World Language Classroom

#235
What actually motivates our students? Today we explore that question through the lens of Self-Determination Theory with teacher Martha Cox-Stavros, a middle school Spanish teacher in Massachusetts. Whether this theory is brand new to you or something you’ve heard mentioned in passing, this conversation breaks it down in clear, classroom-ready ways. We dig into how competence, autonomy, and relatedness show up in real language tasks and how small, sustainable shifts can help students feel successful, motivated, and confident in your classroom. 
Topics in this Episode:
what Self-Determination Theory is and how it applies to the language classroom. 
how teachers can design tasks so students consistently feel that sense of progress and success?
practical, manageable strategies teachers can use to give students real choice and agency without losing focus on required content
low-stress, high-impact ways teachers can foster relatedness and connection among students
 how can teachers can begin to build sustainable practices that lead to competence, autonomy, and relatedness
Connect with Martha Cox-Stavros:
Instagram:@profecox_stavros
A Few Ways We Can Work Together:
Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments
Connect With Me & The World Language Classroom Community:
Website: wlclassrom.com
Instagram:  @wlclassroom
Facebook Group: World Language Classroom
Facebook:  /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter):  @wlclassroom
Threads: @wlclassroom
Send me a text and let me know your thoughts on this episode or the podcast.

#234
When did you last speak with a colleague about what really worked in your lesson? Or reflected on what helped students communicate, not just what they covered? In this episode we look at how small, intentional habits, such as weekly reflection or purposeful collaboration, can build a shared culture of growth. You’ll walk away with actionable ideas to implement tomorrow, whether you’re working solo or surrounded by a full team.
Topics in this Episode:
“We don’t rise to the level of our goals. We fall to the level of our systems.” -James Clear, Atomic Habits
Growth happens when teachers pause to reflect. Not once a year during an evaluation, but in small, consistent moments.
Take 10 minutes once a week to reflect on your teaching: 1.) “What helped students communicate today?” 2. )“What would I repeat? What might I tweak?” 3.) “What was challenging? Was it student specific?”
Collaboration doesn’t have to mean full-blown PLCs. One conversation, one shared lesson, or one observation can shift practice.
We grow the most when the PD we choose is relevant to our classroom realities, not trends.
Reflection fuels improvement; Collaboration builds confidence; PD is most powerful when it’s chosen, not just assigned.
A Few Ways We Can Work Together:
Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments
Connect With Me & The World Language Classroom Community:
Website: wlclassrom.com
Instagram:  @wlclassroom
Facebook Group: World Language Classroom
Facebook:  /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter):  @wlclassroom
Threads: @wlclassroom
Send me a text and let me know your thoughts on this episode or the podcast.

#233
Do you want your students to feel more confident and eager to share their ideas in the target language? In this episode, we’ll explore strategies that help learners move beyond words and phrases and into real discourse and communication. I’m joined by Christina Margiore, a Spanish teacher in New York, who brings practical routines and low-prep techniques that create a supportive environment and spark authentic conversations. You’ll get simple ways to increase student talk time right away.
Topics in this Episode:
barriers or obstacles that keep students from speaking in the target language and how to support students
routines and strategies that create a safe, low-pressure environment for student talk?
technique that support hesitant students
designing tasks that lead to authentic, meaningful interactions
strategies teachers can do right away
Christina's Free Chat Mats
Connect with Christina Margiore:
Instagram:@supersenora 
Blog: www.supersenora.com
Email: [email protected]
A Few Ways We Can Work Together:
Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments
Connect With Me & The World Language Classroom Community:
Website: wlclassrom.com
Instagram:  @wlclassroom
Facebook Group: World Language Classroom
Facebook:  /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter):  @wlclassroom
Threads: @wlclassroom
Send me a text and let me know your thoughts on this episode or the podcast.

#232
Last week in episode 231 I began a two-part series on using a simple story to show what CI looks like in real classroom practice. In this episode, I continue by building on the same story and walking through how CI activities help students stay engaged, deepen comprehension, and interact with the text in meaningful ways. These 2 episodes are focused on seeing familiar CI practices. 
Topics in this Episode:
CI Activity Episodes218: Interaction and Discussion
222: Reading and Writing
228: Storytelling and Narrative

Episode 231: CI Activities in Practice in the Classroom., Part 1
CI Toolbox
Interaction and Discussion ActivitiesPicture Talk: Picture Talk uses images to drive meaning-based discussion. The teacher asks simple questions so students describe what they see using familiar language.
PQA: PQA connects story language to students’ own lives through highly scaffolded, repetitive questions, helping them acquire language through personal relevance
Special Person Interviews: Students are interviewed using familiar structures, often taking on a role. The class listens and helps co-construct meaning.
Card Talk: Students draw something meaningful to them, and the class discusses it using shared, high-frequency language.
Weekend Chat: Weekend Chats build community and routine by talking about what students do on certain days, using simple present-tense language.
Calendar Talk: Calendar Talk uses the daily date and routine events to recycle language in a predictable format.

Reading and Writing ActivitiesOne Word at a Time: Students slowly build or reconstruct a sentence word by word, focusing on meaning and structure.
Embedded Reading: Embedded readings move from very simple to more detailed versions of the same text, increasing comprehension and confidence.
Volleyball Reading: Students take turns reading and clarifying meaning, often in pairs, with a strong focus on comprehension.
Draw the Sentence: Students draw what a sentence says, then match it back to the text, reinforcing comprehension.
Running Dictation: Students move, read, and reconstruct text collaboratively,
Dictation with a Twist: Students hear a sentence and rewrite it with a small, controlled change, encouraging creative output within a safe structure.

A Few Ways We Can Work Together:
Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments
Connect With Me & The World Language Classroom Community:
Website: wlclassrom.com
Instagram:  @wlclassroom
Facebook Group: World Language Classroom
Facebook:  /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter):  @wlclas
Send me a text and let me know your thoughts on this episode or the podcast.

#231
Over a series of 3 episodes we looked at a range of CI activities, and I promised I’d be back and to show exactly how they work together in practice. This is the first of 2 episodes where I’ll take a simple story and use it to model what CI can look like in an actual classroom. Today’s focus is on setting the scene and preparing students for the story, and next week we’ll continue with what happens once the story is underway.
Topics in this Episode:
CI Activity Episodes218: Interaction and Discussion
222: Reading and Writing
228: Storytelling and Narrative

CI Toolbox
The CI Story:  "Problem in the Market": It's Saturday morning. Sofía's family is at a market in Oaxaca, Mexico. There are many colorful fruits, vegetables and flowers. Sofia wants to buy mangoes. Her little brother, Diego, sees some piñatas. Diego says: “I'm going to look at the piñatas!” and walks alone. There are many people in the market. Diego looks at the piñatas and doesn't see his family. He feels nervous and says, “Where is my mom?” A fruit seller sees Diego. She says, “Hello, are you lost?” Diego responds: “Yes… I can't find my mother.” The saleswoman walks with Diego through the market. After a few minutes, they see Diego's family near a tortilla stand. His mother hugs Diego. She says, “Thank you, Miss.” The family buys mangoes and tortillas, and everyone is happy.
Storytelling and Narrative ActivitiesStory Listening: Story Listening is teacher-led, highly comprehensible storytelling using gestures, visuals, and repetition to support listening comprehension.
Write and Discuss:The teacher and students co-construct a short text on the board, discussing meaning as it’s written.
Clip Chat:Clip Chat uses short video clips to provide visual input while the teacher narrates and asks comprehension questions.

A Few Ways We Can Work Together:
Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments
Connect With Me & The World Language Classroom Community:
Website: wlclassrom.com
Instagram:  @wlclassroom
Facebook Group: World Language Classroom
Facebook:  /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter):  @wlclassroom
Threads: @wlclassroom
Send me a text and let me know your thoughts on this episode or the podcast.