FIPP ACTIVITY REPORT
Name: Marilyn Briggs
Date: 9/24/2010
Department: Humanities, ESL
FIPP Partner: Pieter Jan Van Niel, Ph.D
Activity/Strategy: Class Constitution
Category: Classroom Expectations
Briefly describe the activity/strategy, providing enough detail so that a colleague
can replicate the activity/strategy.
1. Introduction: I chose to do this strategy in order to assist students in identifying
behaviors and actions that would empower them to become more successful in a
beginning ESL class. This is the 5th term I have taught this class at an off-campus
location and historically, student retention has been problematic due to
transportation and work issues, low self-esteem and educational levels, and very
limited or non-existent English language abilities.
2. Set-up & Supplies: I placed all students in pairs in order to maximize language
development and practice as well as student involvement in the activity. All pairs
consisted of one student with minimal English abilities with another student with
higher English oral skills I also ensured that all students had paper and pencil,
and that every pairing of students had at least one bilingual dictionary between
them.
3. Directions: On the board I wrote the following question: "What actions does a
student do to become successful in school?" I then translated it into Spanish, and
elicited from the class 1-2 ideas and wrote them on the board. The initial class
suggestions were as follows, and served to focus students' attention and give
them a guide as to how to think:
Come to school each day.
Do the homework.
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I then instructed the class to discuss the question with their partner, and to come
up with 5-7 additional ideas in response to the question. I also told the pairs to
choose one person to write down the ideas, use their dictionaries for vocabulary if
necessary, and not to worry about the grammar. I repeated the question, calling
students' attention to the key wording, "become successful in school", and
stressed to focus on ideas. I closed my instructions by assuring students that
there were no right or wrong answers, but instead that this was their opportunity to
discuss with their partners and form their own opinions about the question.
Students discussed the question for approximately 10 minutes. I then went
around the classroom, eliciting suggestions from each student pair and ensuring
that each pair contributed at least 2-3 ideas, even if they were repetitions of
something already mentioned. I wrote suggestions on the board, solicited other
students’ help in expressing the ideas in English if students were struggling for the
wording, or supplied the appropriate vocabulary or structure when necessary.
After everyone had contributed everything they had to say, I reiterated the initial
question, stressing that we were focusing on actions taken by a successful
student. I then conducted oral voting by the students as a "Yes", "No" or "Maybe".
"Yes" votes got a circle in front of the suggestion, "No" votes received an "X", and
"Maybe" received a half-circle.
Next, I repeated the original question to refocus students’ attention, and then
reviewed with the class all "yes" votes. The class decided if there were any
duplications of ideas, and if so, which or what to choose as the desired wording.
Following this initial round of analytical thinking, the class then reviewed the
"Maybe" votes, and students re-voted "Yes, No or Maybe", or to consolidate
ideas.
Finally, I directed the students to look at the remaining 9 or 10 ideas, and to
determine what were the essential seven qualities or actions to be successful in
school. Students then drilled down to the essential seven with much lively
engagement and discussion. As a conclusion, I then asked students to sequence
the seven items in order of importance after again repeating to the class the initial
question of becoming successful as a student.
Follow-up: By the next class meeting, I had typed up the seven items in the
ordering as determined by the students. I created a table grid where they could
sign their names, and above the signature table I wrote the following sentence:
By signing my name below, I agree to practice throughout
this term the behaviors and actions listed above in support of
my learning and the learning of my classmates.
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After all students had signed the constitution, I then made copies and handed
them out at the third class meeting. Any students who were absent on the signing
day received a copy of the constitution and were also asked to sign it. I then led
the group in reading aloud three times the seven statements as a class activity.
Next, I told students to take turns reading the statements to their partners three
times, inserting the pronouns “I” at the beginning of each statement, “my” where
appropriate, and to accompany the reading by placing their hands on their hearts
with each statement. Then, students read the statements three times to each
other, inserting “You” at the beginning and “your” where appropriate., and
gesturing to their partners while reading. Finally, I closed by instructing students to
place their copy of the class constitution at the front of their binders, or preferably
to buy a binder with a clear plastic front and place it on the outside of the binder. I
reminded the students that these were all choices they had made as a group to
help them be successful in the class, and thus the constitution was a daily
reminder of their commitment to themselves, their classmates and their learning.
What worked well? Frankly, the entire activity worked extremely well from start to
finish. By pairing students as I did, I maximized conversational practice and ensured
that all students were able to participate fully, whether it was in Spanish or English. The
students with little or no English abilities were actively engaged in discussing the
question in Spanish with their partner, and I could see the change in their selfperceptions by the shifts in body language. Additionally, the oral voting generated very
animated discussion among all the students, again in both Spanish and English.
Students were called upon by classmates to explain their opinions, and thus were
actively engaged in the activity. Drilling down to the essential seven qualities and then
ordering them in importance also generated very lively critical thinking and discussion
among the students, resulting in a sense of community being quickly established within
the class.
What would you change? I’m very pleased with how the entire activity went. While it
took longer to do on the first day than anticipated because of translation issues, I still
would not change the structure as it afforded an opportunity for all students to actively
contribute to the class and the creation of the constitution.
Would you use the activity/strategy again? Why or why not? I would definitely use
the strategy again, and in fact plan to do so at the beginning of all classes that I teach in
the future. Having students discuss and create a class constitution was an extremely
effective strategy, allowing all students to participate regardless of language level.
Additionally, the student-generated statements implicitly taught the students the
imperative form, which is part of ESL 2B, the next level grammar class. Additionally,
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having the students read the constitution to each other also reinforced oral reading
skills, and offered targeted practice in subject pronoun usage and the related
possessive adjectives. Reading the statements to each other also reinforced the sense
of commitment on the students’ parts to themselves and each other, and helped to
remind them that they are creators responsible for their own success in learning.
Please describe any student learning and/or changes that you observed after the
implementation of the activity/strategy. By adding the sentence about promising to
practice the behaviors and having students sign the document, students realized that it
was a serious activity and not just for one class meeting. Additionally, because the
entire process took place over three class meetings, students were constantly reminded
of what they had agreed were the seven most important items for them to practice in
order to become successful in school. As a result, students have been arriving on time,
student attendance has not dropped, students are prepared with all materials, and the
percentage of students completing the homework assignments has risen. And finally, a
sense of community has definitely been established in the classroom, which is
accompanied by shared laughter and a sense of dedication to the task at hand.
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