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Sherri

After localgirl asked her question about TEFL books on teaching methods, it got me thinking about methods, approaches and the syllabuses we use here in Japan. At the school where you work what teaching methodology or approach do they use? Do you agree with it? Does your school have a syllabus or is the syllabus and the textbook one in the same? Does it suit your students? Are you given any freedom or do you have to teach the way the school wants you to teach?

Just for the record for the most part I have been teaching adults using a content-based approach and a skills-based syllabus. It works for my students but mainly because they are so motivated. I don't think it would work just anywhere.

PAULH · Joined: 28 Jan 2003 Posts: 4672 Location: Western Japan

Sherri

sounds like you have been getting your fix on david Nunan (task-based learning) My kinda gal.

My approach is rather more electic but I go for the communicative, direct approach: Jack Richards and Interchange, Headway. English AMAP (as much as possible) given Im working with 40 pretty green freshmen in one class.

Lots of TPR and gesture, role play. How about you?

Glenski · Joined: 15 Jan 2003 Posts: 12844 Location: Hokkaido, JAPAN

Depends on who I am teaching, Sherri.

At my old eikaiwa, I had tremendous freedom. We used the Spectrum or New Interchange series (students were assigned to a particular level that used a particular volume in one series or the other). Since both series provided insufficient material for in-class teaching, we created our own materials. The idea was to give a grammar point intro, then provide 2-3 activities in which students practiced the point in pairs or small groups. Plenty of room for casual conversation and questions to the teacher.

At my present high school, I have been assigned to teach (or co-teach with fellow foreigners) classes on speech making, general conversation (in parallel with a Japanese teacher's lessons on listening comprehension), or on literature reading. In all cases, I have complete freedom to make lessons as I see fit. In all but the reading classes, I focus on pair work again, like the eikaiwa lessons. I'm learning how to reach the reading class as I go.

Sherri · Posted: Mon Jul 14, 2003 1:19 am Post subject:

Actually I am not teaching at all now--being 2 weeks away from expecting a baby! But when I was it was mostly advanced level students (TOEFL 590+).

I didn't use textbooks but materials prepared by the school which are based on newspaper articles and CNN or BBC news videos. Yes, Paul I was doing a lot of task-based type activities, role plays, simulations, problem-solving. It was the way to go with these students at least.

I also worked quite intensively on the refinement of actual skills (micro-skills) like outlining, skimming, scanning, inferencing and note-taking. I don't know how this would go down with European-learners but I have found that my students here, have no idea how to carry out these skills even in Japanese. The we present information ("western logic", linear structure) is completely different to what they are used to in Japanese.

Glenski and Paul, it sounds like you have some challenging classes. Thanks for sharing. I think some people get the impression that teaching in Japan is all "free conversation" and actually it is not, there is a wide range of teaching going on here.

locagrl814 · Joined: 04 Jun 2003 Posts: 58

Wow Sherri CONGRATULATIONS!

Did you also get your Master's in Japan? Which school?

Sherri · Posted: Mon Jul 14, 2003 4:53 am Post subject:

I am about halfway through the University of Birmingham MA course in TEFL through David English House. I did the CELTA at International House in London before I started teaching which has observed teaching practice. This is invaluable for a new teacher. As much as I am learning on this MA course, the CELTA is actually far more practical and hands on. I would recommend a new teacher to do a CELTA-type course first and make sure it is one with observed teaching practice. Then after teaching for a few years, go on to do an MA or similar. Everything you encounter on the MA course will have a lot more meaning after that.

Temple University also has a good reputation as does Columbia Teacher's College which has a campus in Tokyo. I didn't choose to study at Temple or Columbia because I couldn't be sure about being able to attend the classes as I also have a two-year-old. Columbia's classes are all on the weekends--impossible for me! I know people who have done MAs at both and had very good experiences.
Good luck in whatever you choose to do.

Glenski · Joined: 15 Jan 2003 Posts: 12844 Location: Hokkaido, JAPAN

Sherri,

I forgot to mention that I also just finished teaching a month of Saturdays in a special Science in English class. It was a first-ever attempt to teach biology to first-year high school students, in 100% English. Our school wants to attain SELHi status like its sister school.

Imagine weak grammar skills, low vocabulary, and no experience in a laboratory or high school science class (this describes my students, of course, not me). Now imagine trying to put together some lab experiments in biology and/or chemistry, describing the principles without Japanese, describing the equipment, and presenting a 2-3 hour lesson. Whew! I did it in June and have to do it all over again in November.