November 1, 2025 • 31 mins
What if a 10-second ritual at your classroom door could boost target-language use, cut awkward silence, and build community—all at once? We walk through the “student password” routine step-by-step, from the first day you model it to the moment it becomes second nature. You’ll hear why this low-stress habit works for novice learners, how to adapt it for big classes and tight hallways, and the best ways to scaffold with sentence starters, visuals, and posted prompts so every student can succeed.
We also share how to choose the right password for your goals. Want more interpersonal practice? Use simple questions tied to can-do statements like What’s in your backpack? or What’s your name? Meeting only once or twice a week? Lean on short, memorable phrases—song lines, cultural rejoinders, or idioms—that students can echo with confidence. You’ll learn why keeping a password for several days matters, when accuracy should take a back seat to fluency, and how this routine quietly reshapes behavior so students answer in the target language without freezing.
Expect practical tips, realistic workarounds, and honest talk about pitfalls: inconsistency, forgotten prompts, and how to handle late or anxious students without turning the door into a stress point. We credit Bryce Hedstrom for the strategy and point you to resources that expand the approach. By the end, you’ll have a clear plan to launch, reboot, or refine passwords so your class starts strong every day, with students speaking from the moment they arrive. If this helped you, subscribe, share it with a colleague, and leave a quick review—what password will you try first?
Find out more about Bryce Hedstrom here: https://www.brycehedstrom.com/
Download the free audio training "The Joyful CI Classroom System" here
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Episode Transcript
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SPEAKER_00 (00:53):
What's up, cabinet world language teachers?
Welcome to the practicalproficiency pop on the campus,
where we make the transition toproficiency-oriented instruction
in your world languages.
In a way that works for you,your unique context and teaching
style.
And doesn't sacrifice yourwell-being along the way.
(01:16):
I'm your host, Devin Cunningham,the teacher of the conference
host, curriculum creator, andconsultant, becoming Lamba
Language Teacher.
This podcast is for the creativeworld language teacher like you,
who's ready to touch theoverwhelming pressure of
switching to acquisition-driveninstruction and CI overnight.
You're ready to discover howusing more target language in
(01:39):
class can actually bring you andyour students more joy instead
of having to wait withstrategies that don't require
reinventing wheels for moretraining.
We all work together towards themagic of a community-based
target language-rich classroom,rooted in the power of community
(02:02):
and comprehensible and publiclevels.
Doing it in a practical way thatfeels like you feel great for
(02:23):
your teaching contacts and givesyou a lot of joy.
So let's dive in with this topictoday.
Such a good one.
This one's gonna help you a lotas you're moving through your
classroom journey.
If you have listened to anyother episodes from me, then you
know that I'm really big onclassroom routines.
So today I'm gonna tell youabout my absolute favorite one
(02:44):
that I recommend to almost everyclassroom context.
Again, every classroom contextis so unique and is so
different, which is why I reallybelieve in instructional
coaching, because it's just sohelpful to have somebody outside
of your own setting to help yousee what's going on and where
you can make some simple tweaksto have a much better and less
(03:07):
stressful experience teaching.
But this is something that Irecommend to every teacher that
I work with as long as it makessense for their context.
And it is this try havingstudent passwords.
Let's dive in.
So, what is passwords?
It sounds like a bit of anexclusionary idea or context,
(03:27):
right?
If you've been hanging out inthe proficiency space at all, or
you've been looking in a littlebit to comprehensible input,
then you've probably come acrossthis strategy before.
If you're new to this idea,student and classroom passwords
was invented by Bryce Headstrom.
And he is the one who taught mehow to do it first in a workshop
(03:47):
where a colleague of mine and Iwent to go visit him doing this
workshop like an hour away fromour school or something.
And we learned all about thisstrategy and how it worked for
him.
And then later on, when Istarted La Libre Language
Learning, he did an interviewwith me and taught me even more
tips and tricks for how to doit.
And we've been working togetherever since.
(04:09):
He comes to Practical andComprehensible almost every
year, which is the annualconference that is free for
world language teachers.
So if you enjoy BryceHeadstrom's teaching approach
and learning from his wealth ofexperience, come hang out with
us during one of thoseconferences.
It's usually in the summer, andyou'll learn a lot from it.
(04:30):
Um, this specific strategy, wewant to make sure that we're
giving all the props to thecreator, and that is Bryce.
So I'm gonna put all of hisinformation down below in the
show notes so that you can seeand find out more about him.
He helps teachers in so manyamazing ways, and a lot of the
stuff on his website is uh freethings to get you started, and
(04:51):
then a ton of instructionalbooks as well as comprehensible
novels and really great soundideas for teaching.
So make sure that you check thisout.
Since this is a strategy thatmany people are employing, he's
taught it to lots and lots ofdifferent teachers.
I thought it'd be helpful foryou to see a day-by-day look
(05:11):
into how I did this withmultiple levels.
My most successful yearimplementing classroom passwords
was when I was personally inthis situation of two preps
where I had French one for halfthe day and French two for the
other half of the day.
And with my French ones and myFrench twos, these students,
(05:32):
well, French twos have had hadhad a different teacher before
me because I was new that year.
And my French ones werecompletely new to French, so
it's a different experience forsure.
In each class, I had an averageof 15 students or so.
It's a very small school.
Um, not overall, actually.
It's like a medium-sized school,about 700 students total.
And I was working in a techschool, which means that those
(05:55):
students were graduating with atechnical skill that they could
technically jump right into theworkforce.
Many of them were college-bound,but they also wanted some of
that technical experience to getstarted with right away.
And many were not college-boundand were going into some sort of
tech career.
For example, cosmetology was themost popular program at the
(06:16):
school.
I actually loved that formatbecause I think that schools
should be very real world.
And it really worked innaturally to what we were doing.
And that being said, as theFrench teacher, I'm already
coming into this high schoolenvironment as the new teacher,
but also with this naturalskepticism from students who are
(06:38):
used to having and learningskills that directly translate
into money-making things forthem, as well as things that
they can use to improve theirdaily life.
Which, when you say it out loud,shouldn't all of school be like
that?
Really?
I'm a big fan of real-worldcontext, and I wanted to make
this French classes real worldfor them as well, because they
(07:00):
are that's what they expected.
They had high standards forthat, and I think that they very
much should.
So, in order to make thathappen, one of the things that I
would do was make sure that evenin French one, my students were
speaking as much as possible forthe level that they were at.
With the caveat, of course, thateverything that I asked my level
(07:22):
one French students to do in thefirst few weeks of school was
always repeating simple one ortwo word phrases.
So that's what they were doingbecause that is very much
appropriate for that level.
And a lot of it was reallymemorization, but it was helping
them to cultivate a lot of otherskills.
So that is separate fromacquisition.
(07:43):
None of the things that theysaid during these password
things would be something that Iwould consider, oh yes, this is
proof that they've acquired thatphrase.
No, not at all.
We're doing this memorizationfor several other reasons.
And we can get into that laterin a separate episode.
But in order to keep this onesuccinct, just go in with the
understanding that every twoweeks or so, I did do speaking
(08:07):
quizzes with my French ones in ablock class, 90-minute classes.
And the speaking quizzes werethings like qu'est-ce qu'il y a
dans ton sac à what's in yourbook bag?
And I would expect three simplewords from them un crayon,
unsiro, um feu de papier.
So uh pencil, pen, a piece ofpaper.
(08:29):
Those were the things that I wasexpecting from them, and that we
would practice a lot for them inclass.
So that leads into why I lovepasswords so much.
Passwords create a naturalroutine of interaction in your
classroom.
The way that Bryce alsodescribes it is for him, he
experienced that it created alot of that classroom community
(08:51):
aspect where students weretalking about the password and
making sure that they knew thepassword before they came to
class that day, which is verycool, especially in a high
school environment where kidshave a reason, a positive reason
to talk about your class outsideof class.
So it does generate a sense ofcommunity because the real deal
with passwords, and I shouldprobably back up here and start
(09:13):
with the very beginning forthose of you who passwords is a
new routine for you.
The idea of a classroom passwordis that your students have to
say a phrase or sign a phrase inthe target language in order to
gain entry to your classroom.
So it's like a little bit of ayou've got a bouncer at the door
and you're the bouncer.
So you're gonna stand near thedoor and you're gonna greet
(09:35):
every single student as they'recoming through, and they're
gonna respond to you withsomething in the target language
to get them their brains juicedup and ready to acquire things
as soon as they move in.
So how does this work?
Well, everybody does it a littlebit differently.
So I'm gonna share with you howI used to make it work with my
students.
Now, again, this worked becausethis is the environment I was
in, not very crowded hallways,and because I was up on the
(09:58):
second floor and it was a littlebit separate from some of the
other classes, and it wastowards the end of the hall.
So I'm not in the middle ofhustle and bustle.
And the school was actuallylarger than the student
population that were currentlyinside it.
So we didn't have very crowdedhallways.
It was just enough that, youknow, you'd see lots of kids
that you knew, but wasn't toocrowded.
So this is how I would do it.
(10:19):
My students would line up at thedoor and they would have to say
to me the password before theycame into class.
And I was very fortunate in thatright next to the door was a
very large whiteboard thateverybody could see.
So I would have the classroompassword posted there, as well
as some possible answers or asentence starter so that they
(10:40):
would have everything that theyneeded to complete the task I
was asking for.
Then I would stand at the doorand I would say, Kilil Mudipass,
what's the what's the password?
And I would do something like Iwould ask for the the actual
password or I would give them aquestion and they would have to
respond to it.
Some often questions, somequestions I would often use, I
(11:02):
mean, would be things like, whatwas their speaking quiz going to
be?
So I knew that their speakingquiz was going to be about
what's in their book bag.
So I would use that opportunityto practice that question all
week.
Que es que ya don sacado, Iwould ask every single kid.
And on the way in, they wouldtell me just one thing because
you want to keep the passwordshort.
So I would ask for just onething, what's in their backpack
(11:23):
as they came into class.
And it also meant that if youhave to keep the password nice
and short and sweet, becausethere's going to be so many kids
who don't remember what thepassword is, right?
Not until you've like done itfor the fifth day in a row.
So you need something that'svery easy to whisper down the
lane, if you will, for thestudents who remember the
password.
They can tell it to the kidsbehind them or the students
(11:45):
behind them, I should say.
And it makes for an easy flow oftraffic.
Again, since I had an average of14, it was like between 11 and
17 students in each class.
It didn't take too long foreverybody to say the password,
but I still kept it short tomake sure they had time to get
in, get settled, asked to go tothe bathroom if they needed to,
all that stuff.
We had about five minutesbetween each class period.
(12:06):
So they had five minutes to cometo the door, line up, do what
they needed to do, get thepassword, and you know, get
either settled for class or gorun um personal hygiene air and
all that stuff.
So we did that.
Um, and everybody would be inthe door before the bell rang
with that kind of time frame.
So if you're thinking toyourself, I can't line everybody
(12:26):
up before they come into class.
That's kind of crazy for my 35plus kids.
That's fine.
There's many other ways that youcan do this.
You can greet each student atthe door and instead remind them
that the password is coming.
And your first thing that you doin class is you can go around
the room and you can check witheverybody if they know the
(12:49):
password and even give them alittle bit of time to remember
it with each other.
So you can, and you can also doa combination of this where you
wait at the door for half yourstudents to enter, and you know
that like 20 of them, everybodycomes into class like with their
routine, you know, they're allcoming from the same class
multiple days in a row.
So you know when your studentsare gonna come in.
You're gonna have your 10 earlykids because they're right next
(13:11):
door.
You're gonna have your 10 middleof the road kids, and then
you're gonna have your 10 otherkids who are huffing and puffing
just to get to your class ontime.
Now, again, we don't want to usethis routine to make it
difficult for them to enter ontime.
This routine should not make anyissues with that.
It does make attendance easierfor you, though, because you
will see every student on theirway into class.
(13:33):
So I recommend that you findsomething that works for you.
You can even do something in themiddle where you're talking to
most students and getting thepassword from most students as
they come in.
And then as it's like 30 secondsis the only thing that you have
left before the bell rings, thenyou can say, just come in, just
come in, and I'll get you foryour password later.
And you'll grow to know whothose students are because
(13:54):
everybody comes in at around thesame time.
And you can do like your usualclass greeting and then go get
the passwords from the few kidsthat um you want to respect the
fact that they had to reallyhustle to get to your class.
Now, here let's, those are thelogistics of it.
Here's another piece oflogistics that I used to do that
may work for you is I recommendthat you keep the same password
(14:16):
for several days because thefirst day it's gonna take a
little bit of time for everybodyto remember.
Nobody's gonna remember.
The second day, they'll be like,oh right, we're doing a
password, and then they won'tremember what the password is.
Day three, oh, I think Iremember the password, isn't it
this?
Day four, I remember thepassword, but what's the answer?
Day five, I know the passwordand the answer.
(14:37):
So give your students time toget adjusted to that.
If you only see your students uhtwice a week because of an A-B
schedule, or maybe even once aweek because you teach all the
levels at school and your classis more of an exploratory or an
elementary style, you can stilldo passwords, but you're gonna
need to keep the same passwordfor multiple weeks.
(14:59):
So it should be something reallyfun that they'll have a good
time answering, especially inelementary school.
It could be something like yourfavorite animal, anything like
that.
Now, does your password have tobe a question?
Let's get into the logistics ofthis.
No, not at all.
I like doing questions because Iworked exclusively with level
one and level two.
(15:20):
And the biggest skill that weare moving toward, like a huge
milestone of Novice Highlanguage, is they can understand
simple questions and even asksome extremely simple everyday
questions.
That is a huge hallmark ofNovice High that helps them pass
on to intermediate low.
So since asking questions andanswering questions is a big
(15:41):
focus for this level, I preferto ask questions and answer
questions, all that good stuff.
And it would always be thequestions that were from my
can-do statements for the year.
I always built my curriculumaround the can-do statements
that I wanted them to be able toachieve with reasonable levels
of success.
So all of the questions werebased off of those.
(16:02):
Then I would use those can-dostatements to be my speaking
quiz questions.
So easy password generation forme.
Every two to three weeks or so,I would pick the speaking
question that I thought would bemaybe the most difficult for
them and give them an excuse topractice it in class by doing a
classroom password.
Now, how do you teach theclassroom password?
(16:24):
Actually, before I get ontothat, let me not get distracted
and tell you first, what areyour other options?
Other teachers who have successwith classroom passwords do
things like this.
They lean into the culturalelement of it.
And maybe if you're teaching asong that week, you can ask them
to sing, well, sing if they wantto, but have students repeat to
(16:45):
you an important line from thechorus or something that's easy
to remember from the chorus.
Or you can give them sayings andimportant cultural tidbits,
this, that, or the other,idioms, anything that you want
to that would be fun for them toremember.
This is actually a great idea ifyou only see your students twice
a week, because instead ofanswering a question on the fly,
(17:07):
they're working with a memorizedphrase that they'll have an easy
time spitting back out at youand having some fun with.
So it can be something as simpleas maybe even if you're trying
to teach them a rejoinder or abrain break thing that you want
to do, like with a call andresponse.
You can use the structure ofpasswords to make that a part of
(17:31):
your classroom.
So you have a lot of options forhow you can do this.
I preferred the question and theanswer because it actually
reduced the amount of teachingtime and review time that I had
to do for speaking questions,which were the focal point of my
class.
So that was a big deal for me.
But you choose your ownadventure.
Now, let's get into thenitty-gritty about how you're
(17:53):
gonna help your students to besuccessful with this.
Number one, accept any and allanswers for the first few days.
This is not an accuracy thing.
This is a classroom competencething.
You're getting students used tousing the language in a very
controlled and repetitive waythat's not boring, that they'll
have a lot of fun with andthey'll get that good repetition
(18:16):
that they need to feel confidentwith that phrase.
So the first few days, don'teven worry about whether they
get the right answer or not.
And you can even instruct alittle bit on the fly if you
need to, with students who arelike, how do you say that again?
You can help them with that.
But if they're struggling tocome up with answers, then I
would use that as a teachingopportunity as soon as you come
in the door to be like, you knowwhat, I can see you're
(18:38):
struggling with this.
Let's go over it again when youget into class.
Thanks for trying.
And you can just let theminside.
There's this is a no-stressenvironment.
This is a very low pressurething that is supposed to help
your students get moreconfidence when the stakes are a
little bit higher in your class,like in assessments and when
they're just talking to you infront of a lot of peers, that
whole deal.
So it's a great way to alsocheck the pulse of your
(18:59):
classroom and see what they arecomfortable saying, what are the
things that they're remembering,why they're not remembering?
It's a very nice structuredactivity for that.
But feel free to let that be thefirst lesson that you do in
class is like, hey, I noticedthat when we were talking about
(19:57):
what's in your book bag,everybody's using the word
papier and I'm not hearing someof the other supplies, which
makes me feel like they probablyneed some review.
So let's review them and thenyou can talk to them about
school supplies.
Really nice natural progressioninto your day.
Great stuff.
The other thing that I wouldsuggest is that you make sure to
set up these passwords with theright types of um practice and
(20:22):
routine inside of class.
So for my French ones, westarted doing this after the
first week or so was done.
But you can honestly do it fromday one or day two with
something as simple as commenttu t'appelles, because that is
what I recommend every Frenchone teacher does during the
first day, is teach yourstudents how to answer comment
(20:43):
tu t'appelles.
And you can expect something assimple as Mason, Greg, China,
whatever, like whatever.
They it doesn't matter ifthey're saying their name or the
whole phrase je m'appelle.
You're looking for them toindicate to you that they
understand the question.
So como tu tapel is just fine.
That being, of course, what'syour name?
So como te llamas in Spanish.
(21:06):
Now, um, with that in mind, youcan start this as early as day
two and have it be a really funclassroom procedure that you,
like any other procedure, youneed to practice.
So, what I did in my first weekof French one is I worked on
this structure quite a bit, comotu t'appelles, and then
answering the question with yourname.
(21:26):
And after a few days, it's asimple repeated phrase.
So I wanted it to be a simplememorized phrase that my
students could just honestly,for confidence, say to their
friends and family, like, Ilearned how to say my name in
French.
Like, I'm not looking for themto acquire more stuff at this
point.
It's more that I want them to gointo my class every day feeling
really confident with the simplememorized phrase.
(21:48):
So that's what that strategy isfor because that leads to
acquisition.
Confidence leads to acquisition.
So as they're experiencing theirfirst little bit of success and
confidence in class withlearning how to say their name
and the phrase that goes withit.
After that, the next Monday thatthey came to class, I said,
guys, we're gonna start a newclassroom procedure.
And anytime you do that, you ofcourse need to rehearse the
(22:10):
procedure.
So I taught them the phrase.
I said, Remember that?
Do you guys remember how to ask?
What's your name?
Comment tu t'appelles?
What does this mean?
And how do you respond?
And I asked them to all go to apartner or somebody near them
and say that phrase, jem'appelle.
And we did like a little reviewsession on it.
Then I said, Now, class, it'sreally important that you
(22:31):
recognize that this is a newroutine that you're gonna do on
the way into class.
Let's practice it together.
It's called a password.
And I showed them the little boxthat I had dedicated on the
whiteboard to the password.
And I showed them this is whereyou can find the answer if you
need help.
This is where you can find thequestion if you're not sure what
it means.
And I left a little translationin there in English up there for
(22:51):
just like the first two days orso to give them extra
scaffolding with your Frenchones because it's all about
confidence in the first twoweeks of French class.
And then I asked them to line upoutside and to go ahead and do
the procedure and just practiceit.
It seems simple with highschoolers, like you know that if
you ask them, like, okay, justgo like as you're coming in the
(23:12):
door, just line up outside and Iwill accept the phrase from you.
But it's mostly to reduceanxiety, to make sure that,
like, okay, I've done thisbefore and I'm ready to do it
tomorrow.
Because you're asking them tospeak French, which is kind of a
stressful thing, especially whenyou don't know a lot of French
yet.
So that is how I used to do it.
Simple, nice and easy.
(23:32):
And then we would come back intothe door and I would say, you
guys feel like you can do thatevery day coming into class from
now on?
And they'd be like, Yeah, yeah.
But of course, you know, thenext day they would forget.
So I would say, and make sure ifyou can, like um before class
starts, to be outside the door.
And then as students are comingdown the hall and you're saying,
like, bonjour, salutes, all theall the kids as they're coming
(23:54):
towards you, say, We're doingthe password, remember?
Do you remember what you need todo?
And they'll be like, Oh, right,I forgot.
And they start doing thepassword.
You know, you give them thosethose quick reminders as you're
seeing them.
And then what will happen is assoon as the first five students
go, everybody else will seewhat's happening and be like, oh
yeah, I remember.
It's password time.
And they will come in line tocome and see you.
(24:15):
Here are some possible ways thatyou'll get tripped up with this.
Number one, you will not beconsistent with passwords.
Nobody is the first time thatyou try it.
So the first time that you dopasswords, you might be like, oh
yeah, I'm going strong for likefour weeks.
And then stuff gets really heavyin your curriculum.
There's a lot of things you needto cover in a short amount of
time, or maybe it's like theweek before Thanksgiving and
(24:37):
like the attendance is all overthe place and just kind of falls
to the side.
That's okay.
Let it fall to the side if itdoes, but start it back up as
soon as you can.
Because one of the best thingsthat the classroom passwords
really has to offer as a routineis that it will build on those
skills.
Like the more that you ask yourstudents to do this, the better
(24:59):
they really will get at it, andthe more automatic it will be
for these two important thingsthat you're probably struggling
with in class.
Number one, when you ask aquestion in the target language,
they are pavlog dog trained torespond to it instead of
silence.
There's a lot of times in classwhere they get that automatic,
um, just experiential responseof they're used to there being a
(25:21):
little bit of quiet andconfusion before anybody
answers.
So you are retraining theirenvironment to expect that
students respond when you ask aquestion in the target language.
It's a really great way toreframe and to get more
engagement in class just fromthat simple environmental shift
that is subconscious in theirbrain.
The second thing is that they'regetting a lot of interpersonal
(25:44):
one-on-one practice with youthat you simply, it's a lot
harder to replicate once youactually get inside the
classroom environment.
So it works really well.
And the bonus tip that manyteachers find that it really
improves a sense of classroomcamaraderie because they do.
They start talking about thepassword outside of class and it
makes them feel a little specialto be like, ooh, I have I knew
the password so I could get in.
(26:06):
Now, another place where youwill fall off is that there will
be times when your studentsdon't know the password or they
don't feel like giving you thepassword.
And those are the times whenyou, you know, have to put your
your big girl pants on andenforce it and be like, listen,
you can't get in without thepassword.
I know.
And if they don't know what thepassword is or they're starting
to be a little bit contentiousabout it, you just say, hey,
(26:27):
it's right here on the board.
If you would like some more timeto practice it, that's fine.
Go ahead inside and get yourstuff ready.
Write down the mode to pass, thepassword, and I will come to you
later in class and ask for it.
That's a very easy, no stresssituation to diffuse somebody
who's like, I don't know thepassword, man, I've been absent.
And like instead of having aconfrontation about it, you can
(26:48):
just say, that's fine.
Go ask somebody about it.
And if you're still not reallyfeeling sure about it, just go
right inside and I'll ask youthe password after I do
attendance.
It's no big deal.
There's no reason to make a bigthing about the password.
Now, the other thing where youmight fall into a bit of
disarray with passwords is thatyour students might not be
getting enough practice orreview with the question before
(27:10):
you assign it as a password.
You'll know this if everystudent that you ask, or almost
all of them, don't feelconfident with giving you a
response.
And that just means you shouldpractice it a little bit more in
class before assigning it.
The other thing that mighthappen is that your students
might just forget what thepassword is.
So I would encourage you to haveit posted somewhere.
If you don't have a whiteboardlike I did right before the
(27:32):
door, then try putting it onjust a simple sheet of paper and
taping it to your door or tapingit right outside the room as
they're entering, you know, likeright under your name or the
room number.
Really easy and visible, andthey'll have a much easier time
working with you.
So, in conclusion, there are somany benefits that passwords
really have.
It is my favorite way to set upa target language environment as
(27:55):
soon as they step into yourroom.
And there are so few ways thatit could go wrong that it's kind
of a no-brainer for me torecommend it to almost every
classroom environment.
If you have been looking to workmore with passwords, definitely
check out what Bryce has tooffer on his website about the
ways that it has helped him inhis classroom experience, and
(28:15):
you'll find a lot of great ideasthere too.
But I hope that this episodegives you a little bit of
insight on how you can makepasswords work for you.
It's a really simple and funclassroom routine.
And I'm excited to hang out withyou on the next episode.
And it might even be a listenerquestion from you.
This new cool thing that we'redoing with the podcast, well,
that I'm doing with the podcast,is that I'm answering your real
(28:40):
life teacher questions.
So you'll see below here or inthe show notes, there's a link
to submit a question.
Super simple.
It's just one or two questions.
Yo, question, what's your name?
That kind of deal.
Let us know what your questionis, and I would love to answer
it on the podcast so that we canall learn from you.
All right.
Thank you so much for being alistener.
Share this podcast and review ifit helps you, because it really
(29:03):
helps me out.
It helps support the podcast andhelps other teachers who could
use some help like this.
It helps it show up in theirfeed some more.
So thank you in advance fordoing that.
I really appreciate it.
And if I haven't told youlately, then you need to hear it
today.
You are enough, you're doingenough, and you're an amazing
instructor.
And I really appreciate all thetime that you've spent here with
(29:26):
me today to have a betterexperience in class and to serve
your students better.
So thank you for that.
All right, y'all.
I'm out for this one, and I willsee you in the next episode of
the Practical ProficiencyPodcast.
Merci bien.
Mil gracias.
See you in the next one.
What's up, cabinet world language teachers?
Welcome to the practicalproficiency pop on the campus,
where we make the transition toproficiency-oriented instruction
in your world languages.
In a way that works for you,your unique context and teaching
style.
And doesn't sacrifice yourwell-being along the way.
(01:16):
I'm your host, Devin Cunningham,the teacher of the conference
host, curriculum creator, andconsultant, becoming Lamba
Language Teacher.
This podcast is for the creativeworld language teacher like you,
who's ready to touch theoverwhelming pressure of
switching to acquisition-driveninstruction and CI overnight.
You're ready to discover howusing more target language in
(01:39):
class can actually bring you andyour students more joy instead
of having to wait withstrategies that don't require
reinventing wheels for moretraining.
We all work together towards themagic of a community-based
target language-rich classroom,rooted in the power of community
(02:02):
and comprehensible and publiclevels.
Doing it in a practical way thatfeels like you feel great for
(02:23):
your teaching contacts and givesyou a lot of joy.
So let's dive in with this topictoday.
Such a good one.
This one's gonna help you a lotas you're moving through your
classroom journey.
If you have listened to anyother episodes from me, then you
know that I'm really big onclassroom routines.
So today I'm gonna tell youabout my absolute favorite one
(02:44):
that I recommend to almost everyclassroom context.
Again, every classroom contextis so unique and is so
different, which is why I reallybelieve in instructional
coaching, because it's just sohelpful to have somebody outside
of your own setting to help yousee what's going on and where
you can make some simple tweaksto have a much better and less
(03:07):
stressful experience teaching.
But this is something that Irecommend to every teacher that
I work with as long as it makessense for their context.
And it is this try havingstudent passwords.
Let's dive in.
So, what is passwords?
It sounds like a bit of anexclusionary idea or context,
(03:27):
right?
If you've been hanging out inthe proficiency space at all, or
you've been looking in a littlebit to comprehensible input,
then you've probably come acrossthis strategy before.
If you're new to this idea,student and classroom passwords
was invented by Bryce Headstrom.
And he is the one who taught mehow to do it first in a workshop
(03:47):
where a colleague of mine and Iwent to go visit him doing this
workshop like an hour away fromour school or something.
And we learned all about thisstrategy and how it worked for
him.
And then later on, when Istarted La Libre Language
Learning, he did an interviewwith me and taught me even more
tips and tricks for how to doit.
And we've been working togetherever since.
(04:09):
He comes to Practical andComprehensible almost every
year, which is the annualconference that is free for
world language teachers.
So if you enjoy BryceHeadstrom's teaching approach
and learning from his wealth ofexperience, come hang out with
us during one of thoseconferences.
It's usually in the summer, andyou'll learn a lot from it.
(04:30):
Um, this specific strategy, wewant to make sure that we're
giving all the props to thecreator, and that is Bryce.
So I'm gonna put all of hisinformation down below in the
show notes so that you can seeand find out more about him.
He helps teachers in so manyamazing ways, and a lot of the
stuff on his website is uh freethings to get you started, and
(04:51):
then a ton of instructionalbooks as well as comprehensible
novels and really great soundideas for teaching.
So make sure that you check thisout.
Since this is a strategy thatmany people are employing, he's
taught it to lots and lots ofdifferent teachers.
I thought it'd be helpful foryou to see a day-by-day look
(05:11):
into how I did this withmultiple levels.
My most successful yearimplementing classroom passwords
was when I was personally inthis situation of two preps
where I had French one for halfthe day and French two for the
other half of the day.
And with my French ones and myFrench twos, these students,
(05:32):
well, French twos have had hadhad a different teacher before
me because I was new that year.
And my French ones werecompletely new to French, so
it's a different experience forsure.
In each class, I had an averageof 15 students or so.
It's a very small school.
Um, not overall, actually.
It's like a medium-sized school,about 700 students total.
And I was working in a techschool, which means that those
(05:55):
students were graduating with atechnical skill that they could
technically jump right into theworkforce.
Many of them were college-bound,but they also wanted some of
that technical experience to getstarted with right away.
And many were not college-boundand were going into some sort of
tech career.
For example, cosmetology was themost popular program at the
(06:16):
school.
I actually loved that formatbecause I think that schools
should be very real world.
And it really worked innaturally to what we were doing.
And that being said, as theFrench teacher, I'm already
coming into this high schoolenvironment as the new teacher,
but also with this naturalskepticism from students who are
(06:38):
used to having and learningskills that directly translate
into money-making things forthem, as well as things that
they can use to improve theirdaily life.
Which, when you say it out loud,shouldn't all of school be like
that?
Really?
I'm a big fan of real-worldcontext, and I wanted to make
this French classes real worldfor them as well, because they
(07:00):
are that's what they expected.
They had high standards forthat, and I think that they very
much should.
So, in order to make thathappen, one of the things that I
would do was make sure that evenin French one, my students were
speaking as much as possible forthe level that they were at.
With the caveat, of course, thateverything that I asked my level
(07:22):
one French students to do in thefirst few weeks of school was
always repeating simple one ortwo word phrases.
So that's what they were doingbecause that is very much
appropriate for that level.
And a lot of it was reallymemorization, but it was helping
them to cultivate a lot of otherskills.
So that is separate fromacquisition.
(07:43):
None of the things that theysaid during these password
things would be something that Iwould consider, oh yes, this is
proof that they've acquired thatphrase.
No, not at all.
We're doing this memorizationfor several other reasons.
And we can get into that laterin a separate episode.
But in order to keep this onesuccinct, just go in with the
understanding that every twoweeks or so, I did do speaking
(08:07):
quizzes with my French ones in ablock class, 90-minute classes.
And the speaking quizzes werethings like qu'est-ce qu'il y a
dans ton sac à what's in yourbook bag?
And I would expect three simplewords from them un crayon,
unsiro, um feu de papier.
So uh pencil, pen, a piece ofpaper.
(08:29):
Those were the things that I wasexpecting from them, and that we
would practice a lot for them inclass.
So that leads into why I lovepasswords so much.
Passwords create a naturalroutine of interaction in your
classroom.
The way that Bryce alsodescribes it is for him, he
experienced that it created alot of that classroom community
(08:51):
aspect where students weretalking about the password and
making sure that they knew thepassword before they came to
class that day, which is verycool, especially in a high
school environment where kidshave a reason, a positive reason
to talk about your class outsideof class.
So it does generate a sense ofcommunity because the real deal
with passwords, and I shouldprobably back up here and start
(09:13):
with the very beginning forthose of you who passwords is a
new routine for you.
The idea of a classroom passwordis that your students have to
say a phrase or sign a phrase inthe target language in order to
gain entry to your classroom.
So it's like a little bit of ayou've got a bouncer at the door
and you're the bouncer.
So you're gonna stand near thedoor and you're gonna greet
(09:35):
every single student as they'recoming through, and they're
gonna respond to you withsomething in the target language
to get them their brains juicedup and ready to acquire things
as soon as they move in.
So how does this work?
Well, everybody does it a littlebit differently.
So I'm gonna share with you howI used to make it work with my
students.
Now, again, this worked becausethis is the environment I was
in, not very crowded hallways,and because I was up on the
(09:58):
second floor and it was a littlebit separate from some of the
other classes, and it wastowards the end of the hall.
So I'm not in the middle ofhustle and bustle.
And the school was actuallylarger than the student
population that were currentlyinside it.
So we didn't have very crowdedhallways.
It was just enough that, youknow, you'd see lots of kids
that you knew, but wasn't toocrowded.
So this is how I would do it.
(10:19):
My students would line up at thedoor and they would have to say
to me the password before theycame into class.
And I was very fortunate in thatright next to the door was a
very large whiteboard thateverybody could see.
So I would have the classroompassword posted there, as well
as some possible answers or asentence starter so that they
(10:40):
would have everything that theyneeded to complete the task I
was asking for.
Then I would stand at the doorand I would say, Kilil Mudipass,
what's the what's the password?
And I would do something like Iwould ask for the the actual
password or I would give them aquestion and they would have to
respond to it.
Some often questions, somequestions I would often use, I
(11:02):
mean, would be things like, whatwas their speaking quiz going to
be?
So I knew that their speakingquiz was going to be about
what's in their book bag.
So I would use that opportunityto practice that question all
week.
Que es que ya don sacado, Iwould ask every single kid.
And on the way in, they wouldtell me just one thing because
you want to keep the passwordshort.
So I would ask for just onething, what's in their backpack
(11:23):
as they came into class.
And it also meant that if youhave to keep the password nice
and short and sweet, becausethere's going to be so many kids
who don't remember what thepassword is, right?
Not until you've like done itfor the fifth day in a row.
So you need something that'svery easy to whisper down the
lane, if you will, for thestudents who remember the
password.
They can tell it to the kidsbehind them or the students
(11:45):
behind them, I should say.
And it makes for an easy flow oftraffic.
Again, since I had an average of14, it was like between 11 and
17 students in each class.
It didn't take too long foreverybody to say the password,
but I still kept it short tomake sure they had time to get
in, get settled, asked to go tothe bathroom if they needed to,
all that stuff.
We had about five minutesbetween each class period.
(12:06):
So they had five minutes to cometo the door, line up, do what
they needed to do, get thepassword, and you know, get
either settled for class or gorun um personal hygiene air and
all that stuff.
So we did that.
Um, and everybody would be inthe door before the bell rang
with that kind of time frame.
So if you're thinking toyourself, I can't line everybody
(12:26):
up before they come into class.
That's kind of crazy for my 35plus kids.
That's fine.
There's many other ways that youcan do this.
You can greet each student atthe door and instead remind them
that the password is coming.
And your first thing that you doin class is you can go around
the room and you can check witheverybody if they know the
(12:49):
password and even give them alittle bit of time to remember
it with each other.
So you can, and you can also doa combination of this where you
wait at the door for half yourstudents to enter, and you know
that like 20 of them, everybodycomes into class like with their
routine, you know, they're allcoming from the same class
multiple days in a row.
So you know when your studentsare gonna come in.
You're gonna have your 10 earlykids because they're right next
(13:11):
door.
You're gonna have your 10 middleof the road kids, and then
you're gonna have your 10 otherkids who are huffing and puffing
just to get to your class ontime.
Now, again, we don't want to usethis routine to make it
difficult for them to enter ontime.
This routine should not make anyissues with that.
It does make attendance easierfor you, though, because you
will see every student on theirway into class.
(13:33):
So I recommend that you findsomething that works for you.
You can even do something in themiddle where you're talking to
most students and getting thepassword from most students as
they come in.
And then as it's like 30 secondsis the only thing that you have
left before the bell rings, thenyou can say, just come in, just
come in, and I'll get you foryour password later.
And you'll grow to know whothose students are because
(13:54):
everybody comes in at around thesame time.
And you can do like your usualclass greeting and then go get
the passwords from the few kidsthat um you want to respect the
fact that they had to reallyhustle to get to your class.
Now, here let's, those are thelogistics of it.
Here's another piece oflogistics that I used to do that
may work for you is I recommendthat you keep the same password
(14:16):
for several days because thefirst day it's gonna take a
little bit of time for everybodyto remember.
Nobody's gonna remember.
The second day, they'll be like,oh right, we're doing a
password, and then they won'tremember what the password is.
Day three, oh, I think Iremember the password, isn't it
this?
Day four, I remember thepassword, but what's the answer?
Day five, I know the passwordand the answer.
(14:37):
So give your students time toget adjusted to that.
If you only see your students uhtwice a week because of an A-B
schedule, or maybe even once aweek because you teach all the
levels at school and your classis more of an exploratory or an
elementary style, you can stilldo passwords, but you're gonna
need to keep the same passwordfor multiple weeks.
(14:59):
So it should be something reallyfun that they'll have a good
time answering, especially inelementary school.
It could be something like yourfavorite animal, anything like
that.
Now, does your password have tobe a question?
Let's get into the logistics ofthis.
No, not at all.
I like doing questions because Iworked exclusively with level
one and level two.
(15:20):
And the biggest skill that weare moving toward, like a huge
milestone of Novice Highlanguage, is they can understand
simple questions and even asksome extremely simple everyday
questions.
That is a huge hallmark ofNovice High that helps them pass
on to intermediate low.
So since asking questions andanswering questions is a big
(15:41):
focus for this level, I preferto ask questions and answer
questions, all that good stuff.
And it would always be thequestions that were from my
can-do statements for the year.
I always built my curriculumaround the can-do statements
that I wanted them to be able toachieve with reasonable levels
of success.
So all of the questions werebased off of those.
(16:02):
Then I would use those can-dostatements to be my speaking
quiz questions.
So easy password generation forme.
Every two to three weeks or so,I would pick the speaking
question that I thought would bemaybe the most difficult for
them and give them an excuse topractice it in class by doing a
classroom password.
Now, how do you teach theclassroom password?
(16:24):
Actually, before I get ontothat, let me not get distracted
and tell you first, what areyour other options?
Other teachers who have successwith classroom passwords do
things like this.
They lean into the culturalelement of it.
And maybe if you're teaching asong that week, you can ask them
to sing, well, sing if they wantto, but have students repeat to
(16:45):
you an important line from thechorus or something that's easy
to remember from the chorus.
Or you can give them sayings andimportant cultural tidbits,
this, that, or the other,idioms, anything that you want
to that would be fun for them toremember.
This is actually a great idea ifyou only see your students twice
a week, because instead ofanswering a question on the fly,
(17:07):
they're working with a memorizedphrase that they'll have an easy
time spitting back out at youand having some fun with.
So it can be something as simpleas maybe even if you're trying
to teach them a rejoinder or abrain break thing that you want
to do, like with a call andresponse.
You can use the structure ofpasswords to make that a part of
(17:31):
your classroom.
So you have a lot of options forhow you can do this.
I preferred the question and theanswer because it actually
reduced the amount of teachingtime and review time that I had
to do for speaking questions,which were the focal point of my
class.
So that was a big deal for me.
But you choose your ownadventure.
Now, let's get into thenitty-gritty about how you're
(17:53):
gonna help your students to besuccessful with this.
Number one, accept any and allanswers for the first few days.
This is not an accuracy thing.
This is a classroom competencething.
You're getting students used tousing the language in a very
controlled and repetitive waythat's not boring, that they'll
have a lot of fun with andthey'll get that good repetition
(18:16):
that they need to feel confidentwith that phrase.
So the first few days, don'teven worry about whether they
get the right answer or not.
And you can even instruct alittle bit on the fly if you
need to, with students who arelike, how do you say that again?
You can help them with that.
But if they're struggling tocome up with answers, then I
would use that as a teachingopportunity as soon as you come
in the door to be like, you knowwhat, I can see you're
(18:38):
struggling with this.
Let's go over it again when youget into class.
Thanks for trying.
And you can just let theminside.
There's this is a no-stressenvironment.
This is a very low pressurething that is supposed to help
your students get moreconfidence when the stakes are a
little bit higher in your class,like in assessments and when
they're just talking to you infront of a lot of peers, that
whole deal.
So it's a great way to alsocheck the pulse of your
(18:59):
classroom and see what they arecomfortable saying, what are the
things that they're remembering,why they're not remembering?
It's a very nice structuredactivity for that.
But feel free to let that be thefirst lesson that you do in
class is like, hey, I noticedthat when we were talking about
(19:57):
what's in your book bag,everybody's using the word
papier and I'm not hearing someof the other supplies, which
makes me feel like they probablyneed some review.
So let's review them and thenyou can talk to them about
school supplies.
Really nice natural progressioninto your day.
Great stuff.
The other thing that I wouldsuggest is that you make sure to
set up these passwords with theright types of um practice and
(20:22):
routine inside of class.
So for my French ones, westarted doing this after the
first week or so was done.
But you can honestly do it fromday one or day two with
something as simple as commenttu t'appelles, because that is
what I recommend every Frenchone teacher does during the
first day, is teach yourstudents how to answer comment
(20:43):
tu t'appelles.
And you can expect something assimple as Mason, Greg, China,
whatever, like whatever.
They it doesn't matter ifthey're saying their name or the
whole phrase je m'appelle.
You're looking for them toindicate to you that they
understand the question.
So como tu tapel is just fine.
That being, of course, what'syour name?
So como te llamas in Spanish.
(21:06):
Now, um, with that in mind, youcan start this as early as day
two and have it be a really funclassroom procedure that you,
like any other procedure, youneed to practice.
So, what I did in my first weekof French one is I worked on
this structure quite a bit, comotu t'appelles, and then
answering the question with yourname.
(21:26):
And after a few days, it's asimple repeated phrase.
So I wanted it to be a simplememorized phrase that my
students could just honestly,for confidence, say to their
friends and family, like, Ilearned how to say my name in
French.
Like, I'm not looking for themto acquire more stuff at this
point.
It's more that I want them to gointo my class every day feeling
really confident with the simplememorized phrase.
(21:48):
So that's what that strategy isfor because that leads to
acquisition.
Confidence leads to acquisition.
So as they're experiencing theirfirst little bit of success and
confidence in class withlearning how to say their name
and the phrase that goes withit.
After that, the next Monday thatthey came to class, I said,
guys, we're gonna start a newclassroom procedure.
And anytime you do that, you ofcourse need to rehearse the
(22:10):
procedure.
So I taught them the phrase.
I said, Remember that?
Do you guys remember how to ask?
What's your name?
Comment tu t'appelles?
What does this mean?
And how do you respond?
And I asked them to all go to apartner or somebody near them
and say that phrase, jem'appelle.
And we did like a little reviewsession on it.
Then I said, Now, class, it'sreally important that you
(22:31):
recognize that this is a newroutine that you're gonna do on
the way into class.
Let's practice it together.
It's called a password.
And I showed them the little boxthat I had dedicated on the
whiteboard to the password.
And I showed them this is whereyou can find the answer if you
need help.
This is where you can find thequestion if you're not sure what
it means.
And I left a little translationin there in English up there for
(22:51):
just like the first two days orso to give them extra
scaffolding with your Frenchones because it's all about
confidence in the first twoweeks of French class.
And then I asked them to line upoutside and to go ahead and do
the procedure and just practiceit.
It seems simple with highschoolers, like you know that if
you ask them, like, okay, justgo like as you're coming in the
(23:12):
door, just line up outside and Iwill accept the phrase from you.
But it's mostly to reduceanxiety, to make sure that,
like, okay, I've done thisbefore and I'm ready to do it
tomorrow.
Because you're asking them tospeak French, which is kind of a
stressful thing, especially whenyou don't know a lot of French
yet.
So that is how I used to do it.
Simple, nice and easy.
(23:32):
And then we would come back intothe door and I would say, you
guys feel like you can do thatevery day coming into class from
now on?
And they'd be like, Yeah, yeah.
But of course, you know, thenext day they would forget.
So I would say, and make sure ifyou can, like um before class
starts, to be outside the door.
And then as students are comingdown the hall and you're saying,
like, bonjour, salutes, all theall the kids as they're coming
(23:54):
towards you, say, We're doingthe password, remember?
Do you remember what you need todo?
And they'll be like, Oh, right,I forgot.
And they start doing thepassword.
You know, you give them thosethose quick reminders as you're
seeing them.
And then what will happen is assoon as the first five students
go, everybody else will seewhat's happening and be like, oh
yeah, I remember.
It's password time.
And they will come in line tocome and see you.
(24:15):
Here are some possible ways thatyou'll get tripped up with this.
Number one, you will not beconsistent with passwords.
Nobody is the first time thatyou try it.
So the first time that you dopasswords, you might be like, oh
yeah, I'm going strong for likefour weeks.
And then stuff gets really heavyin your curriculum.
There's a lot of things you needto cover in a short amount of
time, or maybe it's like theweek before Thanksgiving and
(24:37):
like the attendance is all overthe place and just kind of falls
to the side.
That's okay.
Let it fall to the side if itdoes, but start it back up as
soon as you can.
Because one of the best thingsthat the classroom passwords
really has to offer as a routineis that it will build on those
skills.
Like the more that you ask yourstudents to do this, the better
(24:59):
they really will get at it, andthe more automatic it will be
for these two important thingsthat you're probably struggling
with in class.
Number one, when you ask aquestion in the target language,
they are pavlog dog trained torespond to it instead of
silence.
There's a lot of times in classwhere they get that automatic,
um, just experiential responseof they're used to there being a
(25:21):
little bit of quiet andconfusion before anybody
answers.
So you are retraining theirenvironment to expect that
students respond when you ask aquestion in the target language.
It's a really great way toreframe and to get more
engagement in class just fromthat simple environmental shift
that is subconscious in theirbrain.
The second thing is that they'regetting a lot of interpersonal
(25:44):
one-on-one practice with youthat you simply, it's a lot
harder to replicate once youactually get inside the
classroom environment.
So it works really well.
And the bonus tip that manyteachers find that it really
improves a sense of classroomcamaraderie because they do.
They start talking about thepassword outside of class and it
makes them feel a little specialto be like, ooh, I have I knew
the password so I could get in.
(26:06):
Now, another place where youwill fall off is that there will
be times when your studentsdon't know the password or they
don't feel like giving you thepassword.
And those are the times whenyou, you know, have to put your
your big girl pants on andenforce it and be like, listen,
you can't get in without thepassword.
I know.
And if they don't know what thepassword is or they're starting
to be a little bit contentiousabout it, you just say, hey,
(26:27):
it's right here on the board.
If you would like some more timeto practice it, that's fine.
Go ahead inside and get yourstuff ready.
Write down the mode to pass, thepassword, and I will come to you
later in class and ask for it.
That's a very easy, no stresssituation to diffuse somebody
who's like, I don't know thepassword, man, I've been absent.
And like instead of having aconfrontation about it, you can
(26:48):
just say, that's fine.
Go ask somebody about it.
And if you're still not reallyfeeling sure about it, just go
right inside and I'll ask youthe password after I do
attendance.
It's no big deal.
There's no reason to make a bigthing about the password.
Now, the other thing where youmight fall into a bit of
disarray with passwords is thatyour students might not be
getting enough practice orreview with the question before
(27:10):
you assign it as a password.
You'll know this if everystudent that you ask, or almost
all of them, don't feelconfident with giving you a
response.
And that just means you shouldpractice it a little bit more in
class before assigning it.
The other thing that mighthappen is that your students
might just forget what thepassword is.
So I would encourage you to haveit posted somewhere.
If you don't have a whiteboardlike I did right before the
(27:32):
door, then try putting it onjust a simple sheet of paper and
taping it to your door or tapingit right outside the room as
they're entering, you know, likeright under your name or the
room number.
Really easy and visible, andthey'll have a much easier time
working with you.
So, in conclusion, there are somany benefits that passwords
really have.
It is my favorite way to set upa target language environment as
(27:55):
soon as they step into yourroom.
And there are so few ways thatit could go wrong that it's kind
of a no-brainer for me torecommend it to almost every
classroom environment.
If you have been looking to workmore with passwords, definitely
check out what Bryce has tooffer on his website about the
ways that it has helped him inhis classroom experience, and
(28:15):
you'll find a lot of great ideasthere too.
But I hope that this episodegives you a little bit of
insight on how you can makepasswords work for you.
It's a really simple and funclassroom routine.
And I'm excited to hang out withyou on the next episode.
And it might even be a listenerquestion from you.
This new cool thing that we'redoing with the podcast, well,
that I'm doing with the podcast,is that I'm answering your real
(28:40):
life teacher questions.
So you'll see below here or inthe show notes, there's a link
to submit a question.
Super simple.
It's just one or two questions.
Yo, question, what's your name?
That kind of deal.
Let us know what your questionis, and I would love to answer
it on the podcast so that we canall learn from you.
All right.
Thank you so much for being alistener.
Share this podcast and review ifit helps you, because it really
(29:03):
helps me out.
It helps support the podcast andhelps other teachers who could
use some help like this.
It helps it show up in theirfeed some more.
So thank you in advance fordoing that.
I really appreciate it.
And if I haven't told youlately, then you need to hear it
today.
You are enough, you're doingenough, and you're an amazing
instructor.
And I really appreciate all thetime that you've spent here with
(29:26):
me today to have a betterexperience in class and to serve
your students better.
So thank you for that.
All right, y'all.
I'm out for this one, and I willsee you in the next episode of
the Practical ProficiencyPodcast.
Merci bien.
Mil gracias.
See you in the next one.
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