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guest of Japan
Joined: 28 Feb 2003
Posts: 1601
Location: Japan
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 Posted: Mon Oct 04, 2004 10:14 am Post subject: |
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Hello Sweetsee.
First off, follow Glenski's advice from his last post. It is all very good.
I'm taking a guess, but it seems like you had success in your previous method because it was structured. Use structure when you challenge your students to actually use English. It's been said before, but use information exchanges, and surveys as a means to enable students to acquire a lesson topic.
You've twice said that you are using the textbook Expressways in your classes. I'm guessing that you started using it after I made a recommendation for it. I don't have a copy with me, so I'll try to run through unit from memory.
Let's start.
- Greet the class, take attendance etc.
- Elicit the grammar point by calling on a few students by name. Let's say you are doing Unit 7: Weekend Plans. "Yukiko"....."Hello Yukiko. What are you going to do next weekend?" (repeat if necessary) (Right the question on the board if still necessary). Yukiko responds, "Shoppingu." You respond, "Oh you're going to go shopping. Very good. Have a nice time." "Akiko, How about you? What are you going to do next weekend?" Akiko responds "club." "Which club?" you ask. She responds, "Tennisu." You close, "Oh great you are going to tennis club. Have a nice time."
At this point your students have shown that they are not very proficient with the grammar so you will probably have to do more controlled practice later.
- "Everyone please open your book to page 23, Talking about weekend plans. Page 23." If you are teaching alone or with a Japanese teacher with weak English skill - "Please repeat after me. Please repeat after me. Aki what are you going to do this weekend? (students repeat) I'm going to play tennis with my friends this weekend. (Students repeat) How about you? (students repeat) My host parents are going to take me driving. (students repeat) Sounds great. (students repeat)" Do the above again.
- Check understanding of the vocabulary and grammar from the passage. Have them look at the tips box if there is something you are having difficulty getting across.
- Break the students into pairs to practice the dialog. Make the stand up and have them perform each role two times each.
- After they are seated call on students about their weekend plans. Make sure they use the grammar.
- Do the comprehension section (If you have a teachers guide). Ask the questions and have the students circle the answers. Read each question two times. Quickly call on students to check the answers.
- Do the listening section (If you have the teachers guide. If you don't then create short dialogs which you can use for the section). Do the same way as the comprehension questions.
- Go to the speaking practice section. Introduce the two forms "What are you going to do this weekend?" and "What did you do last weekend?" and how to answer them. Go ever the vocabulary in the picture boxes used for answering the questions. Practice with individual students to demonstrate what to do. Break the students into pairs and have them practice the controlled substitution exercises.
- Have students close their books and asked individual students relevant questions using the grammar about their own lives.
Times probably up.
For your next lesson, do the speaking practice activity again and continue with the second part in a manner which suits the class dynamic.
- Next you will do the communication goal activity. The book usually does a poor job with the activity, so you should create something similar on the computer which doesn't use Japanese and makes a suitable challenge. Have fun with the photocopier to add pictures. Give all students a copy of your activity. In this case it is a survey of what 3 partners did last weekend and a short writing exercise when they finish. Break the class into groups of 4 and have them ask and answer the questions in English. Monitor intensely. When they have finished the speaking aspect have them write out in sentence form at the bottom about what their partners did last friday evening, saturday and sunday. When they have finished call on several student to tell about some of their partners activities.
- If time remains have them do Communication goal part A in their book with a partner. Model how it is to be done.
You will probably run out of time half way.
That textbook follows a similar form through out. If you approach each lesson in a similar fashion you'll probably be fine. Don't be afraid to be creative with the activities, but always keep them structured. As Glenski said, set time limits for activities and always keep the pace moving. Try to have them moving and standing often during the lesson. Do your best to keep them on a task. Not everyclass will be perfect. Some will be terrible. Just learn to recognize when it is your fault and when it isn't.
Enjoy your day. |
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Sweetsee
Joined: 11 Jun 2004
Posts: 2302
Location: ) is everything
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| Posted: Mon Oct 04, 2004 10:28 am Post subject: |
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Glenski,
It is just too difficult for me to go back over all the comments you made and explain.
I give up. I have come here expecting to learn tricks from veteran teachers about how to run a class and that is not possible.
I will just keep on doing what I do and stop looking for validation here.
I am reading "Learning Teaching". Sitting in a circle is better because everyone can see eachother. I asked them to sit in order of their birthdays so they would communicate with eachother. It was interesting to see how this task was approached by different classes.
Yes, pair-work. They write down 3 names, exchange papers with a partner and find ou as much as they can about the people. After, they report interesting things they discovered.
Anyway, this has been a learning experience. I have learned that I can't expect to learn how to better teach on this forum.
I appreciate everything you have done.
Good bye. |
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spidey
Joined: 29 Jun 2004
Posts: 382
Location: Web-slinging over Japan...
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| Posted: Mon Oct 04, 2004 10:34 am Post subject: |
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Don't lose hope Sweetsee. You may yet learn something from some of the specifically detailed postings. I'm being kind.
Be patient and have a bite.
Last edited by spidey on Mon Oct 04, 2004 10:35 am; edited 1 time in total |
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Gordon
Joined: 28 Jan 2003
Posts: 5309
Location: Japan
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| Posted: Mon Oct 04, 2004 10:34 am Post subject: |
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| Sweetsee wrote: |
Anyway, this has been a learning experience. I have learned that I can't expect to learn how to better teach on this forum.
Good bye. |
I think you are right Sweetsee. We cannot help you to teach other than give you some ideas or show you other ways of thinking about things. You need face to face contact to help you with your teaching. Most of us have been trained by professionals at some point which has given us a base of knowledge to draw upon. From the sounds of it, you have the experience, just not the tools to know what is effective and what isn't. |
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Sweetsee
Joined: 11 Jun 2004
Posts: 2302
Location: ) is everything
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| Posted: Mon Oct 04, 2004 11:11 am Post subject: |
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Guest of Japan,
You are a saint. Let me ask you something about this step:
- Break the students into pairs to practice the dialog. Make the stand up and have them perform each role two times each.
Are you saying, ask individual pairs to demonstrate for the class?
Or perform for me only while the others continue to practice?
Either way, are they to perform without looking at the text?
I really appreciate you taking your time again.
Thank you. And thanks Spidey, Gordon and Glenski. |
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guest of Japan
Joined: 28 Feb 2003
Posts: 1601
Location: Japan
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| Posted: Mon Oct 04, 2004 11:38 am Post subject: |
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| Quote: |
Are you saying, ask individual pairs to demonstrate for the class?
Or perform for me only while the others continue to practice?
Either way, are they to perform without looking at the text?
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No, no and no. They practice while you walk around and keep them practicing. If you focus too hard on one pair then you will not be focusing on the others. It's incredibly boring for the other students to sit and watch or endure to student fumbling through a demonstration (though I admit I do sometimes have students who do not practice perform in front of the class after the practice time is over - you should be a pretty confident and strong willed teacher if you want to try this). They should be practicing with the text. It is still early in the lesson. You're trying to get students used to the vocab and the forms and how the interaction occurs. Memorization has it's merits at times, but not so early in a lesson. |
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JimDunlop2
Joined: 31 Jan 2003
Posts: 2286
Location: Japan
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| Posted: Mon Oct 04, 2004 1:37 pm Post subject: Your despair.... |
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| Sweetsee wrote: |
| I am losing my mind. I can't teach a single lesson anymore. There are several things that have lead me to this point. |
Far be it for me to pretend that I'm an expert, but maybe some of my own experience has been similar enough to give you a step in the right direction.
| Sweetsee wrote: |
1. class size
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40 students to a class in all my jr. high school classes. In some ways this is harder than my previous eikaiwa gig that had 6-8 or so, but in many ways it's easier too... It's a matter of choosing different types of activities. Whenever possible I try to split them into teams (pairs in an unruly class may be a bit difficult) but if they're sitting in their "lunch groups" I find I can control them fairly easily, as there is no single group whose members consist of only bad kids. They will goof off no matter what I do, but at least their classmates that still care somewhat may elicit some participation and succeed where you failed. Once I saw a girl get SO angry at her classmate for goofing off in a group activity, it was 10x as effective as any teacher stepping in to give the kid heck.
The group/team activities that I do either consist of relays (everyone must participate for the team to win), writing on portable whitebords with markers, (fun -- so even bad kids tend to join in), races (against other teams), and many others. I can provide specific examples but you'd have to PM me directly with a topic or intended class. Right now I'm just speaking in a broad sense.
| Sweetsee wrote: |
2. unmotivated students
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Different way of thinking in Japan perhaps, but I agree. Students in N. America maybe realize a little more that they are in fact responsible for their own learning, whereas here, everyone expects to be spoon-fed.. "Ok, teacher, I'm here. TEACH ME!" But they expect the process to be a passive one. One of the best "motivational" methods I've seen to date was from a Japanese co-worker of mine. The first day of class he walked into the grade 8 classroom, and started speaking only in English. If the students didn't get it, that was OK. He just slowed it down, tried again, used sign language if he had to. As soon as the first kid said ANYTHING in English, he exclaimed: "ONE POINT!" and continued his lesson. The students, obviously mystified by this strange behavior start experimenting and find out quickly enough that whenever they make an English utterance, he points to them and shouts out point values.... For no apparent reason. Then, about 10 minutes later, he hands out fill-in-the-bubble sheets (about 30 bubbles on each line) and tells the students to fill in as many bubbles as they've been given points so far. Then he explains the system to them in Japanese. Whenever they speak English or particpate in meaningful ways in class, he gives them points. Their goal is to accumulate 30 points in any given class (or more than any of their classmates) to be assured a rather significant participation mark on their report cards. It may sound tacky, but it works, and he still uses it (as do I when I teach his students). Then, anything you do in class, from games to looking up words in dictionaries can become motivational. "5 points to the first person to look up 'obstacle' in the dictionary..." You get the idea... It puts the grade directly into the student's control and he/she can SEE at the end of the day how well or poorly they did. Maybe they didn't feel like talking one day -- that's fine. Next time, make up for it by doing extra.
| Sweetsee wrote: |
3. super low-level students
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Yup, so are mine. Especially grade 7. We start by teaching the alphabet. No kidding! Most kids don't know it.... I'm dead serious. Unless they've been attending an eikaiwa before, I start from absolute zero! Point it, it's frustrating because many/most activities you find out there on ESL sites and Dave's Idea Cookbook, etc... etc... rely on a certain degree of proficiency. That's why I spend HOURS going through raw materials trying to find out what can be ADAPTED to a much lower level.... That part I can't help with... You have to have enough imagination and creativity to ask yourself: "Can this work if I change x?" But I know you've been teaching long enough. I don't think you'd have gotten this far without having this skill. But I do sometimes spend entire days or evenings combing through resources and coming up with new stuff for classes. My favorite time of year is April. When school starts, the kids usually don't settle down for regular classes for at least the first 4-5 weeks. Which means, I have 4-5 weeks of FULL, almost un-interupted days to plan my curriculum and lessons for the year! 
| Sweetsee wrote: |
4. criticism of previous method
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Take everything with a grain of salt. I used to proofread many of my friends' essays, theses, dissertations, etc, etc, when I was in university. My standard disclaimer was: "whatever I comment in the margins, and however I correct your work -- you may take it or leave it at your discretion. It's what I think is best but you may not agree. That's fine. (Even though I know I'm right).  " Point is, you're an intelligent person. Take advice for what it is, and criticism likewise. If it isn't constructive criticism, it's a waste of time and should go in one ear and out the other. That simple. If you're not helping me, I won't listen for long. I know that many people don't agree with my teaching style, philosophy, theories & whatnot. That's fine. I'm a good teacher because I know what I do is good, in spite of naysayers that occasionally pop up. When someone knocks my teaching style (and I don't mean offering advice or constructive criticism) I just remind myself that for each of those times, I get even more people come up to me and tell me that they enjoyed my lecture or lesson.
| Sweetsee wrote: |
1. more than 30 students in a class.
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As above stated. It's a sad fact of Japanese over-crowded schools, but there's nothing that can be changed. I've recently been doing lessons for groups of 80 or more! Some of the elementary schools that I teach at like to combine all the students from one grade into a single mega-class. I've gotten to the point where I PREFER such a class, as I've come up with some really cool activities that work better in a HUGE context and would be rather mediocre in a class of say, 20.
| Sweetsee wrote: |
2. maybe one or two students per class show any interest
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I read somewhere once, recently, that in any given high school (or junior high school) class, at any given time, only 20% of the students are actually paying attention. Surprised? Me too. But that's why I find myself repeating instructions so many times... And students STILL mess it up! It's an exercise in patience. On a more positive note, if you try to keep your activities reasonably simple, and rules/instructions to a minimum, in increases the chances of "late-comers" cluing in and joining the game/activity once they realize that it might be OK after all. Sometimes it does seem that not a single student is showing any interest, but you have to convince yourself that they are. Remember, kids that age have a pack-animal mentality. They don't look to YOU for approval to answer a question, or participate in class, or even look interested. They look to the pack for permission. If it isn't given to them, they will not go out on a limb to risk being knocked down or ridiculed by their peers. You can prove this to yourself by giving out a simple homework assignment. Sure, maybe some kids won't do it (I usually average 60 to 75% hand-in rate depending on the assignment) but some kids really DO care and go the extra mile to hand in an awesome paper.... But if you were to read their body language in class, you'd never know it.
| Sweetsee wrote: |
3. they have no grammar, no vocabulary- zip!
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Nope. And you're the poor sucker who's gotta teach it to em. Again, it comes down to choosing activities that are appropriate. Whenever I plan a lesson, I usually try to make it 30% easier than what I THINK they should be capable of. And that's usually spot-on. I also have to add 30% to the time required for any given exercise or time spent on a lesson. There are tons of vocab/easy grammar exercises out there. It's up to you to adapt them to your own uses. But don't assume they know any of it. Once I taught two boys (high school dropouts) in an eikaiwa setting. They asked for private lessons and I was their instructor. Well, I didn't know where to start but when I said: "Hello" and they gave me blank stares, I should have known. Anyway, I asked them if they knew their alphabet and they acted a bit taken aback, as to how I could even ask such a ridiculous question. They even complained to the school's management about that one! Problem was, they DIDN'T know their stinkin' alphabet! They got to about letter P when they started to get mixed up and things got bad. It was a hit to their pride, but once they got that little thing straightened away (despite their kicking and screaming) the lessons went a lot smoother.
| Sweetsee wrote: |
4. I used to make it through my lessons with no problem. Then I posted here and people told me I was nuts for asking students to recite dialog.
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Again, it comes down to teaching theories. Reciting dialog may not be in vogue now, but I wouldn't be so quick to knock it either. Japanese people have been learning English LONG before you or me came along, and many have gotten very FLUENT using methods that modern educators scoff at today. I have my students recite and memorize texts. So what? It's not the only thing they do in my classes. By far. But it's just one part of the whole. Just realize, that if that's ALL you're doing, then maybe you need to teach yourself a few more tricks.
| Sweetsee wrote: |
I was following a functional communicative syllabus. I made up or gave students a model conversation and asked them to practice until they could role-play without looking at the print. When they could do that I asked them to reverse roles. When they finished that and could perform it for me than they did an information exchange or substitution activity using the target language. Then, I went around and illicited the key language from students.
At the end of the lesson I felt confident the students could use the target language. I thought I was doing a good job.
People said students parroting dialog was a waste of time.
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That isn't necessarily so evil. Again, it comes down to what theory of teaching you subscribe to. The biggest issue I take with this particular method is that it's low on demanding comprehension, and it does not teach students to react outside of the confines of the exercise. However, like phrase books: you gotta start somewhere. Phrase books are great to take on a holiday to another country, and memorizing fixed sentences will get you by, you will eventually need to move beyond that. But as a starting point, it's OK. Just make sure you have something to follow it up with in terms of developing language comprehension, otherwise you definitely could be wasting your time.
| Sweetsee wrote: |
With 30 students in a class it is very difficult to get them all to do anything. I ask them to write the names of 3 people that are important to them. This takes forever and some can't even do that. After I have got them to do that I illict questions to ask about said persons, eg who is he, what does he do, where does he live, etc, things I have taught them before. How many students do you think can ask one of these questions-zip!
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Such a task is indeed too difficult for many students. I would not ask even my brightest 9th graders to do such a task... There are, of course, individuals in each class that CAN do it, but as a class, it ain't gonna happen. 30 students is just too many to go around to each student ensuring they understand the task and helping them with developing their thoughts. Again, stick to group/pair/team activities where the kids speak to each other, and can police themselves as much as possible. If they work in teams, maybe you could offer any team a "bounty" for reporting a team that's cheating. It's either that, or repeating phrases and dialogues after you (and that gets dull quick).
| Sweetsee wrote: |
I am really freaking out over here. It's like I need to call the esl hotline and speak to a counselor because this forum isn't doing it for me. I need help.
I am not kidding around.
Please, I feel rushed in my lessons, I feel I can't ask students to practice dialogs, I am losing it.... |
Take a deep breath, relax, and let your kids practice some dialogues... For the time being it ain't gonna kill them... And while you're doing that, try to think of other things you can do with your classes. Just keep in mind that if something fails miserably, a) have a backup plan ready to go and b) have courage to try your activity with a different group. Each class has its own vibe. Repeating dialgoues may not be the most useful thing in the world (IMO) but it's not like you're not teaching them English. They are still learning, but you should try to conjure up easy ways that they can also develop their understanding. Every kid I knew growing up knew the phrase: "Voulez vous coucher avec moi ce soir?" in French. EVERYONE could recite that puppy like a mantra.... But knowing that one phrase doesn't make you a French speaker. It takes more than just some memorized lines.
Good luck... If there's anything you want to ask specifically, I will try to help. |
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Sweetsee
Joined: 11 Jun 2004
Posts: 2302
Location: ) is everything
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| Posted: Mon Oct 04, 2004 9:44 pm Post subject: |
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Hi Jim,
Thanks a lot. I take back what I said about not learning from the pros on this board. I am really greatful to you and everyone who has taken their time to help me. I feel reassured and confident to go in and try again.
Really, Jim, Glenski, Gordon, Spidey and Guest of Japan you all have restored my faith.
Have a great day all and I will let you know how things go.
Peace all,
s |
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Sweetsee
Joined: 11 Jun 2004
Posts: 2302
Location: ) is everything
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| Posted: Tue Oct 05, 2004 2:41 am Post subject: |
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Thanks a lot you guys. Just had 2 really good lessons.
Glenski, so right you are about the deadlines.
I was in charge and we went through each task, boom, boom!
Structure, rythym, control, positive, deadlines for everything.
Interesting too, I had a different teacher come into the homeroom and she was really good. At the end of one of her announcements she instructed two students to pick up garbage laying around. They were up and doing it before they realized why they had been asked to. Really smooth. I think it helps if you can speak Japanese well.
I also spoke in Japanese and my tone was both authoratative and encouraging. I used to not use Japanese, as a rule, but here they asked me to and it helps run things.
Anyway, I'm off to try again with another class!
Enjoy yourselves! |
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Sweetsee
Joined: 11 Jun 2004
Posts: 2302
Location: ) is everything
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| Posted: Tue Oct 05, 2004 9:30 pm Post subject: Ever-living, ever- loving, one nation, Jah be one! |
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"We hit fat cities make the sound world-wide for the people who cry to hear something new!"
Today is the 1st day of the rest of your life. |
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king kakipi
Joined: 16 Feb 2004
Posts: 353
Location: Australia
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| Posted: Tue Oct 05, 2004 11:37 pm Post subject: |
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| Quote: |
"We hit fat cities make the sound world-wide for the people who cry to hear something new!"
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You saw that on a t-shirt today, right..............?  |
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Sweetsee
Joined: 11 Jun 2004
Posts: 2302
Location: ) is everything
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| Posted: Wed Oct 06, 2004 12:43 am Post subject: |
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Negative. (Sorry about that. I heard it on a CD.)
Last edited by Sweetsee on Thu Oct 07, 2004 7:01 am; edited 1 time in total |
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Sweetsee
Joined: 11 Jun 2004
Posts: 2302
Location: ) is everything
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| Posted: Thu Oct 07, 2004 7:00 am Post subject: |
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Just an update for all you wonderful people who offered advice and comments.
I have been practicing the techniques that you all helped me to discover and I just had the best lesson of the year with my homeroom class.
Using clear instuctions, asking students to stand, giving them time limits on activities and dictating the pace of the lesson I was able to rein them in. I do have to say that it really helps if you use L2 in your lesson. They think it's pretty funny, too. If you can imitate the instructions of an extremely upbeat Japanese teacher, they respond before they know what they are doing. I use an authoratative but encouraging tone. I praise often and let sleeping dogs lie. As Glenski said it, let them suffer down the road.
As Glenski and Guest of Japan pointed out, they really need the stucture and to be told what to do. It is quite amazing to see the difference between what I was doing before and what I do now.
On the downside, it is extremely exhausting to conduct such lessons but the results are worth it.
Once again, thank you all very much. |
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