Building Rapport and Relationships with T.A.L.K. in Middle School

Learning about T.A.L.K. was a great aha! moment in my teaching--one that I've been able to apply with my 6th-8th graders to give more clear and consistent feedback. (I'm still working on how to use it with younger students, but have to consider that conversational output is much less at those levels).

If you're not familiar with T.A.L.K., in brief, it's a framework to encourage interpersonal communication and give feedback on it.  At our school, T.A.L.K. stands for: (T)arget language (A)ccuracy(enough to be understood, using new vocab. structures) (L)istening(being a good, active listener) and (K)eep it going(being a support, active conversation partner).

Before we use it, I have a conversation  with the students where we collaboratively defining what each of those areas look and sound like(ie. "A good listener makes eye contact with their partner, and is focused on what they're saying, rather than using their computer, working on work while their partner is trying to engage them in conversation, a good listener is nodding, or interjecting--"yes, me too, I didn't quite understand").  Then, while we do interpersonal activities, I make my rounds to listen and observe, and over the course of a 5-6 week period aim to give each student at least 1-2 T.A.L.K sheets, depending on the class size and frequency.  Below is the rubric for my upper elementary group(no grades), but for middle school where 7th-8th graders are graded, point values are assigned--4 pts. each area.

In my 7th-8th grade classes, I use T.A.L.K. frequently, and this fall, I've discovered that this framework provides me with a great opportunity to connect with the students individually, focusing on what they can do, and offering suggestions on how they can 'level up' to make it even better next time.  I used to simply hand back the T.A.L.K. rubrics at the end of class, but this year, I'm taking a moment with each student as they leave class to use it for a conversation and a way to connect.  The response has been very positive--most importantly, it's giving me a chance to connect with the students I don't know very well, or with which I don't have the greatest rapport.  During the course of our first marking period, I've noticed an overall improvement in my relationship with the kids, and deeper engagement on their part(asking questions about their learning and asking for what they need--help with vocabulary development, putting sentences together...).

While I don't think T.A.L.K. is perfect(I don't love the accuracy marker), it has allowed my students and me to use the same vocabulary to talk about their learning and connect personally in our first language.

Feedback for the Masses...

One of our six core teaching practices is providing appropriate feedback in writing and in speech on various tasks.   I believe this is important for students to improve and have some agency in their language development.  I want to do this consistently. I also have over 200 students... and growing.

Tracking student growth is a key part of this dilemma-especially in schools that use student growth as a benchmark for teacher compensation and retention.  How can I follow best practices and manage it with the numbers?  Here are some things I'm doing successfully and things I want to do, but...I want to hear from you: How are you doing it and managing the numbers?  I hear it at my state and regional conferences and at ACTFL -there are a lot of us out there working to figure it out.

I am using these techniques for 4th-8th grade,  from Laura Terrill:

1) Tracking progress:  I have a clipboard for each of my classes-with the unit can-do statements, and student names, so as I see/hear students complete tasks during the unit on assessments, I am checking them off.  I can use this to answer parent questions like "How is my child doing/How can they improve?"  I can look at the can do list to see what they can do so far.  (Below-my 7th grade roster)

2) Self-Assessments:  The students  receive a self-assessment for each unit,  pasted into their notebooks. The self-assessment form has the unit can-dos, and three columns: yes, with help, not yet.  Students can use this to monitor progress and have meaningful, specific conversations with me about where they are at. (Below-from my 5th grade, What is a Family? unit)

3) Task Rubrics:    At the bottom of each assessment is the rubric for that task(on an IPA-there may be three rubrics) so I can give very specific feedback to that student, on each area. (This one is an example from a 5th-6th grade unit on What the World Eats)

Listen to David from Spain:  http://www.audio-lingua.eu/spip.php?article934

List three foods he likes(in English)

1____________________________ 2___________________________

3____________________________

How does he feel about vegetables? ______________________________________________

Strong comprehension		Identifies the  complete    main  ideas(s) of the  text
Meets expectations		Identifies the key parts of the main  ideas(s)  of the  text but misses some elements.
Approaching expectations		Identifies some parts of the main  ideas(s) of the  text
No comprehension		Does not provide a response.
Comments:

Things I'm looking to do...

1) TALK scores:  This technique comes from Eileen Glisan and Judith Shrum, and looks at assessing interpersonal speaking focusing on target language use(and appropriateness to the situation), accuracy, listening and kindness(since I'm in Montessori, I really like that it includes kindness).  The idea is to circulate during interpersonal activities and listen for those four areas-assessing each student at least once during a two week or so period, trying to assess each student twice over the course of the unit.  Using the Glisan and Shrum model, I'm planning to use the rubric below that can be filled out quickly, and hopefully recorded quickly in my roster.

✓excellent!    + Good/Fair     - needs work

	(T)arget Language	(A)ccuracy	(L)istening	(K)indness

(roster view):
✓excellent!    + Good/Fair     - needs work

Class:	(T)arget Language	(A)ccuracy	(L)istening	(K)indness
Name
Name

2) Class passports

 This feedback technique appeals to me for younger learners- first through third grade groups, in my case. Each child has a little booklet(passport)with their name and can do statements for the unit/units we're working on. As we progress through the unit, the child, working with the teacher, gets a stamp on their completed can-do, filling their passport with can-do stamps.  With so many children, this would require lots of work at the beginning, but once up and running, seems like it would be easy to integrate into the class practices.

Are you using any of these?  What are you doing to help give appropriate feedback in writing and in speech to your elementary learners?  I want to hear about what's working in your setting.