Partner task 3 - with Liudmyla Beraud
Liudmyla and I both recorded parts of our classes. We had very different transcribing experiences.
Liudmyla transcribed with her students. She said it was a really interesting experience for several reasons: first of all, the students couldn't always hear or remember what they said. In one case, a student didn't even realize it was she who was speaking. Secondly, Liudmyla's students gave her feedback about the class while they were transcribing with her. For example, at once point in the transcribed segment of the class, the teacher asked three questions in a row, trying to guide the students in the right direction. While transcribing, the students told her it was confusing to hear three questions because they didn't know which one to answer. Talking to Liudmyla about her experience makes me want to try transcribing with my own students next time. It sounds like an incredibly valuable activity.
For my part, I transcribed a part of my class with Liudmyla during our meeting. I counted how many turns teachers and students had (28:16). I also noticed when I did and did not correct students (Liudmyla suggested that there is a lot going on in class and chances are I didn't hear some errors at the time). And I noticed some words that I regularly say ("Ready?" "Alright...") that my students do not respond to verbally or non-verbally. I'd like to ask my students about that. I decided I want to try decreasing how much I say by giving some of my self-assigned roles to the students. Liudmyla also suggested places where students could be given more opportunities to speak.
Transcribing and talking about transcribing with a partner was a positive experience for me. I felt like a scientist, examining the evidence.
I hope my partner will correct me if I left out any information or misrepresented something by mistake. Liudmyla Beraud
Liudmyla and I both recorded parts of our classes. We had very different transcribing experiences.
Liudmyla transcribed with her students. She said it was a really interesting experience for several reasons: first of all, the students couldn't always hear or remember what they said. In one case, a student didn't even realize it was she who was speaking. Secondly, Liudmyla's students gave her feedback about the class while they were transcribing with her. For example, at once point in the transcribed segment of the class, the teacher asked three questions in a row, trying to guide the students in the right direction. While transcribing, the students told her it was confusing to hear three questions because they didn't know which one to answer. Talking to Liudmyla about her experience makes me want to try transcribing with my own students next time. It sounds like an incredibly valuable activity.
For my part, I transcribed a part of my class with Liudmyla during our meeting. I counted how many turns teachers and students had (28:16). I also noticed when I did and did not correct students (Liudmyla suggested that there is a lot going on in class and chances are I didn't hear some errors at the time). And I noticed some words that I regularly say ("Ready?" "Alright...") that my students do not respond to verbally or non-verbally. I'd like to ask my students about that. I decided I want to try decreasing how much I say by giving some of my self-assigned roles to the students. Liudmyla also suggested places where students could be given more opportunities to speak.
Transcribing and talking about transcribing with a partner was a positive experience for me. I felt like a scientist, examining the evidence.
I hope my partner will correct me if I left out any information or misrepresented something by mistake. Liudmyla Beraud
Nothing to correct! Agree with every word.
ReplyDeleteDear L and A,
ReplyDeleteIn Small changes, big results, I quote teachers who have written many of the same points you both have--what we can learn from our students if we transcribe together, what we can learn from each other if we transcribe together.
As I reminded you all last week when I asked what color my tie was and some knew and some did not, we all see something different in the same data,
Joint exploration enriches us the same way chatting with friends enriches us more than talking to ourselves.
SPOT ON!
Hello Anne and Liudmila,
ReplyDeleteThanks a lot for sharing your experience!
It was valuable for me to read about Liudmila's experience transcribing with a class. I must admit, I have major reservations about doing that (Mainly because I worry that it might put the learners on the spot. Especially because I have one learner who is very timid and as a result she whispers rather than speaking.) But reading about Liudmila's experience gave me an idea of how this might work.
Also, I really enjoyed reading about Anne's takeaways. 'I'd like to ask my students about that. I decided I want to try decreasing how much I say by giving some of my self-assigned roles to the students.' << Anne, could you say more, if you don't mind sharing?
Hi, Olya Sergeeva, thank you for your comments and your question! I agree that Liudmyla's account of transcribing with students was really inspiring!
ReplyDeleteWhat I'd like to ask my students is why they don't answer when I say, "Ready?" I wonder if it's because that's something I say so often, they don't hear it anymore, or if it's because they don't know what the appropriate reply is, or if they are not aware that a reply is expected.
The roles I'd like to give my students are things like counting down from five in an activity where they need to make a quick decision, calling out pre-selected vocabulary to use for the activity and pattern practice, and initiating choral response when it is appropriate.
I have a chance to repeat the activity I recorded with a different group of students tomorrow, so I think I'll try these things and see what happens differently.