Job Discussion Forums

[himura]

Hi All


My first post yay! Smile

Let me say this much, that personally I dont believe that 10-15minutes is adequate time to somewhat test for a student's interests and level.


And I have never tried doing it in 15minutes.


Usually I take the first lesson ~1-2hrs to test the student's listening, writing, speaking and reading abilities and once I know roughly where they are at, we can go on from there.


However ive been told to prepare a short lesson in which within 10-15minutes I can find out the student's interests and level.


Your help is much appreciated.

Thanks kindly.

PS This is related to Students in Japan. And range from about 15yrs old onwards to maybe about 70 or so.





Heres what I have so far.


K heres what im thinking.

Reading:
3 main paragraphs or sections of reading relating to peoples interests and hobbies.

1st section/parapgraph. Relatively easy, with easy words, concepts and grammar.

2nd medium wayed.

3rd difficult with loads of words etc. Almost thinking sort of sophisticated pompous.



Conversation:

We can simply discuss each others interests and hobbies with again starting at an easy level and getting faster and more complicated..

eg So jack you like Soccer? Tell me why. etc


BUT SHOULD I HAVE A PROPER MARKING SHEET ?



Writing:

I could make them write about their hobbies and interests.

again looking generally for how well they put sentences and ideas together etc.

WHAT do you think?


Im trying to make this more concrete.

Your help is much appreciated

[Glenski]

For what purpose are you assessing level? I've done it in 10 minutes for conversation schools in Japan. You only have to talk with a potential student for a few minutes to see how well they handle certain aspects of grammar to know whether they are beginner, intermediate, or advanced (or some shade between these).

Ask questions that involve the following:
past, present, future tense
past or present perfect
prepositions of time and location/position
quality adverbs or adjectives (how well... how much... what was it like... etc.)

Above all, don't let a potential student begin the conversation. Those types have already memorized a script, which defeats the purpose of the spontaneous interview. Don't ask yes/no questions all the time; minimize them. And, give the student a chance to ask you a few questions, just to see how well he/she can structure them.

Reading ability can be assessed quickly enough by looking at a magazine or short article. Conversation schools don't usually harp on this, though.

Writing ability? Sounds like you are asking too much, especially for a Japanese student. I teach in a private high school, and kids in their last year still can't write comprehensible sentences. What would be the purpose of your writing assessment? Sounds like something more than a conversation school envirnoment.

[himura]

glenski:


Im supposed to show a short 10-15mins demo lesson for a conversational school(similar to nova etc).

In this short lesson im supposed to focus on finding out the students interests and levels.


Am I being too comprehensive with my plan?



What should I do?

[gaijinalways]

Probably too much for 10-15 minutes. Focus on listening and speaking, some basic reading/writing can be done if you incorporate a whiteboard activity, but your time is very limited. Probably a structure based test embedded within a conversational test is okay, Glenski's suggestions are along those lines. But you also need something active, so I would suggest something where the students have to do something on the whiteboard.

For example;

Have them draw their favorite hobby and have other students (and yourself if the level is low) guess what each other's hobbies are. Draw some examples on the board first, then let the students do it. Correct their grammar if there are obvious errors, if they can't use a full sentence introduce some structures at some point related with this school task (finding out their interests and hobbies, i.e I like.., My hobby is, etc.).

If time permits, have students pair off and ask each other related questions about the hobby they put on the board. When, how often, how much, any special equipment needed, who with, etc., use as appropriate.

This would incorporate some visual board work, speaking and listening, introducing some basic structures, and use of Qs. Not bad for 10-15 minutes, just have to pace your activities within the timeframe, may wish to practice on some willing volunteers!

Hope this helps.

[Glenski]

I've done demo lessons to get potential students to determine whether they want to join the eikaiwa, but how the heck are you supposed to judge each person's abilities with a group demo lesson? You are meeting them for the first time, they don't know each other from Adam (except for a few people who will come with their friends), and you have no possible way to take notes. Unless you can video tape the whole thing, I would have to say the exercise is pointless with its current objective.

Perhaps the school is testing YOU to see what sort of lessons you prepare and how you execute them? Is this part of your interview process, or do you currently work there, or is this something for an EFL/ESL certification class you are taking?

I agree with gaijinalways in that what you have outlined is far too ambitious for 10-15 minutes, and that you should focus only on their speaking and listening skills.

If you want to learn their interests, prepare a card for them to fill out. You might even have to put a lot of prompts on it, but leave some stuff blank so they can show you a smidgeon of writing ability.

Example:
1. What is your favorite sport?
a. baseball b. tennis c. swimming d. jogging e. Other (what is it?)

2. How often do you do this sport? _________________________

3. What do you like to do indoors that is not a sport?
a. watch TV b. eat at restaurants c. play card games d. listen to music e. Other (what is it?)

Personally and professionally, to assess their individual levels, unless you have a photographic memory, I'd say interview each one individually later if they decide they want to join the school. Use the ideas I've pointed out above.

[himura]

thanks for your inputs so far.


its for the Job Interview but i was also told thats how my first lesson would be .

[Jizzo T. Clown]

I'm not sure what the criteria are for the students' "level." Did the school give you any idea or type of rubric? Or do they want you to place them within the confines of "Basic-Beginning-Intermediate," etc...?

Maybe this will help:

http://www.ceii.org/cambridge.htm

If they haven't spelled anything out for you, I'd just worry about doing a lesson on some basic speaking function, which in itself could take as long as you wanted it to take. Barring that, I suppose you'd have to create your own assessment system...but then I may be reading too far into this.

[Glenski]

I'm assuming this interview is with an eikaiwa. Poor form to tell you that you will have to give such a lesson as your first one. I mean, really! As I've already written, determining students' levels is something done before they take the class in a one on one interview. Otherwise, you end up with people of mixed levels (and very inappropriately mixed, I might add) taking a class together. Sounds unprofessional to me.