|
Post by Caic on Jun 29, 2016 13:32:48 GMT 9
I don't understand these questions. If you call me tomorrow, i have nothing on all day and we can chat about it Haha you mind if I call you now? (idk if your details are in the database? I dont think I saw it) I need to give in the materials by Friday so I wanna assess what I have by today and start assembling everything tomorrow.. I got really good materials from the Niseko CIR and the CIR in Hachinohe in Aomori. Gonna get King Quailbee to send me some stuff too. sembei was also super useful!! So at the moment, I haev quite a bit of material to work with, I just don't mind a wee more haha. I am only person on my island so will become denwa tanto so prob cant be doing a long phone call. hmmm... maybe. I don't/wouldn't have much SILYO anyway. I feel like what we did was very basic and not very good hue. Also yeah I am not on database i presume cos i have never been told about it
|
|
|
Post by snell_mouse on Jun 29, 2016 15:21:58 GMT 9
6. What did you feel proudest of doing? ...actually doing it? Haha. I didn't really want to do it but my supervisor urged me to try it so I did and it wasn't awful? snell I would to ask, when you actually did it (at your Soup's urging) did you do a 起案書 or was it like jsut something you discussed with your 上司 and you decided a time etc (this would mean 代休 etc right so you must have had to discuss this too) and then it happened? how long did this discussion process take and how long until it actually happened? I think I did make some sort of 起案書 but I think it was my first year so my supervisor probably did everything walked me through it. I don't really remember but I think that my supervisor and I talked about it first, then we may have talked with the 上司/rest of the office for ideas, figured out details like when would be best (we decided Wednesday evenings because ノー残業デー so 参加しやすい, and I would get 代休 for any time after 5, aka all of it), wrote a 起案書 and turned it in. I think my supervisor/上司 talked to the higher-ups about it, because 一応 I think we needed 局長 approval.
I don't actually remember how long any of it took but I don't think it was that long? A month at most, perhaps. Though we may not have actually started the 募集 process until much later because we had to book rooms for the class, and they probably weren't available right away.
|
|
|
Post by むちゃRABU❤ on Jun 29, 2016 16:00:57 GMT 9
For everyone's future information these are some websites from sembei that he shared with me: www.esldiscussions.com/www.esldiscussions.com/I think I will compile all this in a sticky post at the top of this page when I'm done then. no yark shark these along with what King Quailbee posted here could prove useful for you! Also, look at the CLIAR and AJET websites for further resources re: English teaching - some could be useful.
|
|
|
Post by 🎄🌰🌰Yoosting on an open 🔥🎄 on Jun 30, 2016 13:50:21 GMT 9
I had my first English-class last Tuesday. The kids were 1st-2nd graders in High School. I'd heard they tend to be pretty shy, but as these were kids who volunteered to do an exchange program in Australia I'd hoped for a little more initiative. They generally laughed at my jokes, and understood the questions/assignments individually, but I underestimated how shy a lot of these kids are to speak up for the entire class, even just from their own seats. I made the mistake of asking questions to the entire class, instead of assigning someone. I tried to be very encouraging, but it was really hard to get a reaction out of them; not even were their JTE's poked them to give it a shot.
I guess I really lack experience in getting them to open up a bit more. It was a really educational experience though.
|
|
|
Post by CaptainSeery on Jun 30, 2016 13:58:20 GMT 9
I had my first English-class last Tuesday. The kids were 1st-2nd graders in High School. I'd heard they tend to be pretty shy, but as these were kids who volunteered to do an exchange program in Australia I'd hoped for a little more initiative. They generally laughed at my jokes, and understood the questions/assignments individually, but I underestimated how shy a lot of these kids are to speak up for the entire class, even just from their own seats. I made the mistake of asking questions to the entire class, instead of assigning someone. I tried to be very encouraging, but it was really hard to get a reaction out of them; not even were their JTE's poked them to give it a shot. I guess I really lack experience in getting them to open up a bit more. It was a really educational experience though. Yes, that can be tough. Sometimes it feels like pulling teeth to get a response from students in JHS (I've never taught SHS but I imagine it's similar). They would probably open up more in a smaller group setting, and it doesn't help that you're a stranger to them. If you assign them to work in pairs or small groups you'll probably get a more interactive experience. And don't be afraid to call on people. I had JTEs who had name cards for each student and we'd pull them out of a box randomly, which worked well. You can also use numbers if you don't have a name list beforehand. Often the person called will consult with their neighbors before actually giving a response out loud, but you will get a response. Most of the time. Sometimes you'll just have an awkward silence before you draw another number and go "okay, number.... 12! Can you help her?"
|
|
|
Post by King Quailbee on Jun 30, 2016 14:07:50 GMT 9
🎄🌰🌰Yoosting on an open 🔥🎄I assumed the same kind of thing with "more initiative" because they are also doing an exchange program (they are also 3rd year JHS), but I had to think back on when I was taking Japanese at uni. Everyone is going to be shy in language courses. I certainly muttered answers because I was unsure and I didn't want to make a fool out of myself. The best thing that my two favorite teachers did was use index cards with our names on them so he could randomly call on someone without it seeming like he was choosing favorites or picking on anyone. It also made sure I was attentive the whole time so I knew when I would be called on. Another technique I do is making them do exercises in partners (practicing dialogue or figuring out how to complete a worksheet). You do not need to check on if they are getting it correct in all teacher-fronted situations. In fact, there is a linguistic study on language learning in the classroom and in a partner situation, a student was correct in their language production, but when they were called on by their teacher later in class, they made a mistake. (Nerves can really mess you up) (source: books.google.co.jp/books?id=ZyyRAgAAQBAJ&printsec=frontcover&dq=amy+snyder+ohta+language+learning+classroom&hl=en&sa=X&ved=0ahUKEwi8-4j8-87NAhXCGpQKHSSED98Q6AEIHDAA)Other things I do is allow for them to know when they would be answering next (if nerves are really high) and I just tell them we will go around answering one at a time clockwise or counter-clockwise. For practicing pronunciation, do not isolate one of them and instead do it all together. Only when they are comfortable with you, can you do individual checks (and only if it is completely necessary and changes the meaning of the sentence they are saying) We are entering our 8th class this week, and it was probably only around the 6th class that the students were opening up more. They just need to know routine and who everyone is.
|
|
|
Post by telly on Jun 30, 2016 16:43:49 GMT 9
Well, in any case, here goes noting: 4. What problems did you face? Did you feel there was anything you could have done better? Many. Not enough participation, too big of a difference in language ability among students, too many students, too few students... telly, re: above, how did you solve it? mind sharing a few QUICK TIPS about how to salvage a situation of not enough participation? too many students I think it'll just be over in like a flash hue. but too little... time moves by so slowly... Hm, if you notice that there aren't many people interested in the class BEFORE it starts, you can always just try to do some last-minute advertising, but if you lose many students during the class, there might be a problem with the pacing or the contents. Or they just might have some stress at work and do not find the time to come which can happen since my classes are for free so there is less of a feeling of obligation to get what you paid for. Not many students can also be a good thing if you are flexible in your planning, since you can adjust to their specific needs and wishes if you yourself can do that. Otherwise, you would not want to have new students coming in if you're moving along a schedule for improvement. If it's just a "let's have fun with 何々語", then sure, go ahead and get new students, but having people come in two months into a class is not good for them, unless they have some knowledge. I generally allow it because I do not want to be told from up high why I do not allow those taxpayers into my class, but I try to discourage it.
|
|