Thanks, Professor Wheelock

Having looked at other Latin texts and curricula over the years, I have never seen anything that seems to make this ancient language more accessible than Professor Wheelock's approach, and surely, this was his goal.  If you visit the official Wheelock's site, http://www.wheelockslatin.com/ you will find all sorts of interesting information about Dr. Wheelock and his text.

Today was the first earnest day back in classes at the College. We were beginning our look at 3rd conjugation verbs.  The imperative changes, the stem vowel is different and the endings in the Present Active system are "way different" as the kids say today. I was truly worried about being able to teach this conjugation effectively.  In the shower this morning, I gave my lecture--and I think the practice helped tremendously!!!!!!!!  I wanted to present the conjugation differently than I had last year or in the summer class, and I think this approach was better than those of last year.   I wrote the paradigms for the present system tenses on the board, but covered them with the screen. Then I wrote and left visible the imperative forms of all three conjugations--1st, 2nd and 3rd.  I wrote the first 2 principal parts for each conjugation and then the imperative singular and plural forms underneath.  The students could see the changing stem vowels and easily note the distinctive absence of the macron in the 3rd conjugation infinitive. Too much detail for the blog? Yes indeed, but I wanted to convey how this simple presentation helped my visual learners see the key difference in this "conjugation with issues."  After we went through this together, I raised the screen and went over the paradigms. 

On a typical day in our class time, I spend the first 15 minutes teaching the new lesson and then assign them work from the text to do in class. That way, I can  be free to help them as they work through the material. Some days we do quite a bit of board work. I try not to call on students who don't want to answer (I was that way).   Although I lost 2 students because of grades and another due to pressures in other courses, I picked up 3 returning students. So we still have 39.  I have to say this for them:  they come to class (with a couple of exceptions) and they do their work.  They'll never understand how much I enjoy teaching them.

Dr. Wheelock would be so pleased.

Oh My Goodness!!

The great "Fathers" of the Italian Renaissance would be so pleased! The advancement of Classical Latin takes another step here at Truett McConnell College. I just found out that one of the high schools which participates in our on-line dual-enrollment courses is interested in having access to a second full year of Latin for their students. I am overwhelmed by the mere prospect of this possibility. This scenario may not go forward, but just thinking about it makes me want to dust off my little Loeb classics!

Who would have thought?

Our vp for Academic Services is the kind of leader who makes us all believe we are the "Little Engines that Could."  I think his faith in his faculty and students makes us all the Little Engines that "can and do."

Thank you, Lord, for this potential opportunity. My saucer is full!

Taking Note of the Semester

This semester has been a good one, and I have loved my classes and the students in them.  Sadly, I am going to lose a couple  of students this time--that is, they have not made the grade necessary to take the second semester of Latin. I don't think they mind too much, but I wish I had done more to get them "on board." On a positive note, some did really work extraordinarily hard to master the material. One of my students earned a B (barely) but had the effort of an "A" student. Numbers, averages, test scores and the like don't mean everything, but they cannot be ignored. A friend of my son's said to me today that he heard that professors loved to fail students. I corrected him. He really misses the point of what we're doing. When one of my students fail, I wonder what I might have done to have inspired  him  to  work harder. Did I work hard enough to help them understand? Did I work hard enough to get them engaged in the material? 

Thinking of Today, Yesterday and Tomorrow

Today was a great day at school. One of our graduates and best students visited ; she sat in on the Latin class, and we were able to talk as colleagues. What a marvelous feeling knowing that she is enjoying teaching this language of antinquity!

When we are all with the Lord, I look forward to meeting again my dear high school Latin teacher, Mrs. Betty Green. I was not a particularly good student at the time, but unknown to both of us, Mrs. Green introduced me to a subject of study that has brought so much joy and continues to 34 years later.

I know that Bailey will pass this on to other students--how many lives will she positively impact with her love of Latin and her love of the Lord Jesus--the Giver of abundant life?

Thank you, Lord, for making us in Your image but also making us with "gifts differing"--may  You be honored!

Amen

See, Virgil Had a Notebook, Too!

At the University of Georgia, the Latin students are required to keep a notebook with notes, a running vocabulary list and all manner of other materials.  Last year, I tried to develop this idea in class, but did not give it the attention it needed.  This semester, I am sad to see that many are still struggling with the paradigms; knowing there are so many more coming down the pike, I know that something has to be done to help with the organization and memorization of all the material. 

I told them today how to create and use to their advantage a Latin notebook. I think this will help so much if they will do it. They are to have tabs marking sections on declensions, conjugations, vocabulary and translation work.  I told them if they did a good job, we could evaluate their notebooks as an additional exam grade (as opposed to simply a quiz grade).

The key to retention of so much material is organization and consistent review! Here's hoping this notebook approach helps!

The Joy of Latin

Yesterday, the phone in my office rang--and I use the term "rang" very loosely--it just makes a "grrrr" sound. If I am sitting right by it, I might hear it and feel the vibrations, but it doesn't really ring.  Anyway, one of our graduates from last year called with a Latin question. I was so thrilled to hear from her, and even more thrilled that I could answer the question. This student is teaching Latin in a private Christian school. She seems to be loving it--so much so that she is thinking about applying to  UF's graduate program in Latin.  UF has a marvelous Classics department with  a genuine interest in facilitating the teaching of Latin at all levels; they have  designed a program especially for high school teachers to polish their skills; their goal seems to be to continue interest in this marvelous language that is such a significant part of our heritage. Bravo UF! And Bravissimo, Bailey!

This Year's Class

In Latin 101 this semester, we have 39 students.  Most of them are wonderful, and I love teaching them. The problem we are currently facing, however, is that so many do not have a basic understanding of English grammar! Our Greek professor here has told me this time and again--to teach these languages, we have to "backtrack" to teach the basic parts of speech in English. This shouldn't be! Our daughter is 12, and she is learning the parts of speech, the role of the direct and indirect objects in a sentence and the difference between transitive and intransitive verbs.  When I talk about these things to our college students, they are as foreign as the Latin words themselves.

Our students are bright and attentive, but have been served poorly by curricula which do not teach for understanding, but for "the test."  As long as I am ranting, let me add that all of these instant access and communication tools we have are teaching our children to be impatient and scattered. They do not know how to focus on a book or project.  They're always checking their mail, answering texts, and so forth.  We are teaching children and young adults to cultivate symptoms of ADD regardless of whether they have the condition.

How is this best solved?