Q&A

#deskless

What is a #deskless classroom? 

  • A #deskless classroom is exactly what it sounds like; no desks. Students will participate in a communication and comprehensible input based environment in which the barrier of a desk is eliminated. 

Where will students put their belongings? 

  • As students enter the room every day, they will take what they need from their backpacks and find a seat. Backpacks will be stored under or next to their chairs. 

How will the classroom be arranged? 

  • The classroom can be arranged multiple ways depending on what we are learning that day. Typically, the chairs will be set up in two semi-circle to promote a safe and welcoming communication based learning environment. Students will also be able to move chairs to work in pairs, groups or stations. 

Will there be a specific seating chart? 

  • Students will have the option to sit where they know they will work best without distractions, but the teacher can choose to move a seat if a student is consistently off task. 

How will they complete written work? 

  • If students have written work to complete, they can grab a white board or another writing surface (binder, folder, book, etc.) or pull their chair up to one of the tables in the room. Students have the freedom to work wherever they feel comfortable around the classroom. 

What are the benefits? 

  • A #deskless classroom promotes an environment for class discussions and fewer distractions. Students aren’t tempted by distractions such as backpacks, phones, headphones, putting their head down to sleep or working on history, science, math or other subjects during German class. Students are more engaged and are more willing to participate in daily activities. There is also LOTS of space! Students can move freely around the room for rotation activities, grouping and so much more! 

What if a student absolutely needs a surface to complete their work successfully? 

  • There are tables to use in the classroom if necessary. 

How can further questions be expressed? 

Teaching with Comprehensible Input

Acquisition leads to fluency. In order for acquisition to take place, the learning must include repetitive,

comprehensible input that is interesting, compelling and personalized. The successful methods of TPRS, with Stephen Krashen's method of Total Physical Response (TPR) and  Blaine Ray's (et. al) method of Teaching Proficiency through Reading and Storytelling  have shown us that vocabulary drills and forcing students to speak in the target language are not engaging to students and therefore show little success. In  my classroom students will acquire language through listening and  and reading.  The more students listen and comprehend stories in the target language the faster they will speak it. Instead of focusing on memorizing vocabulary lists, tenses, or conjugations, students will create stories, listen to stories, and being wildly engaged in stories. My lessons will include repeated interesting comprehensible heart-connected input. We will be listening for understanding, express interest, visualize the meaning, respond when appropriate and signal when confused. 

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