Here, you can find out personal information about me and information about me as a teacher.

Profile information

 Hello. My name is Hinako. This is my ETM3 portfolio page. Nice to meet you.

  • First name: Hinako
  • Town: Morioka
  • Country: Japan

My Friends (Details)

Self Introduction (2013.10.1) (Details)

 My name is Hinako Kinno.  I am from Ninohe, Iwate. When I was three years old, my family and I moved to Kuji. We lived there for 12 years. We moved to Morioka at the same time as the high school entrance. I have been living in Iwate ever since I was born. 

 I am a manager of kendo club and I like my job to support my club members. I have not played kendo so far, but I enjoy watching kendo practice. I am also a member of dance club. I made this club last year. I was learning ballet for 10 years, so I like dancing very much笑顔 Next week, my club members and I will give a dance performance on the stage in front of the central cafeteria. The most favorite dance is "Baby Maniacs(in external media)." I am looking forward to that performance.

 I am not good at speaking English, but I try to speak positively and improve my teaching English skill. I look forward to future classes a lot.

Guide to Hinako's Portfolio (Details)

The overall goal of this portfolio is to show you what I have learned/ experienced at the Faculty of Education which impacts who I am as a person and a teacher. My portfolio is divided into the following sections.

Critical Incidents: Here I present about my experience teaching outside the university using "Critical Incidents" to discuss the issues to discuss the issues I have encountered and what I learned from them.

Language and CultureHere I talk about my foreign language learning such as my strengths and weaknesses in English, qualifications I have, or my experiences using English. I also talk about cross-cultural experiences I have had inside and outside Japan.

Teaching Activities/Theory: On this page I show and describe the teaching activities I have made inside and outside the university. I also discuss the teaching skills I have acquired. I also talk about my own personal teaching methodology and my strengths and weeknesses as a teacher. The point of this page is to show you what I can do as a teacher. This page can include pictures, video, lesson plans, worksheets, descriptions of lessons, and student work.

Disciplinary Knowledge: On this page, I will write what I know about relevant academic disciplines to teaching English as a foreign language such as socio-cultural theory, language acquisition, phonetics, etc.

What I learned in ETM2 (2014.3.31) (Details)

Posted by Hinako on 10 April 2014, 6:58 AM

 Through ETMⅡ, I learned that teacher needed to make a creative class before their teaching and give the class adapting the content or activities to the students' level and interests. In the Nakano ES teaching, we hed made a lesson plan carefully, but we couldn't teach well. I think we didn't adapt our class to the students' level and interests. That is, we only did the class without changing our lesson plan. I understand the importance of making a creative lesson plan. But, no matter how creative or great a lesson plan is, the lesson wouldn't make no sense  if the plan didn't match the students' interesting and learning state.It is very important to consider a lesson plan and practice teaching more and more. 

 I knew that listening class played an important role in studying English for the first time. When I was a high school student, I studied English listening only for センター試験. Although the Ministry of Education, Culture, Sports, Science and Technology says four skills (reading, writing, speaking, listening) are very important, especially I didn't notice the importance of listenig. But, I learned listening class would make learners more communicative. It was a little difficult for me to give a listening class. If I have a chance, I would like to try again.

What I learned in ETM3 (2014.8.10) (Details)

Posted by Hinako on 07 August 2014, 11:54 PM

 In the ETM3, I felt it was difficult to teach English to JHS students. In the ETM1 and ETM2, we taught English to ES students. The aim of ES English education in Japan is to get used to English and other culture. But, the aim of JHS English education is to acquire the basic 4skills of English. The difference between ES English education and JHS English education has an influence on teaching method.

 In the ETM3, we went through MINI LESSON many times and I learned that it is important to cause students to be interested or curious. But, in the Fuzoku JHS teaching, our team couldn't cause students to be interested in the class well. It is important to suit the level or activities to the students. So, I have to practice teaching again and again in the near future.

 However, because of many teaching practices in ETM3, I became confident in teaching. Although I failed in teaching English a lot, I grew up than what I was. From August to September, I will go to Fuzoku ES and practice teaching. I make use of the things that I learned in the ETM3.

 On July 31st, we learned about teaching practice from the teachers of実習校. Mr.Yoshikado said that we had to consider the aim of activities or games. And he also said that student-teachers tended to explain a lot and had to think over SMALL STEPS. Aniki sensei said it is needed that teachers instruct students CLEALY. I learned a lot of things from the teachers.

 I still feel that I have not studied enough. So, I would like to study harder and harder. Now, I will do my best in 教育実習. I want to utilize what I learned in ETM3.

Critical Incident at the School You Served as a Student Teacher (2014.10.9) (Details)

Posted by Hinako on 12 February 2015, 5:02 AM

1)THE NAME OF THE SCHOOL

Fuzoku Elementary School

2)THE YEAR OF THE STUDENTS

3rd grade students

3)THE NUMBER OF THE LESSONS

10 classes

4)THE SUBJECTS YOU TAUGHT

Japanese, arithmetic, science, social studies(3 times), PE, music, art and moral education

Critical Incident ①】

5)ORIENTATION

 I taught the moral education class. The goal of the class was to notice the necessity of courage. Students read the story and thought feelings of the characters.

6)COMPLICATIONS (CRITICAL INCIDENTS)

 In the story, two boys walked on the fence though they were not allowed to do so by their parents. But, they did. A friend of them saw the two boys walking on the fence, but he didn’t say anything and didn’t give them a strong warning. From this story, I wanted the students to know the importance of behaving with a great courage.

 After reading the story and imagining the feelings of the characters, it seemed that the students understood the necessity of courage. But, they couldn’t understand the relation between the content of the story and their daily life.

7)RESULTS

 It is important to define the aim of each activity or material, including textbook. Especially, in the moral education classes, students need to reflect their own life. Teachers mustn’t teach what they have to behave in their life after the class. So, teachers give the students some opportunities to think about their behavior, life style and so on. So, I should have thought the relation between the content of the story and their daily life before the class.

Critical Incident ②】

5)ORIENTATION

 In the social studies class, the theme of the class was “supermarkets’ elaborate points.” I made the students do PAIRWORK to examine where products came from using flyer. The goal of the class was to understand products in store come from many areas in Japan and a lot of countries.

6)COMPLICATIONS (CRITICAL INCIDENTS)

 In the PAIRWORK activity, each pair had a piece of flyer and examined the growing district. After that, the students wrote the name of district on tags and put them on Japanese map or world map.

 The critical incident was that some pairs assigned roles independently. Thanks to that, these pairs were able to do the activity efficiently. Comparing these pairs with other pairs, other pairs seemed very inefficient. So, I noticed that pair work needed to give each student their own role.

7)RESULTS

 The critical incident was good and I could find students’ good thing. I think that teachers have to think about the clear aim of the activities. In this case, it is important that I consider why the students had to do the pair work and by what kind of procedure they would carry that out. That is, teachers should plan the activities by small steps and what kind of way is the best for the students.

Critical Incident ③】

5)ORIENTATION

In the P.E. class, I planned to teach ラグハンドボール. ラグハンドボール is the sport. It is like that rugby and handball are mixed. The content was Warm-Up exercise, sharing today’s goal and match two times.

6)COMPLICATIONS (CRITICAL INCIDENTS)

 But, unfortunately, it rained the day. My adviser teacher told me that P.E. class was held in the gym and the game was changed from ラグハンドボール to shoot-goal-game. He taught me how to teach and direct the class, but I felt uneasy because I didn’t know the rule of shoot-goal-game until that time. I couldn’t teach well and the students looked like confused. The most terrible matter was that I had to be thorough in rule of the game. And it is difficult to give directions when the students are obsessed with the activity. So, I have to study how to give directions effectively.

7)RESULTS

 I felt that teaching practical-skill-subjects was so difficult. If the teacher didn’t direct clearly and neatly, the students may behave egotistically and cause their confusion. I taught P.E. class only one time, so I will study about methods of teaching and organizing P.E. class from now on.

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