This page is to write about my teaching experiences.

Critical Incident 1:Nakano ES June 2014 (Details)

Key words:Teaching Skill, Pedagogical Skills, Theries of Teaching.

Orientation

 We taught students Lesson4 " Turn right ". We wanted them to be able to say "Turn right" "Go straight" and so on, and understand place's name (park, bookstore, restaurant) in this class. Our group gathered many times and discussed our plans and practiced supposing a real class.

Activities

  First of the lesson, we introduced ourselves. We got very tense, but we thought that students got tenser than we. So we spoke English in a loud voice with very big smile. Next, we sang “Head shoulder knee and toe”. We sang after introducing to reduce student’s anxiety. Why did we choose this song ? - First, their teacher told us that students knew this song. Second this song has movements. So we thought that students were certainly excited by singing this song and relieved their tension. We showed how to sing and how to move to them. Students imitated us. This song was appropriate. Students sang in a louder voice. We enjoyed this moment. After song, we made students repeat place's name (park/fire station/hospital/post office/restaurant/book store/super market).  We pronounced them and students repeated  after us.  We also asked them word’s means. “What do words mean? Raise your hand” Some students raised them hand and answered. After that, we gave students some quizzes that use place’s name. We named it “ Where did I go ? ” quiz. We told them hints (what we did yesterday and what we bought yesterday). On the basis of hints, they thought where we went. We appointed one of students who raised them hand and they answered. We did it five times. When they answered, we made them stand in front of other student and speak in a loud voice. We did this activity in order that students got used to speaking place’s names in English. So we were conscious of making them pronounce many times.  Next activity was picture story “suddenly”. I played a role of Wolf. First of all, Wolf and Preston introduced and explained story easily. A narrator read sentences and we acted the scene with gestures. We also always made students repeat “Suddenly me” ”Silly me” when these key words appeared. They was listening carefully. At final scene of the story, we asked them a question-whether a final big shadow was a Preston’s mom’ one or Wolf’s one. Their opinions was divided half and half. We played game “Simon says” as a last activity. We used some commands (turn right/turn left/raise right hand/raise left hand/put hand down/jump to right/jump to left/go two steps). Making students get used to how to speak these action and ways in English was also our important aim this time. So we chose this game. Before starting game, we explained rule of this game and showed them how to play and confirmed command’s mean. We tried to make students repeat the command after Simon said. By doing such, we increased chances students to be able to speak English. Two of us played role of Simon, others (include me) helped students to play game and listen to the command. We played this game three times. Final game was very fast and difficult. They looked happy. At final of the lesson, we gave students evaluation sheets to write their idea and thought. After writing, we had two students announce their impressions. I felt happy to hear them. After that we announced our impressions, too. We enjoyed this class very much. I thought that having prepare much and practicing many times was good.

Complication

 We had three big critical incidents.We prepared place cards, but these cards was little smaller. So students said “I can’t see” “what is drown at the card?”. We should prepare bigger cards. We didn’t confirm whether we can see from little far or not. It caused this problem. Picture story was too difficult for students to understand story and what we was telling. We had to explain more politely and should use Japanese a little. We couldn’t understand this story when we listened for the first time. So we need to help them to understand well. I think that having proceed with prepare on the assumption that students would be able to understand well caused this problem.Game “Simon says” was also little difficult for students. They said “I don’t know” “difficult”. But we explained more politely and sometimes use Japanese to help them to understand than “Suddenly”. As a result, they gradually got to understand and enjoy this game. We supposed that they couldn’t understand very much. So we thought how to explain, express many times and figured out a good way to make them understand. But they got confused the beginning. We had to figure out more. Although we practiced keeping time, we don’t have enough time in real class. There was something that happens unexpectedly. I noticed that practice was quite different from real class.

 The Significance

 The thing I learned this time is importance of preparing in advance. I thought that it is impossible to give lesson without planning and preparing. The day is also important, but preparations until the previous day are as important as. I thought “So we write a teaching plan”. Writing this is very difficult for us, but we can’t give classes without this. I must study how to write lesson plans more and more, harder and harder. Also, I learned that preparation were not absolute. In other words, the fact that we prepare enough always doesn’t mean success. Critical incidents maybe happen unexpectedly. When these happened, we must try not to lose our cool.I understood that I have still a lot of things to learn to be a teacher.

Tags: Pedagogical Skills, Teaching Skill, Theries of Teaching

Attached files:
コピー修正 指導案 6年2組.1.xlsx (25.4KB) - Download
Posted by Yuto Honda on 19 February 2015, 9:26 AM | Comments (0)

Critical Incident 2:Nakano ES December 2014 (Details)

Key Words: Teaching Skills, Pedagogical Reasonig Skills,Contextual Knowledge

Orientation

 We taught students Lesson7 “we are good friends” Read the story that English expressions students learned that until now were used and understand its content, and use expressions in the story in the appropriate scene.

Activities

 Frist, we introduced ourselves. “I am ○○. Nice to meet you.”  Second, we sang a song. ”Head, shoulders, knees and toes”  Third, we reviewed the story students learned until now by reading textbook. Sometimes we asked some questions. “Who is this boy?-Peach boy.”  Fourth, we showed them a new scene by performing actually.  Fifth, we showed them today’s goal. “Let’s perform a play in English”  Sixth, we played  card game. We distributed the four types of cards. (monkey, peach boy, dog, bird) *^ gave out one per person. Monkey looks for other members. When four members encountered, this game is over. (Success) “I am a monkey. Are you a bird?” “Yes, I am a bird”we are good friends.  (Not success)” I am a monkey. Are you a dog?” “No, I am a bird.”see you. We showed them  model politely.  Seventh, there are eight groups consisting of four members. We made them perform an original play.  We gave them time to practice. While they practiced, we supported them. For example, how to announce, how to express.  Eighth, we made them perform their play  each other.  Last, students reviewed their play. We reviewed the story by reading  textbook and showed the new part by performing to provide input to them.  By making them perform English play, we gave them chance to use English.  We thought that they enjoyed and used English positively. Students announced English in aloud voice and performed English play with ther smile.

Complication

① There are 33 students in this class. We expected that all students came to school. But three students were absent from school. There were only 30 students.  We were going to make 8 groups(7 groups consisting of 4 members and one group consisting of 5 members), so we were confused. I learned that  plan was just  plan. Everything doesn’t always go well as well as we thought. Things that we don’t expect will  happen. So, I thought that it was important for us to take a measure to the situation at hand.② Students was interested in our activities. So, students sometimes talked with others in a loud voice during the class. The class was interrupted by them. I learned that it is important to make them quiet when they became playful .

The Significance

 I saw students speak English positively and peform their plays hardly. They could learn English without reanding and writing. I understood that reading and writing English was not all. So, I thought that English should be taught or learned through listening and speaking. English is  language. It is important for Japanese to use. But now many Japanese can not use English in a real situation although they have studied for many years. So, I think that we try to teach English to be able to use actually .I want to increase chances to speak English and listen in the class if I become a teacher. I was very glad to be able to go to the Nakano elementary school. I learned a lot of things. I want to study more and use this experience next time.


 

Tags: Contextual Knowledge, Key Words: Teaching Skills, Pedagogical Reasonig Skills

Attached files:
Nakano ES 6-1 指導案.pdf (193.4KB) - Download
Posted by Yuto Honda on 12 February 2015, 10:25 PM | Comments (0)

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