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I was just thinking how I haven't presented at ANY conference lately. I've hardly had time to even THINK about anything that I do that would be worth presenting on.
This hasn't been an ideal year, but once again I was tickled pink when I had my reading circle review day to hear almost everyone read really well. I went home and asked my own son to read, who's taking Latin at another school. Wasn't the same. And I know I'm a little more neurotic about this than others, but really the main thing that I do that's developed such good readers is
1) reading at a normal pace--not slowed down--which provides the expectation that they can too.
2) choral reading with most stories, if time.
3) very occasional individual reading
If I could do everything I wanted, I would have students doing oral recitations phoned in like I used to at the middle school I taught at.
Maybe what I need to be thinking about more is not what goes well in Latin 1, but what does NOT after Latin 1 and how to remedy it. I feel like I'm doing a better job with Latin 2 this year, but not solid. I always feel like you have to be actively not trying to fail Latin 1, but I know it gets so much more confusing in Latin 2.
Well, the first place it gets confusing is with relative pronouns. Or any kind of pronoun. Once I can get them to see that the ENDINGS are virtually the same EXCEPT genitives and datives... well....nevermind.
Maybe not nevermind. Because the kids who get this quickly can handle most anything coming up--all those participial phrases, etc.
Maybe if I actually assigned homework.
Maybe if I made a brilliant quia exercise that helped make this clear.
Maybe just declining pairs of words will do it.
Maybe maybe maybe.
Maybe this headache will go away.
This hasn't been an ideal year, but once again I was tickled pink when I had my reading circle review day to hear almost everyone read really well. I went home and asked my own son to read, who's taking Latin at another school. Wasn't the same. And I know I'm a little more neurotic about this than others, but really the main thing that I do that's developed such good readers is
1) reading at a normal pace--not slowed down--which provides the expectation that they can too.
2) choral reading with most stories, if time.
3) very occasional individual reading
If I could do everything I wanted, I would have students doing oral recitations phoned in like I used to at the middle school I taught at.
Maybe what I need to be thinking about more is not what goes well in Latin 1, but what does NOT after Latin 1 and how to remedy it. I feel like I'm doing a better job with Latin 2 this year, but not solid. I always feel like you have to be actively not trying to fail Latin 1, but I know it gets so much more confusing in Latin 2.
Well, the first place it gets confusing is with relative pronouns. Or any kind of pronoun. Once I can get them to see that the ENDINGS are virtually the same EXCEPT genitives and datives... well....nevermind.
Maybe not nevermind. Because the kids who get this quickly can handle most anything coming up--all those participial phrases, etc.
Maybe if I actually assigned homework.
Maybe if I made a brilliant quia exercise that helped make this clear.
Maybe just declining pairs of words will do it.
Maybe maybe maybe.
Maybe this headache will go away.
