Verbs, that's not the way I learned them

If you took French in school like I did, you probably conjugated verbs in isolation lots.  The verbs avoir, etre, faire, aller etc... are things you were probably forced to memorize.  Here is my question to you, "Can you speak in French now?"  If the answer is no, you probably did not use the verbs in context, you used them in isolation.
I am asked by parents why I don't conjugate verbs like we did in the past, here is one of the reasons, this is what the Manitoba curriculum says:

Illustrative Examples of Grammatical Content Grades 9-12* How to integrate grammar in the balanced literacy approach? In the literacy-based approach, oral communication, reading and writing are interdependent, with an emphasis placed on the development of oral skills. While speaking is the foundation of learning a language, this learning is developmental and requires reading and writing to round out the balanced literacy approach. This allows students to complete tasks that are more cognitively demanding. Accurate use of French grammar is an integral part of effective and logical communication. During an oral lesson, the teacher models correct grammar in context. When reading the teacher and students focus on certain grammatical concepts in the context of their reading. When writing, students are supported with modelling by the teacher as they apply their understanding of French grammar. Teachers no longer teach grammar and vocabulary in isolation, but rather, they integrate them in the context of what students will need for purposeful and meaningful communication.

When did you sit in English class and conjugate the verb "to be" in the future, or the verb "to eat" in the past?  You didn't, do you know how to speak in English, of course you do.
I try to use all verbs in context using the past, present and the future.  It is important to teach sentence structures and allow the students to see the language patterns.
If the students see the structure over and over again (in some cases could mean the duration of the school year), they will start to realize that some words make sense.
The example I love to use in class is, "How do most verbs end in the past in English?"  The answer I always hear is "ed", which is correct.  However, there are a ton of verbs that do not follow that rule.
Imagine back to when your child was 2 years old and they were excited to tell you a story of something they just did and they said "I goed......", would you stop them and tell them that most verbs in English take the "ed" to create the past participle but in this case the word changes to went and have them conjugate the verb by saying:
I went
You went
He went
She went
We went
They went

My guess is that you did not.  You probably said something like "It's I went not I goed"  Then your child probably said "I went" and then continued the story.

In my class, if a child says "J'ai alle..."(my computer won't create the accent right now).  I will simply correct them and tell them "je suis alle not j'ai alle" and have them continue.

They students realize quickly that one is correct and one is not.  It's not until the later part of grade 8 or sometimes grade 9 that I even introduce them to the MRS VANDERTRAMP verbs.

Students in my class conjugate verbs in context all the time, past, present and future.  We don't do it in isolation.  Why? The province clearly states that I am not to teach it like that any more.

Try this as a test, ask any adult to conjugate the verb "to be" in the present tense.  He/she might look confused and might not be able to say:
I am
You are
He is
She is
We are
They are

If they can't conjugate the verb in isolation, does that mean they can't speak in English, of course not, that is an absurd thought.  Same thing with the students in my class.  They can't conjugate the verb "Etre" in isolation, but ask them to say "I am big", they can do it.  Ask them to say "He is small", I bet they say "Il est petit"  Not only are they using it in context but they are able to add an adjective to a sentence as well.

If you have any questions or thoughts about this, please email me at ssteinhoff@lssd.ca

One final thought, would you rather your child being able to conjugate a verb in isolation or be able to communicate their thought though complete sentences?

Report Cards

IReport cards are coming soon and I want to explain how I do them.
The % you see is based on what your child can do in French class, through a literacy based approach.  We started with lots of talking, moved into reading and have progressed into writing.  The 2 main things we focused on in term 1 were the routines to start class and learning the play.  (Students are expected to read the play every night for 5 minutes for homework.)

The other part of the report cards is the behaviour section.  The Cs, Us, Ss and Rs.  As a parent myself, I want the most accurate reflection possible of how my child is doing in class.  It is important to know that I expect students to speak in French to one another.  The routines are the stepping stones of how to speak in French.  I understand that it may be difficult to speak in French but I only get students for a max of 45 minutes per day, some days 0.  I need them to work as hard as they can for that time.

As a teacher, I want to explain to you, the parents, what I look for for the behaviour part of the report cards.

A.  Personal management skills  Here, I look to see if they use class time wisely and do they fulfill task expectations.  My main task expectation is to speak only in French.  It may be difficult but it is possible.  I look to see if students speak in French, always, usually, sometimes or never.  The best way to get better and to work on using the language is by actually using the language,  we all spoke English to learn English, students must speak in French to learn French.

B.  Active participation  Here, I look to see if students are engaged in the lesson.  Are they asking/answering question during class?  Are they engaged in the work?  Are they willing to try to speak in French during the routines and when I am gesturing in front of the class?   Also, are assignments turned in on time and neat.

C.  Social responsibility Here I look to see how students get along with others, how they resolve conflicts and how they follow class/school rules.


It is my goal to give you, the parents, the most accurate reflection of how the year is going.  I want to make it very clear that the % and the behaviours are totally different.  % comes from assignments and tests, the CUSR comes from they way they act and the effort they put in to speaking in French.

Test re-write and missing work for term 1

The test re-write for the "ouvre la tete" quiz will be on Thursday for grade 8s.  I need all term 1 work by Friday so I can get reports cards done.  I have a deadline to meet for my reports, therefore students must have a firm deadline to get their work in too.

Missing assignments

From time to time, students miss class for various reasons, no problem.  I think it is important for students to learn responsibility to check in with me and see what they missed.  Sometimes that means they have missed a quiz.  I would like the student to make an appointment with me so s/he can get caught up at noon.  I believe that's an important life skill to learn.  I can't show up at the doctor without an appointment an expect to get in right away.  Sometimes I have meetings or duty at noon and can not be there for help every day.
I want students to be accountable for their learning and checking in with me.