First Day Exit Slips

Last year, I finally struck on a good way to start the year in a higher level class. As I’ve mentioned last August, I started my high school class (who have had at least two years of instruction in the present tense), with “Fue.” Students drew pictures of where they went (or wish they had gone), I wrote “Fui” and “Fue” with their translations on the board, and we were off and running. I compared my card with that of another student, fishing for details to flesh out the scenario.

Then it was time for a brain break. I had my kids get up and stretch a bit, then they had to move around the room to find people with the same height, eye color, hair color, and shirt color. After our break, I handed out the syllabus, along with Martina Bex’s syllabus homework. When I did this last year I found I had better buy-in with both students AND parents.

After explaining the classroom rules and my interpersonal communication rubric (borrowed heavily from Ben Slavic’s wonderful site), I reviewed the two cards we had been working on. Instead of a five question true/false quiz like I’ve given in years past, this year I tried handing out exit slips. They’re not fancy, just about a fifth of sheet of copy paper with a spot for name, date, and a few lines to write on. I asked them to write down two sentences about what we talked about in class today. Then on the back, they reflected on their learning in English.

The exit slips showed me which students might struggle with fui vs. fue, which are still hanging onto the present tense for dear life, and other areas that I need to work on when circling. I was really in it for the reflection part, though. Here are some things my students wrote:

“Mrs. Bas made the material pretty easy to understand. She also asked a lot of questions, which helped me understand. Everything was slow, even the way she conversed, which I liked. She also used a lot of examples, which also helped me understand certain terms when I was confused.”

“I noticed that it is hard to understand a different language even if you’ve studied it for years. I think it’s easier to understand if you mix English in it.”

“I understood most of what Mrs. Bas was saying so that was easy. The hard part though was speaking up to answer her questions.”

“It was all easy saying it and thinking it.”

“We asked a lot of questions in class. What is hard is remembering everything from last year.”

One of my goals this year is to use exit slips like this to get a quick read on what students are acquiring and where the gaps are in their learning, as well as have them reflect on HOW CI methods help them learn the language. If I can get them to understand my goals from day one, I think that I will be able to maintain better discipline throughout the year.

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