getting students to reread

First, let me say that I do not understand the teachers that do the same thing every year as if what they do is perfect. My gosh, either I'm an idiot because I *never* think what I do is perfect, or I'm incompetent because I know what I do is not ideal. Or, of course, I'm too consciencious and demanding of myself to left myself relax into a rut.

Having taught Latin 1 for so many years I didn't have enough feedback at the upper/intermediate levels to see where my weaknesses were. I'm starting to see that now and perhaps that is making me more exacting of myself.

I'm a reading approach teacher. I teach students how to read in word order. That's my thing. But of course I'm beginning to see that perhaps I am doing them a disservice by not requiring conjugating and declining exercises on a regular basis. Here's what I think I'd see, though: the good students won't need it because they get it; the bad students won't do it because they can't be bothered. So is it a good use of time? I do have conjugation drills online in quia.

Maybe I can turn them into online quizzes that can be graded by the computer? Then again, there's a lot to be said for written work.

I am beginning to require them on quizzes in Latin 1, like I do in Latin 2 & 3. Something I guess I should have done all along. It's not like it counts a lot of the quiz, but enough to make them think they need to be doing it. Previously it would have been something for extra credit because being able to conjugate or decline is a skill that doesn't guarantee a thing. HTat is, I don't believe I'm teachign Latin if I base whether a student has *learned* Latin by whether they can conjugate or not. Plenty of adults can conjugate from their high school Latin days. MOST canNOT read Latin. I am determined NOT to be one of those teachers who promote derivatives, vocab, and nothing else.

BUT...but I digress.

The title of this missive is getting students to reread. Of course, I encourage it and remind students to do it all the time. Having passages on the test to write out translations of is also helping, I think. It lends accountability.

Writing stories is a good way to get students to reread... but I've dropped the ball on that. Family issues meant that I got FAR behind on such things. I do like the composition; I think it really was something that students enjoyed and something they OWNED. Maybe I can spend Christmas break pondering exactly HOW to include some more writing. Unfortunately part of me thinks that I've gotten too far behind BECAUSE of the composition assignments.

There's no easy way, that's for sure. Is it possible to cover it all? It all seems very frustrating sometimes.

Midterms are approaching after break. I'm thinking of doing a reading circle one day... This is where you sit in a big circle and each person reads at least one sentence in Latin OR MORE and then points to the next person to continue. But I know that while some students will rise to the occasion, there will be others who will just be pronouncing syllables and not absorbing any meaning.

Maybe...maybe I should schedule one moring during tutorials a week to go over passages??

But I'm obsessing. And rambling.

Time to work on my holiday letter....