I took a new job this year. I left a high school position as a French and Spanish teacher after fourteen years and am now working in a different school district doing ESL in the elementary school and both French and Spanish in a middle school.
This weekend I talked to a student at my former high school. He told me that his Spanish teacher, who is both traditional and textbook-driven, told the student’s class that she did not like Señor Wooly (BTW if you teach Spanish and have not visited his website, you are missing out). She told them that she thought his music videos were stupid and a waste of class time.
Guys, this made me really, REALLY angry. First of all, she broke what I think is the cardinal rule of teaching, which is that you absolutely DO NOT badmouth other teachers or their methods to students. Not ever. Although I never approved of this teacher’s methods or the ridiculous amount of busywork she made the students do outside of class, I NEVER shared those feelings with my students. Whenever students tried to complain about her to me I would say, “Mrs. So-and-so is an excellent teacher and you will learn a lot in her class (Of course, if you are familiar with the idea of learning a language as opposed to acquiring a language, you understand what I really mean by “You will learn a lot.” My students did not understand this distinction, so I could be truthful and it sounded as if I was complementing the teacher even though I wasn’t really.).” When they complained that she gave a lot of homework I would say, “I’m sorry she gives so much homework. We have different teaching philosophies and she believes that homework is an essential part of her class.” I tried to be as diplomatic as possible, because criticizing another teacher is unbelievably unprofessional, not to mention petty and disrespectful.
But the main reason why I am so angry is because this teacher talked so negatively about Señor Wooly and the amazing work he does. It’s like saying that Adele can’t sing or Usain Bolt is a lousy runner. Using this site has been one of the most rewarding experiences of my teaching career for both me and my students, and here are some of the many reasons why:
1. His videos are compelling. According to Dr. Krashen’s Comprehension Hypothesis, people acquire language when exposed to compelling, comprehensible input. Furthermore, acquiring a second language should be a subconscious process. When my students are so caught up in the story of whether Billy la Bufanda would ever be reunited with his Botas Queridas or were trying to guess who trapped the “Ganga” shopkeeper in an unending, hellish time loop, students got so caught up in the compelling story that they didn’t even realize they are acquiring language. That was exactly what I wanted.
2. His videos are comprehensible. Krashen’s Comprehension Hypothesis states that input must be compelling AND comprehensible in order for acquisition to take place. That is why the Señor Wooly site provides downloadable materials to ensure that students understand, such as lyrics sheets in Spanish and English and worksheets that teachers can use to preteach vocabulary. In addition, students can watch his videos with subtitles in either Spanish or English, which aids in comprehension and subsequently leads to acquisition.
3. The songs in the music video are very repetitive. Anyone who has ever tried to remember something has tried repeating it over and over again, whether it be someone’s phone number or a formula needed for a math test. Acquiring new words or expressions in a second language also requires hearing those words and expressions multiple times (Blaine Ray, who created the comprehensible input-based method TPRS, said in one of his workshops that the average student needed to hear a word anywhere between 50 and 70 times before s/he could acquire it, but I have been unable to find the research from which he got those figures). Repetition is the concept upon which Rosetta Stone, DuoLingo, and other computer-based programs have built their (superboring) curricula. When students hear Justin ask in Spanish multiple times if he can go to the bathroom, figuring out what to say when they need to use the bathroom becomes easy. When Victor removes his wig and confesses in Spanish that he is “bald, completely bald,” students will probably never look at the word “calvo” without knowing what the word means.
4. The nuggets provide meaningful homework and even more repetition. I love that I can give homework using the Señor Wooly site. If you have a PRO subscription, it comes with 160 student accounts. Each video has ten “nuggets,” which are activities that students can complete. The task is different in each nugget, but all involve either reading lyrics, looking at stills from the video, or watching small segments of the video. All activities are designed to give students more repetition, which results in more acquisition.
5. Each video comes with teacher “extras,” which is all any teacher needs to plan lessons around the video. Teachers have so much stuff they can use to supplement videos, such as multiple worksheets for use before, during, and after viewing, embedded readings, the above mentioned “nuggets” that students can complete either in or out of class, a slideshow of stills from the video to use for Movie Talks, games students can play, and more.
6. His videos are silly and fun. My students used to get very excited when I told them we were watching a new Señor Wooly video. While I was happy that they liked the videos, the fact that they are silly and fun is also important in language acquisition. According to Krashen’s Affective Filter Hypothesis, negative emotions and stress raise a person’s Affective Filter, which is the “screen” that can prevent input from getting to the brain and thus impede acquisition. When my students are laughing at the male doctor in “Ya Está Muerto” for wanting to put a dead man’s heart in a backpack, I know their affective filters are low and that their brains are open to receiving input.
7. When the teacher is sick, s/he can use Señor Wooly for substitute plans. I was very sick last October and missed three days of school. Watching the “Puedo ir al baño” video, and doing the accompanying worksheets and nuggets were all part of my substitute plans. Even though the substitute spoke no Spanish, my students were still receiving compelling, comprehensible input as they worked quietly on the classroom computers or their phones to complete their work. And the best part was that it took me all of five minutes to pull the lessons together, which meant I could relax and focus on getting better instead of stressing out about what kind of plans to send in or whether my students were behaving.
I know that eventually I will stop seething in anger when I talk about this former colleague of mine and her unnecessary trash talk. In the meantime, I can console myself in knowing that her comments originated out of ignorance. She has no knowledge of second language acquisition theory and, as a result, cannot see how the design of the entire site is based on that theory. She also did not get to witness the incredible progress my students made in my class last year, which was partially due to watching Señor Wooly videos and doing their accompanying activities. And finally, she never accessed the site itself and saw all the awesome teacher extras available (I gave her a coupon with a free trial one day in the Staff Room and she left it on the table. Grrrr.). I guess some people are too stubborn, shortsighted, set in their ways, and close-minded to explore, adapt, and change. As Señor Wooly would say, “¡Qué asco!”