that they have to focus on one thing at a time.

[3:10] Focus on the students, not the book.

[5:05] We only need about 500 words to communicate.

[6:55] How do you know what your students don’t know yet?

[8:15] Figure out what you want your students to know, and then plan backwards.

[9:50] You want to be sure the material you’re teaching is compelling at all levels.

[11:00] Karen discusses the upcoming conferences she’ll be attending. Come say hi!


Mentioned in This Episode:




“It helps, to break things down in little pieces, and focus on what’s important.”


“Input has to be not just comprehensible, but also compelling.”

Individual Dictation Activity

Title: Individual Dictation for Students with More Spanish Experience


Subtitle: Louisa has found a quick way to grade her 35-38 student papers.



Last week Louisa explained what she does with her students when it comes to running dictation. This week Louisa discusses how she does individual dictation and sets her students up for an engaging quiz session. Most of her students get a B-range grade in her classroom and Louisa's process to grade each student's quiz is made incredibly easy.


Key Takeaways:

[1:00] Louisa discusses how she makes this actively a little more challenging for students who know a bit more Spanish.

[3:45] How does Louisa position 35-38 students in a classroom? How do they sit?

[5:35] Be sure to have enough pens that are black or blue, green and red ink.

[6:50] At the end of this activity, every student has a clipboard, a blue or black pen, and a piece of paper.

[7:20] Make sure the students number their paper! Louisa explains further.

[8:05] Students will have to write what Louisa says on line number one.

[9:50] Students will then do self-corrections on line number two with their red pen.

[11:55] This does take a little bit of time to explain.

[12:35] Louisa reads line number three, which is in green, and corrects her students' mistakes if there are any. This makes grading very easy.

[12:55] If students didn't get a B, they get to redo this test next week. 


Mentioned in This Episode:




“You have to have enough pens that are black or blue ink, another set for green ink, and enough red pens.”


“The red pens are the correction pens and the students do self-corrections.”


“I'm only going to correct what's on line number three, the one written in green.”

Stephen Krashen and Tina Hargaden Chat

Title: A Quick 101 Episode on Language Acquisition


Subtitle: Memorizing lots of vocabulary doesn’t work when learning a new language, so what does?



For this quick 7-minute episode, Stephen Krashen and Tina Hargaden join Louisa to discuss the fundamentals of how students acquire a language. Stephen goes into depth as to why the introduction of stories and storytelling is so important towards acquiring a language anyone. It is both Stephen and Tina’s goal to get students more interested and excited about reading books, as this will help them learn a new language quicker.


Key Takeaways:

[0:40] What does the research tell us about language acquisition?

[1:35] Anyone can be successful with language acquisition.

[1:50] We can all do it. There’s no such thing as a ‘language skill’.

[2:00] So, how do we acquire language?

[2:55] To define it simply, we acquire language when we begin to understand what people are saying in a foreign language.

[3:20] At the beginner's level of acquiring a language, it’s based off stories. Students love stories.

[4:30] Even President Obama has been quoted to say that fictional stories make him a more understanding person.

[5:45] It is both Stephen and Tina’s goal to get students excited about reading books.

[6:30] Exposure to books and developing a love for reading, are the secrets to acquiring a new language.


Mentioned in This Episode:




“Life is now easier.”


“Life is more interesting for students, more interesting for teachers. And, guess what -- we’re getting better results.”

Running Dictation

Title: How to Use Running Dictation in the Classroom

Subtitle: Running dictation is a great partnership activity for the students.


In this week’s episode, Louisa explains a fun way to incorporate a group activity with students in the classroom through the use of running dictation. Her 10 minute tip includes a breakdown of how running dictation works and why the kids love to do this activity!

Key Takeaways:

[0:25] How does Louisa use running dictation in the classroom?

[2:05] Running dictation combines reading, writing, listening, and speaking.

[2:20] This is a great activity for students to work together in the classroom.

[2:30] How running dictation is similar to the “Telephone” game.

[2:40] Louisa shares an example of what running dictation looks like in her classroom.

[4:45] Louisa does not like partners of two because it means there are too many students running around at the same time.

[8:00] Everyone in the classroom will be able to write once, run once, and be a helper once.

[8:30] What is the most important rule of running dictation? You cannot run into other people!

[11:10] For some reason the students think this activity is a race, but it's not!

[12:05] Running dictation lasts between 20-30 minutes.


Mentioned in This Episode:




“Everyone in the classroom will be able to write once, run once, and be a helper once.”


"Running dictation combines reading, writing, listening, and speaking all in one."

Creating Repetition in Engaging and Novel Ways

Title: How to Create Repetition for Your Students in an Engaging and Novel Way.


Subtitle: Dahiana describes what she learned on the first day of a 2-day training course with Carol Gaab.



Dahiana Castro, of Centennial High School, located in Corona, CA, sits down with Louisa to discuss some of the key topics she’s learned on the first day of a 2-day professional training with Carol Gaab, of TPRS Publishing, now known as Fluency Matters. Carol showed the teachers how to expose students to new and novel ways, to keep simple language structures, which can sometimes be boring or ‘too easy’, engaging. Carol taught these principles in Hebrew, a language the majority of the teachers was unfamiliar with.


Key Takeaways:

[0:55] What was it about today’s training that Dahiana really enjoyed?

[1:25] Sometimes veteran teachers get bored with what they think is too easy, but Carol showed examples of how to keep things engaging.

[2:00] Carol provides repeated exposure to the students for 60 minutes in Hebrew, a language the audience at the workshop was not familiar with.

[5:15] How do we grade in a CI classroom? Hopefully, Carol will address this in tomorrow’s session.

[5:35] Dahiana explains the chain reaction idea, that helps students both write and act out the new words they’re learning.

[7:20] Louisa noticed that Carol has her students act out each of the sentences of the story, which really keeps you on your toes, and paying attention.

[8:35] Dahiana also really liked the ‘what if’ activity, where it goes into greater detail about the characters’ actions, while still repeating and re-using the same words.

[9:30] These activities prepared the audience for the Word Cloud, which they were able to use and put into functional sentences.

[10:45] Of the things Dahiana learned today, what will Diana incorporate into her classroom?


Mentioned in This Episode:




“Sometimes veteran teachers get bored with what they think is too easy.”


“The brain craves novelty!”


“It’s not about getting to the destination, it’s about making it comprehensive for the kids.”

Using "MovieTalk" in the Comprehensible Input Classroom

Title: Using “Movie Talk”™


Subtitle: Let's dive into ways you can effectively teach a class using video.



In this week's episode, Louisa discusses how she incorporates “Movie Talk”™ into her classroom. “Movie Talk”™ is another way to keep the classroom engaged in a novel way. Louisa breaks down what an average Movie Talk™ day looks like for her, using just a simple 3-minute Darth Vader Volkswagen commercial.


Key Takeaways:

[0:30] This week's podcast is all about “Movie Talk” ™!

[0:40] How does Louisa incorporate movies into her classroom?

[1:05] Louisa loves to use a commercial with Darth Vader in it.

[1:35] The goal with this activity is to talk to the students, not to get to the end of the movie.

[3:20] Louisa reestablishes meaning for the words the classroom has already worked on days prior before putting on the movie.

[4:00] Louisa breaks down step-by-step how she uses the movie to help the students comprehend the input.

[10:05] After about 20 minutes of describing what's in the movie and how it relates to the students, Louisa stops the movie before it gets to the end.

[10:50] She uses the movie as a jumping off point into reading.


Mentioned in This Episode:

Darth Vader Commercial

Dr. Ashley Hastings




"The goal in movie talk is not to get to the end of the movie, the goal with Movie Talk™ is to talk to the students."


"The idea is to connect what they see in the video to themselves."


"After about 20 minutes of talking about what we see in the video, we stop, because I don't want them to see the end of the video quite yet."

Free Voluntary Reading with MIke Peto

Title: Everything You Need to Know About Free Voluntary Reading 


Subtitle: What is free voluntary reading and how can you apply it in the classroom?



Louisa invites Mike Peto on the show to discuss how to incorporate free voluntary reading into the classroom. The point of this particular activity is for students to actively choose their own books and enjoy the act of reading. Each week, Mike allows the students to either switch their book for a new one or continue reading their current book. Mike finds that when students have an invested interest in their books, they tend to enjoy reading a lot more and they usually have an easier time understanding the book’s materials.


Key Takeaways:

[0:35] For this week’s episode, Mike will be talking to us about free voluntary reading.

[1:10] What is free voluntary reading about?

[1:45] The key is that this should not be an activity where you’re quieting the kids down.

[2:14] Where do we get these books?

[3:00] How can you and your students get started in free voluntary reading?

[5:45] What does a typical day look like in Mike’s classroom?

[6:40] You want your students to be intrigued by the book they’re reading.

[6:50] For the first few weeks, Mike was really trying to teach his students to be mindful about which book they want to read.

[6:55] At the end of the day, it’s about what book the students want to read, not what book the teacher wants them to read.

[7:25] When the students finish the book, Mike gives a quick review about that book.

[10:05] Unfortunately, Mike isn’t able to allow the students to take home their books.


Mentioned in This Episode:

 Link to Kristy Placido´s book trailer:  



“My students choose a book at the beginning of the week.”


“Every Monday, they’re allowed to either change a book or stay with the book they’re reading.”


“You really want the kids to be intrigued with the book.”

Short Videos for the CI Classroom

Title: Give Your Students a 'Brain Break' With Annabelle Allen


Subtitle: Keep your students engaged with a quick 30 second brain break throughout the day.



Louisa invites Annabelle “La Maestra Loca” Allen on to the show to help us better understand how to properly introduce and use brain breaks in the classroom. Speaking a foreign language for long periods of time can be very rigorous, no matter what age you are. So, it’s important to include frequent breaks to keep your class engaged and excited throughout the day.


Key Takeaways:

[0:25] What are brain breaks? 

[1:20] How does Annabelle know when the students need a break?

[1:45] Annabelle gives frequent brain breaks to help her classroom keep engaged.

[2:10] What does a typical brain break look like?

[2:50] The brain break can last 30 seconds. They don’t have to be very long breaks.

[4:15] Would giving the students too many breaks distract them from the actual material?

[6:00] Brain breaks are incredibly necessary in breaking up the rigor of an intense class. 

[6:25] Annabelle shares a fun rock–paper–scissors game for the students to do.

[8:00] How does Annabelle handle a student who is reluctant to do a brain break?

[10:05] You don’t want to punish a student for not wanting to be ‘silly’.

[11:15] Annabelle’s final thoughts — She really encourages the frequency of these breaks. The students need it!


Mentioned in This Episode:

Teachers That Teach Website




“Brain breaks literally are a break for your brain when you’re in a 2nd language class.”


“If a child looks like they need a brain break, like they’re starting to not respond, you’ve waited too long.”


“Your brain breaks can be 30 seconds.”