This page is to write about my teaching experiences.

Critical Incident 1 2014,July

Critical Incident 1: Wrong Impression, Teaching skills of English

 

 

At Nakano Elementary school, some students had the sulks when we explain in English. Because they were not able to understand English we spoke. That is a critical incident for me. We are under the impression that students of Nakano Elementary school can understand English that we think it is simple because they always get close to English.

Our plan was

①    song(Head, shoulders, knees and toes)

②    a quiz(to teach names of places),

③     a picture-story show,

④     Simon game(to teach names of directions and movements.)

 

Orientation

1) I played the part of Preston in a picture-story show and quiz reader.

2)We kept in mind that we gave students scene which made students repeat English to give students input.

3) Besides, when we gave some quizzes to students, we called on some students. We had some students pronounce in big voices. We wanted students to do pronounce English definitely with confidence.

4)We added explanation in Japanese during a picture-story show and quiz etc… because to help students. We gave many easy questions relate a picture-story show etc… because we wanted to increase their motivation and reduce their anxiety. By giving a question in Japanese, the students may understand the flow of the story. In doing so it, let the students think that oneself can understand.

 

Complication

1)     Some boys and girls sulked during the class. We didn’t understand reason why they sulked. But, a boy spoke “I can’t understand!”in Japanese.

2)     We hadn’t doubt that can understand English which easy for us. But, when I think carefully, I think that English is difficult for them because English is official subject in Junior High School. We couldn’t understand the situation of the students.

Foe example, they couldn't understand our instrructions.(Listen, Raise your hand etc...) So, the class didn't go as scheduled.

Besides, they had gotten tired because they couldn't under stand our English so they couldn't understand what to do.

 

The Significance

I want keep that I am a position to teach.

I mustn’t think that “they may understand this…because it is very easy….”

Now, news is saying that English becomes the official subject in elementary school.

We must not implant the image “English is so difficult.”

I think that we take responsibility for teaching them the preasure of studying English.

I want to learn English with students.

When I become a teacher, I am responsible for making the students feel that English is interesting.

Besides, the teacher must to continue study English to give them good knoeledge and to tell enjoyment of English.

 

Tags: Teaching skills of English, Wrong Impression

My Critical Incident at Kuroishino JHS 2015 Summer

〇Orientation

I was assigned to the 1st grade.

What I taught the students are following.

 ①where  ②he,she   ③how to ask the hour   ④third person singular present

I will write about ④.

The order of activity is following.

・Greeting

・I made the students hear two sentences Ⓐ “I play ~”and Ⓑ “She plays~” to notice the difference between Ⓐ and Ⓑ.

・Checking the new words

・Checking the key sentence.

・I explained third person singular present by illustration.

・The students talked by using ④about their friends in group. (group activity Speaking )

  ・They talked by using ④ about their favorite person.(Writing)

I used picture of the actor who is appear on the TV drama which is popular among JHS students and I used the things with the popularity for explaining with examples. I made efforts to make the students attracted by my class.

Next class, I did same order from greeting to checking the key sentences. After that, we read the text of PROGRAM6-1.

 

〇Complication

(1)When I explained about ④, I asked the students “Do you understand?” They said “Yes!” instantly. Besides, when I asked questions to all students, the students who understand well. I thought that they understood very well by seeing how it goes but it was misunderstanding. When I called one of them, he couldn’t answer by himself and I noticed that many students couldn’t understand the contents by checking their worksheet. Some students write “She play badminton.” “He like soccer.” etc…

 

(2) On the time for reading the text, I picked up the sentence “We have a lot of interesting places” and asked the students “ Who?” “How many people?” They answered “we=Judy and Yuki” “we =two people.”

I was under the impression that it is best answer. But I’m noticed that it was wrong when an evaluation meeting. “We=people, the citizens of London” “We=many people”

 

 

〇Result

On reflection, I should not judge their understanding by being based on the students who understanding well and who speaks a lot. We should pay attention to all of them.

Besides, we should ask “Do you have any question?” “Do you have the point you can’t catch?”

 

The insufficiency my studying of teaching materials caused the giving them wrong information.

Of course, we should study hard.

Besides, I had to consult with my partner about the materials.

Critical Incident 2 2014,December

Critical Incident2: Teaching Skills, Understanding The Students 

 

 Orientation

We taught lesson7 in Hi, friends! 2. The goal of our class was that the students can understand contents of Momotaro by listening to our explanation in English and children try to speak English by using the  lines in Momotaro.

 

Our lesson plan was as follows.

1, Greeting and our self-introduction

2, Reviewing of the last class. (quiz)

3, Reading aloud the passage by us. (repeat)

4, Playing a game by using the passages in the textbook. (concentration game) (reading)

5, Writing student’s impression of the class.

 

My role is explainer and a bird of the skit.

 

Complication

We gave the students input by reading aloud the passage and quiz. We gave the students the time to speak. We kept it in mind not to let the students get tired.

We made the students speak  the passage in the  quiz. In addition to the rule of the normal concentration game, we made the rule as following. 『If you can match the two cards, you have to read the sentence on the cards. Team member’s have to repeat after person who have gotten cards.』

 The students couldn’t understand English more than we thought. They joked and said 「What’s?」many times, so we thought that they knew the spelling of 「What’s?」but they didn’t read 「What’s?」.  It was the unexpected incident.

We expected that the students would enjoy the class. They enjoyed the class very much more than we expected. It was very good. But, they were excited too much so they didn’t listen to our explanation, the time of the game was dragged on.

We couldn’t review the class well becausewe came to run out of  time.

 

The Signicance

 

 I thought that the explanation by simple English and little  Japanese is good.  In addition to  that, I thought that we have to speak to them  loud voice and devise ways of explanation to make the students listened.

I felt value of  teaching while looking at children’s using English fun.

It is not good that we try to make the students listen only by a loud voice. We have to get the skills of instruction. For example, when they do a group activity, we should instruct before their making group.

We cannot make the good class with only a motivation. We need many teaching techniques

Tags: Teaching Skills, Understanding The Students

Clitical Incident 3 2015,June

◇Orientation

The goal of our lesson was that the students can communicate about their near future by using the word ”if”. Also, we want them to understand the grammar matters about sentences including ”if” without our explanation of the lecture form. We use many pictures to make the students understand laugh contents of the lesson. Besides, we give much time for conversation to them. Because we thought that they understand naturally grammar matters and meaning of ”if” and the time to use the word ”if” and more by conversation of several times. We imagined that they talked about nearfuture simply at the time of conversation exercise in the group.

 

◇Complication

 

1) After exercise of conversation in groups, we made the students tell us the sentences they made using “if”. They tell us the ideas of counterfactual thinking. We must show this in the sentence of the hypothetical condition. But we can’t correct their mistakes so we write wrong sentences on the black board. Besides, we write the sentences with small grammatical mistakes.

2) First of all, our knowledge of English was little. Also, we didn’t know the way of reaction to unexpected answers.

In my case,When the students stated and make the grammer mistake, I couldn't correct the student's grammer mistake.

3) In the first our plan, we were going to make them repeat the sentences after us. But we didn’t it because we thought that we shouldn’t do it because these sentences had many grammatical mistakes.

Also, we shouldn’t write the idea of the hypothetical condition and we should simple explanation about it. For example, “This is so difficult! So you study it in high school.”

 

1) When exercise of conversation in groups, they didn’t listen our explanation. So, they couldn’t understand contents of the activity.

2) Timing of our explanation and conduction was not good. They did idle talk the middle of our explanation because they were face to face with each other.

3) We explained it again to each groups.

 We should explain before their making groups.

 

◇Significance

 I leaned that teacher should so much knowledge about English. This amount was more than my imagination because students may give answers not to even expect. We must react the answer well by using knowledge.

Junior High School students will make the many mistakes of English. Grammer, words, pronouncie\ation etc...

We are responsible for correcting their mistakes. So, we need to acquire knowledge of English.

I leaned that with way of instruction the students’ amount of intelligibility change.

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