Ide Brain Break: Back to Back Challenge

 

I love brain breaks that can be adapted and ramped up. This both adds layers of challenge in ways that maintain students interest.

This video of a back to back challenge was not what I was expecting and that in itself led me to realise the potential of it.

I imagined it would be pairs yet instead it is the entire group linked together by their arms and working together to stand. This then would work if students firstly started in pairs to do the back to back challenge, screen-shot-2019-09-17-at-8.06.18-am-e1568673572806.png

then found another pair to combine with to again do the back to back challenge and so on until the group size limit has been achieved for the student cohort.

This video also demonstrates how the group work together to achieve the challenge. I think though another layer of challenge could be inviting the cohort to manage the entire process themselves!!

Combining Teaching and Study

Joy, oh joy, one of the topics I chose for this semester serendipitously follows on from Motivation, Cognition and Metacognition, the topic I enjoyed the most last semester! While that topic was compulsory, The Psychology of Learning & Instruction is my first optional choice. I had originally hoped to enrol in Introduction to SLA,  but like many others, it’s only available in first semester.

My first assignment for this topic is a study of learners thoughts while engaged in learning. To create a class of learners, I am teaching Indonesian to two 25 year olds. This will be as challenging for me as it will be for them. They have both studied Indonesian to year 12, and while that was 7 years ago, their Indonesian proficiency is far above most of my previous students (excepting you, Trees). They both are adjusting to a CI approach after traditionally learning Indonesian with me in primary school (pre-CI) and various teachers in high school. I though, am adjusting to working with a ‘class’ of learners who all have very sound vocabulary and grammar knowledge. Both learners also represent two types of students I struggle catering for simultaneously in lessons. One, E, represents the majority of students in that she enjoys the lessons and is progressing well due to excellent levels of focus, participation and self-regulation. My other learner, B, is a 4%-er. She is highly successful when challenged, yet is easily bored when not. How fabulous is it that I get the opportunity to study student thinking, focus on juggling two learner types we all have in our classrooms, while also stretching myself through teaching advanced Indonesian! Steep learning curve for all three of us!

I began my lesson with explaining briefly how CI works, but when B’s eyes started glazing over, I cut it short. Probably makes sense to just add snippets to each lesson as necessary. I then handed out a piece of A4 paper, asked them to fold it in four and then number each square and write their name in the middle. In square one, I asked them to list all languages they have learned over their lifetime. I then asked them to circle the one they are the most proficient in and underline the one they are least proficient in. I had hoped this would lead to a discussion about the best way to learn a language, but as again I could feel the interest level dropping, I again kept it brief. Again, I will revisit this when appropriate. In the second square, I asked them to draw a venn-diagram for the two languages identified in square one and then think about emotions involved with the learning of each. B’s diagram for Indonesian & latin represented a true 4%-er! IMG_0637

Here is E’s:IMG_0700.JPG

In the third square, I asked them to think of a maximum of 5 every day inanimate objects. This was in preparation for the first planned task; one word image. I decided to do the thinking here to help minimise the amount of English once the lesson started formally. In the final quarter, I wanted to both give them to access long term memory and in doing so, hopefully give them a feeling of success. I asked them to write the English translations for the top 10 + sudah/belum. Unfortunately this didn’t go quite to plan, as E mixed up a few which hopefully didn’t confirm her self-belief about her level of proficiency. However overall, they both enjoyed the opportunity to discuss formal/informal aspects of Indonesian language. Maybe the are all 4%ers!!

I then established a gesture for not understanding (hand moving over head) and ‘Slow Down’ (dribbling a basket ball), before introducing the language “Apa Bahasa Indonesianya” to help reduce English during lessons. In retrospect, this proved invaluable as they are so used to using English in lessons as is typical in the traditional language classroom. A huge shoutout to Daniel Dubois for this tip. I will be reflecting on Daniel’s skills more and more as my lessons progress, and not just for his impressive management of all learner types.

I opted not to start the lesson formally with card talk as my two learners know each other very well, (friends since year 3), and instead started with a one word image (OWI). The reason behind this was to have a neutral subject that neither had any foreknowledge  of and to encourage them to bounce off each other. Firstly, doing a OWI with just two people was tricky and thankfully one of the suggestions given was a ‘home run’. I went through a selection of OWI questions to flesh out the character. These included size, colour, name, kind/mean, wealthy/poor, likes/dislikes & motion. All except for likes/dislikes generated so much collaborative discussion. They bounced ideas off each other, I couldn’t keep up! I had planned to do a write and discuss but postponed it till the next lesson as there was so much detail and they kept working on the storyline in dribs and drabs; so I am looking forward to tomorrows lesson to see if we can remember all the suggestions that were thrown out there and incorporate them more smoothly into a piece of writing.

In reflection, I wish I had organised a secretaries book for B. She will benefit more with the duties of a secretary during lessons. Multi tasking will hopefully provide a challenge while also giving me time to check in with E more often. The squeaky wheel certainly does get more attention! The notes will also help us keep tabs on what they talk about during lessons and as I am writing now, I will also suggest that B uses the opposite page to record any thoughts/feelings about how she is learning to supplement the questionnaires I send them after the lessons.

I incorporated just one brain break and will try to include a few more now that I have more idea of what will work. It worked well!
Here it is:

Finger tips

Make an x with your arms with your palms facing you. Lock thumbs together. With your index finger, try to touch each finger tip on the opposite hand one by one. Repeat with opposite fingers and then proceed through all the different fingers.

Here are my ‘field notes’ for my first lesson:

  • When compelling, was engaged in task however as soon as that finished she began over thinking again.
  • My difficulty was keeping both B and E engaged while catering for their different ability/confidence levels.
  • Both thoroughly engaged while collaborating on aspects of the OWI. Most engaging were: the name (Jessy Jigsaw), the object (a jigsaw piece), kind/mean & rich/poor.
  • Highly engaged when they sparked off each other and collaborated together.
  • Down time provided time for over thinking.
  • Overcome B’s attitude that because she can understand the conversation, she is not being challenged.
  • Overcome frustration that learning can only happen when pen and paper are in one’s hand.
  • Tackle the belief that it is the teachers job to extend and challenge students.

And here are my reflections to help with planning my next lesson:

  • Need to limit the amount of unfamiliar vocabulary for E while also challenging B without stressing E.
  • invite B to explain grammar, artist/secretary (book), reading, translating,
  • invite B to put target words into a sentence
  • search a list of high frequency vocabulary for future vocabulary targets.
  • Be more vigilant of E’s efforts to stay in the loop and comprehending.
  • Exclamations – include them!

I need to focus on engagement and motivation for students with differing needs i.e. proficiency, challenge & similar needs i.e. performance and achievement anxiety.

Any feedback on my reflections will be greatly appreciated. Any suggestions or comments to help with either lesson planning or seeking ‘data’, would also be warmly received!

‘Pleased To Meet You’ by Jim Tripp – Junior Primary Lesson Outline

‘Pleased To Meet You’ is without a doubt the best story (I believe) to use as a springboard into TCI/TRPS. In my first year of using TPRS, I used the version below of Jim’s brilliant story with all year levels; R (prep) – year 7. A huge thank you to Jim Tripp for his kind and generous permission allowing me to share it with you. The beauty of this story is its simplicity, quirkiness and economic use of language.

The outline in this post is a blend of a unit of work that Ibu Sharon and I created in 2017 for conference presentations and my own classroom practise. It is designed for preliterate students however can equally be used successfully with all other junior primary year levels.  I now teach these lessons with both the straight reception (prep) classes and the composite R/1’s. Thus the year ones in these composite classes work with this story twice and I’m guessing you’ll be astonished to hear that I have not ever had a student comment about this!

If you are starting out on your CI journey and your JP students are also unfamiliar with CI, this outline can also see used successfully with all JP levels as not only does this story introduce structures vital for story telling & co-creating stories but it also is a gentle and engaging way to introduce your students to the language and expectations useful in a CI classroom.

The target vocabulary in the junior primary story version includes the following three structures:
nama saya, siapa nama, berkata (My name is, What’s your name, said)
The following are also in the story: di (at), dari (from), Astaga! (OMG!)autograph & pingsan (faints) but instead of pre-teaching these, I personally prefer to say the words in both languages (Indonesian first followed immediately with the English translation) & incorporate comprehension checks until I assess they were no longer necessary and then just use Indonesian. With my reception (prep) students I use ‘di’ & ‘Astaga!’ but not ‘dari’ or ‘pingsan’; I use ‘from’ & ‘faints’ instead. We all know our own student cohort best and you will know whether to use the Indonesian, the English or both for these ‘bonus’ words. I can’t stress enough the importance of always minimising unfamiliar vocabulary to avoid student cognitive overload. The only way you can fully understand how stressful this can be for your students is to join a class teaching an unfamiliar language as we did with Blaine Ray at the recent 2019 Australian TCI Conference. Please, please, please keep this in mind when teaching.

To personalise the story, I highly recommend using the name of familiar staff from your school in your story. Changing the celebrity name and the location to suit your current student’s interests will also ensure that the story appeals to your students.

It is also  important in all TCI stories that cognates and proper nouns (not common nouns) are used. For example ‘McDonalds’ & ’hamburger’ are easily recognisable cognates whereas ‘rumah makan’ (restaurant) & ‘nasi’ (rice) are not. Cognates & familiar proper nouns are a gift to language learners and teachers. They help us to reduce the cognitive load and facilitate the ‘narrow and deep’ mantra that underpins CI teaching.

One final note regards the intentional lesson structure I use when planning activities in my JP lessons. The younger the students, the more important it is to keep activities short and sweet and for every sitting activity, follow it with an up and moving activity. I call this the up/down/up/down format! Students this age need lots of movement and restricted sitting time!

Here is the JP story version; 

Pleased To Meet You by Jim Tripp

Taylor Swift di MacDonald’s.
Pak Taylor di MacDonald’s.

Taylor Swift berkata ‘Halo. Nama saya Taylor Swift. Siapa nama?

Pak Taylor berkata ‘Nama saya Pak Taylor.’

Taylor Swift berkata ‘Pak Taylor? Pak Taylors dari PEPS? Astaga!

Taylor Swift berkata, ‘Autograf?’
Taylor Swift faints

English Translation:

Taylor Swift is at MacDonald’s.
Pak Taylor is at MacDonald’s.

Taylor Swift said ‘Hallo. My name is Taylor Swift. What’s your name?

Pak Taylor said ‘My name is Pak Taylor.’

Taylor Swift said ‘Pak Taylor? Pak Taylor from PEPS? OMG!

Taylor Swift said, ‘Autograph?’
Taylor Swift faints

 

Junior Primary Lesson Outlines

LESSON 1. Target Structures:
nama saya 
(my name is)
ya/tidak
 (yes/no)

Welcome: (A huge thank you to Diane Neubauer for her permission to use an adaptation of her wonderful introduction here)
Halo Kelas!  Welcome to Indonesian. My name is Bu/Pak (Mrs/Mr)_____. Can you say that?
(Repeat very slowly) ‘Bu/Pak _____ . What do you think Bu/Pak means? Ya! Bu/Pak
means Mrs/Mr and if I was a man/woman, my name would be Pak/Bu ______! Pak/Bu
means Mr/Mrs.
How do you feel about learning Indonesian?
I think learning Indonesian is cool too.
Some students feel nervous/ worried about learning Indonesian. They think it is
going to be hard. Do any of you feel more like that? Thank you for telling me this.
I’m going to share with you a few things which will help you enjoy learning Indonesian and also help you learn it faster.
Go through the rules briefly:
JP – Dengar, Diam, Duduk (Listen, Quiet, sit down)
Do you know any Bahasa Indonesia?
What do you think learning Indonesian will be like?

 

TCI Activity # 1: Roll
I always begin calling the roll with the statement ‘Ayo mengabsen’.
followed quickly by pop-up English translation;  That is Indonesian for let’s call the roll.
I call the roll using class dojo.
Greet each child with a wave & a halo with their name.
Encourage students to reply with Halo Bu Cathy.

 

TCI Activity # 1: Class Expectations
Direct student attention to the 3 monyet poster. Discuss briefly what they are doing? Sitting, listening and being quiet! Explain that the monyet are being very clever and they are reminding you of what you need to do to learn Indonesian.  Clarify that when students are doing the right thing they can earn positive class dojo points and when they are not doing the right thing, they will get a negative class dojo point.
I then refer to the poster throughout the lesson and give class dojo points to students doing the right thing!
Screen Shot 2019-02-06 at 11.12.04 am.png

(see TPT for a free copy of this poster – acknowledgement to Annie Beach for her impressive artistry)

 

TCI Activity # 2:  Introduce the target structure ‘Nama saya’
1. Say ‘Nama saya’.
2. Explain ‘Nama saya’  is Indonesian for “My name is…”
3. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
Note that ‘listen & repeat’ is strongly discouraged in CI classrooms however I have found that junior primary students thoroughly enjoy it because of the quirky voices. It is a compelling way for them to hear novel repetitions of structures and the more unusual the voices, the more engaged the students become!
4. Provide the gesture.
5. Do one more comprehension check. (what does ‘nama saya’ mean, close your eyes and do the gesture for….)

TCI Activity # 3: Circling ‘- Nama saya’ (Remember to speak SLOWLY)
Here is the script that I used with my 2018 reception classes:

Say ‘Nama saya Bu Cathy’ and point to myself.
What do you think ‘Nama saya Bu Cathy” means?
Ya; ‘Nama saya Bu Cathy” means, “My name is Bu Cathy.”
Hold up a Dora The Explorer (or any soft toy character that is easily recognisable by that age level).
Nama saya Dora.
Ya!  Nama saya Dora.”
Comprehension check: Nama saya Dora means My name is Dora!
Is that right? Is her name Dora?
Ya!!
Point to myself:
Nama saya Bu Cathy!
Ya! (thumbs up)
(Pointing to myself) Nama saya Dora?
No!! Nama say Bu Cathy
Nama saya (their teacher?)
Nama saya Jett? (Use a student’s name from the class)
No!!
Bagus!!
Nama saya Bu Cathy?
Ya!! Nama saya Bu Cathy!
Nama saya Mrs Turley or Nama saya Bu Cathy?
Bu Cathy!
Ya!!
What do you think ya means? That’s right – yes!
Hold up monyet puppet and say:
Halo kelas! (Waving his hand at them) and then:
Nama saya Big Bird??? Monyet shakes his head no.
No!! Bukan!!
Nama saya Cookie Monster??? Monyet shakes his head no.
No!! Bukan!!
Nama saya Monyet?? Monyet shakes his head yes!
Ya!! Nama saya Monyet!  Monyet nods his head yes!
What does ‘Nama saya Monyet’ mean?
Ya!! Nama saya Monyet means, my name is Monyet!
Monyet again asks, Nama saya Jett? (student from the class)
Simultaneously with the class, negate this saying bukan!
Nama saya Monyet!
Nama saya Bu (their class teacher)?
Simultaneously with the class, negate this saying bukan!
What does ‘bukan’ mean? Repeat again shaking head. Ya!! Bukan means no.
Bagus!
Monyet again; ‘Nama saya Monyet’.
Nama saya Monyet or Nama saya Jett?
Ya!! Nama saya Monyet!

Repeat this with other student names from this class and each time, Monyet waves to that student!
Continue circling with other cards/props until you feel students have sufficiently grasped the target language or the students are becoming restless.

 

TCI Activity # 4: Fun Target structure Repetitions (to get more repetitions of the target structures use games, fun rhythms or songs that do not contain any unfamiliar vocabulary.)
Choose one of the following ‘nama saya’ activities:
1. Clapping: Clap hands twice and then knees twice while simultaneously saying intimate to the clapping; ‘Nama saya Bu/Pak ______,’  then repeating the clapping rhythm for the students to echo you, in time with the rhythm. Continue using students names by going around the circle with the students echoing! In the second round, encourage individual students to say it using their own name with the class & you echoing.
2. Piccadilly Circus – students stand in a circle with one child in the centre holding a soft a ball. They walk/run to someone in the circle and say as they hand over the ball, “Nama saya _____”. The 2 students then swap places & the person with the ball then walks/runs to someone different and says “Nama saya ________”.  You can vary this game by asking students to sit down after they have passed off the ball or you can add another different coloured ball and play it with 2 balls.
3. dum dum dah dah – (replace dum, dum, dah, dah with Nama saya)

 

LESSON 2Target Structures:
Siapa nama? – What is your name?

TCI Activity # 1: Roll (Getting to know the students and familiarising them with how each Indonesian lesson begins)
I always begin calling the roll with the statement ‘Ayo mengabsen’ and again follow this immediately with a pop-up English translation;  That is Indonesian for let’s call the roll.
Call the roll using class dojo and as with the previous lesson, greet each child with a wave, a halo and their name while encouraging students to reply with Halo Bu Cathy.

TCI Activity # 2: Review & Expand Student understanding of Class Expectations
Review the 3 monyet poster and the benefits of sitting, listening and being quiet in Indonesian lessons!

TCI Lesson Activity # 3 – Nakal/Pandai
(Introduce your preferred behaviour management system. Here is a link explaining in more detail how I manage my very successful JP behaviour management system.)
Discuss nakal/pandai and reiterate what is pandai in kelas Bahasa Indonesia and what is nakal di kelas Bahasa Indonesia. Link to tiga monyet and give class dojo points to students being pandai.
Introduce and sing together the following song to reinforce tiga monyet.
satu, satu, duduk, duduk, duduk.
dua, dua, diam, diam, diam.
tiga, tiga, dengar, dengar, dengar.
satu, dua, tiga, duduk, diam, dengar.

Put a stick up on the board next to the pandai poster using blutack and again reinforce diam, dengar, duduk.

 

TCI Activity # 4: TPR (Total Physical Response)
1. Revise meanings for berdiri, duduk. (stand, sit) &
2. Introduce perempuan/ laki-laki (girl/boy).
3. Explain/translate ‘perempuan’  is Indonesian for “girl” and ‘laki-laki’  is Indonesian for “boy.”
4. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
5. Brainstorm for a gesture for the structures (e.g. girl = hand pretending to puff up hair & boy = stroking beard or drawing a moustache)
6. Do one more comprehension check.

Here’s my script from my 2018 reception classes:
Jett (student name) laki-laki.
Jett laki-laki? Ya Jett laki-laki.
Julie laki-laki? Bukan. Jett laki-laki.
Jett laki-laki atau Julie laki-laki?
Ya Jett laki-laki.
Repeat for a female student.
Repeat using SpongeBob. SpongeBob laki-laki atau SpongeBob perempuan?
Comprehension check. and move to incorporating laki-laki & perempuan:
Perempuan berdiri.
Jett perempuan atau Jett laki-laki? Ahh, Jett laki-laki! laki-laki duduk.
Perempuan duduk.
Laki-laki berdiri.
Jess laki-laki? Jess perempuan? Ya! Jess perempuan! Jess perempuan duduk!
Laki-laki duduk!
**Comprehension check often**

 

TCI Activity # 5: Circling – ‘Siapa Nama?’
From a bag, take out 2 puppets and begin a puppet show:
Bert: Halo kelas!
Bert: Nama saya Mr Banana.
Teacher says: Is that right? No!!
Bert: OK! Nama saya Bert!
Bert: Siapa nama? (to puppet 2 – SpongeBob ). (Comprehension check)
SpongeBob then asks a student sitting at the front, Siapa nama? (comprehension check).
SpongeBob (to Bert): Nama saya Jett (repeating name given by student).
Bert: Bukan!! Bukan Jett.
Bert points to Jett and says ‘Jett’ while nodding head. Points to SpongeBob and shakes his head saying, ‘Bukan Jett’. Points to Jett again and while nodding & waving says, ‘Halo Jett!’
Repeat for several students.
SpongeBob: ‘Nama saya Bu Cathy?’
Teacher: Bukan. Nama SAYA Bu Cathy!!
Bert: Siapa nama (to SpongeBob). (Ramp it up by being theatrical!!)
Teacher: Siapa nama? (to SpongeBob & again to the class)
Encourage class to answer.
Bert & SpongeBob say together: SpongeBob!
SpongeBob: Ya, Nama saya SpongeBob

 

TCI Activity # 6: Fun Target structure Repetitions 
1. Raja Monyet (monkey king).
Students sit in a circle, with
one child in the middle with his/her eyes well covered. Select another student who will be the ‘Raja’ (king) and give them a name, which is familiar to your students. For this story, the ‘Rajas’ name would become Pak Taylor or Taylor Swift! The student in the centre is then invited to choose 3 different students (one at a time) and ask each, “ Siapa nama?”(What is your name?). All students except for the ‘raja’ answer with “Nama saya & their own name”(My name is _______) but the Raja answers with ‘Nama saya Taylor Swift.”(My name is Taylor Swift) With this answer, everyone must swap seats. Teacher can then choose a new ‘Raja’ and a new person to sit in the middle.
2. Last year I wrote a song that uses a very slow ‘skip skip, skip to my Lou‘ tune:
Siapa nama?
Siapa nama?
Siapa nama?
Siapa nama?
Nama saya Bu Cathy!
3. I also created a new game which is perfect for reps on siapa nama & nama saya with junior primary students:
Students walk together in a circle around the room in the same direction with music playing. When the music stops, each student has to drop to the ground like a rock with their eyes closed and their face facing downwards. ( It is important when explaining how to play this game that students understand that if they are not tucked up like a rock, they can’t be covered with the sarong, so I recommend before playing, ask a student to demo curling up like a ‘rock’ beforehand with their face facing the ground.) I walk with the students while the music is playing and when the music stops, and all the student are curled up like a rock, I cover one student with the sarong. As soon as I ask, “Siapa nama?”, students can sit up and walk over to the student covered by the sarong and stand around him/her without touching the sarong (or student) and answer my question. I restate every answer with ‘Nama saya (suggestion)?’ and if I say the right name, the student under the sarong jumps up! This became one of the most requested games last year!! Over the year, I gradually phased out the music and incorporated TPR language into the game and sometimes, I even covered two students with the sarong!!

 

TCI Activity # 7Farewell Song; (Tune: If you’re happy and you know it clap your hands)
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa murid-murid/ anak anak (or simply kelas _______)
Sampai jumpa Bu/Pak_______,
Sampai jumpa, Sampai jumpa, Sampai jumpa

 

 

 

LESSON 3Target Structures:
berkata – said

TCI Activity # 1: Roll
At this stage, I simply say their name and when they answer, I just greet each person with ‘halo (+ name). At this stage of the year, this is purely for me to start attaching names to faces.

TCI Activity # 2: Behaviour Management – ‘Nakal/Pandai’

TCI Activity # 3: Introduce the target structure ‘berkata’
1. Write ‘berkata’ on the board. (except for reception/prep classes)
2. Explain/translate ‘berkata’  is Indonesian for “say/speaks”
3. Students echo the teacher with various voices. Voice ideas include growly, squeaky, opera, whisper, very slowly ( I really love saying the structure slowly because it provides youth the opportunity to clearly enunciate it!).
4. Brainstorm for a gesture for the structure and choose one that replicates the one you personally want or was chosen in a previous class.
5. Do one more comprehension check, (close your eyes and do the gesture for….).

TCI Activity # 3: Circling
Create a powerpoint of characters who have saying that are well known for your student cohort. What worked well for me was adding an animation for the ‘saying’ to delay the text until after you have brainstormed as a class and included heaps of reps of ‘berkata’. If students can’t remember exactly what the character is known to say, I prompt with ridiculous suggestions. e.g. Dory berkata, “Let it go”? And I don’t just say ‘Let it go”….. I sing it theatrically!! Boy, does that get a great response!!
For my junior primary students the following were very successful:
Spongebob berkata ‘Krabby Patty’.
Elsa berkata ‘Let it go.’
Pikachu berkata ‘Pika, pika.’
Bob the Builder berkata ‘Can we fix it? Yes we can!’
Dory berkata ‘Just keep swimming!’
screen-shot-2019-02-04-at-11.28.18-am.png

 

TCI Activity # 4: Target Structure Reps Activity
To get more repetitions of the target structures and provide students with a chance to move around, use games or fun rhythms that only contain familiar vocabulary or cognates. e.g.
Students stand in a circle. Teacher says a sentence from the powerpoint and the students  each mime it. Teacher then regards the selection of actions while repeating the sentence over and over before celebrating the students who have demonstrated it creatively and theatrically. Incorporate comprehension checks when necessary.
This activity is excellent for priming students for ‘All the World’s a Stage’ which benefits from OTT actions.

TCI Activity # 5: CI Activity – Tell the Story “Pleased to Meet You’ using puppets/soft toys/actors
Using the props that you feel most comfortable with, tell the story, circling & triangle each new detail for which students require repetitions. Remember the most important tip that Blaine shared with us at the conference; add characters not new sentences!
Note: With reception aged students, I recommend telling the story and save co-creating for older students.

 

TCI Activity # 6:  CI Activity – All the Worlds a Stage
In pairs, students act out the story as it is told to them by the teacher.
Here is how I introduce All The Worlds A Stage to students for the first time:
1. Students stand in a circle. I say the sentences in order, starting at the beginning. Each student mimes that sentence exactly. I acknowledge the students who do a brilliant job of this, encouraging creativity and exaggerated actions.
2. Then I ask students to duduk before explaining that “Cari satu teman dan duduk” means “Find a friend and then sit down’ and that the last two people standing will automatically become partners. (If there is an odd number, either I will offer to be that persons partner of they will be told to join in with a pair and make a group of 3. This depends on the activity. For ATWAS – I invite the student to be my partner.) We practise finding a friend a few times to both review the language and the process.
2. Once the class is sitting down with their friend, I ask the class to watch my demo. I turn to my ‘friend’ and say in English, do you want to be SpongeBob or do you want to be Bu Cathy?” I answer their response with ok! Then I ask my ‘friend’ to do another demo. Again I ask them ‘Do you want to be SpongeBob or Bu Cathy?’ Whatever they answer with, I say sadly and pretend to cry, “Oh, I wanted to be that.” We then discuss as a class what to do when both want to be the same character. I usually model saying to my ‘friend’ you be Bu Cathy this time and I’ll be Bu Cathy next time. OK?
The best thing about doing ATWAS twice is the REPETITION!!  Score!
3. Partners choose who they will be. I then say in Indonesian, SpongeBob berdiri. SpongeBob duduk. Bu Cathy berdiri. Bu Cathy duduk. (This is largely to double check that there is one of each character in each partnership as well as being the perfect opportunity to sneak in some sneaky TPR).
4.  I then say very slowly, sentence by sentence with as many reps as possible & acknowledging awesome acting;
“Bu Cathy berdiri.
Ada perempuan.
Nama perempuan Bu Cathy.
Bu Cathy di MacDonalds.
Bu Cathy duduk.
Spongebob berdiri.
Ada laki-laki.
Nama laki-laki SpongeBob.
SpongeBob di MacDonalds.’
Bu Cathy dan SpongeBob berdiri.
SpongeBob berkata, “Halo! Nama saya SpongeBob” (pause for students to echo).
“Siapa nama?” (pause for students to echo).
Bu Cathy berkata, “Halo Spongebob.
Nama saya Bu Cathy.” (pause for students to echo)
SpongeBob berkata, “Bu Cathy? (pause) Bu Cathy? (pause again) Bu Cathy from Port Elliot Primary School? (pause again).
Bu Cathy berkata, “Ya. Nama saya Bu Cathy.”
SpongeBob berkata, “Astaga! Autgraf!”
Bu Cathy autographs (I encourage students to write on their friends hand with a finger!)
SpongeBob faints.

The above is repeated once more from step 2  but before we start, I explain that each pair needs to check if either wants to swap characters. If one person wants to swap, they must swap but if no one wants to swap, they can stay the same!

TCI Lesson Activity # 7 – Nakal/Pandai
Menghitung! comprehension check!
Count the tally in Indonesian and then if the pandai tally is more than the nakal tally, remove the stick from the board and ask the class, “Siapa nama?” Restate suggestions with ‘Nama saya Jett?” Bukan! I also throw in laki laki & perempuan here to give clues.
eg Nama saya Jett? Bukan. Saya bukan laki laki. Saya perempuan.
Once we have guessed the name of the student on the stick, they can choose an item from the Treasure Box.

Farewell Song; ( Tune: If you’re happy and you know it clap your hands)
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa, Sampai jumpa, Sampai jumpa
Sampai jumpa murid-murid/ anak anak (or simply kelas _______) Go
Sampai jumpa Bu Cathy,
Sampai jumpa, Sampai jumpa, Sampai jumpa

 

 

Lesson 3 & Beyond…

This lesson’s main focus is the parallel story. I love to make PowerPoints from my parallel stories using well known characters and then record myself telling the story. This can then be uploaded to YouTube for students to listen to firstly in class and then repeatedly in their own time at home.

Here is  an example of one of my adult co-created parallel ‘Pleased To Meet You’ story.

 

I haven’t uploaded a junior primary one yet. The one I made last year was not successful because I used Ronald MacDonald & sadly in every class there were students who were familiar with an M rated film about an evil clown, so it won’t be used again let alone uploaded!

From this point, I usually base my lessons on TCI activities suitable for preliterate students that are fun ways to get. more repetitions on the parallel story.

I also highly recommend continuing to incorporate TPR to build up a classroom context vocabulary with words such as putar (turn), duduk di kursi (sit in a chair), berjalan kaki (walk), antri (line up), berdansa (dance), stop, melompat (jump) & berlari (run). Restrict this list of words to those that will help you minimise the use of English in the classroom and also words that you know will be necessary for future stories! There is no single list of TPR words because we all teach differently!!

 

Assessment:
At this level of schooling, open assessment of preliterate students will be based entirely on observation due to students inability to read and write.
Here are a few recommended closed assessment strategies perfect for this age group:

Listen & Draw – Teacher says a sentence from the story, students listen to the sentence and then illustrate the sentence to demonstrate comprehension. While the students are drawing, teacher observes who is drawing and who is not. By asking one of the students who is drawing to translate the sentence into English, provides evidence that the sentence was comprehended successfully while also providing a comprehension check for those who had yet to begin drawing.

 

Simon says – Teacher says a word (eg duduk) but precedes it with ‘Simon says’ (replace this with Bu/Pak & your name) if the students are to do the action. If the word is said alone, the students do not move.
Note: Traditionally, all students who do the incorrect action are asked to sit or stand out. I try to avoid this if possible and permit the students to continue playing the game. Much more enjoyable for everyone and also ensures all students are participating; thus providing more observation data!

 

Create a class book – Organise the story so that one sentence is on one page. Print the pages on A3 and distribute randomly to students – if more students than pages, arrange duplicate copies. When the illustrations are completed, reduce them on the photocopier to A4 (you’ll be amazed at how much this improves the illustrations) and then bind.
Optional – laminate each page.
Credit Annie Beach & Amy Vanderdeen for this strategy.

For older JP students other assessment tasks could include:

  1. Unjumble words from a sentence taken straight from the story.
  2. Sequence sentences from the story.
  3. Match pictures and sentences from the story.
  4. Flyswatter game.
  5. Create individual book copies – Use the booklet setting on the photocopier with a sentence from the story on each page. Students illustrate one page at a time while the teacher reads the text out. It becomes very clear very quickly which students have acquired the language.
    (Students can then take the booklet home to read to parents, siblings and pets!)

 

If you have any other CI activity ideas that could be added to this unit of work, please add them to the comments below!! All contributions gratefully accepted!

Hand Clapping Rhyme Ideas

Luh Sriasih shared on the Indonesian Language Teachers in Australia Facebook Group a post about hand clapping rhymes and right down the bottom is a video showing how they are done!! Have a look at them all because there are sure to be ones that you could incorporate into your lessons successfully with your students either as a stop and listen strategy or adapt for sneaky reps of target structures!!

Here is the video:

 

The  cultural aspects of the video are fascinating too. Lots of intercultural understanding opportunities here. Remember the answers don’t have to be right or wrong, it is purely about encouraging suggestions that demonstrate an attempt to respectfully ponder and understand the differences between ourselves and others. The ability to put oneself in another’s shoes and regard other cultures with empathy is vital.  Differences exist all around us; even in our classrooms.
Questions could be about:
-is it a private or government school? How can you tell?
-why are the boys sitting towards the front of the class?
-Is there a gender balance?
-is the classroom similar or different to yours? why? how?
-why are the students yelling?
-why are some rhymes more popular than others? How can you tell?

 

Which ones do you think will work with your students? My favourites are the semangat and the Coca Cola rhymes! I particularly like how they clap it out so quickly!! While we can encourage students to clap this quickly, it is important that the spoken parts are drawn out SLOWLY!

screen shot 2019-01-28 at 7.31.16 am

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Then in the comments I found another suggestion:
Screen Shot 2019-01-28 at 9.24.04 am.png

Do you have any hand capping ideas to add to this? Please add to the comments below including the age level you use them with!

I’ll finish up with some that I’ve used many times and with classes 3-7.

This one is one of several taught to us by our wonderful AIYEP visitors! We miss you all!

and finally, this one that I adapted from various sources to incorporate more high frequency vocabulary:

 

Indonesian Folktale – Kancil dan Buaya

I have been focusing on this folktale this term with my year 1-3 classes. The first and last time I taught this story was back in 2015 and it has been fascinating looking back over my lesson plans from that time as it was the first year I taught using TCI.

I’ve been having so much fun with this story that I want to share with you a few of the pre story ideas I came up with for the story. Probably though, before I go any further, I should share with you the TCI version of the folktale that is based on the one that Annie, Sharon & I co-created in 2015.

Ada kancil.

Kancil tinggal di hutan.

 Di hutan ada sungai.

Kancil berjalan kaki ke sungai.

Kancil lapar.

Kancil lihat mangga dan mau seberang sungai.

Kancil tidak bisa berenang.

Kancil lihat buaya di sungai.

Buaya lapar.

Kancil berkata, “Halo buaya. Ada berapa buaya di sungai?”

Buaya berkata, “Kurang tahu.”

Kancil berkata, “Ayo buaya, antri. Saya mau menghitung.”

Buaya antri.

Kancil seberang sungai dan melompat dari buaya ke buaya dan menghitung.

 Satu, dua, tiga, empat, lima, enam, tujuh, delapan, sembilan, sepuluh!”

Kancil putar dan lihat buaya.

Kancil tertawa! Ha! Ha!

Buaya marah. Grr. Grr.

Kancil senang sekali makan mangga.

Kancil terlalu pandai.

Translation: There’s a mouse deer. The mouse deer lives in the forest. There is a river in the forest. Cancel walked to the river. Mousedeer is hungry. Mousedeer saw a mango and wanted to eat it. Mousedeer can’t swim. Mousedeer saw that there were crocodiles in the river. They are hungry. Mousedeer said, “Hallo crocodile. How many crocodiles are in the river?” The crocodiles said, “Don’t know!” Mousedeer said, “Line up so that I can count you.” The crocodiles lined up. Mousedeer jumped from crocodile to crocodile and counted. One, two, three, four, five, six, seven, eight, nine, ten. Mousedeer turned and looked at the crocodiles. Mousedeer laughed. Ha! Ha! The crocodiles were cross. Grr. Grr.  Mousedeer happily ate the mango. Mousedeer is too clever!

Prestory telling:

My structures for this story have been:
Kancil- mousedeer
bisa – can/able to
seberang sungai – cross the river

Other structures that were covered through TPR & brain breaks include:
berenang – swim
tertawa – laugh
antri – line up

structures not covered; just translated whenever it was said;
kurang tahu – don’t know

 

To introduce the kancil/mouse-deer, I googled pics of them which I shared with the classes. There are also a few great youtube clips. This is one of my favourites:

 

Easily the best fun I had was introducing the structure ‘bisa’. My first lesson was a hoot thanks entirely to Ibu Anne. I added to my powerpoint, pictures of people doing things and then asked the class, “Siapa bisa….” ( Who can…?) When students put up their hand to indicate that they could do the said skill, I stated, “Bu Cathy mau lihat!” (I want to see it), Students happily got up and demo’d their skill in front of the class. The actions included playing violin, playing drums, gymnastics, singing (I gave them a microphone for this!), dancing (firstly waltz, secondly floss, thirdly line dancing) and then finished with flying! The flying was hilarious. In between 2 lines of  students, I placed a chair at one end and I stood at the other end with my arms out-stretched, asking, “Siapa bisa terbang ke Bu Cathy?” (Who can fly to Bu Cathy?) Everyones hand went up! Students  then one by one, volunteered to stand on the chair and fly to me! After each effort, I would sadly state, “Oh, tidak bisa terbang! (Oh, can’t fly!)” This was such a great lesson! The creativity of students to fly to me was awesome!
For the followup lesson focusing on ‘bisa’, I struck gold when I popped into the performing arts classroom and discovered receptions students learning how to do pair balances with our brilliant Performing Arts teacher, Natalie Bond. Here are a couple that I have used successfully:

https://twitter.com/chsinfantjunior/status/921033969570865152

http://year4sedgeberrow.blogspot.com/2013/09/enjoying-gymnastics.html

Google ‘simple pair balances’ and there are heaps! I have to add here though, that I was very fortunate in that Natalie did all the teaching of how to do each safely, how to work out who does what and that they each needed to take it in turns if one partner had to do a different action to the other.

My next target structure that I introduced was ‘seberang sungai’ (crossed the river). I intentionally added this into the story because it is a phrase that is so easily adaptable. It could become seberang {ruang} kelas (cross the class {room}) or even seberang jalan (cross the road). After much thought and research on the internet, I knew I wanted to have the students crossing a make believe river. Most ideas I found required equipment/props I didn’t have or would be bulky to pack up & store between lessons. I hit upon an easy yet successful substitute by fluke during one of the lessons. I noticed that as students stood up to move to one side of the ‘river’, there were cushions on the floor! Light bulb moment! I asked my star student (the one sitting on the Kursi Luar Biasa) to spread the cushions throughout the river and then told the remaining students they were all kancil who wanted to ‘seberang sungai’. I explained that they had to jump from cushion to cushion and if they fell in the river, they became a crocodile. (kancil melompat dari cushion ke cushion. Kancil jatuh di sungai, jadi (become) buaya di sungai). I add the English after words not yet acquired. This was so engaging, that students sat quite patiently waiting for their turn to seberang sungai! It also gave me heaps of opportunities to say ‘seberang sungai’ over and over again.

My follow up for ‘seberang sungai’ was to show a few pictures I found on the internet of Indonesian students crossing rivers to get to school which provided great opportunities for intercultural PQA.

Screen Shot 2018-10-09 at 7.28.33 pm.png

I also found a few pictures of crocodiles crossing rivers at Cahill Crossing in the NT and then cheekily finished up with this picture:

Screen Shot 2018-10-09 at 7.34.42 pm.png

Students were indignant when I circled ‘kancil seberang sungai’ and laughed when I explained that there is a make of car in Indonesia called a ‘kancil’!!

Look what I have also just found!! How cute! Screen Shot 2018-10-09 at 7.32.11 pm.png

 

I enjoyed introducing  ‘berenang‘, ‘antri‘ & ‘tertawa‘ – via TPR & Brain Breaks.

‘Tertawa’ (Laugh) is in a great Indonesian song/rhyme that has been a huge hit with students of all ages. I found it on youtube originally but have adapted it significantly from a CI perspective. It goes like this:
Screen Shot 2018-10-09 at 11.24.01 am.png

Here is my 2017 year 2/3 class demonstrating it:

 

Antri (line up):
For this, I incorporated ideas I learned while observing Annabelle Allen at iFLT 2019. I simply ask the class to ‘antri, tinggi sampai pendek’. (line up, tallest to shortest). This is very hard for students to do without talking, so once again, I used Annabelle Allen’s technique of stopping them and demonstrating ways in which they could achieve this using the Indonesian they know, then letting them go again. The first time I did this, I had to stop them several times to give kudos to those students who were using Indonesian – such a positive way of getting in those sneaky reps! Other ‘antri’ ideas include;
-hari ulang tahun (birthday months) – although I did have quite a few students who didn’t know theirs!
-mau punya buaya (wants to own a crocodile)
-nama, A sampai Z (by name, A to Z)
If you can think of any more – please add the ideas in the comments below. One I planned to do but abandoned because I anticipated too much English discussion was foot size. I think this would work better with older students!

 

Berenang (Swim) is easy to incorporate into TPR & mata-mata (spy). In terms 3 & 4 for mata-mata I have been trialling a variation of this to keep it novel. Students love this part of the lesson and woe betide if I forget it! It isn’t strictly great TCI as it is largely listen and repeat, but for junior primary aged students, I have found it a terrific way to begin my lessons and get them thinking in Indonesian and can also be an impressive demonstration for visitors of just how much these young’uns have acquired!
So this term, I have a slide in my powerpoint of the language we are focusing on currently. It looks like this:
Screen Shot 2018-10-09 at 11.45.19 am.png

I limit the number of words so that it isn’t too overwhelming for the students with poor literacy. I then ask them each to choose one word for which they know the gesture. I remind them that they are not to speak, the class speaks. The mata-mata take it in turns to gesture and the class calls out the Indonesian word that it represents. Overall this has been a successful adaptation however there have been a few students, generally those with poor literacy skills, who misunderstand the instructions and make up their own gesture. Unfortunately this results in everyone calling out a random word, often in English! I am hoping that with lots of modelling and student demonstrations, this will gradually decrease!

Storytelling: 
I told the story towards the end of the term several times. The first time using pictures on a powerpoint and the second using student actors. The best thing about this story is that it easily accommodates an entire class of actors. I randomly choose the kancil using my class collection of paddle pop sticks, and the remaining characters in the story are acted out by whoever wants to. The remaining actor parts include:
hutan (forest)
sungai (river) &
buaya (crocodile).
I do not limit the. numbers of any of the above parts because any variation becomes an almost parallel story!! The first class acted out the story so well, I asked them to do it again the following lesson do that I could take photos of them to make a class book. The book looks amazing! My kancil was very expressive.

Screen Shot 2018-10-09 at 7.41.04 pm.png

It’s now the school holidays, and I am looking forward to planning fun activities based on this story for next term that will provide plenty of opportunities for assessment ready for the upcoming term 4 reports.

 

 

Compelling Pet Videos

I have had so much fun since Ibu Anne introduced me to the My Talking Pet app. Firstly I created a video using the orangutan and the tiger picture provided within the app and showed it to my junior primary classes. It became such a hit that other classes asked to see it as well.

 

I then followed Ibu Anne’s lead and invited students to email me a photo of their pet and from the steady incoming emails, I have created many more videos. I love creating these videos because I can get repetitions of a variety of language structures including those  covered in Kursi Luar Biasa (special person interviews). My scripts include a selection of the following language:
-a hello to both the students and a special hello to the owner of the pet,
– I am a (rabbit, dog, cat etc)
-My name is
-I am (students name)’s (rabbit, cat, dog etc)
-(Students name) is in year 1,2,3,4 etc
-I like to eat (cognate e.g. hotdog, hamburger – something really crazy)
-I am clever at singing, dancing.
-Goodbye

The videos are extremely compelling for all year levels. I even showed one to a year 9 student who dropped in to see me yesterday and she too was absorbed. You just can’t help smiling while watching animals singing or talking in Indonesian!!

I began by purely creating speaking videos and have slowly ramped them up so they don’t become boring and repetitive. The ways in which the videos can be ramped up include adding headwear, facial hair or eyewear. Unfortunately beards, moustaches, glasses, eye patches, monocles and necklaces are not cognates. However the variety of hats has been perfect for reps of ‘pakai topi’ (wears a hat) & noun adjective word order e.g. topi besar/kecil (large/small hat).

I then began investigating other talking photo apps to add another dimension and discovered one more that also include singing and dancing options. Morfo provides the option of 3 dances – rock, disco & toon as well as various costume options. Generally the costume options have not been that successful with the pet owners as they tend to obscure the majority of the animal and are quite dark/gothic looking. However the dancing has been a huge hit. Here is my dancing cat video.

 

Yesterday I did some more research and trialled every talking photo app I could find on iTunes. The next best one that I have discovered and can recommend is called Talking Photos. I love that this app also includes 2 singing options that are simply hilarious. So the latest photos sent to me by students, have been made into a video incorporating the sentence; “Saya pandai menyanyi.” (I am clever at singing). It is sure to be a hit also. Here is a clip I created yesterday with the la, la, la option!

Because the free version of the Talking Photos app has a time limitation, for the cat video above, I created two videos and then combined them into one using iMovie!

This idea then lead to creating a talking video using a hand drawn character and his biodata presented to me on Wednesday by Mani, a year 3/4 student. This is what he presented me with:

 

 

 

 

 

 

 

 

 

 

and here is what I created from the above information! I hope Mani likes it!

 

If you like this idea and would like to see more of my pet videos, subscribe to my YouTube channel and you will get a notification each time I upload a new video!

 

 

Observing Ibu Anne’s Circus

I am here in Victoria this Easter enjoying a well earned break with Ibu Anne. Today was the last day of term here (SA has 2 more weeks) and I’ve taken heaps of notes while observing her lessons. If ever you are in Victoria and want to see TCI in a junior primary setting, I highly recommend a visit to her school. Her students impressed me constantly with their confident comprehension of Indonesian and at times it was hard to believe that her students are Prep’s – Year 3!

Here are my notes for each year level:

Prep Classes:-

With her Prep classes, Anne is trialling a system whereby each step of her lesson is prompted via a powerpoint page. I really liked how this worked. The first page incorporates an app Anne has discovered that allows you to add voice to a photo of a dog. Anne began her Prep classes with either a photo of her dog Kasper or a student’s dog singing her welcome song! The classes absolutely loved singing along with the dogs!

The second page was calling the roll and with this year level, Anne simply encouraged them to answer with ‘ada’ & ‘tidak ada’ (here/not here).  No wonder the students at her school have acquired ‘ada/ tidak ada’ so solidly! She calls the roll using class dojo, marking the absences immediately and at the end, asks, “Berapa tidak ada?” (how many students are away?) which provided her with an excellent opportunity for students to count together with her!!

After the roll, Anne turned off the smart board to focus on the retelling the harimau (tiger) & Elsa story. She began this with ‘mata-mata’ (spy), using the 2 pandai (clever) students (1 laki-laki/boy & 1 perempuan/girl) selected during the previous lesson and invited them out to the front with her to choose two new pandai students while Ibu Anne revisited all the structures from the current story. I love using ‘mata-mata’ with preliterate students as it is a terrific brain break on one hand and a useful way to observe & assess levels of acquisition. Once or twice I have assumed a class was familiar with a structure only to discover during mata-mata, they definitely hadn’t!

After mata-mata, Anne then used colourful magnetic pictures attached to the smart board to retell the story, Elsa dan Harimau that the students found highly engaging. I don’t think we utilise puppetry enough anymore! It is novel for youngsters today! She then retold the story using the magnetic pictures, encouraging the students to gesture and speak with her.  fullsizeoutput_141c.jpegNext, Ibu Anne asked for two actors to come out and help her retell the story once more. The tiger mask was a huge hit and enabled her to have several pairs act out the story, one after the other! I love the “Aduh” (Oh no!) at the end of the story because it allow the entire class to join in the finale. Ibu Anne finished by showing her video of this story on her Youtube channel which again was the same story presented slightly differently which maintained student interest! Wow – how many reps of the story did Ibu Anne manage? Amazing.

As the class had been sitting for quite a while by this time, Ibu Anne did the following brain break: she played a familiar Indonesian children’s song and asked the students to walk around the room while it played.  When the music stopped, she asked her students to freeze and listen to her say one of the following words from the story: harimau, pohon or rumah. If she said rumah (house), students had to stand and make a triangle roof over their heads with their arms, if Anne said harimau (tiger), they had to drop to their hands and knees and if she said pohon (tree), they had to stand up tall with their arms out, hanging like branches. I really enjoyed the added bonus of having an Indonesian song incorporated into this brain break because it allowed a break between the actions!

The target structure Anne revisited next with her Prep classes was “Ada apa?” (What is there?) She had a calico bag full of  objects (all cognates). She pulled each one out, one by one, stating ada truk (there is a truck), ada burger (there is a burger), ada es krim(there is an ice cream) etc, before setting each down on a table where the students could see the display. Each item provided a perfect opportunity for reps of ‘ada’ (there is)! Once the bag was empty, the class and Ibu Anne counted the total number of props together – altogether there were 15. Ibu Anne then put the items back in the bag and asked the class again, “Ada apa?” to see if they could remember them all.  Each time, a student correctly remembered an item, she drew a picture of their answer up on the board, circling each while incorporating ‘ada’, counting the total after each correct suggestion. The students thoroughly enjoyed counting the drawings together.

Ibu Anne then handed out a worksheet with pictures of a variety of cognates and students had to listen and circle only the ones that Ibu Anne pulled out of the bag. Students then coloured all the pictures that were circled. Ibu Anne recommends using pulling out exactly the same objects for each class to make marking easier.IMG_6075.JPG

Kelas 1

All year one classes are held in the Indonesian room. Class teachers bring their students to the room where Ibu Anne greets each student as they enter her room. Students then walk to the front of the room and sit quietly waiting for her to finish. Ibu Anne follows the last student into the room and with this class, she picked up her ukulele and began playing it. This immediately and beautifully focused the students however as the ukulele was out of tune, Ibu Anne quickly and surreptitiously tried to tune it but the students collapsed about with laughter. Even to their ears, the ukulele sounded strange. Once tuned, the ‘duduk diam dengar’ (sit down, be quiet, listen) song sounded gorgeous on the ukulele. It was a highly compelling way to begin a class.

Roll
I loved how Ibu Anne sings the Selamat siang song (see kelas 2 observations for details) with her older students. It begins with the usual Selamat siang, Apa kabar, baik, baik saja, lumayan, kurang baik and then included lapar sekali, sedih sekali, marah sekali. The success of this song was evident during the roll call as many students used this language.

After mata mata, Ibu Anne worked on the song, Aku Seorang Kapiten, for an upcoming competition for Victorian students. This competition isn’t compulsory for her students, but hopefully many will bravely try out and blow everyone away with their proficiency. I can’t remember what else students have to do, but if you are interested in learning more about it, ask on one of the Facebook pages!

Kursi luar biasa
Ibu Anne has created a Kursi Luar Biasa powerpoint for each year level, each one building on the language they have acquired from the previous year level. All slides provide many opportunities for the student being interviewed to shine. Students can either tell the truth when answering questions such as:
Tinggal dimana? (Where do you live?)
suka makan apa? (What do you like to eat?)
Mau apa? (What do you want?)
Siapa nama? (What is your name?)
Apa kabar? (How are you feeling?)
Punya binatang apa? (What animals {pets} do you own?)
On each page, Anne has pictures that incorporate everything a student of that age would relate to. I learned about LOL dolls, magnetic slime, 3D pens just to name a few! Also on the pages were a few quirky pictures to keep it compelling.

Brainbreak
This year level also enjoyed writing their names with their right and left hand, left/right siku (elbow), hidung (nose) & (pusar) belly button. Lots of laughter.

StoryTelling
Ibu Anne showed a PowerPoint that she had made called, “Buaya Suka Makan Donut” (The Crocodile Likes to Eat Donuts). The ingenious part of this powerpoint were the video clips embedded into each page of the naughty buaya snatching donuts from various staff members including the principal.  The students loved watching the expressions on the faces of the principal & their teachers and requested watching it again and again! I highly recommend copying her idea!!

Assessment
Anne had planned an assessment task based on this great story, but with a school wide subway lunch delivery, the class had to return to their room early. This is the task Ibu Anne had planned to do: Anne had drawn up a grid and in each box was a different pic from the Buaya (crocodile) story. Students would need to look at each one of the pics which were in no order. To demonstrate that students could retell the story in the correct order, they needed to write a number in the box by each drawing. IMG_6227.jpg

Kelas 2:-
Anne began her lesson with the Selamat Siang song that included panas sekali, capai sekali, dingin sekali, marah sekali, sakit sekali before finishing with sampai jumpa.

Here is the song – (sing to the tune of Frere Jacques)
Selamat siang
Apa Kabar
baik baik saja
lumayan
kurang baik
senang sekali
marah sekali
sakit sekali
dingin sekali
panas sekali
terima kasih/sampai jumpa

English translation: 
Good day
How are you?
Just fine
ok
not so good
very happy
very cross
very unwell/sick
very hot
thank you/goodbye

Then when Anne called the roll, the students confidently answered with a variety of answers fluently. When discovering that a student was absent, she would ask the class, “kenapa?” (Why?) If students said, family holiday, she would ask, “Liburan?” (Holiday?) If they again answered “Yes/Ya”, she would walk over to the dimana poster and point and pause before asking ‘Di mana?” (Where?) I loved this as it provided the perfect opportunity to get reps on ‘dimana’ as well as saying the names of various countries in Indonesian. It was interesting to hear the number of students who were currently holidaying in India, Queensland, Malaysia and Japan. Totally represents the multicultural population at Annes school!

Mata-Mata
It was great to see Sharon’s ‘mata-mata’ happening in Victoria slightly differently to the way Sharon and I do it (and we both do it slightly differently as well!) My students enjoy mata-mata (spy – along the lines of the Indonesian police) and it was great to see a way to keep doing it yet with a twist. Anne uses the 2 winners from the previous lesson to be the next mata-mata; a boy and a girl. The girl must choose a boy and the boy must choose a girl. I am definitely going to incorporate this into my next lesson plan. Currently my students choose their friends which are generally the same gender – so this idea would encourage them be more selective! I also loved the way Anne asked the mata-mata, “Ada laki laki/perempuan pandai? Siapa nama?” (Was there a clever boy/girl? What is their name?) Great way to sneak in a “siapa nama” rep!

Anne did a brilliant brain break with this class which she acquired from a colleague, Jodie Underwood.  All the students stood up and followed Anne’s instructions:
Tulis nama pakai tangan kanan (Write your name with your right hand)
Tulis nama pakai tangan kiri (Write your name with your left hand)
Tulis nama pakai siku kanan (Write your name with your right elbow)
Tulis nama pakai siku kiri (Write your name with your left elbow)
Tulis nama pakai hidung (Write your name with your nose)
Tulis nama pakai pusar (belly button) (Write your name with your belly button)
By the end of it, everyone was in fits of giggles and totally relaxed. It was so lovely.

Kursi Luar Biasa (The Awesome Chair)
Anne has made up power-points for each year level; each incorporating the language she needs reps with. The questions circle suka (like), nama (name), apa kabar (how are you), mau (want) and have really significantly helped her students to acquire this vocabulary. Anne has painted a chair in brilliant eye catching colours and patterns which a student sits on to answer Anne’s personalised questions.
After asking the person in the kursi luar biasa the questions, Anne then invites the other students to say one thing that they heard about that person. This is such a great opportunity for the 4%ers to shine and also to measure student acquisition. Anne accepts answers both in Indonesian and English, praising both with the English restated in Indonesian. She then adds tallies to the kurang pandai/pandai (clever/not so clever) points; 2 points for Indonesian and one for English. Separately she notes who spoke in Indonesian correctly and after the  lesson, takes a photo of her notes to add to her assessment checklists.

StoryTelling
After Kursi Luar Biasa, Anne showed the class a powerpoint she’d made about Pak Eh-Eh (Mr Pooh). The story itself was very short – perfect for this age group – and had them 100% engaged! In Anne’s story, Pak Eh-Eh went to the Western Treatment Plant (local) searching for a friend. I loved how Anne explained simply what happens at the plant while getting heaps of reps of eh-eh! It was a great story to introduce the structures teman (friend) & banyak (many)!

Anne finished this lesson by showing the class her YouTube channel (Indonesian Fun For Juniors) and encouraging students to watch the Pak Eh-Eh video and others over the holidays.

Kelas 3 –

Ibu Anne started her year 3’s with a powerpoint that had her dog, Kasper, singing her welcome song (see kelas 2 for lyrics) to the class. Her students went into raptures, but not as much as Ibu Anne did when one student shared that she too has a schnauzer – a mini salt & pepper schnauzer named Abbie. Ibu Anne then dug deep to re-channel her thoughts away from Abbie and back to the lesson! (If you ever want to see this – just casually drop the word schnauzer into your conversation with Ibu Anne and watch the dreamy transformation appear on her face!)
Ibu Anne’s roll calling procedure differs slightly for her year 3 students. Whereas with her younger students, Ibu Anne calls the roll; her year 3 students take it in turns to call the roll. I love how they use a long pointer with a pointy finger on the end to point to the names as they work through the names on class dojo. I also loved how when the student reached his/her name, the class together asked the student, ‘Apa kabar’!

The brain break Anne then did was the “buka tutup” (open/closesong. It’s super awesome observing students in another school having fun with songs my students also enjoy!

Free Write Assessment Task
I was really pleased Ibu Anne included a demo of how she does free writes with her students. My students struggle with free writes and I also struggle with presenting them in ways that don’t instantly raise up their affective filters.
Ibu Anne began by having the class watch the Buaya Makan Banyak Donut video. She then asked the students to brainstorm for words from the story and wrote them up on the board with cute pics to support comprehension. The students found this incredibly helpful for many reasons. A student I stood behind was not a risk taker with her spelling and while happy to write, baulked at writing words if she wasn’t 100% confident with the spelling! Other students appreciated it because the words became writing prompts for parts of the story they had overlooked!
Anne next showed the class her free write master sheet and explained how to use it;  write one word per line and not to miss any lines as this helps when counting the total number of words.
She further added that students were to use only the words that are in their brain; they were not allowed to ask for the translations of any unknown words and that everyone will start writing at the same time and to keep writing until the timer goes off. If students finish the retelling, they could start writing a new story or make up their own sentences using the words in the board.
Ibu Anne next explained that there are different ways to write free writes:
Level 1 – put the brainstormed words into sentences.
Level 2- retell the story.
Level 3 – retell the story with added original ideas.

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Sharing
After 10 minutes of quiet writing, Ibu Anne stopped the class and invited them all to “Duduk di lingkaran’ (sit in a circle). Students brought their writing to the floor where they sat in a sharing circle and Ibu Anne explained the ‘Ripple Effect’ ( Robyn Cotter). She invited students to each read one of their sentences out aloud into the silence. She further clarified that if it’s quiet, just start reading. Do not speak if someone else is talking and finally, you can only read once.
This was absolutely beautiful. Students took it in turns to read and listened respectfully to each other. They stopped if they heard someone speaking at the same time and waited for the next silence. Next Ibu Anne encouraged those people who hadn’t had a go yet. She explained to the others who were keen to read a 2nd sentence, that there were still people in the class who had yet to read and then encouraged the others who had not read yet to have a go. It was unbelievable the number of quiet ones who were empowered to share into the respectful silence. One of the last sentences shared was about their class teacher made us all laugh! Buaya makan Bu Kip (The crocodile ate Mrs Kip)!

As the free writes were collected, students got quite restless so Ibu Anne silently held up a sign that said: ‘please show me that you are ready to listen’. Students were instantly intrigued and focused on reading the message. They then re-settled very quickly. A terrific quiet way from ( Robyn Cotter) to engage and refocus literate students! I highly recommend it!

 

Thank you so much Ibu Anne for encouraging me to visit your school so that I could observe you once again. I’m especially grateful considering that it was the last day of term 1 for you and that you were dead on your feet. Considering all of this, I was blown away with the high level of student engagement in all year levels!  Not bad (actually it was impressive) for the last day of term 1. I love how you have incorporated student interests into Kursi Luar Biasa e.g. current popular toys, running competitions and popular hobbies e.g. naik skuter! The slide in your kursi luar biasa PowerPoint asking the awesome student if they can run fast (bisa berlari cepat?) and then challenging them to a race at the front of the classroom in front of their classmates – (allowing them to win) is ingenious!!
I learned so much from this brief visit; from both the teaching observations and from our many conversations where we shared and built on our ideas. I enjoyed implementing many of the above ideas into my teaching and it gave me the energy to get through the last 2 weeks of our term 1.

Terima kasih dan salam hangat,

Bu Cathy

PS; Acknowledgement to Ibu Anne for the title of this post!!