Bridgetown Pilot – Fall 2014

Forums Past Tense Journal (Classroom Log) Bridgetown Pilot – Fall 2014

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  • #4189
    WebMaestrex
    Keymaster

    Copy the text below and paste into a comment, then fill it out! Please do not use your last name, or any learner names.

    Lesson Title:
    Date of Class:
    Day of Class:
    Time of Class:
    MC:
    DJ:
    Assistants:
    Module:
    How Many Learners:
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) =
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) =
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =
    Connection: Open Hostility (1) vs. Kumbayah (10) =
    Poise: Charlie Brown (1) vs. Prince (10) =
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =

    Total Score:

    What happened (as short or as long as you like, but be specific):

    #4194
    Brooke Stady
    Spectator

    Lesson Title: N/A
    Date of Class: 11/12/14
    Day of Class: Wednesday
    Time of Class: 1:30-2:50
    MC: Brooke
    DJ: N/A
    Assistants: Frank
    Module: Line 2
    How Many Learners: 10
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 8
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 7
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
    Connection: Open Hostility (1) vs. Kumbayah (10) = 7
    Poise: Charlie Brown (1) vs. Prince (10) = 7
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 8

    Total Score: 44

    What happened (as short or as long as you like, but be specific): Today was the second class (my first) of the pilot we are doing with the folks at Bridgetown. It went pretty well.. learners were right on time, we started with alphabet with a focus on s/x/h/g/z . Then we did a name spelling activity, which was very helpful for me! Most of the class focused on having the learners talk about what they do at work (what happens on line 2, and what they do once they clock in). we wrote it all down, did choral response and individual practice. A little TPR too… I’m hoping to mix it up a bit for the next class as i felt like by the end, they were pretty tired of the same practice. But overall I think it was well received by all.

    #4197
    WebMaestrex
    Keymaster

    Lesson Title: What do you do on Line 2?
    Date of Class: 11/18/14
    Day of Class: Tuesday
    Time of Class: 130-250
    MC: Patrik
    DJ:
    Assistants: Frank
    Module: Line 2
    How Many Learners: 10
    Materials Status (loyalty cards, alphabet sheets, etc): We have a little box to put stuff in how, it’s at Heather’s desk. There are alphabet sheets in there, and assessment sheets from the summer, a few pencils, and I’ll bring pens too.

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 7
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 7
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5
    Connection: Open Hostility (1) vs. Kumbayah (10) = 6
    Poise: Charlie Brown (1) vs. Prince (10) = 7
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6

    Total Score: 38

    What happened (as short or as long as you like, but be specific): Everyone was a few minutes late, but they were there. Once again, staff was very awesome about letting us use the space, and this time we had some props. Frank was a little later, and one learner kind of skated out early. Looking forward to pictures of the line, and trying to figure out ways to point to the product. Spelling words out and having them write them down was very helpful, much more so than with other language groups who don’t have as difficult of a time hearing the letters.. they have to hear them several times, then write it down… then it comes together as a word, even for the higher skill folks. More useful for them than hitting the alphabet sheet to spell full words.

    #4214
    Brooke Stady
    Spectator

    Lesson Title: What’s his/her job?
    Date of Class: 11/19/14
    Day of Class: Wednesday
    Time of Class: 1:30-2:50
    MC: Brooke
    DJ:
    Assistants:
    Module: Line 2
    How Many Learners: 10
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) =8
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) =8
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =7
    Connection: Open Hostility (1) vs. Kumbayah (10) =7
    Poise: Charlie Brown (1) vs. Prince (10) =8
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =7

    Total Score: 45

    What happened (as short or as long as you like, but be specific): Learners were all mostly on time, a few trickled in a few minutes late but we started right on time. The group is starting to feel more cohesive- there’s one gentleman that doesn’t seem to be as interested, but definitely would benefit if he were more open to it. He’s not really disruptive but just hard to engage, and laughs at the others when they have trouble pronouncing something. Other than that, they are all a pleasure to work with, some of them very driven and motivated.
    Today, we focused a lot on specific letters of the alphabet (g/z,x/s/h) then we did yell n spell… and then I spelled out some vocab words that they learned Tuesday with patrik.. this was a great segue into the next activity- review of ‘This is a’… I switched it up with the gloves (these are), which proved to be quite difficult so something to think of getting into next class.
    We reviewd ‘what is your job very quickly, then practiced with “what’s his/her job” which was great practice with that grammar point as well as with saying eachothers job titles. Then we did a TPR with actions that they listed from last week regarding ‘what they do after they clock in’. That was great! Heather came in and talked about switching the classes around then we only had about 10 minutes left so we started the ‘what flavors of granola do you make’ but didn’t get very far with it.. I’ll bring that in next week and then do the listen/find with the actual packages of granola in the room. Would be great to eventually get some images of the machines they use, and.or other items they use on the line.

    #4225
    Brooke Stady
    Spectator

    Lesson Title:What does a panner do?
    Date of Class:11/24
    Day of Class:Monday
    Time of Class:1:30-2:50
    MC:Brooke
    DJ:
    Assistants:
    Module:Line 2
    How Many Learners:10
    Materials Status (loyalty cards, alphabet sheets, etc):
    Fine
    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) =8
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) =8
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =7
    Connection: Open Hostility (1) vs. Kumbayah (10) =8
    Poise: Charlie Brown (1) vs. Prince (10) =8
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =7

    Total Score: 46

    What happened (as short or as long as you like, but be specific): Everyone was on time for the most part.. A few trickled in a tad late.. Started with alphabet, again with a big focis on g/z s/x/h- played with 3 letters at a time which was a good challenge. Yell n spell was the usual. We used the same items as last week but did “these are” (heather got 2 of each). Great practice, tho they still had a tough time with it.. It was during this time that I realized how much difficulty they have pronouncing P, as in pans- many of them say ‘fans. So we did a quick activity where I worte pans and fans on the board and we practiced them for a couple minutes. Also Lienchi said Friends sounds like fans, and pens sounds like pans so we added that in there. Next we did a quick review of ‘what happens on line 2’ and their job titles. They were asked individually and then we pracited what’s his/her job. Lastly, we got started with specifics of their jobs ‘What does a panner do’? We only got thru 3 of them though.. Basically I had them tell me 1 thing they do, they worked really well together to come up with a good sentence, with my help. Then they wrote it down, it was written on the board and then we did choral practice, then round robin. Great class overall!

    #4491
    WebMaestrex
    Keymaster

    Lesson Title: Granola Flavors
    Date of Class: 12/2/14
    Day of Class: Tuesday
    Time of Class: 130-300pm
    MC: Patrik
    DJ:
    Assistants:
    Module: Line 2
    How Many Learners: 9
    Materials Status (loyalty cards, alphabet sheets, etc): Need Sharpened Pencils

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 6
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 6
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 4
    Connection: Open Hostility (1) vs. Kumbayah (10) = 5
    Poise: Charlie Brown (1) vs. Prince (10) = 5
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 8

    Total Score: 34

    What happened (as short or as long as you like, but be specific): Engagement wasn’t strong today, it felt like I had to push them a little bit. A couple of people were late, and one left 15 minutes into the class, but the rest of the folks stayed. It feels like they are coming because they’re supposed to, not because they’re loving it. But we do see some progress with pronunciation. Today, we pointed at the bags of product, so that added new energy and excitement.

    #4492
    Brooke Stady
    Spectator

    Lesson Title: What does _____ do?
    Date of Class: 12/3/14
    Day of Class: Wednesday
    Time of Class: 1:30-2:50
    MC: Brooke
    DJ:
    Assistants:
    Module: Line 2
    How Many Learners:8
    Materials Status (loyalty cards, alphabet sheets, etc): No alphabet sheets

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 7
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) =7
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =8
    Connection: Open Hostility (1) vs. Kumbayah (10) =7
    Poise: Charlie Brown (1) vs. Prince (10) =8
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =7

    Total Score:44

    What happened (as short or as long as you like, but be specific): Class started and ended on time, give or take a few on each end.. about half were there right at 1:30, the other half trickled in a few minutes late. We practiced our usual letters on alphabet listen/point/ Today was the first time I had them all sit at one table and it did feel a lot better. They were more engaged with each other and the more advanced learners were helpful with the lower levels. Since there were only 8, it didn’t feel too crowded and I was even able to sit with them some of the time which I love to do, rather than tower over them. I also encouraged them to try writing everything out before I wrote on the board, which was also useful. We did a name spelling activity but I had them ask each other to spell their names. SO ‘whats your name? Can you please spell it?. Great practice! The main focus was trying to get each of them to say what exactly what they do on the line in their specific role. Last week we did 3 of them; panner, delumper and oven operator so we got all the rest except one, the kettle operator because he wasn’t there and the others didn’t know exactly what his job entailed. It was a little rushed at the end and they didn’t get a ton of choral practice out of it but we got a lot of useful info to use in the future. I told them classes would start back up in January and they would be informed soon of the specifics. As they left, some of them told me ‘Merry Christmas and Happy New Year!’ it was really sweet :)

    #4540
    WebMaestrex
    Keymaster

    Lesson Title: Line 2
    Date of Class: 11/25/14
    Day of Class: Tuesday
    Time of Class: 130-3
    MC: Patrik
    DJ:
    Assistants:
    Module: Line 2
    How Many Learners: 10
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 3
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 3
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 3
    Connection: Open Hostility (1) vs. Kumbayah (10) = 4
    Poise: Charlie Brown (1) vs. Prince (10) = 3
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 1

    Total Score: 17

    What happened (as short or as long as you like, but be specific): Well, I forgot to post this class reflection for several weeks, so I would say that’s a 1 on reflection. I do remember this day.. I was a couple of minutes late, of course, everyone almost was waiting, and then we cut off the class early for a meeting at 230. I felt today that it was starting to get a little routine for some folks. Didn’t feel it was my best class, and we didn’t bill for it.

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